Friday, 24 February 2017

Monday, 20 February 2017

Welcome Lavinia!

This is the place you go to get updates on work while you are away from 28 February to 14 March 2017.

Handy links
The Oxford English Dictionary  http://www.oed.com  (You might need to search for an OED app for your phone).
Thesaurus for synonyms:  http://www.thesaurus.com/

NZQA - look for AS91105 2.8A
and

For AS2.8 you are expected to form your own question independently (hypothesis to prove or disprove) and then seek, locate, select, record and evaluate the information yourself.  It is expected that you form new understandings independently.  You may collect information in and out of class, so you may do this while you are away.  Because you will be away during the assessment deadline, you may have an extension after you come back to write up a report of your findings when you have returned.  You need six pieces of evidence for your research and evidence that is not from the research pack needs to be printed off and stapled to your submission.  You are expected to underline and annotate your piece of research.  "Annotate" means that you are expected to make notes at the side of relevant paragraphs.  Don't forget to keep the title of the publication, author/s names, date of publication and URL address.  

You need to plan a compare and contrast essay for this assessment.  There will be an introduction, three main body paragraphs, and a conclusion.  In each paragraph you will need to use two pieces of evidence.  One piece of evidence will be used to argue for your hypothesis and the other piece of evidence will be used to argue against it.  Therefore, for three paragraphs you will need a total of six pieces of research evidence.

Remember your paragraph structure: 
Point
Explanation
Example (paraphrase or quotes)
Tie back to your main point, preferably with a reference to the world or with a new idea or insight.

If you have spare time after your research for AS2.8, start reading and thinking about writing a second personal response form your research pack.  This will go towards your AS2.9 Wide Reading Log  It needs to be a differnt type of text from your first one which was an academic journal article.  So something like the news article from the web near the end of the research pack would be suitable. 




Friday, 17 February 2017

301TCE
Links from lessons 13 -17 February 2017


CONTINUING WITH ETHOS, LOGOS AND PATHOS

First and second advertisement on this site:
The first advertisement shows teeth with dice markings on them with the claim at the bottom that it is “The dentist’s choice for fighting cavities”  referring to Crest toothpaste.  There is an example of in text APA referencing (Floyd, 2011, pp. 154-155) in the first paragraph.
In the second advertisement, people are being encouraged to donate to the St Jude Children’s Hospital. It shows a child who appears to be going through cancer treatment because they have a shaved head.  This appeals to the emotion of compassion for this unfortunate child, therefore using the persuasive technique of pathos.


What is similar and what is different between these two images:
David Beckham
and
Roger Federer with a Mercedes (third image down the page)

Car accident victim (first row of images) using pathos



Land Rover 4WD (using logos)



Datsun 280-ZX (selection)
also



Top Gear - Best Car Advertisements (using ethose and pathos)
In the first advertisement (from the start to about 1 minute) a young boy is seen admiring a celebrity driver who appears to be his father. 


SIGNIFIERS IN ADVERTISING
America and the Ford Mustang

COLOUR
Top Gear team presenting a blue, black and white car in a road race promoting the qualities of the Volkswagon Scirrocco.  Notice the subliminal message being given about the slower but steady and conservative blue car winning the race eventually over the faster white and black cars who have to stop to refuel.  Watch the first minute only.
https://www.youtube.com/watch?v=eYGd0LL56mk



LAYOUT
Red Bull ad with Aucklander Mike Whiddett  (notice how the rule of thirds is used)

NZ Grand Prix advertisement (also notice the messages being given about the change in colour)



Monday, 13 February 2017

301TCE

David Beckham

The Colgate ad in this selection on the third and forth row show dentists in white coats adding credibility to the claims of the product :


The first ad shows teeth with dice markings on them with the claim at the bottom that it is “The dentist’s choice for fighting cavities” in a Crest toothpaste ad.   Notice the way in text referencing has been used.
The second ad shows a child who is obviously going through cancer treatment.  This appeals to the emotion of compassion for this unfortunate child.  It is a campaign to encourage people to donate to the St Jude Children’s Hospital.

