Year 11 English - Digital media - referencing

Hi All,

Here is a link teaching you how to do in text referencing using the Harvard system:

http://www.usq.edu.au/library/referencing/harvard-agps-referencing-guide#How_to_cite_references_within_the_text_of_an_assignment

Happy writing.

Mrs P.

Yr 11 English - Essay prep

Hi All,

Here are the notes from Monday's session:

Question:
Discuss how our online experiences are influencing and effecting real world interaction.
how we use tech
how much we use it
where we use it
who we use it with
'it' being social networks - Facebook, instagram, twitter
internet usage - research, gaming, photos, YouTube
devices - iPad, iPhone, smartphones, tablets, computers, Digital TV & Radio
interactions - how we interact with other people in relationships and communication
Thesis:
Therefore, our online experiences are starting to influence and effect our real world interaction.

Topics:

• Cyber-bullying and suicide
• Effects on literacy and poor academic results resulting in limited future options
• Digital footprints and job prospects
• Addiction to tech effecting relationships with family and friends
• Changing of social etiquette 
• abiltiy to download content (both legally and illegally) making us isolated
• online dating, how people can't find others in real world.

Remember your essays are due this Friday 23rd.

Happy writing

Mrs P

Year 11 English - Digital Citizenship - Infographics

Hi All,

Here are a copy of some of the infographic we looked at in class. They also contain content that may be beneficial in the creation of your own infographic.

These images are being used for educational purposes.

Mrs P.

Yr 11 - Digital Citizenship - TED talks

Hi All,

Here are the TED talks that will help you along.









Enjoy.

Mrs P

Year 11 English - Digital Citizenship - Cyberbully

Hi All,

Here is the link to where you can watch Cyberbully on YouTube.




Enjoy.

Mrs P

Year 11 Digital Citizenship and Online interactions

Hi All,

Here is a copy of the upcoming PowerPoints associated with our upcoming lessons and activities.

Digital Life
Feelings on Display
Cyberbullying
Who are you online

Many resources to create these PowerPoints were from Common Sense Media.


Reviews and Ratings for Family Movies, TV Shows, Websites, Video Games, Books and Music. 2013. Reviews and Ratings for Family Movies, TV Shows, Websites, Video Games, Books and Music. [ONLINE] Available at:http://www.commonsensemedia.org/. [Accessed 21 July 2013].

Film resources are available from me or are accessible via my YouTube channel.

Mrs P

Year 11 Hero Investigation SWAT Codes

Hi All,

Here is a refresher on the SWAT codes we investigated last year:

Viewing Codes and Conventions:

SYMBOLIC

Symbolic codes refer to the conventions that will develop some form of implicit or suggested meaning within a media text. Symbolic codes include: costume, props, setting, lighting, colour & character performance.

If we see a character wearing black clothing with silver spikes and chain accessories; heavy black boots and make-up which shows a white face with black lips and eyeliner or eye shadow; and black, spiky cut hair hanging partly over a face, we would probably guess that this character represents a Goth. When we see this Goth character we would expect him or her to have a brooding and mystical personality rather than a bright and bubbly one.

Although a Goth has a striking style of dress, we also recognise other, more 'normal', types of costume. A blue uniform may indicate police or a law officer of some sort. An all-white uniform may indicate a health worker and so on. The point is that we make assumptions about characters in film based on what they are wearing.

Elements of costume to look for are anything that a character wears to help show his or her personality and role in the film. We are encouraged to make interpretations about characters by simply looking at how they appear.

• Clothes: style - fashionable or not, colour, fitting well or not, clean or dirty-looking, era  of clothes - today, from times past or futuristic
• Accessories: bags, scarves, jewellery, gloves, hats or headgear, socks and stockings
• Footwear: boots, shoes, sandals or bare feet
• Hairstyles: cut, colour and style
• Make-up: on the face with a natural or characterised look and/or on the body
• Overall appearance: well groomed, scruffy, fashionable, different from others or not.

