Wednesday, 19 March 2008
Wednesday, 5 March 2008
Higher - Critical Essay prep - In Mrs Tilscher's Class
[9:51] Connecting to in-world Voice Chat...
[9:51] Connected
[9:56] You: hi guys
[9:57] You: hi you two
[9:57] Student002 Meredith: hi
[9:57] You: wee Cameron has a high fever tonight, so we'll aim for 30/45 mins
[9:57] Student002 Meredith: ok
[9:58] Student005 Meredith is Offline
[9:58] You: Alex, how's skool
[9:58] You: what you got to do just now?
[9:59] You: PSU ok?
[9:59] Student002 Meredith: yeah
[9:59] Student002 Meredith: just need 2 fix like2 things
[9:59] You: pass?
[9:59] You: nice one
[9:59] You: need a hand with it?
[9:59] Student002 Meredith: nah its alright
[10:00] You: so you happy with Close Reading?
[10:00] You: Critical Essay?
[10:00] Student002 Meredith: a did a 1st draft thing on friday
[10:01] You: 1st draft of Healthy Eating essay?
[10:01] Connecting to in-world Voice Chat...
[10:01] Connected
[10:02] You: what you working on in class just now?
[10:02] Student002 Meredith: a new poem and doing the critical essay again on friday
[10:02] Student005 Meredith is Online
[10:02] You: which poem?
[10:02] You: hi alicia
[10:03] Student005 Meredith: hi
[10:03] Student002 Meredith: ms tilchers class
[10:03] You: EXCELLENT poem
[10:03] You: c'mon
[10:04] You: slowcoaches
[10:04] You: an old man like me, as well
[10:04] You: lol
[10:04] Student005 Meredith: :P
[10:04] Student005 Meredith: ha ha
[10:04] Student005 Meredith: :)
[10:05] You: get comfy
[10:05] You: Alex, you have copy of poem there?
[10:05] You: Alicia, we're gonna work with Alex tonight on a poem
[10:05] Student005 Meredith: ok
[10:05] Student002 Meredith: hod on id need to go grab it
[10:05] You: using general principles
[10:05] You: ok
[10:06] Student005 Meredith: kk
[10:06] You: i'll try get a copy of it - it's a Carol Ann Duffy poem called 'In Mrs Tilcher's Class'
[10:06] Student005 Meredith: k
[10:07] Student002 Meredith: ok ave got it
[10:07] You: ok
[10:07] You: guys
[10:07] JVA Message Board: You can set colours of each line for example /1black /2white /3green /4yellow or /5<1.0,0.5,0.2>
[10:07] JVA Message Board: Listening for 5 minutes - please write your message, /1 for top line, /2 for second line. eg: /1Hello
[10:07] You: take a seat
[10:07] JVA Message Board whispers: Clearing display.
[10:08] JVA Message Board: You can set colours of each line for example /1black /2white /3green /4yellow or /5<1.0,0.5,0.2>
[10:08] JVA Message Board: Listening for 5 minutes - please write your message, /1 for top line, /2 for second line. eg: /1Hello
[10:08] JVA Message Board whispers: Clearing display.
[10:08] Student002 Meredith: yeah still doesnt work..
[10:08] You: what doesnt work?
[10:08] Student002 Meredith: sitting
[10:09] You: 'relax'
[10:09] You: option?
[10:09] JVA Message Board: You can set colours of each line for example /1black /2white /3green /4yellow or /5<1.0,0.5,0.2>
[10:09] JVA Message Board: Listening for 5 minutes - please write your message, /1 for top line, /2 for second line. eg: /1Hello
[10:09] You: /a
[10:09] Student002 Meredith: nope
[10:09] You: Alex - many stanzas?
[10:09] You: (Alicia - http://www.channel4learning.net/support/programmenotes/micro/arrows_of_desire/programme5_one.html)
[10:09] Student002 Meredith: 4
[10:10] You: route
[10:11] You: ok 4 stanzas
[10:11] You: written in which Narrative Perspective?
[10:11] Student002 Meredith: from a childs view?
[10:11] Student005 Meredith: second person?
[10:11] You: yes, that's the persona
[10:12] You: yup
[10:12] You: Adult narrator is reflecting on a childhood experience
[10:12] Student005 Meredith: like revelation?
[10:12] You: so vivid that we are almost there
[10:12] You: yes - definitely
[10:12] Student005 Meredith: k
[10:12] You: why use 2nd person?
[10:12] Student005 Meredith: it could be anybody
[10:12] You: Alex?
[10:13] You: add to that?
[10:13] Student002 Meredith: get thereader involved?
[10:13] You: very much so
[10:13] You: we probably ALL remember a classroom/teacher with fondness
[10:14] You: even *I* do!
[10:14] You: lol
[10:14] JVA Message Board: Stopped listening to save lag. :) Touch again to activate
[10:14] You: Alex, did Mrs Craik say that it had a fixed rhythm scheme?
[10:14] Student005 Meredith: i cant open the link
[10:15] You: http://www.channel4learning.net/support/programmenotes/micro/arrows_of_desire/programme5_one.html
[10:15] You: does it have a rhythm - I can't detect a rhyme scheme
[10:15] Student005 Meredith: ill try again but my computer is extra slow tonight
[10:16] You: ok first 3 lines =
[10:17] Student002 Meredith: i dont know
[10:18] Student005 Meredith: are you asking for connotations
[10:18] You: look at Structure and Word Choice
[10:18] You: both of you - 1 each
[10:18] Student005 Meredith: chanting
[10:19] You: Word Choice - connotations of?
[10:19] You: Alex, structure of the three lines?
[10:19] You: single?
[10:19] Student002 Meredith: yeah
[10:19] Student005 Meredith: shes talking about africa so that links with tribes...'chanting'
[10:19] You: yup
[10:19] You: surrounded by her little tribesmen
[10:20] You: single sentence across 3 lines, resembles?
[10:20] Student002 Meredith: this whole thing has messed up
[10:20] Student002 Meredith: the screens going crazy
[10:20] You: oops
[10:20] You: try a reboot
[10:20] Student005 Meredith: mine isnt
[10:23] You: ok guys?
[10:23] Student002 Meredith is Offline
[10:23] Student005 Meredith: k
[10:23] You: lol
[10:23] You: first stanza - Word Choice, Structure
[10:23] You: look at each Place
[10:24] Student005 Meredith: minor sentence
[10:24] Student005 Meredith: s
[10:24] You: each place is given its own - Caesura
[10:24] Student005 Meredith: k
[10:24] You: when you pause at full stop, comma or other form of punctuation in a poem
[10:24] Student005 Meredith: ok
[10:25] You: laugh of a bell - Figure of speech
[10:25] You: Personficiation
[10:25] You: skittle of milk
[10:25] You: synecdoche
[10:26] Student002 Meredith is Online
[10:27] You: hi Alex
[10:28] Feed Display 1.5: Requesting feed.
[10:28] Feed Display 1.5: Requesting feed.
[10:28] You: Alex we're just discussing Stanza 1
[10:28] Feed Display 1.5: Done!
[10:28] Feed Display 1.5: Done!
[10:29] Student002 Meredith: ok
[10:29] You: Alicia, Alex looks like he's typing loads
[10:29] Student005 Meredith: yupp
[10:29] You: First three lines make one sentence, mimicking her finger
[10:30] You: and also the length of the nile?
[10:30] Student002 Meredith: ?
[10:30] You: The each placename is given its own sentence. as if to mark the stopping of a train, et.c
[10:30] You: ?
[10:30] Student005 Meredith: following the path of the nile on a map or atlas maybe?
[10:31] You: enjambment of the fiirst three lines
[10:31] You: then caesura of each placename
[10:31] You: personification of the "happy bell" - all over for the day
[10:31] You: but happiness
[10:31] Student005 Meredith: im honestly not still typing
[10:31] You: "skittle of milk"
[10:31] You: synecdoche
[10:32] You: TOP LEFT of grid - why? go and find out about this technique
[10:32] You: ok with Stanza 1?
