Creative Arts Programme 2012

Calling all writing enthusiasts - start preparing your portfolios now! I will be making annoucments when school reopens, to collect them by mid-January 2012.

This is a prestigious mentorship programme run by the Gifted Education Branch of the MOE. Selected students (based on the strength of their portfolios) will be coached by experienced mentors, to help inspire them, hone their skills and bring them to the next level of creative writing. The best works will also be published in a book by the end of the programme.

For more details about preparing your portfolio, please download the pdf file here.

Kira Kira homework (P.E.E!) for the extra-long weekend!

For each Q, write at least 2 paragraphs in P.E.E format:
1. How has Lynn's character changed in chapter five?
2. How has Lynn and Katie's relationship changed in chapter five?

Writing Tips!

POINT:
Each point must show the CHANGE. Hence, compare both"before" and "after" character traits.
E.g. 1. While Lynn used to be (insert adjective/ specific description), she has become rather (insert adjective/ specific description) since becoming friends with .....

Alternatively, you may say she has become "more" or "less" of a certain character trait.
E.g 2. In chapter five, Lynn grows more vain than she was before becoming friends with Amber....

EVIDENCE:
While it's fine and good to cite evidence (which means just changing words in the book), you MUST also give some quotes (direct evidence in quotation marks) in an essay.

E.g. of citing evidence: Lynn suggested saving their pocket money to help their parents get closer to buying their own home.
E.g. of giving direct quotes: This was so that they would be "really" involved and "helping", rather than "just wishing" for it.

Notice that quotes are SHORT and impactful. Never quote long sentences.
Lastly, where possible, provide evidence for BOTH "before" and "after" characteristics.

EXPLANATION:
If you use lots of quotes and evidence, explain each one before going on to the next quote.

Sample paragraph structure: (Explanation is in pink)
In chapter five, Lynn, who used to be (insert adjective), has now become more (insert adjective). She used to think camping was "the most fun thing she ever did", showing her love of the outdoors and active personality. However, she now (insert evidence) because Amber hated it too. She would rather spend her time (insert evidence), showing that she has become more vain and would rather do more feminine activities instead.


Some words & phrases to describe relationships:

Feelings:
Trusting/ Loving/ Affectionate/ Strained/ Distant/ Has complete understanding/ Has misunderstandings/ Tense/ Mutual respect/ etc

Power/ Authority:
Equal in power/ One is more dependent on the other/ One has more power than the other/ etc

Role (function):
Leader-follower relationship/ Constant companions/ Is a teacher/ nurturer/ substitute parent to... / Is protective of/ etc


Do your best and have some time to rest and relax:)

How to tackle "opinion" questions

Opinions are the most natural thing in the world. As long as you're human, you have them.

The challenge is how to form a WELL-INFORMED n LOGICAL opinion based on fact.

If you have to tackle an opinion-based essay (E.g. Which do you prefer; Why do you think; Do you agree that..., etc), please use all the content you've learnt from the book, giving quotes where necessary. You may want to think through your content based on 'Character', 'Relationships' & 'Theme'.

This document contains the discussions I had with 1pr, pe & se on how to use character, rships & theme as building blocks to answer the Q, "Do you agree that the ending to "EOEH" was a good ending?". (2008 exam)

ok I'm really tired now. All the best for your exams :)

Dramatic Monologues Re-submission

Some girls have already been identified with problems with the Dramatic Monologue.
1SE: Rachel Kok, Jo-Ann, Sarah Chaw
1PE: Shayna Yap
1PR: Vanessa, Steffi, Melanie, Evangelique, Alevia

Please EITHER give me a new, working soft copy on thumbdrive by Thursday, or come to school on Wed, 13 October (Marking Day 2) to perform for me.
1) Come at 9.30am sharp and call for me at the staffroom.

Any attempt to pass up after this will give you a nil score (as should be from Day 1 of late submission, but I'm being kind). Note that this forms half the Oral component, which is 20% of your exam grade.

Some essay plans by your classmates (optional)

1. Emily's relationship with her family members (half only)

(my apologies, half of this document was lost due to technical error... after I'd already returned the original to Chelsi. Hope you can use the few points here to inspire you to find more)

2. How "The Giver" is related to our lives
Page I
Page II
Page III

3. Relationships between community members in general

4. How Jonas Changed after becoming the Receiver

5. Rship between Jonas & the Giver

Suggested Answers...

1. For Suspense and Tension (Rescue of a Newborn)

Note that these are suggested points only - you may have other points that are also accepted. Also, don't be flabbergasted by the length of my answer... I write more so that you can learn more. Yours can be about 1-2 para shorter :p

Download it here. Note the use of keywords that continuously link back to the question.

2. For the "The Giver" PBQ

I hate to spoonfeed... but here is the suggested answer.

You may wish to print your own copy before I go through it in class.

1PR only

Here's what was discussed in class (possible points for your Lit Analysis Q)

VERY IMPORTANT:

1. Write the question on top of your answer.
   
2. If using non-SCGS paper, please draw a margin on the right side.
   
3. Try to finish Q2 at home too (on "Point of View"). Total length of the whole 2 questions should be AROUND 2 sides of foolscap