We learn about the type of person a character represents not only by what is said and how dialogue is spoken, but also through the character's body language, facial expressions and movements. When we look at family members or close friends, the nonverbal clues we see usually indicate the mood they are in. We transfer our knowledge of emotions shown by facial expressions, body language and movement to the stories being told in films, usually without realising it. Some viewers think that acting is easy and that a person simply has to 'do' it. But taking on a role is an in-depth study for any actor. Analysing how to walk or smile or react has to be done very carefully, so that the character's role becomes believable; facial expression and body language have to look normal for that type of character.

For instance, if we see a person bent over a little (body language), walking slowly and carefully (movement), we assume that the person is old or sick. A close-up of the face (facial expression), with appropriate make-up (costume) will tell us which it is: old or sick.

WRITTEN

Written codes are associated with the printed word when it appears on screen. This can also include logos and icons. Elements that fall under written codes include:

Titles, captions, subtitles, credits, Font size and Typeface.

AUDIO

Audio codes are associated with any sound made in a media text.

In film and television, Audio codes deal with everything we hear while watching a feature film. Music, background noises, sound effects and spoken words are all elements included in this category of filmic codes. The element of spoken words is further split in the following way:

• What words are spoken
• Who is speaking - an actor, or a voice-over
• How the words are spoken - accents, slang, formal or foreign language
• The use of silence; we hear this too.

What a character says and how the dialogue is spoken adds to our understanding and acceptance (or not) of the character. If an actor speaks his or her lines well, then we will automatically replace the actor with the believable character that he or she represents.

Audio codes are either digetic or non-diegetic.

Diegetic:

sound that happens within the film. This includes actor dialogue, the music heard by the actors and sounds heard by the actors.

Non-diegetic:

sound that happens outside the film world. This includes voice over narration, film score, soundtrack, off-screen sound fx.

TECHNICAL

• Mise en scene:
• everything is placed in the frame with purpose
• Camera Angles:
• High camera angle:
• looks down on the subject
• viewer has power
• Eye level angle:
• both subject and viewer are equal in power
• Low camera angle:
• looks up at subject
• subject has power
• Birds eye view:
• shot directly above
• Worms eye view
• shot directly underneath
• Camera Shots:
• Establishing shot
• shows setting/location from a distance
• Long shot
• shows setting relating to subject
• Mid shot
• subject waist up and some background
• Close Up
• subjects shoulders and head
• Extreme close up
• detail of object or body part
• e.g. eyes
• Point of view shot (POV)
• usually handheld
• from the perspective of the subject

• Camera movement:
• Tracking shot
• follows action along horizontal plain
• Dolly shot
• follows action along vertical plain
• Panning shot
• camera stationary, but follows the action
• Zoom
• size of shot visibly changes in scale
• Crane shot
• camera moves from ground to aerial shot (or vice versa)

• Rule of thirds
• when the frame is divided, key areas are in ‘hot spots’ and along ‘third’ axis.

• Leading lines
• lines in the frame that draw the viewers focus
• usually created by the natural environment

• Editing
• manipulation of shot duration
• rapid editing
• builds tension and action
• long take
• no cutting and follows action for an extended period of time
• usually involves dolly or handheld

• Film stock
• how clear or grainy the image looks
• colour or black & white
• grainey
• harsh or gritty setting or theme
• high contrast
• happy or hyper-reality

• CGI
• computer generated imagery
• allows things outside the real world to become real or plausible

• Lighting
• how light is used to frame image or to highlight the subject
• can be different colour
• to suggest the time of day
• interior or exterior
• can be made to look from nature
• the sun
• made to look like they come from objects
• a lamp, streetlight, campfire
  
  
  ***
  
  
  Happy Writing
  
  
  Mrs P
  
  

Year 11 Speeches

Hi All,

Here is the speech line up for next week:

Monday -

1. Rhys
2. Aiden
3. Dylan
4. Michael L
5. Meaghan
6. Matt

Tuesday - 

1. Jake
2. Warren
3. Caitlin
4. Sam
5. Paige
6. Mitch B

Thursday - 

1. Jade-leigh
2. Shantelle
3. Aleesha
4. Bronwyn
5. Bryce
6. Louise

Friday - 

1. Mitch W
2. Chantelle A
3. Allanah
4. Amelia
5. Michael B
6. Zarra
7. Breanne

Happy writing :)

Mrs P

Year 11 Speech Investigation

Hi All,

I'm currently in the middle of marking these assessments, and it has become quite evident that some of you don't understand the difference between content and context.