Car accident victims (first row of images) appealing to pathos

Mercedes 4WD

Top Gear Best Car Advertisements. In the first ad a young boy is seen admiring his father who is a celebrity driver, showing ethos and pathos.
201THE
The Thesaurus is a great tool for finding synonyms:  Here is the link:
http://www.thesaurus.com/

Once you have read your article and made notes about two focus points, plan your writing as follows:

Paragraph 1: Synopsis
Write a brief synopsis containing two to three sentences about paragraph two and three in that order.

Paragraph 2:  Focus one                       
Point
Explanation
Example
Tie back to your point

Paragraph 3:  Focus two                       
Point
Explanation
Example
Tie back to your point

Paragraph 4:  Conclusion
Write a conclusion about your point in focus one, and then your point in focus two.


As you are writing from your perspective, it is expected that you will use the personal pronouns I and/or me in this writing.

PERSONAL PRONOUNS TABLE

                           1st person singular    2nd person singular    3rd person singular
Before the verb               I                              you                      he/she             
                                                                                                      
After the verb                 me                           you                      his/her             
                         

Friday, 10 February 2017

201THE

Familiarize yourself with APA 6 referencing by going to the Auckland University links and clicking on APA or APA 6 wherever it appears on the following pages:
http://www.cite.auckland.ac.nz/3_1.html
http://www.cite.auckland.ac.nz/2_1_5.html

The Oxford English Dictionary (OED) app for your smartphone, if you have one, is a very convenient mobile dictionary which will help you with checking your spelling.  This is not mandatory - just a suggestion.

NZQA links to the Achievement Standard AS91106 - 2.9B:
These links are your guidelines for the English 2.9 Reading Log in which you make personal responses to texts you have read.

2.9  READING LOG
The 2.9 Reading log requires personal responses to six texts.  Four must be written and the remaining two may be visual, oral or written.
Writing a personal response to your first research article.
You are required to form developed, personal responses to independently read texts, supported by evidence.  Express your viewpoint on the text.  Respond to links between the text and self (such as personal contexts and prior knowledge), and respond to links between the text and the world (such as connections with knowledge, experience, ideas and imagination from social, cultural, literary, political, or historical contexts).  Your personal responses must be reasoned, clear, and relevant.  It is desirable that these personal responses also demonstrate understandings that are insightful and/or original.
This exercise means that you are expressing your personal opinion about the text you have read.  Features that will be expected are the use of personal pronouns in the first person, language features used for effect and that there is a link to wider society.

While you read the article, highlight/underline relevant points and quotes.  Make brief summary notes on the side of relevant sections from this highlighting.  Finally, make bullet points and plan your thoughts logically.  Now you are ready for writing.
301TCE
Here are the links to the advertisements we looked at using pathos, ethos and logos to persuade their audience to take notice of their product:
PERSUASIVE TECHNIQUES IN ADVERTISING
Pathos
Nissan 2015 Super Bowl commercial “With Dad” advertisement

Logos 
1950s advertisements showing just technical specifications

Ethos
Ritchie McCaw giving a celebrity endorsement of a brand of headphones

Monday, 6 February 2017

301TCE

AS3.7B EXAMPLES
ADVERTISING AND NEW ZEALAND SOCIETY

Sex sells:
K.P. Life Salt
Ultra Bright Toothpaste
Toyota Starlet advertisement
Hertz and Avis car rental advertisement

Families:
Car rental company and a family going for a car trip

Percil
Percil and women portrayed in traditional roles

Fernleaf / Anchor Butter with her recently separated dad
Fernleaf / Anchor Butter with Sam and her mum a few years later when young Sam was older

Gregg’s coffee advertisement “Different Faces Many Faces”

You are a New Zealander:
BNZ advertisement

National Identity:
Len Potts

Kiwi Blokes:
Barry Crump with Scotty advertisement
Barry Crump and Hilux (the "bugger") advertisement
“Speights Southern Man” advertisement
Tui advertisement

