Saturday, March 29, 2014

Summary and Analysis of Act 4 Romeo and Juliet: Year 9


Summary: Act 4, scene 1

In his cell, Friar Lawrence speaks with Paris about the latter’s impending marriage to Juliet. Paris says that Juliet’s grief about Tybalt’s death has made her unbalanced, and that Capulet, in his wisdom, has determined they should marry soon so that Juliet can stop crying and put an end to her period of mourning. The friar remarks to himself that he wishes he were unaware of the reason that Paris’s marriage to Juliet should be delayed.

Juliet enters, and Paris speaks to her lovingly, if somewhat arrogantly. Juliet responds indifferently, showing neither affection nor dislike. She remarks that she has not married him yet. On the pretense that he must hear Juliet’s confession, Friar Lawrence ushers Paris away, though not before Paris kisses Juliet once. After Paris leaves, Juliet asks Friar Lawrence for help, brandishing a knife and saying that she will kill herself rather than marry Paris. The friar proposes a plan: Juliet must consent to marry Paris; then, on the night before the wedding, she must drink a sleeping potion that will make her appear to be dead; she will be laid to rest in the Capulet tomb, and the friar will send word to Romeo in Mantua to help him retrieve her when she wakes up. She will then return to Mantua with Romeo, and be free to live with him away from their parents’ hatred. Juliet consents to the plan wholeheartedly. Friar Lawrence gives her the sleeping potion.

Summary: Act 4, scene 2

Juliet returns home, where she finds Capulet and Lady Capulet preparing for the wedding. She surprises her parents by repenting her disobedience and cheerfully agreeing to marry Paris. Capulet is so pleased that he insists on moving the marriage up a day, to Wednesday—tomorrow. Juliet heads to her chambers to, ostensibly, prepare for her wedding. Capulet heads off to tell Paris the news.

Analysis: Act 4, scenes 1–2

Friar Lawrence is the wiliest and most scheming character in Romeo and Juliet: he secretly marries the two lovers, spirits Romeo to Mantua, and stages Juliet’s death. The friar’s machinations seem also to be tools of fate. Yet despite the role Friar Lawrence plays in bringing about the lovers’ deaths, Shakespeare never presents him in a negative, or even ambiguous, light. He is always treated as a benign, wise presence. The tragic failure of his plans is treated as a disastrous accident for which Friar Lawrence bears no responsibility.

In contrast, it is a challenge to situate Paris along the play’s moral continuum. He is not exactly an adversary to Romeo and Juliet, since he never acts consciously to harm them or go against their wishes. Like almost everyone else, he knows nothing of their relationship. Paris’s feelings for Juliet are also a subject of some ambiguity, since the audience is never allowed access to his thoughts. Later textual evidence does indicate that Paris harbors a legitimate love for Juliet, and though he arrogantly assumes Juliet will want to marry him, Paris never treats her unkindly. Nevertheless, because she does not love him, he represents a real and frightening potentiality for Juliet.

 

Summary: Act 4, scene 3

In her bedchamber, Juliet asks the Nurse to let her spend the night by herself, and repeats the request to Lady Capulet when she arrives. Alone, clutching the vial given to her by Friar Lawrence, she wonders what will happen when she drinks it. If the friar is untrustworthy and seeks merely to hide his role in her marriage to Romeo, she might die; or, if Romeo is late for some reason, she might awaken in the tomb and go mad with fear. She has a vision in which she sees Tybalt’s ghost searching for Romeo. She begs Tybalt’s ghost to quit its search for Romeo, and toasting to Romeo, drinks the contents of the vial.

Summary: Act 4, scenes 4–5

Early the next morning, the Capulet house is aflutter with preparations for the wedding. Capulet sends the Nurse to go wake Juliet. She finds Juliet dead and begins to wail, soon joined by both Lady Capulet and Capulet. Paris arrives with Friar Lawrence and a group of musicians for the wedding. When he learns what has happened, Paris joins in the lamentations. The friar reminds them all that Juliet has gone to a better place, and urges them to make ready for her funeral. Sorrowfully, they comply, and exit.

Left behind, the musicians begin to pack up, their task cut short. Peter, the Capulet servant, enters and asks the musicians to play a happy tune to ease his sorrowful heart. The musicians refuse, arguing that to play such music would be inappropriate. Angered, Peter insults the musicians, who respond in kind. After singing a final insult at the musicians, Peter leaves. The musicians decide to wait for the mourners to return so that they might get to eat the lunch that will be served.

