During our last lesson we started of completing the starter which was a slight run through of different types of adjectives (for example numeral adjectives, possessive adjectives, ect). We then moved on to browsing through the coursework process, once again very briefly.

Once finishing, we were set on task to annotate two different editorial texts, these annotations had to highlight various types of writing skills such as the Rule of three, Rhetorical questions, Nouns ect. The aim of this task was that it was to help us with comparing styles models and noticing the differences and similarities between them to figure/discover which of those would be a useful addition to our desired coursework option. The texts that were given to us were real life interviews that had been transcribed and written out in the form of an editorial, for example one of the texts that was named “We need to talk about Kevin”. We also watch a very quite clip about the editorial.

To give us further aid whilst completing our coursework and aiming to achieve a high grade, Mr.Chatterly, with the help of the class, created a checklist which included various elements that we may chose to include when writing out our editorials.

Mr.Chatterly also handed out new English Language text books today. These books include many different tips to help us achieve a great result when completing the coursework. As for homework, this lesson we were told to finish annotating the editorial texts that was given to us.

Interview Transcribing

In order for our last lesson to have proceeded the way Mr.Chatterley had planned we had to complete our homework which was, we had to pair up and come up with at least 5 questions in order for our interviews to have taken place successfully.

When first arriving at the lesson, we had to go through a brief starter practicing nouns, then we got into our pairs (for example, me an Lucy), then Mr.Chatterley went around and gave us our mini recorders however some of us used our phones. We were then given the priority to either stay within the classroom or go outside to the year seven home base to prevent any distractions whilst recording. Our recordings had to last for at least 5 minutes given by Mr.Chatterly's orders.

Once completing the recordings we were then called back in into the classrooms and then was asked to transcribe our script word for word. When that was finished after a good 20 minutes, Mr.Chatterley told us our homework and described it part by part.

Homework

Read a newspaper (Ideally the Times, the Guardian, or the Independent) to come up with an editorial, google Guy Browning 'how to' to gain ideas of our new task coming next lesson to use the same format as Guy Browning with a specific hated TV advert and secondly our other piece of homework was to changed the transcript written into a Newspaper article similar to the Jarvis Cocker persuasive text / any others you find while reading the weekend newspapers. Due 27th tuesday

Jamila :D

In today’s lesson...

We first started with a recap of 'NOUNS'.
There are four different types of nouns, which you need to learn and know by heart.

1) Common- Something that you can touch, e.g. a book, window and computer and many more..
2) Proper- A name - something that starts with a capital letter, e.g. London Academy, Katie..
3) Abstract- Something in which cannot be touched, e.g. Feelings, emotions and God..
4) Collective - A group, e.g. Family, team and class..

Then we had to create a proposal form for our homework - a persuasive text.
Genre:
Audience:
Subject:
Purpose:

1.What style model(s) do you intend to use.
2.Have you created a check-list of the main style features you intend to include.
3.What research do you intend to carry out? What are your sources?

-After we moved on to different types of persuasive devices that we can use in our coursework.

Anaphora - Deliberate repetition of word o t phrase at the beginning of successive sentences, e.g. "We shall" (Churchill), I have a dream (Dr MLK).
Anastrophe - Deliberate use of word or phrase at end of successive sentences, e.g. without warning from FDR's speech.
Hyperbole - Exaggeration for effect, e.g. "There were millions of students in the room".
Tautology - Repetition of the same sense of words. "Unexpected Raid"

What are the AO'S for this course? AO1: Apply a range of linguistic methods (5% of AS) AO2: Understanding how a text works (5% of AS) AO3: Analyse and Evaluate the influence of the context (5% of AS) AO4: The quality of you text (25% of AS

Coursework Process
We then discussed on the plan that we should create for our coursework. Plan your work out , then find the Style model for your coursework , after make sure you create a 'Check List', also do all your research and find out about the topic you will be writing about, the coursework will then be sent to Mr Chatterley, he will talk to you about what you will be needing to fix up and change -Draft-,Bibliography and last but not least Commentary.

*Brainstorm*Notes/ deas*
Why before and why are you still sticking with the same idea.
*Gather information on what you will be writing about By writing this up it will show that you thought about the process carefully.

>We then had to work in twos - one being the interviewer and the other one the interviewee- We then had to select a topic that we had to talk about. E.g. a doctor’s appointment or first day of school. After write the interview down on paper and be ready for the next lesson. Finally, we were then told to create an interview that will be recorded the next lesson.

Streisand first and only blog. The lesson today.