Best and Worst:
Families on Fair Go best and worst advertisements in New Zealand

National Pride:
New Zealand and Australian rivalry - AMI insurance advertisement
ASB Goldstein advertisement

PERSUASIVE TECHNIQUES IN ADVERTISING
Pathos
Nissan 2015 Super Bowl commercial “With Dad” advertisement

Logos 
1950s advertisements showing just technical specifications

Ethos
Ritchie McCaw giving a celebrity endorsement of a brand of headphones

Saturday, 4 February 2017

301TCE  

1.  Please make sure you have a copy of the course outline for 2017.  Even though the course outline handed out in class has TRE301 and THE301 on it, please be assured that it is the same course.

2.  Make sure you have a copy of the Achievement Standard AS91478 - AS3.7B, or at least know where to find it on the NZQA website:
Highlight key words in the Achievement Criteria boxes.  Note that last year you were asked to ANALYSE significant connections, but this year you are expected to RESPOND CRITICALLY to significant connections in the Achievement box.  A Merit grade requires you to do this convincingly, and an Excellence grade requires you to show a perceptive insight of something new or abstract that relates to the wider world or society.
Remember that your argument must be supported by evidence.

3. Make sure you have a copy of the internal Assessment resource booklet for 3.7B and bring it to class.

PUNCTUATION:
Remember that the apostrophe in contracted words such as "I'm" (I am)  holds the place of one or more missing letters.  In academic writing, do not use contractions.  Write the words in full.

The personal pronoun "I" must have a capital letter.

Note for prefects Paula and Kimela
Please read as much as you possibly can of the Internal Assessment Resource, Achievement Standard English 91478: Respond critically to significant connections across texts, supported by evidence which is the "Resource reference: English 3.7B" .  Read up to and including "Persuasive Techniques" at least.  Try the exercise at the end of the  "Persuasive Techniques" section asking you to label the examples with a P,L, or E.  If you can manage it, read up to and including "Fonts" and do the exercise at the end.

Refresh your knowledge of APA 6 referencing by going to the Auckland University links and clicking on APA or APA 6 wherever it appears on the following pages:
http://www.cite.auckland.ac.nz/3_1.html


Friday, 9 October 2015

Persuasive
Language
Othello’s Defence  Act 1 Scene 3

Imagery
Personal
pronouns
.Repetition
List






Alliteration



List
Personal
pronouns









Personal
pronouns




Repetition

Repetition




Alliteration




Her father loved me; oft invited me;
Still question'd me the story of my life,
From year to year, the battles, sieges, fortunes,
That I have passed.                                                                    
I ran it through, even from my boyish days,
To the very moment that he bade me tell it;
Wherein I spake of most disastrous chances,
Of moving accidents by flood and field

Of hair-breadth scapes i' the imminent deadly breach, 
    135  
Of being taken by the insolent foe
And sold to slavery
, of my redemption thence
And portance in my travels' history:
Wherein of antres vast and deserts idle,
Rough quarries, rocks and hills whose heads touch heaven
It was my hint to speak,--such was the process;
And of the Cannibals that each other eat,
The Anthropophagi and men whose heads
Do grow beneath their shoulders
. This to hear
Would Desdemona seriously incline:                                  145
But still the house-affairs would draw her thence:
Which ever as she could with haste dispatch,
She'ld come again, and with a greedy ear
Devour up
my discourse: which I observing,
Took once a pliant hour, and found good means                    
To draw from her a prayer of earnest heart
That I would all my pilgrimage dilate,
Whereof by parcels she had something heard,
But not intentively: I did consent,
And often did beguile her of her tears,                                155
When I did speak of some distressful stroke
That my youth suffer'd. My story being done,
She gave me for my pains a world of sighs:
She swore, in faith, twas strange, 'twas passing strange,
'Twas pitiful, 'twas wondrous pitiful:                                         
She wish'd she had not heard it, yet she wish'd
That heaven had made her such a man: she thank'd me,
And bade me, if I had a friend that loved her,
I should but teach him how to tell my story.
And that would woo her. Upon this hint I spake:                165
She loved me for the dangers I had pass'd,
And I loved her that she did pity them.
This only is the witchcraft I have used:
Here comes the lady; let her witness it.