[10:32] Student005 Meredith: yup
[10:32] You: overall, poem's main message or theme?
[10:33] You: Rites of Passage - leaving the childish world for something more adult and less secure?
[10:33] Student005 Meredith: a year in a class you liked
[10:33] Student005 Meredith: or that
[10:33] Student002 Meredith: yeah
[10:33] You: good
[10:33] You: Stanza 2 is quite nice
[10:34] You: short sentence. brought back to school
[10:34] You: quickly, we're giving a contrast and placed back into the classroom
[10:34] You: "glowed like a sweet shop" - one of the most beautiful images I've known
[10:35] You: Brady and Hindley - at the time of writing, these guys were infamou for child murders
[10:35] You: helps place poem in a context/a particular era
[10:35] You: smudge of a mistake - connect/connotations of problems at school/unhappiness
[10:36] You: Xylophone's nonsense - lol - Personification
[10:36] You: Stanza 1 & 2 are a good mix of narrative, moving along, as well as stationary description
[10:37] You: OK Alex?
[10:37] Student005 Meredith: i was doing that earlier i typed one thing and it looked like i was still typing a min later
[10:37] You: Stanza 3, first sentence?
[10:37] You: significane of the word choice?
[10:37] You: lol
[10:37] Student002 Meredith: where?
[10:38] You: where what?
[10:38] You: lol
[10:38] Student005 Meredith: transition from winter to spring
[10:38] You: literal
[10:38] You: also, movememnt in learning - moveing from learning about simple things like commas
[10:38] You: onto more advacend things like exclamation marks
[10:39] You: which also suggest what? a sudden/surprised change/growth spurt!
[10:39] You: so we are moving through the poem in a chronological fashion
[10:39] Student002 Meredith: yeah
[10:40] You: sexual awakening occurs near the end of this Stanza
[10:40] You: rough boy - coarse
[10:41] You: anything else from the beginning/middle of stanza three?
[10:42] Student005 Meredith: shock about what the boy said is something everyone can relate to
[10:42] Student002 Meredith: a dunno
[10:42] You: yeah, but frogs escaping
[10:42] You: unpredictability of nature?
[10:42] You: yeah I'd need to spend some time in amongst this stanza
[10:42] You: but Stanza 4 - superb
[10:43] You: implications of sexual exploration
[10:43] You: "feverish"
[10:43] You: July
[10:43] You: tasted of electricity - you cant taste it you can feel/hear its hum
[10:44] You: this is known as synasthesia - mixin/modulation of the senses
[10:44] Student005 Meredith: the feel of an excited atmosphere
[10:44] Student005 Meredith: charged up
[10:44] You: Mrs Tilcher does not answer
[10:44] You: she is the sweet shop owner, her job's been done
[10:45] You: You - us, we all have - leave and grow away from Primary school
[10:45] You: primary thoughts, ideas and notions
[10:45] You: Subject and theme: about rites of passage, the transition from childhood to the adult world, from security of childhood to dangers outside school gates, symbolized by sexual knowledge. Child's view of the world - school is “better than home”, thinking that the teacher loves you. Poem ends with child wanting to move on, as teacher implicitly accepts the “rough” boy's account of sex, but will not say it directly. Treatment of tadpoles hints at the cruelty in the adult world.
[10:47] You: enjoy the poem, Alex?
[10:48] You: the boys in stanza 3 are being cruel - adults are more cruel/less innocent than children
[10:49] You: you want me to post up tonight's notes?
[10:49] Student002 Meredith: yeah
[10:49] You: poem easy?
[10:50] You: Questions: Childhood Experience; Human Theme; Change in Time
[10:50] Student005 Meredith: kk
[10:50] Student002 Meredith: yeah
[10:50] You: happy, Alex?
[10:50] You: got an essay to do on this?
[10:51] Student002 Meredith: yeah but i dont know whn
[10:51] You: ok ok
[10:52] You: start some kool PCQEs
[10:52] You: ...chopping up as per our discussion of the poem this evening
[10:52] You: I'll see if I can find an audio version
[10:52] You: of the poem
[10:52] Student002 Meredith: ok
[10:52] Student002 Meredith: ok
[10:53] You: right, I'm back on here in the adult Grid with Edinburgh Uni at 7pm - time for a quick cuppa
[9:51] Connected
[9:56] You: hi guys
[9:57] You: hi you two
[9:57] Student002 Meredith: hi
[9:57] You: wee Cameron has a high fever tonight, so we'll aim for 30/45 mins
[9:57] Student002 Meredith: ok
[9:58] Student005 Meredith is Offline
[9:58] You: Alex, how's skool
[9:58] You: what you got to do just now?
[9:59] You: PSU ok?
[9:59] Student002 Meredith: yeah
[9:59] Student002 Meredith: just need 2 fix like2 things
[9:59] You: pass?
[9:59] You: nice one
[9:59] You: need a hand with it?
[9:59] Student002 Meredith: nah its alright
[10:00] You: so you happy with Close Reading?
[10:00] You: Critical Essay?
[10:00] Student002 Meredith: a did a 1st draft thing on friday
[10:01] You: 1st draft of Healthy Eating essay?
[10:01] Connecting to in-world Voice Chat...
[10:01] Connected
[10:02] You: what you working on in class just now?
[10:02] Student002 Meredith: a new poem and doing the critical essay again on friday
[10:02] Student005 Meredith is Online
[10:02] You: which poem?
[10:02] You: hi alicia
[10:03] Student005 Meredith: hi
[10:03] Student002 Meredith: ms tilchers class
[10:03] You: EXCELLENT poem
[10:03] You: c'mon
[10:04] You: slowcoaches
[10:04] You: an old man like me, as well
[10:04] You: lol
[10:04] Student005 Meredith: :P
[10:04] Student005 Meredith: ha ha
[10:04] Student005 Meredith: :)
[10:05] You: get comfy
[10:05] You: Alex, you have copy of poem there?
[10:05] You: Alicia, we're gonna work with Alex tonight on a poem
[10:05] Student005 Meredith: ok
[10:05] Student002 Meredith: hod on id need to go grab it
[10:05] You: using general principles
[10:05] You: ok
[10:06] Student005 Meredith: kk
[10:06] You: i'll try get a copy of it - it's a Carol Ann Duffy poem called 'In Mrs Tilcher's Class'
[10:06] Student005 Meredith: k
[10:07] Student002 Meredith: ok ave got it
[10:07] You: ok
[10:07] You: guys
[10:07] JVA Message Board: You can set colours of each line for example /1black /2white /3green /4yellow or /5<1.0,0.5,0.2>
[10:07] JVA Message Board: Listening for 5 minutes - please write your message, /1 for top line, /2 for second line. eg: /1Hello
[10:07] You: take a seat
[10:07] JVA Message Board whispers: Clearing display.
[10:08] JVA Message Board: You can set colours of each line for example /1black /2white /3green /4yellow or /5<1.0,0.5,0.2>
[10:08] JVA Message Board: Listening for 5 minutes - please write your message, /1 for top line, /2 for second line. eg: /1Hello
[10:08] JVA Message Board whispers: Clearing display.
[10:08] Student002 Meredith: yeah still doesnt work..
[10:08] You: what doesnt work?
[10:08] Student002 Meredith: sitting
[10:09] You: 'relax'
[10:09] You: option?
[10:09] JVA Message Board: You can set colours of each line for example /1black /2white /3green /4yellow or /5<1.0,0.5,0.2>
[10:09] JVA Message Board: Listening for 5 minutes - please write your message, /1 for top line, /2 for second line. eg: /1Hello
[10:09] You: /a
[10:09] Student002 Meredith: nope
[10:09] You: Alex - many stanzas?
