Hi J1s, we’re moving full steam ahead with The Age of Innocence for the rest of Term 2 to cover as much as we can before the Mid-Year Examination.
CA2 The Age of Innocence (Ch 6 passage)
Your second assignment can be found on pages 20-21 of your Book One package. The passage comes from the first page and a half of Chapter 6 and introduces us to Archer’s doubts and realisations about Old New York and his own role in it. You can use the guiding questions to structure your essay – answering Question 1 will help you form a cogent introduction, Question 2 will give you an apt paragraph 2 and so on. Do note that there will be only be a general prompt (e.g. write a critical commentary… relating it to…) and no guiding questions for the Mid-Year Examination passage you will be set.
The deadlines for CA2 are as follows: 1T02 – 25 Apr (Fri), 1T03 – 25 Apr (Fri), 1T32/34 – 28 Apr (Mon). The usual rules regarding email submission and extensions apply. Please adhere to the deadline as I have to finish marking all 60 your scripts in no more than 10 days (not counting the JC2 scripts I still have on hand). It is a genuine inconvenience to have to sort late submissions into existing piles.
As always, the essays from your seniors might provide you an inkling of the level / depth required at this formative stage.
The Age of Innocence Book One Presentations
I will not be able to guide the class through Presentations 1-2, but please send me your outlines via email after you are done. I can still provide post-presentation feedback and share it with the respective class. Remember that we are not working for the sake of work: each class is very much in the midst of honing their analysis and response skills for a text that is initially quite challenging (it gets predictable after a while).
The same rule applies to all presentations. Please send me your outline via email or upload it to the facebook group. Usually I insist that groups send it to me 2 days before the presentation so that I can provide early feedback / assistance, but this reservist thing makes this difficult. We will start this ‘rule’ next term!
As you prepare your outline / presentation, remember your W-H-Y, and do dutifully pick out methods or at least patterns of evidence (i.e. diction, motif). This might be a pointless appeal, but also try to keep your presentation easy to follow: pictures, key words in big font always help. The most important thing – the outline – should already be in the hands of your classmates before you take the stage! So remember to print it without lame excuses, please. I promise to walk out if you don’t.
For Mr. Lim’s classes only
For our presentations in Weeks 5-6 of Term 2, you are expected to complete and print a 2-3 page handout for your classmates. You should answer the structured questions (Presentations 1-3) or use the guiding questions (Presentations 4-8) to construct an essay outline. You can split the background ‘analysis’ by question and get together to write a coherent outline; the best presentations tend to be very clear in terms of their WHAT (clear topic sentences), HOW (methods, evidence, effects) and WHY (purpose or concerns / themes of the text).
Sort yourselves into groups. 1T02 – 6 groups of 3, 1 group of 4, 1T03 – 7 groups of 3, 1 group of 4. 1T32/34 – 1 group of 2, 4 groups of 2.
(i) The presenting group has a great opportunity to learn. You may not be writing a full essay, but we can review your analysis skills (of methods and effects) and your understanding / response to the concerns of the text. From experience, we tend to learn better on a public platform (i.e. with eyes watching, ears listening) than privately through CA comments that may never be read.
(ii) The class will have ample material to study. I try as hard as I can, but I really can’t write 8 essays for you (which you may or may not fully grasp anyway). Let’s say one of the passages comes out for the ‘A’ Levels – you would have covered it, you wouldn’t be surprised and you’ll be able to make use of at least some analysis / response. This is why I emphasise the need to print and distribute handouts to the class before your presentation begins (not after). We want to follow your presentation easily and learn as best as we can. We’re not copying machines, not in the year 2014 surely!
(ii) I will get to see and hear everyone’s work more clearly, and teach you in, hopefully, a more effective way. I can understand what skills you are lacking, what knowledge you lack, what needs to be explained much better. There’s no point listening to me going on tape-recorder mode because that won’t be tailored. This is why I insist on presentations being 20 min long at most – I want the ten minutes to address several issues that crop up along the way!
For the first 15 minutes of the lesson, get settled down, log in and read the poem on Texture page 23 and start identifying an idea, a method (imagery or tone), some evidence, its effect and purpose. You may also refer to the text of the poem or an audio recording after clicking ‘Continue Reading’. Students who waste ‘Windows loading’ time on other matters tend not to finish the task set for you today. I will be using this time to talk to you about your two sentences as well as your fears / concerns (in the survey).
For the remaining time, start writing your paragraph on Microsoft Word or Google Drive. You may refer to a few examples of imagery paragraphs and tone paragraphs here if you feel stuck. There is always Texture if you need help constructing sentences. Once you are done, log into facebook, join our group ‘Literati 14-15‘ and post your paragraph there. You will receive feedback by next Mon. If you’re a non-fb person, send the paragraph to marckenjilim AT gmail D0T com. Once you are done, you may read the instructions for CA1 as well as the guidelines for email submissions.
My tech policy varies from time to time. However, the premise is simple: I expect you to complete the task. If you find that listening to music or a quick glance at some site will help you do so, that’s fine. What I cannot accept are periods of facebook-stalking, watching videos of football or anything that will impede your ‘flow’ and distract your friends in the process. Bad enough that you’re holding yourself back. Don’t make it worse for others as well.
Alright, remember to click on for the poem and a YouTube reading. Have fun because you have to write a full essay next! Continue reading
- All My Sons: Setting, Symbols and Motifs
- All My Sons: Family
- All My Sons: Guilt and Denial
- All My Sons: Chris, Joe and Kate Keller
- The Age of Innocence:: Archer’s failing
- The Age of Innocence: Deficiencies of Old NY
- The Age of Innocence: Women
- The Age of Innocence: Visions and Imagination
- The Age of Innocence: Death and Suffocation