Analysis: Act 4, scenes 3–5

Once again Juliet demonstrates her strength. She comes up with reason after reason why drinking the sleeping potion might cause her harm, physical or psychological, but chooses to drink it anyway. In this action she not only attempts to circumvent the forces that obstruct her relationship with Romeo, she takes full responsibility for herself. She recognizes that drinking the potion might lead her to madness or to death. Drinking the potion therefore constitutes an action in which she takes her life into her own hands, and determines its worth to her. In addition to the obvious foreshadow in Juliet’s vision of Tybalt’s vengeful ghost, her drinking of the potion also hints at future events. She drinks the potion just as Romeo will later drink the apothecary’s poison. In drinking the potion she not only demonstrates a willingness to take her life into her own hands, she goes against what is expected of women and takes action.

In their mourning for Juliet, the Capulets appear less as a hostile force arrayed against the lovers and more as individuals. The audience gains an understanding of the immense hopes that the Capulets had placed in Juliet, as well as a sense of their love for her. Similarly, Paris’s love for Juliet seems wholly legitimate. His wailing cannot simply be taken as grief over the loss of a wife who might have brought him fortune. It seems more personal than that, more like grief over the loss of a loved one.

Many productions of Romeo and Juliet cut the scene depicting Peter and the musicians. Productions do this for good reason: the scene’s humor and traded insults seem ill placed at such a tragic moment in the play. If one looks at the scene as merely comic relief, it is possible to argue that it acts as a sort of caesura, a moment for the audience to catch its breath from the tragedy of Act 4 before heading into the even greater tragedy of Act 5. If one looks at the scene in context with the earlier scenes that include servants a second argument can be made for why Shakespeare included it. From each scene including servants, we gain a unique perspective of the events going on in the play. Here, in the figure of the musicians, we get a profoundly different view of the reaction of the lower classes to the tragedy of Juliet’s death. Initially the musicians are wary about playing a happy song because it will be considered improper, no matter their explanations. It is not, after all, for a mere musician to give explanations to mourning noblemen. As the scene progresses it becomes clear that the musicians do not really care much about Juliet or the tragedy in which she is involved. They care more about the fact that they are out of a job, and perhaps, that they will miss out on a free lunch. In other words, this great tragedy, which is, undoubtedly, a tragedy of epic proportions, is still not a tragedy to everyone.
 
 
Courtesey of SparkNotes

 

 

Thursday, March 27, 2014

Oral presentations: year 12 OUTCOME 3

WHAT MAKES A SUCCESSFUL SPEECH?

We will brainstorm ideas.......

What's more important...HOW you say something or WHAT you say?



You are to do the following:

Choose an issue that has been in the media in the last 12 months.


Present a POV on the issue in a speech format, with the time limit being FIVE (5) minutes.

Use as many persuasive devices as possible.

Make sure your speech has structure: ie introduction with contention and signposting, at least 3 arguments and a conclusion.

You may use visuals to aid your argument.

These will be done in the second week of next term (TERM 2).

CRITERIA

 Using Language to persuade: Point of view – Oral Presentation
Construct a sustained and reasoned point of view on the selected issue.
MARK RANGEDESCRIPTOR: typical performance in each range
17–20 marksPresentation, of complex ideas in a sustained, coherent and logical argument. In an oral response, the skillful use of highly appropriate oral language conventions to engage an audience. Highly expressive, coherent and fluent written response. Accurate and detailed acknowledgment of sources where appropriate.
13–16 marksA sustained, coherent and logical argument. In an oral response, an ability to use appropriate oral language conventions to engage an audience. Expressive, coherent and fluent written response. Acknowledgment of sources where appropriate.
9–12 marksAn argument which is generally sustained and coherent. In an oral response, an ability to use some appropriate oral language conventions to engage an audience. Generally expressive, coherent and fluent written response. Acknowledgment of some sources where appropriate.
5–8 marksA superficial argument. In an oral response, variable ability to use oral language conventions to engage an audience. Clear expression of ideas in writing. Limited acknowledgment of sources.
1–4 marksLittle sense of argument. In an oral response, limited use of oral language conventions to engage an audience. Simple expression of ideas in writing. Little or no acknowledgment of sources.


