Anatomy of a multiple choice question
The typical multiple choice question consists of two key parts:
The problem (stem) and a little of possible solutions (alternatives).
The problem can be in the form of an incomplete statement or a question.
The list of solutions generally includes one best alternatives (correct answer) and a few incorrect alternatives (distractors).
Multiple Choice Exams requires students to have a greater familiarity with broader range of material than essays. Usually expect students to know specific details such as dates, names and vocabulary.
Multiple Choice Strategies
What if more than one answer seems correct?
Guessing Strategies (not advised)
The problem (stem) and a little of possible solutions (alternatives).
The problem can be in the form of an incomplete statement or a question.
The list of solutions generally includes one best alternatives (correct answer) and a few incorrect alternatives (distractors).
Multiple Choice Exams requires students to have a greater familiarity with broader range of material than essays. Usually expect students to know specific details such as dates, names and vocabulary.
Multiple Choice Strategies
- Practice treating each answer as a true or false response. Select the most "true" answer.
- Re-phrase a question as a statement using each answer in a sentence.
- Try to solve each question before looking at the answer alternatives to avoid being thrown off by the choices given.
- Make an educated guess; eliminate the obvious incorrect answer choices right.
- Use reasoning to find the best possible answer choice through the process of elimination.
- Determine precisely what the question is asking.
- One solution will plainly be the best choice, so read through all the answer choices since the best answer could be the last choice in the list choice.
What if more than one answer seems correct?
- Examine the answer and determine whether it is only partly true when addressing the question, or if it would only be true under certain circumstances. If this is the case, it is probably not the correct answer.
- Take each question at face value; do not assume the instructor has created any “trick” questions.
- If it is still difficult to choose between two answers, try to “feel” which answer is correct. Often times, people are able to feel which answer is wrong.
Guessing Strategies (not advised)
- Try to make an educated guess.
- Always use the process of elimination as a first step.
- Use the wording of the question as a clue to eliminate possibilities.
- Choose the most precise answer.
- Avoid the answer that is out of context.
tips for test-taking
1) If your textbook highlights new vocabulary or key definitions, be sure you understand them. DO NOT SIMPLY MEMORIZE THE BOOK’S DEFINITIONS.
2) Brainstorm possible questions with several other students who are also taking the course.
3) If you have access to a study guide or old exams, practice, practice, practice.4) Try to anticipate the correct response before you look at the questions.
5) If you see a response that you anticipated, circle it then check to be sure that none of the other responses are better.
6) Take time to check your work before you hand in the answer sheet.
2) Brainstorm possible questions with several other students who are also taking the course.
3) If you have access to a study guide or old exams, practice, practice, practice.4) Try to anticipate the correct response before you look at the questions.
5) If you see a response that you anticipated, circle it then check to be sure that none of the other responses are better.
6) Take time to check your work before you hand in the answer sheet.
General tips
•Read each question carefully and thoroughly.
• Before answering, look at all the answer choices.
• Pace yourself – determine the number of questions on the test (wear a watch).
• Check the recommended time for each section.
• Be prepared! Study ahead of time and review in advance to avoid last-minute cramming.
• Keep an open mind as you read test questions. One question can trigger your knowledge about another test question.
• Always get a good night’s sleep before the test.
• Be confident and do your best!
• Before answering, look at all the answer choices.
• Pace yourself – determine the number of questions on the test (wear a watch).
• Check the recommended time for each section.
• Be prepared! Study ahead of time and review in advance to avoid last-minute cramming.
• Keep an open mind as you read test questions. One question can trigger your knowledge about another test question.
• Always get a good night’s sleep before the test.
• Be confident and do your best!
SHORT ANSWER RESPONSES
What are short answer response questions?
They are free-standing questions for which a complete answer can be given in one well-constructed phrase or sentence. It is designed to develop skills to improve coherent writing abilities. Generally requires students to understand, remember and reproduce knowledge. Short Answer Responses require students to independently generate their own response and it assesses the recognition of the correction information.
Short Answer Responses are designed to effectively measure a student’s ability to accurately recall specific, target information by completing either a statement or answer a direct question using a single word or brief phrase.
How to improve Short Answer Responses
There are 6 Basic Types of Short Answer Questions
They are free-standing questions for which a complete answer can be given in one well-constructed phrase or sentence. It is designed to develop skills to improve coherent writing abilities. Generally requires students to understand, remember and reproduce knowledge. Short Answer Responses require students to independently generate their own response and it assesses the recognition of the correction information.
Short Answer Responses are designed to effectively measure a student’s ability to accurately recall specific, target information by completing either a statement or answer a direct question using a single word or brief phrase.
How to improve Short Answer Responses
- Read the questions carefully (download the glossary of key words below to help you understand the question properly)
- Formulate the answer in your head.
- If the response calls for an opinion, take the time to think about what it is you believe.
- Re-read your response and check the spelling.
There are 6 Basic Types of Short Answer Questions
- DEFINITION QUESTIONS - for these questions, you simply need to define a concept.