[10:09] You: (Alicia - http://www.channel4learning.net/support/programmenotes/micro/arrows_of_desire/programme5_one.html)
[10:09] Student002 Meredith: 4
[10:10] You: route
[10:11] You: ok 4 stanzas
[10:11] You: written in which Narrative Perspective?
[10:11] Student002 Meredith: from a childs view?
[10:11] Student005 Meredith: second person?
[10:11] You: yes, that's the persona
[10:12] You: yup
[10:12] You: Adult narrator is reflecting on a childhood experience
[10:12] Student005 Meredith: like revelation?
[10:12] You: so vivid that we are almost there
[10:12] You: yes - definitely
[10:12] Student005 Meredith: k
[10:12] You: why use 2nd person?
[10:12] Student005 Meredith: it could be anybody
[10:12] You: Alex?
[10:13] You: add to that?
[10:13] Student002 Meredith: get thereader involved?
[10:13] You: very much so
[10:13] You: we probably ALL remember a classroom/teacher with fondness
[10:14] You: even *I* do!
[10:14] You: lol
[10:14] JVA Message Board: Stopped listening to save lag. :) Touch again to activate
[10:14] You: Alex, did Mrs Craik say that it had a fixed rhythm scheme?
[10:14] Student005 Meredith: i cant open the link
[10:15] You: http://www.channel4learning.net/support/programmenotes/micro/arrows_of_desire/programme5_one.html
[10:15] You: does it have a rhythm - I can't detect a rhyme scheme
[10:15] Student005 Meredith: ill try again but my computer is extra slow tonight
[10:16] You: ok first 3 lines =
[10:17] Student002 Meredith: i dont know
[10:18] Student005 Meredith: are you asking for connotations
[10:18] You: look at Structure and Word Choice
[10:18] You: both of you - 1 each
[10:18] Student005 Meredith: chanting
[10:19] You: Word Choice - connotations of?
[10:19] You: Alex, structure of the three lines?
[10:19] You: single?
[10:19] Student002 Meredith: yeah
[10:19] Student005 Meredith: shes talking about africa so that links with tribes...'chanting'
[10:19] You: yup
[10:19] You: surrounded by her little tribesmen
[10:20] You: single sentence across 3 lines, resembles?
[10:20] Student002 Meredith: this whole thing has messed up
[10:20] Student002 Meredith: the screens going crazy
[10:20] You: oops
[10:20] You: try a reboot
[10:20] Student005 Meredith: mine isnt
[10:23] You: ok guys?
[10:23] Student002 Meredith is Offline
[10:23] Student005 Meredith: k
[10:23] You: lol
[10:23] You: first stanza - Word Choice, Structure
[10:23] You: look at each Place
[10:24] Student005 Meredith: minor sentence
[10:24] Student005 Meredith: s
[10:24] You: each place is given its own - Caesura
[10:24] Student005 Meredith: k
[10:24] You: when you pause at full stop, comma or other form of punctuation in a poem
[10:24] Student005 Meredith: ok
[10:25] You: laugh of a bell - Figure of speech
[10:25] You: Personficiation
[10:25] You: skittle of milk
[10:25] You: synecdoche
[10:26] Student002 Meredith is Online
[10:27] You: hi Alex
[10:28] Feed Display 1.5: Requesting feed.
[10:28] Feed Display 1.5: Requesting feed.
[10:28] You: Alex we're just discussing Stanza 1
[10:28] Feed Display 1.5: Done!
[10:28] Feed Display 1.5: Done!
[10:29] Student002 Meredith: ok
[10:29] You: Alicia, Alex looks like he's typing loads
[10:29] Student005 Meredith: yupp
[10:29] You: First three lines make one sentence, mimicking her finger
[10:30] You: and also the length of the nile?
[10:30] Student002 Meredith: ?
[10:30] You: The each placename is given its own sentence. as if to mark the stopping of a train, et.c
[10:30] You: ?
[10:30] Student005 Meredith: following the path of the nile on a map or atlas maybe?
[10:31] You: enjambment of the fiirst three lines
[10:31] You: then caesura of each placename
[10:31] You: personification of the "happy bell" - all over for the day
[10:31] You: but happiness
[10:31] Student005 Meredith: im honestly not still typing
[10:31] You: "skittle of milk"
[10:31] You: synecdoche
[10:32] You: TOP LEFT of grid - why? go and find out about this technique
[10:32] You: ok with Stanza 1?
[10:32] Student005 Meredith: yup
[10:32] You: overall, poem's main message or theme?
[10:33] You: Rites of Passage - leaving the childish world for something more adult and less secure?
[10:33] Student005 Meredith: a year in a class you liked
[10:33] Student005 Meredith: or that
[10:33] Student002 Meredith: yeah
[10:33] You: good
[10:33] You: Stanza 2 is quite nice
[10:34] You: short sentence. brought back to school
[10:34] You: quickly, we're giving a contrast and placed back into the classroom
[10:34] You: "glowed like a sweet shop" - one of the most beautiful images I've known
[10:35] You: Brady and Hindley - at the time of writing, these guys were infamou for child murders
[10:35] You: helps place poem in a context/a particular era
[10:35] You: smudge of a mistake - connect/connotations of problems at school/unhappiness
[10:36] You: Xylophone's nonsense - lol - Personification
[10:36] You: Stanza 1 & 2 are a good mix of narrative, moving along, as well as stationary description
[10:37] You: OK Alex?
[10:37] Student005 Meredith: i was doing that earlier i typed one thing and it looked like i was still typing a min later
[10:37] You: Stanza 3, first sentence?
[10:37] You: significane of the word choice?
[10:37] You: lol
[10:37] Student002 Meredith: where?
[10:38] You: where what?
[10:38] You: lol
[10:38] Student005 Meredith: transition from winter to spring
[10:38] You: literal
[10:38] You: also, movememnt in learning - moveing from learning about simple things like commas
[10:38] You: onto more advacend things like exclamation marks
[10:39] You: which also suggest what? a sudden/surprised change/growth spurt!
[10:39] You: so we are moving through the poem in a chronological fashion
[10:39] Student002 Meredith: yeah
[10:40] You: sexual awakening occurs near the end of this Stanza
[10:40] You: rough boy - coarse
[10:41] You: anything else from the beginning/middle of stanza three?
[10:42] Student005 Meredith: shock about what the boy said is something everyone can relate to
[10:42] Student002 Meredith: a dunno
[10:42] You: yeah, but frogs escaping
[10:42] You: unpredictability of nature?
[10:42] You: yeah I'd need to spend some time in amongst this stanza
[10:42] You: but Stanza 4 - superb
[10:43] You: implications of sexual exploration
[10:43] You: "feverish"
[10:43] You: July
[10:43] You: tasted of electricity - you cant taste it you can feel/hear its hum
[10:44] You: this is known as synasthesia - mixin/modulation of the senses
[10:44] Student005 Meredith: the feel of an excited atmosphere
[10:44] Student005 Meredith: charged up
[10:44] You: Mrs Tilcher does not answer
[10:44] You: she is the sweet shop owner, her job's been done
[10:45] You: You - us, we all have - leave and grow away from Primary school
[10:45] You: primary thoughts, ideas and notions
[10:45] You: Subject and theme: about rites of passage, the transition from childhood to the adult world, from security of childhood to dangers outside school gates, symbolized by sexual knowledge. Child's view of the world - school is “better than home”, thinking that the teacher loves you. Poem ends with child wanting to move on, as teacher implicitly accepts the “rough” boy's account of sex, but will not say it directly. Treatment of tadpoles hints at the cruelty in the adult world.
[10:47] You: enjoy the poem, Alex?
[10:48] You: the boys in stanza 3 are being cruel - adults are more cruel/less innocent than children
[10:49] You: you want me to post up tonight's notes?
[10:49] Student002 Meredith: yeah
[10:49] You: poem easy?