Fighting for his life and freedom


  
Christian
religious references
Empty, barren landscape

Pagan
references

Also alludes to eating or consuming for sustenance


Christian
religious references





Christian
religious references



His battle for life
was successful

Pagan reference





Thursday, 4 June 2015

10HUR and 10 TOM
Speeches you may be interested in:

Brown Brother – Joshua Iosefa (Prefect at Mt Roskil Grammar School, Auckland)


Brown Brother – Joshua Iosefa at aTedEx Talk
https://www.youtube.com/watch?v=S-SKYOwjIGU

Col Tim Collins just before the Iraq war

Tuesday, 2 June 2015

10TOM and 10HUR HOMEWORK 3 and 4 JUNE 2015

WELCOME 10TOM and 10HUR!

Homework for 10TOM on Wednesday June 3 2015:
Homework for 10HUR on Thursday June 4 2015:
Start researching for a 2 - 3 minute speech about a topic you care passionately about.  Make a start on writing your speech.  You can adjust your recent formal essay to do this.  Remember to include a greeting at the beginning and a thankyou to your audience at the end. Read your essay or speech aloud to judge the time it takes to speak it and make adjustments if necessary.

Links to speeches in today's lesson:

Speeches in theatre and film

Speech by Aragon in Lord of the Rings at the Black Gate
https://www.youtube.com/watch?v=EXGUNvIFTQw


Aragorn:
Hold your ground! Hold your ground!
Sons of Gondor, of Rohan, my brothers,
see in your eyes the same fear that would take the heart of me.
A day may come when the courage of men fails,
when we forsake our friends
and break all bonds of fellowship,
but it is not this day.
An hour of wolves and shattered shields,
when the age of men comes crashing down,
but it is not this day!
This day we fight!!
By all that you hold dear on this good Earth,
bid you stand, Men of the West!!!




Speech by Wiliam Wallace in the movie Braveheart
http://www.americanrhetoric.com/MovieSpeeches/specialengagements/moviespeechbravehe
rt.html

"am William Wallace. And I see a whole army of my countrymen,
here in defiance of tyrannyYou have come to fight as free men. And 
free man you are! What will you do without freedom? Will you fight?"Two thousand against ten?"

– the veteran shouted. "No! We will run - and live!"

"Yes!" Wallace shouted back. "Fight and you may die. Run and you
will live at least awhile. And dying in your bed many years from now,
would you be willing to trade all the days from this day to that for
one chance, just one chance, to come back here as young men and tell
our enemies that they may take our lives but they will never take
our freedom! Alba gu bràth [Scotland forever!] “



King Henry V speech in Shakespeare's Henry V
https://www.youtube.com/watch?v=s1Ulz-Qwn

or  
https://www.youtube.com/watch?v=P9fa3HFR02

What's he that wishes so?
My cousin Westmoreland?
No, my fair cousin:
If we are mark'd to die, we are enow
To do our country loss; and
if to live,
The fewer men, the greater share of honour.
God's will! I pray thee, wish not one man more.
By
Jove, I am not covetous for gold,
Nor care I who doth feed upon my cost;
It yearns me not if men my garments wear;
Such outward things dwell not in my desires:
But if it be a sin to covet honour,
I am the most offending soul alive.
No, faith, my coz, wish not a man from England:
God's peace! I would not lose so great an honour
As one man more, methinks, would share from me
For the best hope I have.
O, do not wish one more!
Rather proclaim it, Westmoreland, through my host,
That he which hath no stomach to this fight,
Let him depart; his passport shall be made
And crowns for convoy put into his purse:
We would not die in that man's company
That fears his
fellowship to die with us.
This day is called the feast of
Crispian:
He that outlives this day, and comes safe home,
Will stand a tip-toe when the day is named,
And rouse him at the name of Crispian.
He that shall live this day, and see old age,
Will yearly on the vigil feast his neighbours,
And say 'To-morrow is Saint Crispian:
Then will he strip his sleeve and show his scars.
And say 'These wounds I had on Crispin's day.'
Old men forget: yet all shall be forgot,
But he'll remember with advantages
What feats he did that day: then shall our names.
Familiar in his mouth as household words
Harry the king, Bedford and Exeter,
Warwick and Talbot, Salisbury and Gloucester,
Be in their flowing cups freshly remember'd.
This story shall the good man teach his son;
And Crispin Crispian shall ne'er go by,
From this day to the ending of the world,
But we in it shall be remember'd;
We few, we happy few, we band of brothers;
For he to-day that sheds his blood with me
Shall be my brother; be he ne'er so vile,
This day shall gentle his condition:
And gentlemen in England now a-bed
Shall think themselves accursed they were not here,
And hold their manhoods cheap whiles any speaks
That fought with us upon Saint Crispin's day.