Content is the stuff that is in a text, such as the narrative, themes, dialogue, topics etc.

Whereas, context is the set of circumstances or facts that surround the construction and delivery of a text that influence its meaning or effect.

Let's look at the text below:

As a modern Australian audience, many people would interpret this as sexist, misogynistic, and out of touch with out current values and beliefs. However, when written, this was the point of view many people held within society. When we read it within the context of modern society, we take offence. However, when we read it within the context of the 1950s, we understand that this is the ideology of this society.
So if we were to be writing about the contextual elements that surround this text, we would be discussing the factors that occur socially, historically and culturally that influence the intended meaning and response. You may also discuss how our context resists the original meaning.

Happy writing.

Mrs P.

Year 11 Novel essays

Hi All,

Here are the whiteboard notes taken from today's tutoring session:

Intro:

1.  
2.  
3.  
4.  
5.                  , Christopher often challenges the stereotype of people with disabilities. (thesis)

Body Para 1:

1. Christopher is a character that demonstrates savantism. 
2. able to use intellect in a superior manner
   ability to do things a typical person could not
3. EG. able to solve complex math problems mentally eg. p#
4. even people without a disability would not be able to do this, let alone a person with a mental disability (or a developmental disorder)
5. if Chris was to conform to a/the stereotype, this attribute would not be present

Body Para 2:

1. Unlike other characters with disabilities, Christopher does not rely on others constantly.
2. characters like Charlie in The Black Balloon
3. eg. travels to London independently
4. even though he hasn't done it before he is successful
5. this achievement highlights his high functioning nature, not typical of people (or other characters) who are labeled disabled

Body Para 3:

1. Although Christopher is able to interact and function in society, he does present some unusual character traits
2. people with Autism often display certain characteristics and behaviours which are rational in their minds, but irrational to others
3. eg. doesn't like yellow or brown
4. the irrational obsession conforms to the criteria of an ASD diagnosis
5. this criteria highlights how Chris fits Autism, but this trait is not specific to other disabilities.

Conclusion

1. reword thesis
2. reword topic sentences
3.  
4.  

NB.This is by no means the only way of responding or necessarily the right way of responding to the essay question. This is more a place of departure for those of you who are really stuck and unsure on how to use the framework.

Happy writing.

Miss F.

Year 11 & 10 Essays

Hi All,

Well, we have reached our fist bout of essays. (Duhm Duhm Duuuuuuuhm!!!!) But it doesn't have to be all doom and gloom.

The following words and techniques have been thrown left, right and centre at you: minties, thesis statement, topic sentence, grabbers...

Here is your first port of call for essay writing. I have included for your downloading pleasure, a few of the resources we have been looking at in class to help develop your essays. Remember, your final copy is to be hand written.  This gives you practise in the writing skills needed for your examinations.

Links:
Essay writing framework Year 10-12
Writing the Ultimate essay

Don't forget to check out my YouTube Channel for some helpful vids on essay writing also.

More links added soon.

Cheers

Miss F

Apology

Hi everyone,

I wanted to apologize for the lack of content this year so far. It appears that a lot of posts haven't been published on the web, which must be a fault at my end. I will rectify this as soon as possible  and be posting content you need very soon. In the meantime, check on the school 'Get Work' drive for worksheets and task sheets you may need.

Thanks.

Miss F

Year 11 PowerPoint links

Hi Guys,

Here are some links to the Power-points I have shown and referred to in class this week.

Harvard Referencing:SkyDrive - Harvard Referencing PowerPoint
Essay Writing:SkyDrive - The Ultimate Essay Guide PowerPoint

Also, a friendly reminder to get your parent information letter signed by Friday, and to try and obtain your copy of The Curious Incident of the Dog in the Night-time by Monday.

Thanks

Miss F