Topics you can choose from:



Climate change induced weather events- fires, floods etc
 
Reality TV shows- The Biggest Loser- educative or exploitative

Reality TV shows- our obsession with cooking shows

Australian sporting heroes behaving badly- cricketers sledging and tweeting

A-League soccer fans behave badly

Australian economy affected by industry shutdowns- Toyota, SPC etc

Pageant kids... Honey Boo Boo has her own show- what next

There is no original music any more.

That this generation's literacy will be adversely affected by YOLO, LOL,etc

The VCE is a system that stifles free thought

Melbourne needs CCTV to combat violence

Hugh Jackman speaks out against Australian adoption laws- is celebrity activism the only way to promote causes?

Whaling

Shark culling in WA and SA

The Sochi Olympics in Russia are not in keeping with the Olympic spirit- corruption, racism, homophobia, removal of homeless

That products using Palm Oil should be outlawed

Australias asylum seeker laws

The sexualisation of advertising

Syringe supplies for drug addicts- Needle vending machines

Abbott's criticism of the ABC for not providing balanced news

Dredging of barrier reef

Phone tapping of Indonesia

EastLink tunnel protesters

Bikie laws in Queensland

Cutting foreign aid budget

Asylum seeker conditions in detention centres

Treatment of asylum seekers 

Processing of asylum seekers

One punch law

Street violence in Melbourne

Should mathematics be compulsory in schools?
The end of car manufacturing in Australia

Sex education and homosexuality

Work-for-the-dole scheme

East-West tunnel

Cory Bernadis book – The Conservative Revolution (Abortion)

Should we smack our children

The Indigenous employment/ education gap

Tecoma McDonalds

Sexism in the media

Animal cruelty

Treatment of fare evaders

Wearing the hijab in schools

Carbon tax

The government funding of private schools

The distribution of inappropriate Christian publications in State Schools

Religion classes compulsory in schools

Year 10 oral presentations

You are to do the following:

Choose an issue that has been in the media in the last 12 months.

Present a POV on the issue in a speech format, with the time limit being 2 minutes.

Use as many persuasive devices as possible.

Make sure your speech has structure: ie introduction with contention and signposting, at least 2 arguments and a conclusion.

You may use visuals to aid your argument.

You have two lessons to prepare, we will do these next week.

CRITERIA

 Using Language to persuade: Point of view – Oral Presentation
Construct a sustained and reasoned point of view on the selected issue.
MARK RANGEDESCRIPTOR: typical performance in each range
17–20 marksPresentation, of complex ideas in a sustained, coherent and logical argument. In an oral response, the skillful use of highly appropriate oral language conventions to engage an audience. Highly expressive, coherent and fluent written response. Accurate and detailed acknowledgment of sources where appropriate.
13–16 marksA sustained, coherent and logical argument. In an oral response, an ability to use appropriate oral language conventions to engage an audience. Expressive, coherent and fluent written response. Acknowledgment of sources where appropriate.
9–12 marksAn argument which is generally sustained and coherent. In an oral response, an ability to use some appropriate oral language conventions to engage an audience. Generally expressive, coherent and fluent written response. Acknowledgment of some sources where appropriate.
5–8 marksA superficial argument. In an oral response, variable ability to use oral language conventions to engage an audience. Clear expression of ideas in writing. Limited acknowledgment of sources.
1–4 marksLittle sense of argument. In an oral response, limited use of oral language conventions to engage an audience. Simple expression of ideas in writing. Little or no acknowledgment of sources.


Topics you can choose from:



Climate change induced weather events- fires, floods etc
 
Reality TV shows- The Biggest Loser- educative or exploitative

Reality TV shows- our obsession with cooking shows

Australian sporting heroes behaving badly- cricketers sledging and tweeting

A-League soccer fans behave badly

Australian economy affected by industry shutdowns- Toyota, SPC etc

Pageant kids... Honey Boo Boo has her own show- what next

There is no original music any more.

That this generation's literacy will be adversely affected by YOLO, LOL,etc

The VCE is a system that stifles free thought

Melbourne needs CCTV to combat violence

Hugh Jackman speaks out against Australian adoption laws- is celebrity activism the only way to promote causes?

