The Purpose of this Blog

Your task on this blog is to write a brief summary of what we learned in class today. Include enough detail so that someone who was ill or missed the lesson can catch up with what they missed. Over the course of the term, these 'class scribe' posts will grow to be a guide book for the course, written by students for students.

With each post ask yourself the following questions:
1) Is this good enough for our guide book?
2) Will your post enable someone who wasn't here to catch up?
3) Would a graphic/video/link help to illustrate what we have learned?

Tuesday, 15 February 2011

Section Ab

We started off by discussing the starter activity, which was listing the 'for' and 'against' to the sentence "London Academy is a great educational machine as can be judged by it's products." We discussed points that would back up this and things that would go against it. "Products" could be defined as things such as students, facilities, teachers, amount of students or grades in a positive light. Whereas products could also be described as behaviour or (again) exam results in a negative light.

After this we looked at 5 quotes that revolved around Tennyson and his poems. A selected one said "Even in his prophetic optimism his melancholy is hovering near. T.S Elliot called him the saddest of all English poets." I said this could be argued as much of Tennyson's work that we have studied looks at depression or opression. Marianna and The Lady of Shallot are encclosed and not leading a very fruitful lifestyle.

Then, we were reminded what narrative was and then spoke about how most if not all questions will require you to tell 'how Tennyson tells the story'.

The main focus of the lesson was how to answer section 'Ab' with AO1, AO3 and AO4. The 5 points to doing it were:
1- Focus on the quesiton
2- DON'T WRITE AN INTRODUCTION THAT IS LONGER THAN A SENTENCE. (Not my choice to put this in capitals)
3- Give your view in relation to the question using evidence and context where relevant.
4- Give an alternate view in relation to the question using evidence and context where relevant.
5- Challenge the terms of the question.

After this we were given 30 mins (then cut to 20) to answer the question "The women in Tennyson's poems are presented as victims of a male world. How far do you agree?" We chose the word "victim" to 'challenge' at the end of our essay.

Then, after completing the essay we completed a haiku (some Japanese poem that has 5 syllables, then 7, then 5 again) which was supposed to be about what we had learnt. I didn't hear that it was supposed to be about the lesson, so I wrote:
"Ab answers come
In various forms but none
are haikus like this."

-Read the perceptions of a changing world sheet' and make notes on it - about a page.
- Finish off the 'Ab' question.
- Read the examiners report sheet.

Anyway I'm off to watch the football. Peace.



  1. haiku: focus on "showing" as opposed to "telling".

  2. This comment has been removed by the author.

  3. good haiku chris...and daniel great post :D. i liked the essay question we did in lesson.


  4. well remembered to mention how it links to Tennysons narrative... well done daniel :D:D:D:D

    Leigh Martin

  5. Great blog Daniel...:D:D....and a good point made Leigh....


  6. Awesome blog dude :)

    Esmeralda ;)

  7. Nice blog Daniel,
    I read the "perceptions of a changing world" sheet and it was actually very useful; I got some good notes from it that i'm going to be using in my essay answers. Also the examiners sheet helped, it told me in a clear way what I need to answer.
    So in short, homework was useful.


  8. I agree with Roman about how the homework was useful.

    Possibly the funniest blog I have ever read..

    Ha.. Ha..


  9. good blog it was useful for those who were not in.

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