Speeches in real life that changed history
Speech by Winston Churchill in 1940
https://www.youtube.com/watch?v=2uwCMf71nOA


Winston Churchill  4 June 1940
[When Napolean lead Boulogne for a year with his flat bottomed boats and his grand army he was
told there are bitter winds in England.  There are certainly a great many more of them since the
British expeditionary force returned so]

I have, myself, full confidence that if all do their duty, if
nothing is neglected, and if the best arrangements are
made, as they are being made, we shall prove ourselves
once again able to defend our Island home, to ride out the
storm of war, and to outlive the menace of tyranny, if
necessary for years, if necessary alone.
At any rate, that is what we are going to try to do. That is
the resolve of His Majesty’s Government-every man of
them. That is the will of Parliament and the nation.

The British Empire and the French Republic, linked together in their cause and in their need, will defend to the death their native soil, aiding each other like good comrades to the utmost of their strength...
We shall go on to the end, we shall fight in France,
we shall fight on the seas and oceans,
we shall fight with growing confidence and growing
strength in the air, we shall defend our Island,
whatever the cost may be,
we shall fight on the beaches,
we shall fight on the landing grounds,
we shall fight in the fields and in the streets,

we shall fight in the hills;


we shall never surrender, and even if, which I do not for a moment believe, this Island or a large part of it were subjugated and starving, then our Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle, until, in God’s good time, the New World, with all its power and might, steps forth to the rescue and the liberation of the old.” 




Speech by Martin Luther King in 1963

And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal."
I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.
I have a dream today!
I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of "interposition" and "nullification" -- one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.
I have a dream today!
I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; "and the glory of the Lord shall be revealed and all flesh shall see it together."2
This is our hope, and this is the faith that I go back to the South with.

With this faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.
And this will be the day -- this will be the day when all of God's children will be able to sing with new meaning: My country 'tis of thee, sweet land of liberty, of thee I sing.
Land where my fathers died, land of the Pilgrim's pride,
From every mountainside, let freedom ring!
And if America is to be a great nation, this must become true.
And so let freedom ring from the prodigious hilltops of New Hampshire.
Let freedom ring from the mighty mountains of New York.
Let freedom ring from the heightening Alleghenies of Pennsylvania.
Let freedom ring from the snow-capped Rockies of Colorado.
Let freedom ring from the curvaceous slopes of California.
But not only that:
Let freedom ring from Stone Mountain of Georgia.
Let freedom ring from Lookout Mountain of Tennessee.
Let freedom ring from every hill and molehill of Mississippi.
From every mountainside, let freedom ring.
And when this happens, and when we allow freedom ring, when
we let it ring from every village and every hamlet, from every state
and every city, we will be able to speed up that day when all of
God's children, black men and white men, Jews and Gentiles,
Protestants and Catholics, will be able to join hands and sing in
the words of the old Negro spiritual:
                Free at last! Free at last!
                Thank God Almighty, we are free at last!3




Speeches by a young adult at the UN
Speech by Malala Yousafzai at the UN in 2013
https://www.youtube.com/watch?v=QRh_30C8l6Y