[10:50] You: Questions: Childhood Experience; Human Theme; Change in Time
[10:50] Student005 Meredith: kk
[10:50] Student002 Meredith: yeah
[10:50] You: happy, Alex?
[10:50] You: got an essay to do on this?
[10:51] Student002 Meredith: yeah but i dont know whn
[10:51] You: ok ok
[10:52] You: start some kool PCQEs
[10:52] You: ...chopping up as per our discussion of the poem this evening
[10:52] You: I'll see if I can find an audio version
[10:52] You: of the poem
[10:52] Student002 Meredith: ok
[10:52] Student002 Meredith: ok
[10:53] You: right, I'm back on here in the adult Grid with Edinburgh Uni at 7pm - time for a quick cuppa
Thursday, 28 February 2008
Higher - Textual Analysis
[9:00] Student006 Meredith is Online
[9:00] Student005 Meredith is Online
[9:00] Connecting to in-world Voice Chat...
[9:01] Connected
[9:01] Student005 Meredith: hi
[9:01] You: hi guys
[9:02] Connecting to in-world Voice Chat...
[9:02] Connected
[9:03] You: 45 mins tonight guys, cos I'm on baby duty!
[9:03] You: what we doing, Michael?
[9:03] Student006 Meredith: NB:D
[9:03] You: what's pressing?
[9:03] Student006 Meredith: textual analysis
[9:03] You: kool
[9:03] Student005 Meredith is Offline
[9:04] You: prose, poetry, drama?
[9:04] You: NAB?
[9:04] Student006 Meredith: NAB..grrr
[9:04] You: lol EASY when ?
[9:04] Student006 Meredith: she never said the exact date
[9:04] Student006 Meredith: jst soon lol
[9:05] You: it's always soon!
[9:05] You: right cmon
[9:05] Student006 Meredith: :))lol
[9:05] THiNC Teleporter PRO (Copy) whispers: Location: Sandbox 1 Coordinates: <239,121,21>
[9:05] THiNC Teleporter PRO (Copy) whispers: Location: Sandbox 2 Coordinates: <197,27,21>
[9:06] You: take a seat
[9:06] You: magic
[9:07] You: right with you
[9:07] You: what you been doing - which genre?
[9:08] Student006 Meredith: fiction novels
[9:08] You: ok good
[9:08] You: Great Expectations?
[9:08] Student006 Meredith: mrs havisham is she in that??
[9:10] You: you ready?
[9:10] Student006 Meredith: yip
[9:10] JVA Message Board: You can set colours of each line for example /1black /2white /3green /4yellow or /5<1.0,0.5,0.2>
[9:10] JVA Message Board: Listening for 5 minutes - please write your message, /1 for top line, /2 for second line. eg: /1Hello
[9:12] You: right FICTION!
[9:12] You: main aspects?
[9:12] Student006 Meredith: as in??
[9:13] You: ok Narrative Voice
[9:13] You: how many?
[9:13] You: you there, Michael?
[9:14] Student006 Meredith: yeh, i'm not sure what your meaning though
[9:14] You: OK First person
[9:15] You: Third-person (Hey, just tell me when you don't understand something, ok bud?
[9:15] Student006 Meredith: awrite yes
[9:15] You: good
[9:15] You: First-person sees verything through ONE of the characters' eyes
[9:15] Student006 Meredith: yip
[9:16] You: Third person - generally - can see everything within the story, but can also get inside the characters' thought/minds
[9:16] Student006 Meredith: kl
[9:16] You: OK, textual analysis - can you tell me (look behind you!) which aspects on the grid relate to PROSE Fiction
[9:17] You: FIG LANG.
[9:17] You: WORD CHOICE
[9:18] floor: Please use the laptop keyboard to change slides.
[9:18] Student006 Meredith: kl
[9:19] You: STUse the force, Luke
[9:20] You: all of these, with the exception of Rhythm and Rhyme
[9:20] Student006 Meredith: lol
[9:20] You: Add to the grid, Setting
[9:20] You: Character
[9:20] You: Plot
[9:20] You: Theme
[9:20] You: Symbolism
[9:20] You: (Symbolism belongs in the blue box)
[9:20] You: ok
[9:21] Student006 Meredith: klkl
[9:21] You: when you do Textual Analysis, you are focusing on the language
[9:21] Student006 Meredith: right
[9:22] You: had any practice TA?
[9:22] Student006 Meredith: jst the once looked at 2 questions
[9:22] You: can you remember what features they were analysing?
[9:22] Student006 Meredith: IS gret expectations the one with Pip and Ms Havisham??
[9:23] Student006 Meredith: great*
[9:23] You: yup
[9:23] Student006 Meredith: thats the one we looked at
[9:23] You: OF COURSE Pip!
[9:23] You: lol
[9:23] Student006 Meredith: lol
[9:23] You: you can imagine a lot about him just from his name
[9:24] You: ok
[9:24] You: I have it here, but it's not been scanne
[9:24] You: d
[9:24] You: lol
[9:24] Student006 Meredith: we are looking at Glasgow Sonnets aswell
[9:24] You: Remember the questions/numbers?
[9:24] You: Glasgow Sonnet - easy
[9:24] Student006 Meredith: yip
[9:25] You: Sonnet title is unusual
[9:25] Student006 Meredith: i know
[9:25] You: Sonnet normally associated with love or romanticism
[9:25] You: two parts
[9:25] Student006 Meredith: yip
[9:25] You: 8 + 6
[9:25] You: inside/outside
[9:25] Student006 Meredith: first 8 lines and last 6
[9:25] You: so, which one was the easiest
[9:26] Student006 Meredith: first 8
[9:26] You: lol
[9:26] Student006 Meredith: octet
[9:26] You: lol
[9:26] You: no, Great Expectations OR G.Sonnet
[9:27] Student006 Meredith: lol=))
[9:27] Student006 Meredith: well, we looked at Glasgow Sonnets in full so that was the easiest we never done all the questions on great expectations
[9:28] You: 2 ticks
[9:28] You: getting audio for you
[9:28] Student006 Meredith: klkl
[9:31] You: http://www.vscoted.com/materials/English/General/Poetry/Edwin Morgan/1 Glasgow Sonnet #1.mp3
[9:31] You: OR click the music tab
[9:31] You: up above the 'Shout' tab
[9:32] You: you should be ok
[9:33] You: with Great Expectations - it's a good NAB
[9:33] Student006 Meredith: klkl
[9:33] You: any other thoughts?
[9:33] Student006 Meredith: nope
[9:33] You: really, GE is all about Word Choice, Sentence Structure - how you feel about the characters presented to you
[9:33] Student006 Meredith: klkl
[9:34] You: any essays needing looked at?
[9:35] Student006 Meredith: i'll email one to you my personal study
[9:38] You: 2 ticks
[9:38] Student006 Meredith: nb
[9:40] PowerPoint Presenter V3.0 Single Screen: Touch laptop keyboard to get started...
[9:40] You: lol
[9:41] You: I'm adding the NAB
[9:41] Student006 Meredith: ok:D
[9:41] PowerPoint Presenter V3.0 Single Screen: Touch laptop keyboard to get started...
[9:42] PowerPoint Presenter V3.0 Single Screen: Touch laptop keyboard to get started...
[9:43] floor: Please use the laptop keyboard to change slides.
[9:46] You: kool
[9:46] You: ?
[9:46] Student006 Meredith: yip cheers:D
[9:47] You: doddle
[9:47] Student006 Meredith: easy
[9:47] You: wanna try 3b and 4?
[9:48] Student006 Meredith: why not
[9:49] Student006 Meredith: 3b
[9:49] Student006 Meredith: its a list describing Ms Havisham and how she looks
[9:49] You: yup
[9:50] Student006 Meredith: dashes are used
[9:50] Student006 Meredith: to introduce additional information about the material
[9:50] Student006 Meredith: and about where her other shoe is
[9:51] You: aha
[9:51] You: but what do they achieve?