Whaling

Shark culling in WA and SA

The Sochi Olympics in Russia are not in keeping with the Olympic spirit- corruption, racism, homophobia, removal of homeless

That products using Palm Oil should be outlawed

Australias asylum seeker laws

The sexualisation of advertising

Syringe supplies for drug addicts- Needle vending machines

Abbott's criticism of the ABC for not providing balanced news

Dredging of barrier reef

Phone tapping of Indonesia

EastLink tunnel protesters

Bikie laws in Queensland

Cutting foreign aid budget

Asylum seeker conditions in detention centres

Treatment of asylum seekers 

Processing of asylum seekers

One punch law

Street violence in Melbourne

Should mathematics be compulsory in schools?
The end of car manufacturing in Australia

Sex education and homosexuality

Work-for-the-dole scheme

East-West tunnel

Cory Bernadis book – The Conservative Revolution (Abortion)

Should we smack our children

The Indigenous employment/ education gap

Tecoma McDonalds

Sexism in the media

Animal cruelty

Treatment of fare evaders

Wearing the hijab in schools

Carbon tax

The government funding of private schools

The distribution of inappropriate Christian publications in State Schools

Religion classes compulsory in schools


 

Monday, March 24, 2014

Saturday, March 22, 2014

5 types of metalanguage I want you to attempt to integrate : year 12

posit
verb
3rd person present: posits
  1. 1.
    put forward as fact or as a basis for argument.
     
  2. Synonyms.....
    :postulate, put forward, advances, propounds, submits, predicates, hypothesises




    connote
     
    verb
    3rd person present: connotes
    1. 1.
      (of a word) imply or suggest (an idea or feeling) in addition to the literal or primary meaning.
     
     
     
     
    opine
     
    verb
    formal
    3rd person present: opines
    1. 1.
      hold and state as one's opinion.
     
     
    elucidate
     
    verb
     
    1. 1.
      make (something) clear; explain.
     
     
    solicit
     
    verb
    ask for or try to obtain (something) from someone.
     
     
     
     

195 Tones: Year 11 and 12

Here is a link to a tone chart....all 195 of them!

http://www.vcestudyguides.com/guides/language-analysis/195-tones-for-language-analysis


Link to persuasive techniques and more tones

http://11henglish.wikispaces.com/file/view/Persuasive+Techniques+Handout.pdf


Overall visual analysis : Year 10

Hi Year 10,

Some revision notes to recap the Unit before you do your Outcome.

Also, a link from Christian about the negative portrayal of women in the media this year:

http://m.youtube.com/watch?v=NswJ4kO9uHc&feature=youtu.be

Thanks Christian! *thumbsup*

NOW....
How do you analyse a visual text?

In visual texts you do this by looking at:
Placement of the objects or items: for example it is our cultural norm to place the subject in the middle. If you placed the subject in the lower right corner of the page, there must be a reason for that and the viewer will look for that reason.

Size of the items. Look for extreme close up, close up, long shot, extreme long shot or other ways in which the item has size. What is the importance or impact of the size of the item in the photo? Does one object dominate? Why?

Position: If you position something above the camera lens there is a sense that the item is more important or superior. If it is positioned low in the shot, it appears inferior or less important.

Colour: Why are the items the colour they are? Advertisements use colour linking eg the item for sale might be red and so might the background furnishings or the clothing the model is wearing.

Reading path: Are there lines or vectors leading your eyes in one direction? We read from left to right. Is the visual image following that path? Are you as audience being positioned to read the text in a certain way?

Culture: What is valued in the text? How are the characters shown and why?Who is included and why?


When analysing a visual text you must use the correct terms. Make sure you understand your visual language.
Angle: How has the composer positioned the audience or the objects or people in the text? A high angle shows dominance of the audience by having the audience take a raised point of view of the object or people that we are viewing. A low angle makes the audience experience weakness by looking up at the object or people being viewed. Equality is shown through the representation of an eye level point of view.

Appropriation: Appropriation is taking an image, character or technique from one context and placing it in another. This happens quite a lot in many different text forms. Often the appropriation will occur when a character is taken out of their time. A 21st century boy, for example, might be placed in the context of the Dark Ages or conversely (the opposite) a boy from Ancient Rome might travel through time and be forced to attend a 21st century school.

Body Language: posture, gesture and facial expression all tell about the way that we are feeling and thinking. Animals are often portrayed with body language to develop humour.

Close-up or personal shot: a close-up contains a character or object in detail. It is sometimes called a personal shot because it reveals to the audience the emotions of a particular character and creates a direct link between text and audience.

Clothing: reflects or our personality and can also be a symbol of period, culture and status.

