Archive for January 24, 2008

An Inconvenient Truth- an exercise in frustration

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We have been trying to watch Al Gore’s “An Inconvenient Truth”, but have been faced with obstacles at almost every step of the way. I am very frustrated by all the technical difficulties I’ve encountered. It started with the lack of picture and sound in 3E5 yesterday. In ITR1 today there was sound, but no picture. Worse still, there was no airconditioning- it was like a sauna, and we were all breathing in each other’s carbon dioxide. (Very apt, given the content of the video, but not exactly conducive to learning.) We moved over to ITR2 where we had sound and picture, but what a picture! Busy blue-green stripes moving across the screen, calculated to give anyone the mother of all migraines.

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Hang on- I’m not done yet. In 3E1, there was picture and no sound. So the poor students ended up reading the subtitles in silence. Kudos to them for their valiant attempts to stay awake. By the end of the lesson I was ready to call it quits. “An Inconvenient Truth” seemed to be just too inconvenient to screen.

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But Mrs V does not give up easily. I really believe that this video is one that you should watch, because it is an argument in the film medium. Al Gore convincingly (if not very elegantly) builds up his case for reducing carbon emissions, and there is a lot of good vocabulary related to discussing issues that you can pick up from the documentary. So my final attempt consists of booking the movie screening area in the library. We will move the desks out so that we can all sit on the floor. If this also does not work then I will be forced to conclude that someone up there does not want you to watch this film!

Can’t wait to see how this turns out!

In the meanwhile, have a look at these articles, because they contain descriptions of the film, as well as some opposing points of view. These are good examples of counter-arguments. But do read them critically. Everyone is entitled to their own opinions, but you notice that some arguments are more well supported than others, and therefore are more convincing. There are many articles out there on the net, and you are welcome to look them up if the topic interests you. These are just the first ones I found, not necessarily the best. If you have any comments after reading them, I’d love to hear from you.

gore1.jpginconvenient_truth_debate.doc

gore2.jpginconvenient_truth_review.doc

gore3.jpgmoratorium-on-al-gore-film-sparks-own-controversy.doc

gore4.jpganti_gore.doc

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Be extraordinary

Some of this is going to sound familiar to you- especially if you are from 3E5.

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Very few of us are ever going fail anything very badly, unless we really want to. Our greatest fear is not that we will fail. Our greatest fear is that we will be invisible in our mediocrity. Our greatest fear is that we will not be extraordinary. But what does it mean to be extraordinary? It does not mean that you have to come first in class, nor does it mean that you have to have your picture in the newspaper (the obituaries and crime sections do not count). Being extraordinary simply means that you are everything you can be. That you have taken all your talents and all your opportunities and made full use of them. But how do you do this?

Being extraordinary starts with little steps- being punctual, respectful, alert, hardworking, sincere, honest. All these qualities and more that are so small when viewed singly, but so magnificent when they come together in a symphony of success. Don’t settle for the mundane when brilliance is your birthright. The difference between the ordinary folk of this world and the ones we look up to is simply that the latter have recognised their greatness and used their life tools to achieve it. The former leave their tools to rust while they wallow in the tide pools of mediocrity.

inspiration2.jpg         Be extraordinary. To be anything less is unthinkable.

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Vocabulary exercise

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This is for the Sec 3E classes. Remember the vocab worksheet we went through in class? There was another side to it that I said was optional. Some of you like to take up options like this, so for your benefit, here are the answers to the worksheet.

Test 83: Academic writing 2

83.1

1. If you posit something, you suggest it is a fact.

2. If something epitomises something, it is a perfect example of it.

3. If a point in an essay underscores another point, it emphasises it.

4. If someone expounds something, they propose and develop arguments for it.

5. If someone reiterates something, they repeat or restate it.

83.2

Down

1. The economic issue is beyond the scope of this essay.

2. Verb meaning ‘to include’ or ‘to put one’s arms around someone’ – embrace.

3. Verb meaning ‘to quote’ or ‘to refer to someone’s work’ – cite.

4. Noun form of the verb ‘to epitomise’ – epitome.

Across

5. Noun form of the verb ‘to preface’ – preface.

6. Verb form of the noun ‘category’ – categorise.

83.3

In this chapter it has been impossible to deal with the history of traditional music in every detail, and we have only touched upon some aspects. We shall return to the history of the music briefly in Chapter 6. The topics to be addressed in the next chapter include the types of instruments which are commonly used and the various song and dance forms.

We shall consider the factors influencing the process in descending order, starting with the most important, namely the civil war of 1994-1996. The opposing sides in the war were made up of different, loosely allied faction, and we are forced to conclude that the war might have ended sooner had there been a more united front. Looking at the protagonists in ascending order, we begin with the least significant military figures and end with General Ujima, the ruthless head of the regime. This paper will attempt to account for the climate which led to deep political divisions and, finally, war.

Test 84: Writing- style and format

84.1

1. CAMBRIDGE UNIVERSITY PRESS is written in upper case on the front cover of the book.

2. a) round brackets b) square brackets

3. a font or a typeface

4. a) italics or italicised text b) bold (text)

5. block

6. bullet points or bullets

7. single inverted commas and double inverted commas or single quotation marks and double quotation marks or single quotes and double quotes

8. an asterisk

84.2

1. To write something down is to write something on a piece of paper, usually so you don’t forget it, and to write something up is to make a proper written text out of notes you have made.

2. To scribble is to write something down quickly, whereas to doodle is to draw little patterns or pictures while you are thinking or talking or because you are bored.

3. When you are word processing, you cut and paste a piece of text if you take it out of one place and put it in a different place in your document. If you copy and paste something, you copy a piece of text to put it somewhere else but you also leave it in its original position.

4. A title is the main title of a book and a subtitle is an extra or second title that provides more information about the title. For example, in Grammar in Context: Grammar reference and practice, ‘Grammar in Context’ is the title, and ‘Grammar reference and practice’ is the subtitle.

5. To jot something down is more informal than to make a note of something, but they both mean to write something down in order to remember it.

6. To print a document means to make a printed copy of a document that is on the computer, whereas to format a document means to decide on font sizes, margins, etc. to make the document look good before printing it.

7. To indent a line means to position it so that the line starts further in from the margin and to put a line in a shaded box means to put it in something like this: (there is a picture which I don’t know how to insert here, but I think this is pretty self-explanatory).

8. A manuscript is the original copy of a book or article before it is printed, whereas the first draft is the writer’s first version of a piece of work.

9. Upper case letters are capitals or block letters, i.e. LETTERS, and lower case letters are small letters, i.e. letters.

10. A chapter heading is the main title of a chapter and a sub-heading is one of several smaller headings within a chapter or article. Sub-headings are usually found in articles or in academic books rather than novels.

84.3

1. Jane scribbled a note to her mum.

2. You should put all the headings in bold.

3. I copied out my lecture notes for Sam.

4. I’m hoping to submit the final draft soon.

5. Ben is writing up his thesis at the moment.

6. Let’s all just jot down our first thoughts and then discuss them.

7. It’ll save time if you copy and paste these sections of the document.

8. It’s a good idea to indent every paragraph.

9. Don’t forget to put single quotes round direct speech.

10. Make a note of your reference number.

I hope you found this exercise useful. Do write in if you have any questions. If you are interested to know, the exercises were taken from a book called “Test Your English Vocabulary in Use- Advanced”, by Michael McCarthy and Felicity O’Dell (Cambridge University Press: 2005)

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