Today we had a grammar test, the outcome wasn’t spectacular. In my opinion this test pretty damn hard for example what is a definite article I felt lost. well anyway Mr Chatterly wasn’t to pleased with result it shows that no one and Streisand means no one revised at all, the highest result was 6 out 10 which was pretty bad, since Mr Chatterly gave us a week to revise. Mr Chatterly was also upset due to the fact that some many peeps arrived late for example Lucy Cox arrived 20 to 25 minutes late which caused a disruption to me and to my colleagues around me.

What’s good to do?

Most of the pupils in the class felt confused and worried on what to do for our coursework, example of this my good friend Henrietta felt lost lol. Alison Ross (head of examiner for English language whatever) said to Mr Chatterly that we should do lots of different style but do persuasive for coursework due to the fact that most people will try and do film review where they will just copy their review which in my opinion is unacceptable and copyright infringement.

In the latter stages of the lesson the class watched a clip in YouTube, which showed Nick Clegg, David Cameron and Gordon Brown having a political debate before the general elections take place. We specifically focused on the words that Nick Clegg especially was saying towards the end of the clip. Instead of him saying "just vote for me" he used powerful words to persuade the public to vote for him.

Lastly but not least we were given a proposal form by Mr Chatterly were we had to put down our ideas for our coursework, we have to hand in our proposal form by 30th of September so peeps start doing it now or otherwise your kicked out of the class.

Don’t forget to comment!!!!!!

This lesson was great!!

In today lesson we done Persuasive Editorial.

What is an Editorial???

An editorial is an editors point of view, which can be from an artical in a newspaper,written by the editor or someone's opinion on the same issue or subject....

The editorial sets the tone of the paper and expressing its character on continuous basis.

How to write on editorial

• . Say what the problem is


• . Discuss the problem,question or proposition


• .Present a solution to the problem or an answer to te question or proposition.

And of course it would need a beginning a middle and an ending..

HomeWork

Go over the 8 speeches of grammer and dont forget to write a comment down on Henrietta's blog on what you want to write about your coursework.

Practicing Persuasive Coursework

Today's lesson was fantastic. Every individual was able to contribute effectively and complete each task which was set during the lesson without struggling. We were able to get into groups and work as a team. The task for each team was to find persuasive languages used in different persuasive speeches, we looked at Martin Luther's speech, Tony Blair's speech and many more.


Moving on, we began the lesson with our starter which was to translate a formal text message into informal text message (slang); fewer characters used the better. We then moved on to how the blog will be updated; username and password was given out. This was important as we were told the blog will be updated in turns.

In addition, we looked at how we can "persuade" not only in speeches but also in letters, leaflets, trailer transcripts and magazine articles (weight loss) etc. This was relevant as it will help each individual with the course work. On one hand, we also looked at how we can"Entertain" through book reviews, newspapers and so on. Looking at the course work you can either choose to do persuade, entertain, argument etc, which ever one you feel comfortable with. We were also given the dates of when the course works must be due (See sir for the dates).

Lastly, our homework was to bring in stuff which can help us with our course work. For an example if you choose to do a speech based on how to persuade a group of people to buy an item or to do something, then you must bring in for example a magazine which persuades the reader to do something, buy, stop something etc; it has to be reasonable remember, you will be using those language techniques which you find in order to help you with the course work. Second
homework was to make sure you have an idea of what your course work will be based on and how. Finally, to revise the 8 parts of speeches which was given to everyone on Wednesday 14th September.










www.youtube.com/watch?v=4z6krsjwc84

Outline of course and intro

We started the course with a list of terms which the students were invited to tick, question or cross depending on their familiarity of the concept. This is a fairly comprehensive list of all the main concepts needed in the course, and as such, should be treated as a contents page of sorts.

Next, I outlined the course - explaining we would start with the coursework, then move onto the exam after Christmas.

To understand the concept of formality in English Language, we did an exercise where the students ranged ten texts in order of formality. They were asked to agree / disagree with each other about the order. This also highlighted that although we, as speakers of English intuitively know lots about the language, the study of English Language at A-level means understanding this knowledge more fully, and having the vocabulary with which to describe it (see starter).

We agreed that more formal texts were generally more planned, one sided (monologues), permanent, public, and finally not context dependent.

Students then translated my "formal" texts into their North London slang. EG

How do you do? = Wagwon blud, wat you sayin?

I admire your haircut = Your shape ups is lookin fresh fam.

We went over some examples of coursework and exam texts. Again, this showed the students that they could recognise certain texts easily; it's the coordinating of these analyses which need an extended vocabulary and a greater understanding about how people use language depending on context.

Homework was to revise "8 parts of speech" by next Wednesday.

Mr C.