[9:51] You: remember, Pip is older and telling us a story that he remembers from childhod
[9:52] Student006 Meredith: they let us know that thats Pips fondest memory of her?
[9:52] You: close
[9:52] Student006 Meredith: or most vivid memory
[9:52] You: tmmmmm
[9:52] You: remember - - = parenthesis
[9:52] You: additional information
[9:53] You: without which the sentence would still make sense
[9:53] You: can you detect that they are adding detail as it comes into Pips mind?
[9:53] Student006 Meredith: aw
[9:53] Student006 Meredith: a said that theyu add additional information
[9:53] You: almost breathless
[9:53] You: yeah
[9:53] You: that's why they are used, but you have to relate their use to the passage IN CONTEXT
[9:54] Student006 Meredith: kl
[9:54] Student006 Meredith: so its like the list but as he remembers somthing about somthing on the list he adds that
[9:54] You: and 'and' conveys the breathless retelling of the boy
[9:54] You: listing is also used
[9:54] You: yes, springing into mind
[9:55] You: see it?
[9:55] Student006 Meredith: yip
[9:55] You: good
[9:55] You: 4
[9:55] You: try 4
[9:55] You: Repetition
[9:56] You: focus on that one first
[9:57] Student006 Meredith: he notices that everything is not that it should be
[9:57] Student006 Meredith: ' I saw'
[9:58] You: good
[9:58] You: repeats personal experience
[9:58] Student006 Meredith: yeh
[9:59] You: nxt
[9:59] You: sent struc
[10:00] Student006 Meredith: complex sentences
[10:00] You: But'
[10:00] You: 'but'
[10:01] Student006 Meredith: first about the colour being faed description of this
[10:01] You: climax?
[10:01] Student006 Meredith: then about the woman
[10:01] Student006 Meredith: he used but and commas
[10:02] Student006 Meredith: thats all i got
[10:02] You: yeah but relate bak to passage
[10:03] Student006 Meredith: he thinks at first that they are white and bright and new
[10:03] You: anti-climax
[10:03] Student006 Meredith: but then he notices uopon further inspection that they are faded
[10:03] Student006 Meredith: and old
[10:04] Student006 Meredith: this brings us to a conclusion thatit is not the woman we first expected
[10:05] You: magic
[10:05] You: word choice now?
[10:05] Student006 Meredith: it says two?
[10:05] Student006 Meredith: lol
[10:06] Student006 Meredith: 'ought' to be white
[10:07] You: ought
[10:07] Student006 Meredith: brings us back again to the previous paragraph and hoe we thought that her dress would be white
[10:07] You: good
[10:07] You: lost lustre
[10:07] Student006 Meredith: double L
[10:08] Student006 Meredith: aalliteration
[10:08] You: mmm yeah
[10:08] You: but focus on appearance and reality
[10:08] You: contrast
[10:09] Student006 Meredith: what does lustre mean??
[10:09] You: withered shrunk sunken - not associated with a bride
[10:09] You: RIGHT !!!
[10:09] You: must goo young man
[10:09] You: ssamme next week?
[9:00] Student005 Meredith is Online
[9:00] Connecting to in-world Voice Chat...
[9:01] Connected
[9:01] Student005 Meredith: hi
[9:01] You: hi guys
[9:02] Connecting to in-world Voice Chat...
[9:02] Connected
[9:03] You: 45 mins tonight guys, cos I'm on baby duty!
[9:03] You: what we doing, Michael?
[9:03] Student006 Meredith: NB:D
[9:03] You: what's pressing?
[9:03] Student006 Meredith: textual analysis
[9:03] You: kool
[9:03] Student005 Meredith is Offline
[9:04] You: prose, poetry, drama?
[9:04] You: NAB?
[9:04] Student006 Meredith: NAB..grrr
[9:04] You: lol EASY when ?
[9:04] Student006 Meredith: she never said the exact date
[9:04] Student006 Meredith: jst soon lol
[9:05] You: it's always soon!
[9:05] You: right cmon
[9:05] Student006 Meredith: :))lol
[9:05] THiNC Teleporter PRO (Copy) whispers: Location: Sandbox 1 Coordinates: <239,121,21>
[9:05] THiNC Teleporter PRO (Copy) whispers: Location: Sandbox 2 Coordinates: <197,27,21>
[9:06] You: take a seat
[9:06] You: magic
[9:07] You: right with you
[9:07] You: what you been doing - which genre?
[9:08] Student006 Meredith: fiction novels
[9:08] You: ok good
[9:08] You: Great Expectations?
[9:08] Student006 Meredith: mrs havisham is she in that??
[9:10] You: you ready?
[9:10] Student006 Meredith: yip
[9:10] JVA Message Board: You can set colours of each line for example /1black /2white /3green /4yellow or /5<1.0,0.5,0.2>
[9:10] JVA Message Board: Listening for 5 minutes - please write your message, /1 for top line, /2 for second line. eg: /1Hello
[9:12] You: right FICTION!
[9:12] You: main aspects?
[9:12] Student006 Meredith: as in??
[9:13] You: ok Narrative Voice
[9:13] You: how many?
[9:13] You: you there, Michael?
[9:14] Student006 Meredith: yeh, i'm not sure what your meaning though
[9:14] You: OK First person
[9:15] You: Third-person (Hey, just tell me when you don't understand something, ok bud?
[9:15] Student006 Meredith: awrite yes
[9:15] You: good
[9:15] You: First-person sees verything through ONE of the characters' eyes
[9:15] Student006 Meredith: yip
[9:16] You: Third person - generally - can see everything within the story, but can also get inside the characters' thought/minds
[9:16] Student006 Meredith: kl
[9:16] You: OK, textual analysis - can you tell me (look behind you!) which aspects on the grid relate to PROSE Fiction
[9:17] You: FIG LANG.
[9:17] You: WORD CHOICE
[9:18] floor: Please use the laptop keyboard to change slides.
[9:18] Student006 Meredith: kl
[9:19] You: STUse the force, Luke
[9:20] You: all of these, with the exception of Rhythm and Rhyme
[9:20] Student006 Meredith: lol
[9:20] You: Add to the grid, Setting
[9:20] You: Character
[9:20] You: Plot
[9:20] You: Theme
[9:20] You: Symbolism
[9:20] You: (Symbolism belongs in the blue box)
[9:20] You: ok
[9:21] Student006 Meredith: klkl
[9:21] You: when you do Textual Analysis, you are focusing on the language
[9:21] Student006 Meredith: right
[9:22] You: had any practice TA?
[9:22] Student006 Meredith: jst the once looked at 2 questions
[9:22] You: can you remember what features they were analysing?
[9:22] Student006 Meredith: IS gret expectations the one with Pip and Ms Havisham??
[9:23] Student006 Meredith: great*
[9:23] You: yup
[9:23] Student006 Meredith: thats the one we looked at
[9:23] You: OF COURSE Pip!
[9:23] You: lol
[9:23] Student006 Meredith: lol
[9:23] You: you can imagine a lot about him just from his name
[9:24] You: ok
[9:24] You: I have it here, but it's not been scanne
[9:24] You: d
[9:24] You: lol
[9:24] Student006 Meredith: we are looking at Glasgow Sonnets aswell
[9:24] You: Remember the questions/numbers?