Colour: White denotes innocence and black denotes death in some cultures. Hindu people mourn in white and marry in red. Colour often represents the stereotypes for maleness and femininity in popular culture- soft, pastel colours are associated with feminine stereotypes while dark primary or metallic colours are seen as masculine by some groups. Some colours are typically symbolic in western culture as well. Red can represent passionate emotions, white can represent purity and innocence, blue can represent coolness or sadness, and green can represent freshness, nature and a new start.

Cool colours: In colour theory, colours are described as either warm, cool, or neutral. A cool colour generally is one which contains a large amount of blue, as opposed to a warm colour, which will contain more yellow. In theory, cool colours seem to recede in space, as the distant mountains or hills tend to appear light bluish-gray, and the closer ones will be more green or brown (warmer). In landscape paintings, artists often paint the distant hills in this pale blue colour; and it is generally thought that cool colours will recede into space in any painting.

Eye-level shot: an eye-level shot and is used by composers when the intended effect is to position the audience to feel equal with the subject in question.

Focal point: In two-dimensional images, the center of interest visually and/or subject-wise; tends to be used more in traditional, representational art than in modern and contemporary art, where the picture surface tends to have more of an overall importance, rather than one important area.

Full shot: a full shot contains the full figures of people. Composers of visual texts use full shots to give the audience an overall impression of the people in a shot. Generally, a full shot demonstrates the type of people and general social interaction between them. This is called proxemics. The closer together the characters are in a frame, the closer their relationship.

High angle: a high angle is when the audience looks down on the scene or picture. Because the audience is looking down on the subject, the effect of a high angle is to either empower the audience (make the audience feel powerful) or to make the subject seem vulnerable, or both.

Layout: Layout refers to the composition of the frame, where the images are placed and what colours are used. When you are analysing a visual text you are really analysing the layout. Why has the composer used particular images and why are those particular images placed where they are?

Long shot: a long shot contains a lot of landscape. The effect of a long shot is to give the audience an idea of place. A composer of a visual text will use a long shot to establish a setting.

Low angle: is a low-angle shot and is the exact opposite of a high-angle shot. A composer will use a low angle to make the audience feel vulnerable or in awe of the subject or to emphasise the subject's power and strength.

Light: Different lighting effects or colours can provide meaning e.g. soft, yellow light or back lighting creates a halo effect and can suggest innocence. Overexposed lighting suggests heat while underexposed light suggests coolness or an enclosed feeling. Settings can be confirmed through time of day clues provided through the representation of light.

Mid-shot: a mid- shot and contains characters or objects in more detail. It is sometimes called a social shot because it demonstrates, in more detail than a full shot, the relationships between characters. Composers of visual texts often use mid-shots so the audience can understand and empathise with the characters in an image.

Position: The position of objects, shapes and figures in photographs gives meaning e.g. centre, left, right, bottom, top, foreground, mid-ground, background and whether the objects are close together or far apart.

Reading paths: In general, the Australian reader will read a page from left to right and from top to bottom. This is the standard reading path. This is no different for visual texts. The next time you pick up a magazine, notice that the logos for the advertisements are on the bottom right hand corner of each page. This is the last place that the eyes look when they are reading a visual text.

Rule of Thirds: divide an image in thirds from the top and sides and look at the placement of people and/or objects. An object in the top third is usually empowered whereas anything in the bottom third is disempowered.

Salience: The salient image in a visual text is the first image that a viewer sees when looking at an image. Salience is important as it is where the audience will begin their reading path. To correctly find the salient image when analysing a text, close your eyes when you first look at the text and when you open them take note of the first thing that your eyes are drawn to. There are a number of reasons why a feature of a visual text may be the salient feature:
• The colour is bright and therefore stands out.
• The image is particularly eye catching.
• The layout - or where the image has been placed.
Size: Important objects are usually large and located in the foreground while small objects that are in the background are considered less important.

Settings: Settings can have symbolic significance and influence our response to a photograph- dry, country settings denote ruggedness and hardship while soft, green, rural settings suggest tranquillity.

Vectors: Vectors are similar to reading paths as they are concerned with how the viewer of a visual text reads the page. Vectors, however, are techniques that composers of visual texts use to make viewers take specific reading paths.

Warm colours: In colour theory, colours which contain a large amount of yellow, as opposed to cool colours, which contain more blue. Warm colours are thought to appear to be closer to the viewer, while cool colours are thought to recede into the distance.