[9:24] You: Glasgow Sonnet - easy
[9:24] Student006 Meredith: yip
[9:25] You: Sonnet title is unusual
[9:25] Student006 Meredith: i know
[9:25] You: Sonnet normally associated with love or romanticism
[9:25] You: two parts
[9:25] Student006 Meredith: yip
[9:25] You: 8 + 6
[9:25] You: inside/outside
[9:25] Student006 Meredith: first 8 lines and last 6
[9:25] You: so, which one was the easiest
[9:26] Student006 Meredith: first 8
[9:26] You: lol
[9:26] Student006 Meredith: octet
[9:26] You: lol
[9:26] You: no, Great Expectations OR G.Sonnet
[9:27] Student006 Meredith: lol=))
[9:27] Student006 Meredith: well, we looked at Glasgow Sonnets in full so that was the easiest we never done all the questions on great expectations
[9:28] You: 2 ticks
[9:28] You: getting audio for you
[9:28] Student006 Meredith: klkl
[9:31] You: http://www.vscoted.com/materials/English/General/Poetry/Edwin Morgan/1 Glasgow Sonnet #1.mp3
[9:31] You: OR click the music tab
[9:31] You: up above the 'Shout' tab
[9:32] You: you should be ok
[9:33] You: with Great Expectations - it's a good NAB
[9:33] Student006 Meredith: klkl
[9:33] You: any other thoughts?
[9:33] Student006 Meredith: nope
[9:33] You: really, GE is all about Word Choice, Sentence Structure - how you feel about the characters presented to you
[9:33] Student006 Meredith: klkl
[9:34] You: any essays needing looked at?
[9:35] Student006 Meredith: i'll email one to you my personal study
[9:38] You: 2 ticks
[9:38] Student006 Meredith: nb
[9:40] PowerPoint Presenter V3.0 Single Screen: Touch laptop keyboard to get started...
[9:40] You: lol
[9:41] You: I'm adding the NAB
[9:41] Student006 Meredith: ok:D
[9:41] PowerPoint Presenter V3.0 Single Screen: Touch laptop keyboard to get started...
[9:42] PowerPoint Presenter V3.0 Single Screen: Touch laptop keyboard to get started...
[9:43] floor: Please use the laptop keyboard to change slides.
[9:46] You: kool
[9:46] You: ?
[9:46] Student006 Meredith: yip cheers:D
[9:47] You: doddle
[9:47] Student006 Meredith: easy
[9:47] You: wanna try 3b and 4?
[9:48] Student006 Meredith: why not
[9:49] Student006 Meredith: 3b
[9:49] Student006 Meredith: its a list describing Ms Havisham and how she looks
[9:49] You: yup
[9:50] Student006 Meredith: dashes are used
[9:50] Student006 Meredith: to introduce additional information about the material
[9:50] Student006 Meredith: and about where her other shoe is
[9:51] You: aha
[9:51] You: but what do they achieve?
[9:51] You: remember, Pip is older and telling us a story that he remembers from childhod
[9:52] Student006 Meredith: they let us know that thats Pips fondest memory of her?
[9:52] You: close
[9:52] Student006 Meredith: or most vivid memory
[9:52] You: tmmmmm
[9:52] You: remember - - = parenthesis
[9:52] You: additional information
[9:53] You: without which the sentence would still make sense
[9:53] You: can you detect that they are adding detail as it comes into Pips mind?
[9:53] Student006 Meredith: aw
[9:53] Student006 Meredith: a said that theyu add additional information
[9:53] You: almost breathless
[9:53] You: yeah
[9:53] You: that's why they are used, but you have to relate their use to the passage IN CONTEXT
[9:54] Student006 Meredith: kl
[9:54] Student006 Meredith: so its like the list but as he remembers somthing about somthing on the list he adds that
[9:54] You: and 'and' conveys the breathless retelling of the boy
[9:54] You: listing is also used
[9:54] You: yes, springing into mind
[9:55] You: see it?
[9:55] Student006 Meredith: yip
[9:55] You: good
[9:55] You: 4
[9:55] You: try 4
[9:55] You: Repetition
[9:56] You: focus on that one first
[9:57] Student006 Meredith: he notices that everything is not that it should be
[9:57] Student006 Meredith: ' I saw'
[9:58] You: good
[9:58] You: repeats personal experience
[9:58] Student006 Meredith: yeh
[9:59] You: nxt
[9:59] You: sent struc
[10:00] Student006 Meredith: complex sentences
[10:00] You: But'
[10:00] You: 'but'
[10:01] Student006 Meredith: first about the colour being faed description of this
[10:01] You: climax?
[10:01] Student006 Meredith: then about the woman
[10:01] Student006 Meredith: he used but and commas
[10:02] Student006 Meredith: thats all i got
[10:02] You: yeah but relate bak to passage
[10:03] Student006 Meredith: he thinks at first that they are white and bright and new
[10:03] You: anti-climax
[10:03] Student006 Meredith: but then he notices uopon further inspection that they are faded
[10:03] Student006 Meredith: and old
[10:04] Student006 Meredith: this brings us to a conclusion thatit is not the woman we first expected
[10:05] You: magic
[10:05] You: word choice now?
[10:05] Student006 Meredith: it says two?
[10:05] Student006 Meredith: lol
[10:06] Student006 Meredith: 'ought' to be white
[10:07] You: ought
[10:07] Student006 Meredith: brings us back again to the previous paragraph and hoe we thought that her dress would be white
[10:07] You: good
[10:07] You: lost lustre
[10:07] Student006 Meredith: double L
[10:08] Student006 Meredith: aalliteration
[10:08] You: mmm yeah
[10:08] You: but focus on appearance and reality
[10:08] You: contrast
[10:09] Student006 Meredith: what does lustre mean??
[10:09] You: withered shrunk sunken - not associated with a bride
[10:09] You: RIGHT !!!
[10:09] You: must goo young man
[10:09] You: ssamme next week?
Thursday, 21 February 2008
Tuesday, 12 February 2008
Standard Grade - RMed - Gladiator & W1 The Homeless
[9:05] Connecting to in-world Voice Chat...
[9:05] Connected
[9:06] Connecting to in-world Voice Chat...
[9:06] Connected
[9:06] Connecting to in-world Voice Chat...
[9:06] Connected
[9:12] Student004 Meredith is Online
[9:13] Student004 Meredith: hi there
[9:13] You: what we doiing tonight?
[9:14] You: (do I need my Mic?)
[9:14] Student004 Meredith: ive got my essys on my pen drive with me
[9:14] You: magic
[9:14] You: shall we take a look, then?
[9:14] Student004 Meredith: ok
[9:14] You: ok
[9:14] You: do you know how to create a Notecard?
[9:17] Student004 Meredith: yes
[9:17] You: ok which essay to start with?
[9:17] Student004 Meredith: galiator
[9:17] You: ok
[9:17] You: do you know how to create a notecard?
[9:18] Student004 Meredith: yep just trying to send it
[9:18] You: kool
[9:18] You: (well done!)
[9:20] Student004 Meredith: i cant send it from the note card
[9:20] You: locate the notecard in the inventory list and then drag it onto my avatar
[9:20] Student004 Meredith: Gladiator Alexander Will Gladiator is a film set in Rome it is about a roman soldier who becomes a Gladiator and makes Rome a republic again. The soldier who does all this is called Maximus he’s a family man who becomes a soldier then he’s a slave and then be forced to be a Gladiator. The director shows us that Maximus is a Roman General because the clothes he wears are all has fur and are all very grand. A Maximus fight very well when he is fighting the director has slowed down and speeds up the film so that we get the real feel about the way he fights. Also Maximus is unlike the other Roman General because he talks to them, he fight with them he also eats with them he treats everyone the same way so he thinks that every one is equal. Maximus is a farmer before he was a soldier and in the film when he is alone fighting we often see leitmotif. He is looking / touching nature this shows us that he is at one with nature and he is connected with nature because when he is about to fight he picks up dirt /
[9:21] You: hang on
[9:21] You: i'll create a notecard then pass to you OK
[9:21] Student004 Meredith: right
[9:21] You: nice one
[9:22] Student004 Meredith gave you New Note.