Thursday, March 20, 2014

Romeo and Juliet resource : year 9

http://www.litcharts.com/lit/romeo-and-juliet.pdf

Great for an overall view!

Example of the bike rider opinion piece: Year 12

Make cyclists pay for their sweet ride.


In response to the increasing tension on the roads caused bycyclists’ inviolable freedoms which jeopardises the safety of the community, Tom Elliot wrote a fervent opinion piece published in the Herald Sun on the 8th of March 2014 outlining the necessity of implementing bike registration and other penalties which promote a more egalitarian road culture. Elliot appeals both to the “morally upright” drivers, “weekend warrior” cyclists, specifically in Melbourne, the wider road-using community, and local government members when he presents how cyclists’ ignorance and flippant attitude toward the law jeopardise the safety and security of society.

Elliot initiates with the title “Make cyclists pay for their sweet ride” which immediately suggests an urgent need for reform and change driven by the community from the imperative “Make”. Further Elliot appeals to the hip-pocket nerve of car-drivers through the pun “pay for their sweet ride”, which suggests cyclists are exploiting the funds of car-drivers registration and consequently living an idealistic lifestyle through the imposition of others as insinuated by the mocking adjective “sweet”. “Pay” also insinuates that cyclists ought to be held accountable and responsible, as motorists are, for their atrocities. In moving into the opinion piece, Elliot appeals to the community’s sense of safety and justice when he acrimoniously outlines cyclists’ flagrant disregard of road rules. He immediately establishes himself as a credible, non-bias source through his confession of being a cyclist and thus having “broken the rules of the road”. This personal anecdote, as accentuated by the bold capitals “I HAVE”,  also expands his audience range, as he outreaches to the motorists byacknowledging their hardships in regard to “camera-generated fines” whilst simultaneously acknowledging, and slightly validating, the behaviour of cyclists as they, like himself, are all subject to human flaws. However he positions himself against the cyclists and further debases their overall image and perception in Melbourne, through the shameful andembarrassing connotations implied from his angst at having a “serious confession”. Through the loaded phrase “Tour de France Wannabes” he opines the absurdity of cyclists whendressing in “Lycra” and grouping in “giant pelotons”, despite merely being amateursBy referring to one of the most prestigious races of the professional cycling circuit and then juxtaposing Melbournian cyclists as merely “wannabes”, perhaps Elliot is seeking to discredit the overall purpose of bike riders, and portray them as an insignificant and unnecessary nuisance to the serenity of the road atmosphere.(can I say that?) Elliot narrows his target audience when he evidentially implements prominent Melbourne landmarks such as “Crown Promenade” and “Beach Road”. The locations are synonymous with the image of family-friendly environments, and hence through the implication that thecyclists are violating public safety, Elliot appeals tocommunity-values within his audience when exemplifying the threat of allowing cyclists to continue on their errant behaviour. The long shot photograph supports Elliot’s argument of the threat cyclists pose to all-road users through the pedestrian sign in the top left corner. As one of the cyclists in the image is talking to his peloton counterpart, the photograph connotes the generalisation that all cyclists areignorant, or rather do not care of their negative impact on society because of their ability to evade fines. The cyclists are the salient feature in the photograph, taken from the angle of an oncoming car which encourages motorists to feel levels of injustice and rage against the cyclists. Further the cyclist’sposition demonstrates their sense of inflated self-entitlement juxtaposed to the smaller depicted cars. This disparity is supported through the contrasting adjectives “pushbikes” and “engine-powered vehicles” which presents cyclists as unworthy road-users and degrades their power, significance, and contributions to society as they are not required to pay fees, like motorists, to maintain the road systems. In using the positive imagery of “morally upright” motorists, Elliot highlights the extent to which many cyclists have become amoral because of their freedoms, whilst also quite optimistically suggesting the attitude and behaviour of motorists ought to be a source of inspiration for the cyclists.The antagonistic manner in which Elliot portrays the unethical road behaviour of cyclists, and their subsequent threat to the peace and prosperity of pedestrians, exemplifies his belief ofthe necessity for cyclists to “pay a form of registration”.