[9:22] Student004 Meredith: thanks
[9:23] Student004 Meredith: do u want all of my other essays
[9:23] You: do the same, yeah
[9:23] Student004 Meredith: ok
[9:24] You: I'll we'll review Gladiator just now
[9:25] You: Alex, do you want me to walk through this essay with uou?
[9:26] Student004 Meredith: ok
[9:26] You: first para.
[9:27] You: "a family mand and brave, courageous soldier who is forced into slavery and then becomes a fearless gladiator"
[9:28] You: ok?
[9:28] Student004 Meredith: yep
[9:28] You: 2nd para
[9:28] You: The director, Ridley Scott,
[9:29] You: alters the speed of the shots (i.e. he uses slow motion and normal motion(
[9:30] You: Mise-En-Scene - Maximus is pictured at close quarters with his men, showing that he is one of them and one who respects democracy, even in the military
[9:30] Student004 Meredith: yep
[9:31] You: ...and the director's use of leitmotif maintains this connection with the land, just as he does with his grounded relationship with his fellow soldiers
[9:31] Student004 Meredith: yes
[9:32] You: OK, I've changed the tense
[9:32] You: of the verbs here ok
[9:32] You: When Maximus finds his wife and child dead, he is so upset that he buries them by himself and lies down beside them, wanting to die with them because of his huge grief. This is linked to the leitmotif because he is walking though his field on his home, and again conveys the connection he has with the land, to where he must return his family.
[9:33] You: Dont worry, I'm making changes to the Notecard and will give you the finished copy
[9:33] Student004 Meredith: right ok thats fine
[9:34] You: In the film Maximus thinks that the most important thing to him is...
[9:34] You: BIG sentence
[9:34] Student004 Meredith: right
[9:34] You: the first part of this para. is repeating itself
[9:35] Student004 Meredith: ok
[9:36] You: whose the bad guy?
[9:36] Student004 Meredith: comudus
[9:36] Student004 Meredith: commodus
[9:36] Student004 Meredith: soz
[9:37] You: ok anything between [ ] is for you to insert your comments ok
[9:37] Student004 Meredith: right
[9:38] Student004 Meredith: brb
[9:38] You: k
[9:40] Student004 Meredith: back
[9:41] You: kool
[9:41] Student004 Meredith accepted your inventory offer.
[9:42] You: you haven't included some of the excellent Film Technique elements that we discussed before - do you still have those ntoes?
[9:42] 'Notecard Payment Box by Pedro McMillan', an object owned by 'TutorEnglish vScotEd', located in vScotEd at 106.3, 209.4,20.9, has been granted permission to: Take Linden dollars (L$) from you.
[9:42] Student004 Meredith: dshould do
[9:43] You: ok, go through your essay and identify where you could say more about the film technique(s) used
[9:43] You: next essay!?
[9:45] Student004 Meredith gave you New Note.
[9:46] You: nice one
[9:46] Student004 Meredith: thanks
[9:47] You: there have
[9:47] You: in first l;ine
[9:49] You: Homelessness By Alexander Will Homeless people are people who used to live in a home but there have been some problems involving them and their with family, money, drugs or alcohol. These are just some of reasons that people might leave home, often ending up sleeping rough on the streets because of these problems. This is such a big problem in our society because many people have lost not only their house because of eviction, but they often lose their families and self-esteem - often their mental health. In this essay I will look at why they became homeless and attempt to offer some solutions to solve the problem of becoming homeless.
[9:50] You: !!!!!!
[9:50] You: LIKE
[9:50] You: For instance, for example
[9:51] Student004 Meredith: how to get there life back to normAL how to get off drugs and alchol
[9:54] You: ne reason for becoming homeless is due to money problems. For example. when they lose their job and have no money to pay the bills or keep up with rent for the house/flat. This often leads to debt and they end up losing their posessions - valuables and furniture being seized by bailiffs. In the end they will lose their home and will have to move into a friend / family home or live on the streets until they find a job. Or end up staying like that for the rest of your life. Another reason for people becoming homeless is drugs. Drugs are addictive and can sometimes kill those who take them. Also, when someone take drugs they can run into debt trying to buy them, and they could attract people like drug dealers to their house or place of work wanting money from them. In the end, they lose their job because of this, their home, and then its time for life on the streets.
[9:55] Student004 Meredith: yes
[9:56] You: now, look out for my use of - -
[9:57] You: where between the - - is extra information
[9:57] You: ok
[9:57] You: I think that young teenagers become homeless because of things that have been happening at home - often outwith their control -such as physical and/or mental abuse from parents or another family member. They don’t know what happens to people on the streets, and often they end up on the streets where the can get attacked by drunken people, or sexually sexual assaulted by other homeless people or sexual predators; young females are sometimes forced into prostitution, and often this is to support a drug habit.
[9:59] You: Our society does not deal with homeless people because we think that they are on drugs so that why don’t give them money. When they ask us for money we don’t give them it because we pretend that they are not there. We have a view that they take up the beds in hospitals when other people - more deserving people - need them most. They make the places look a mess and they keep annoying people for money. We try to make our streets and towns look nice, so we offer them jobs, places to sleep/ live and food.
[9:59] You: THEN
[9:59] You: But some of them don’t want it.
[9:59] You: on a sentence on its own
[9:59] Student004 Meredith: right
[10:03] You: We don’t do enough for homeless people, I think. It is up to us and our society to protect such vulnerable peopls
[10:03] Student004 Meredith accepted your inventory offer.
[10:03] You: right!
[10:03] You: when's the other essays due - could they wait until next week?
[10:03] Student004 Meredith: yea ive got them on me pen drive
[10:04] You: ok
[10:04] You: any probs in meantim, send to me
[10:04] Student004 Meredith: hold on
[10:04] You: I like dthe last W1 essay
[10:05] You: you NEED to think about the order of things in your Gladiator esay, and get the Film Techniques in there as well!
[10:05] Student004 Meredith: back mum phoned
[10:05] Student004 Meredith: right ok
[10:05] You: tell her I send my regards
[10:05] You: ok buddy
[10:05] Student004 Meredith: yep
[10:05] You: anyone else you know of wanting to join? we have a girl starting next week at this time
[10:06] Student004 Meredith: i gave someone your number but i dont think she wants to have an english tutor
[10:06] Student004 Meredith: u feeling better then last week
[10:07] You: MUCH MUCH better
[10:07] You: thanks for asking
[10:07] You: wee Camneron was sick last nite - and we're talking PROJECTILE vomit!!
[10:07] Student004 Meredith: poor little him
[10:08] You: well, let the girl/others know we also have History - I'm still trying to get a Maths tutor
[10:08] You: aye, I know!
[10:08] Student004 Meredith: right ok
[10:08] You: right go and read yer essays and let me know how you get on
[10:08] You: i wil post this chat on the blog
[10:08] Student004 Meredith: i was sick 2 days before my prelims
[9:05] Connected
[9:06] Connecting to in-world Voice Chat...
[9:06] Connected
[9:06] Connecting to in-world Voice Chat...
[9:06] Connected
[9:12] Student004 Meredith is Online
[9:13] Student004 Meredith: hi there
[9:13] You: what we doiing tonight?
[9:14] You: (do I need my Mic?)
[9:14] Student004 Meredith: ive got my essys on my pen drive with me
[9:14] You: magic
[9:14] You: shall we take a look, then?
[9:14] Student004 Meredith: ok
[9:14] You: ok
[9:14] You: do you know how to create a Notecard?
[9:17] Student004 Meredith: yes
[9:17] You: ok which essay to start with?
[9:17] Student004 Meredith: galiator
[9:17] You: ok
[9:17] You: do you know how to create a notecard?
[9:18] Student004 Meredith: yep just trying to send it
[9:18] You: kool
[9:18] You: (well done!)