Elliot progresses from antagonising cyclists to suggesting solutions through which they may “regain the trust and respect” of other road users. These solutions are blatantly presented through Elliot’s numerical listing through the adjectives “first”, “second”, “third” and “finally”, and due to the simplistic structure in which he presents these solutions perhaps Elliot is subtly mocking the intellect and perceptive ability of cyclists as their inability to adhere to simple road rules may suggest their incapability of conceptualisingsimplistic ideas. Elliot continues in this condescending manner as the solutions he presents, be them “obey all…road laws”, “indicate using their arms” and so forth, are overtly commonsensical and shrewd. The pejorative phrase “obey all the road laws” is particularly patronising and degrading to cyclists as it outlines measures which are considered assumed knowledge by the general public, when on the road follow road rules. The basicity of this solution further insinuates the lowly level to which cyclists have ethically fallen, as they are unable through their tainted and sullied free minds (that doesn’t make sense does it?)to recognise and follow the basic code of conduct when riding on the road. Elliot augments the level to which cyclists are now morally degraded through the noun “antithesis”, as it implies these cyclists are adverse in every possible manner from motorists and thus propels his argument that registration must be enforced on them, not only as a means of ensuring public safety and equality, but also as a necessary measure in saving the modern “menace” of a cyclist. The negative generalisation of all cyclists as a “menace”, particularly when they are “bunched together [in a] big group” portrays imagery of a frightful, indestructible force which is raging throughout the roads of Melbourne. Through this connotation Elliot accentuates the threat cyclists pose to the security of society, and also reinforces his previous imagery of the absurdity of cyclists. In hyperbolicallysuggesting they are a “menace” Elliot transforms his audience’s perception of cyclists from breakers of road rules, to people who actually ride in the design of inciting fear andinstilling terror amongst the other road-users. Elliot presents simplistic solutions to his audience and induces the necessity of enforcing these measures so the “menace” on the roads can be subdued and an egalitarian road culture achieved.
Elliot validates his previous solutions and appeals to the logic and reason of motorists, cyclists, and possibly local electorate politicians, that in addressing the behaviour of cyclists on the road and enforcing measures through which they can be held accountable for their actions, their behaviour shall improve. Elliot immediately targets the morality of cyclists when he inclusively refers to “our annual sticker subsidies” and their funding of “The Transport Accident Commission”. In establishing the good will and charity of motorists in funding an ethical commission, Elliot attempts to question the cyclists as to why they are superior to aiding worthy institutions which may actually be necessary to themselves one day. He seeks to present them as a narcissistic force, and through his attack on their lack of moral decency, impel the cyclists within his audience to accept his solutions and attempt to re-define their public image in a more positive community-minded manner.He does concede that camera-fines can appear “overly zealous”, suggesting they are perhaps over-used and regarded as a nuisance, however through this personification of camera settings he may also be suggesting that due to the current “unidentifiable” nature of cycles an overly zealous punishment system is exactly the arrangement required to subdue cyclist’s spree of crimes. The noun “transgression” supports Elliot’s opine of the seriousness of cyclist’s threat as it has connotations of violations and sinning. Through augmenting, nearly exaggerating, the means to which cyclists’ evade the law, Elliot supports his previous insinuation that zealous regimes of enforcing registration are necessary to mitigate the unruly, unlawful and unethical force.
Elliot concludes informally through outlining how registration fees will diminish the breaching of road rules by cycles and thus subdue the furor present on roads. Through the positive adjective “identifiable” Elliot reinforced his previous argument of the invisibility, anonymous state of cyclists, and thus given the opportunity to transgress societal structures, they do so increasingly. However in enforcing the solutions previously listed by Elliot, cyclists may become an “identifiable” aspect of society as they are in the range of the law. “Identifiable” also has positive connotations as it establishes a sense of equality between the motorists and cyclists as both are subject to the same lawful boundaries. Elliot colloquially opines how “rego stickers” will be the means through which this equality is achieved as they prevent cyclists from encroaching the rights of road users and car drivers alike. Ultimately Elliot connotes to governmental figures, cyclists, motorists and the wider road-using community the necessity of enforcing stricter road regulations on cyclists by presenting the positive, idealistic image of society being “a peacer place for all”.






Tuesday, March 18, 2014

TV advertisement winners : year 10

http://mumbrella.com.au/cannes-film-lions-global-winners-163313


We will watch the above link to look at award winning advertisements of 2013.


AIDA is an acronym used in marketing and advertising that describes a common list of events that may occur when a consumer engages with an advertisement.
  • A - attention (Awareness): attract the attention of the customer.
  • I - interest: raise customer interest by focusing on and demonstrating advantages and benefits (instead of focusing on features, as in traditional advertising).
  • D -desire: convince customers that they want and desire the product or service and that it will satisfy their needs.
  • A - action: lead customers towards taking action and/or purchasing.
Using a system like this gives one a general understanding of how to target a market effectively. Moving from step to step, one loses some percent of prospects.
AIDA is a historical model, rather than representing current thinking in the methods of advertising effectiveness.

Vocabulary: Year 9,10,11,12


LUSCOMBE LEXICON

1. Acrimony
(noun): rancour, spite, bitterness, hostility, ill will


2. Dichotomy
(noun): division into two contradictory or exclusive entities; something with two contradictory qualities


3. Equivocate
(verb): prevaricate, beat around the bush, vacillate


4. Esoteric
(adjective): obscure, mysterious, cryptic, arcane


5. Euphemism
(noun): inoffensive or agreeable substitute for an expression that may be distasteful or offensive


6. Fastidious
(adjective): fussy, finicky, particular


7. Finagle
(verb): obtain by indirect or convoluted means or through trickery


8. Glib
(adjective): persuasive, smooth, slick


9. Harbinger
(noun): herald, portent, omen, forerunner


10. Idiosyncratic
(adjective): individual, personal, distinctive, eccentric, peculiar


 

11. Insidious
(adjective): sinister, menacing


12. Lurid
(adjective): shocking, explicit, vivid, sensational


13. Maudlin
(adjective): overly sentimental, mawkish, soppy


14. Non Sequitur
(noun): a response unrelated to or not following logically from a previous statement


15. Ostentatious
(adjective): showy, flamboyant, pretentious, grandiose


16. Ostracize
(verb): exclude, shun, snub


17. Panacea
(noun): cure-all, magic potion, universal remedy


18. Sycophant
(noun): flatterer, toady


19. Ubiquitous
(adjective): everywhere, ever-present, omnipresent


20. Zealous
(adjective): enthusiastic, passionate, fervent, ardent, obsessive, fanatical, extreme

Monday, March 17, 2014

More print advertisements : Year 10

http://www.creativebloq.com/inspiration/print-ads-1233780


The link above shows more award winning advertisements. We will look at some and analyse them and you can choose some to practice on as well!

A couple more word choices: Year 12

In response to Sammy's request: a few more words instead of seeks..

Pursues, strives, endeavours, aspires, attempts, elicits, alludes, conveys, expresses, imparts, intimates, connotes, evokes, conjures, signifies, opines, posits, elucidates, illuminates, magnifies, submits, solicits, petitions.


Thursday, March 13, 2014

Writing a sonnet: Year 9

The Prologue is written as a sonnet, and sonnets were a popular form of poetry in Shakespeare's time; they were a traditional and respected poetic form that usually dealt with a theme of requited love. A sonnet has 14 lines with a set rhyme scheme and a fixed rhythm called ' iambic pentameter' (di-dum/di-dum/di-dum/di-dum/di-dum); this helps to create a sense of harmony and acts to link the ideas expressed in the sonnet.


 Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross'd lovers take their life;
Whole misadventured piteous overthrows
Do with their death bury their parents' strife.
The fearful passage of their death-mark'd love,
And the continuance of their parents' rage,
Which, but their children's end, nought could remove,
Is now the two hours' traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.

and

Act I, Scene 5ROMEO [To JULIET.]
If I profane with my unworthiest hand    A
This holy shrine, the gentle sin is this:    B
My lips, two blushing pilgrims, ready stand    A
To smooth that rough touch with a tender kiss.    B

JULIET
Good pilgrim, you do wrong your hand too much,    C
Which mannerly devotion shows in this;    D
For saints have hands that pilgrims' hands do touch,    C
And palm to palm is holy palmers' kiss.    D

ROMEO
Have not saints lips, and holy palmers too?    E

JULIET
Ay, pilgrim, lips that they must use in prayer.    F

ROMEO
O, then, dear saint, let lips do what hands do;    E
They pray — grant thou, lest faith turn to despair.    F

JULIET
Saints do not move, though grant for prayers' sake.    G

ROMEO
Then move not, while my prayer's effect I take.    G


Write a MODERN DAY sonnet about either:

1) Love
2) Betrayal
3) Family dispute
4) Tragedy