[9:20] Student004 Meredith: i cant send it from the note card
[9:20] You: locate the notecard in the inventory list and then drag it onto my avatar
[9:20] Student004 Meredith: Gladiator Alexander Will Gladiator is a film set in Rome it is about a roman soldier who becomes a Gladiator and makes Rome a republic again. The soldier who does all this is called Maximus he’s a family man who becomes a soldier then he’s a slave and then be forced to be a Gladiator. The director shows us that Maximus is a Roman General because the clothes he wears are all has fur and are all very grand. A Maximus fight very well when he is fighting the director has slowed down and speeds up the film so that we get the real feel about the way he fights. Also Maximus is unlike the other Roman General because he talks to them, he fight with them he also eats with them he treats everyone the same way so he thinks that every one is equal. Maximus is a farmer before he was a soldier and in the film when he is alone fighting we often see leitmotif. He is looking / touching nature this shows us that he is at one with nature and he is connected with nature because when he is about to fight he picks up dirt /
[9:21] You: hang on
[9:21] You: i'll create a notecard then pass to you OK
[9:21] Student004 Meredith: right
[9:21] You: nice one
[9:22] Student004 Meredith gave you New Note.
[9:22] Student004 Meredith: thanks
[9:23] Student004 Meredith: do u want all of my other essays
[9:23] You: do the same, yeah
[9:23] Student004 Meredith: ok
[9:24] You: I'll we'll review Gladiator just now
[9:25] You: Alex, do you want me to walk through this essay with uou?
[9:26] Student004 Meredith: ok
[9:26] You: first para.
[9:27] You: "a family mand and brave, courageous soldier who is forced into slavery and then becomes a fearless gladiator"
[9:28] You: ok?
[9:28] Student004 Meredith: yep
[9:28] You: 2nd para
[9:28] You: The director, Ridley Scott,
[9:29] You: alters the speed of the shots (i.e. he uses slow motion and normal motion(
[9:30] You: Mise-En-Scene - Maximus is pictured at close quarters with his men, showing that he is one of them and one who respects democracy, even in the military
[9:30] Student004 Meredith: yep
[9:31] You: ...and the director's use of leitmotif maintains this connection with the land, just as he does with his grounded relationship with his fellow soldiers
[9:31] Student004 Meredith: yes
[9:32] You: OK, I've changed the tense
[9:32] You: of the verbs here ok
[9:32] You: When Maximus finds his wife and child dead, he is so upset that he buries them by himself and lies down beside them, wanting to die with them because of his huge grief. This is linked to the leitmotif because he is walking though his field on his home, and again conveys the connection he has with the land, to where he must return his family.
[9:33] You: Dont worry, I'm making changes to the Notecard and will give you the finished copy
[9:33] Student004 Meredith: right ok thats fine
[9:34] You: In the film Maximus thinks that the most important thing to him is...
[9:34] You: BIG sentence
[9:34] Student004 Meredith: right
[9:34] You: the first part of this para. is repeating itself
[9:35] Student004 Meredith: ok
[9:36] You: whose the bad guy?
[9:36] Student004 Meredith: comudus
[9:36] Student004 Meredith: commodus
[9:36] Student004 Meredith: soz
[9:37] You: ok anything between [ ] is for you to insert your comments ok
[9:37] Student004 Meredith: right
[9:38] Student004 Meredith: brb
[9:38] You: k
[9:40] Student004 Meredith: back
[9:41] You: kool
[9:41] Student004 Meredith accepted your inventory offer.
[9:42] You: you haven't included some of the excellent Film Technique elements that we discussed before - do you still have those ntoes?
[9:42] 'Notecard Payment Box by Pedro McMillan', an object owned by 'TutorEnglish vScotEd', located in vScotEd at 106.3, 209.4,20.9, has been granted permission to: Take Linden dollars (L$) from you.
[9:42] Student004 Meredith: dshould do
[9:43] You: ok, go through your essay and identify where you could say more about the film technique(s) used
[9:43] You: next essay!?
[9:45] Student004 Meredith gave you New Note.
[9:46] You: nice one
[9:46] Student004 Meredith: thanks
[9:47] You: there have
[9:47] You: in first l;ine
[9:49] You: Homelessness By Alexander Will Homeless people are people who used to live in a home but there have been some problems involving them and their with family, money, drugs or alcohol. These are just some of reasons that people might leave home, often ending up sleeping rough on the streets because of these problems. This is such a big problem in our society because many people have lost not only their house because of eviction, but they often lose their families and self-esteem - often their mental health. In this essay I will look at why they became homeless and attempt to offer some solutions to solve the problem of becoming homeless.
[9:50] You: !!!!!!
[9:50] You: LIKE
[9:50] You: For instance, for example
[9:51] Student004 Meredith: how to get there life back to normAL how to get off drugs and alchol
[9:54] You: ne reason for becoming homeless is due to money problems. For example. when they lose their job and have no money to pay the bills or keep up with rent for the house/flat. This often leads to debt and they end up losing their posessions - valuables and furniture being seized by bailiffs. In the end they will lose their home and will have to move into a friend / family home or live on the streets until they find a job. Or end up staying like that for the rest of your life. Another reason for people becoming homeless is drugs. Drugs are addictive and can sometimes kill those who take them. Also, when someone take drugs they can run into debt trying to buy them, and they could attract people like drug dealers to their house or place of work wanting money from them. In the end, they lose their job because of this, their home, and then its time for life on the streets.
[9:55] Student004 Meredith: yes
[9:56] You: now, look out for my use of - -
[9:57] You: where between the - - is extra information
[9:57] You: ok
[9:57] You: I think that young teenagers become homeless because of things that have been happening at home - often outwith their control -such as physical and/or mental abuse from parents or another family member. They don’t know what happens to people on the streets, and often they end up on the streets where the can get attacked by drunken people, or sexually sexual assaulted by other homeless people or sexual predators; young females are sometimes forced into prostitution, and often this is to support a drug habit.
[9:59] You: Our society does not deal with homeless people because we think that they are on drugs so that why don’t give them money. When they ask us for money we don’t give them it because we pretend that they are not there. We have a view that they take up the beds in hospitals when other people - more deserving people - need them most. They make the places look a mess and they keep annoying people for money. We try to make our streets and towns look nice, so we offer them jobs, places to sleep/ live and food.
[9:59] You: THEN
[9:59] You: But some of them don’t want it.
[9:59] You: on a sentence on its own
[9:59] Student004 Meredith: right
[10:03] You: We don’t do enough for homeless people, I think. It is up to us and our society to protect such vulnerable peopls
[10:03] Student004 Meredith accepted your inventory offer.
[10:03] You: right!
[10:03] You: when's the other essays due - could they wait until next week?
[10:03] Student004 Meredith: yea ive got them on me pen drive
[10:04] You: ok
[10:04] You: any probs in meantim, send to me
[10:04] Student004 Meredith: hold on
[10:04] You: I like dthe last W1 essay
[10:05] You: you NEED to think about the order of things in your Gladiator esay, and get the Film Techniques in there as well!
[10:05] Student004 Meredith: back mum phoned
[10:05] Student004 Meredith: right ok
[10:05] You: tell her I send my regards
[10:05] You: ok buddy
[10:05] Student004 Meredith: yep
[10:05] You: anyone else you know of wanting to join? we have a girl starting next week at this time
[10:06] Student004 Meredith: i gave someone your number but i dont think she wants to have an english tutor
[10:06] Student004 Meredith: u feeling better then last week
[10:07] You: MUCH MUCH better
[10:07] You: thanks for asking
[10:07] You: wee Camneron was sick last nite - and we're talking PROJECTILE vomit!!
[10:07] Student004 Meredith: poor little him
[10:08] You: well, let the girl/others know we also have History - I'm still trying to get a Maths tutor
[10:08] You: aye, I know!
[10:08] Student004 Meredith: right ok
[10:08] You: right go and read yer essays and let me know how you get on
[10:08] You: i wil post this chat on the blog
[10:08] Student004 Meredith: i was sick 2 days before my prelims
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