- EXPLANATION QUESTIONS - for these questions, you need to explain why something is true or how something works.
- EXAMPLE QUESTIONS - for these questions, you need to state one or more specific, real-world instances of some concept.
- RELATIONSHIP QUESTIONS - for these questions, you need to state how two or more things relate to each other.
- CALCULATION QUESTIONS - for these questions, you need to calculate a numerical answer or answers.
- GRAPHING QUESTIONS - this isn't relevant for English but for other subjects the information might be useful. For these questions, you need to respond with a simple graph. Make sure you clearly label your axes and curves.
WRiting a critical essay
The components of a critical essay
A typical critical essay contains these basic parts:
Introduction
Main Body
Conclusion
Analysing Texts
In analysising something we separate it into parts which we examine. The general purpose of textual analysis is to find out something about how the text is structured and what its key features and elements are, specifically how it produces meaning. We do this by looking at particular elements of the text and the relationships set up between them to construct meaning.
Links & Transitions
Make sure you stress the relationships between points, placing them in hierarchies. An essay relies on patterns of logical development by looking at the cause, effect and argument. There should be a definite structure and clear logic points that present your argument in rational way. Remember the essay organisation has a powerful affect on the reader, the rationality of the text’s structure guarantees the truth of the argument.
Introduction
The introduction states the situation. In other words, it gives a clear definition of what each theory is. It also states the main purpose of the essay. This can vary according to the writer’s objective, whether it be only to evaluate each theory without taking a stance OR to determine which is more credible or logical.
Main Body
The main body is the discussion based on specific criteria (point of evaluation).Discussing means evaluating the strengths and weaknesses of point. When a theory is being critiqued, the supporting ideas (which have been stated explicitly), the implied ideas and the assumptions (i.e. what the reader is believed to know) should all be taken into consideration.
Evidence
Providing evidence is the heart of the argument. The incorporation of research suggests that the writer has researched the topic thoroughly.
Conclusion
Academic writing conveys a sense of purpose and always finishes on a note that supports the original thesis statement and rounds off the argument.
The conclusion gives an overview of the essay by doing one of two things:
Discussing each theory without taking a stance OR
Discussing each theory, but taking a stance, explaining why one is more credible or reasonable than the other.
Criteria for Assessment
Although evaluation relies heavily on the expectations of the task, the criteria generally includes:
Download the file below for some useful language to use in critical essays.
A typical critical essay contains these basic parts:
Introduction
Main Body
Conclusion
Analysing Texts
In analysising something we separate it into parts which we examine. The general purpose of textual analysis is to find out something about how the text is structured and what its key features and elements are, specifically how it produces meaning. We do this by looking at particular elements of the text and the relationships set up between them to construct meaning.
Links & Transitions
Make sure you stress the relationships between points, placing them in hierarchies. An essay relies on patterns of logical development by looking at the cause, effect and argument. There should be a definite structure and clear logic points that present your argument in rational way. Remember the essay organisation has a powerful affect on the reader, the rationality of the text’s structure guarantees the truth of the argument.
Introduction
The introduction states the situation. In other words, it gives a clear definition of what each theory is. It also states the main purpose of the essay. This can vary according to the writer’s objective, whether it be only to evaluate each theory without taking a stance OR to determine which is more credible or logical.
Main Body
The main body is the discussion based on specific criteria (point of evaluation).Discussing means evaluating the strengths and weaknesses of point. When a theory is being critiqued, the supporting ideas (which have been stated explicitly), the implied ideas and the assumptions (i.e. what the reader is believed to know) should all be taken into consideration.
Evidence
Providing evidence is the heart of the argument. The incorporation of research suggests that the writer has researched the topic thoroughly.
Conclusion
Academic writing conveys a sense of purpose and always finishes on a note that supports the original thesis statement and rounds off the argument.
The conclusion gives an overview of the essay by doing one of two things:
Discussing each theory without taking a stance OR
Discussing each theory, but taking a stance, explaining why one is more credible or reasonable than the other.
Criteria for Assessment
Although evaluation relies heavily on the expectations of the task, the criteria generally includes:
- A detailed and thorough response
- A clear and organized writing style
- A precise and careful analysis of the issue
- Appropriate and correct referencing
Download the file below for some useful language to use in critical essays.
school_certificate_exam_preparation__writing_critical_essays.pdf | |
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creative writing
A story captures our interest when the storyteller makes us feel that the people and events in the story are significant.
From Recount to Narrative
Writers use the recount pattern to take their readers with them on a journey. The recount pattern tells about the ups and downs of the journey, but it always takes the reader back to the starting point.
This pattern is called a narrative.
Remember - All narratives must have:
From Recount to Narrative
Writers use the recount pattern to take their readers with them on a journey. The recount pattern tells about the ups and downs of the journey, but it always takes the reader back to the starting point.
This pattern is called a narrative.
Remember - All narratives must have:
- An orientation; This where the reader is introduced to the characters and the setting of the story. It is generally from this point that a reader decides to read on.
- A complication; This is the main support of the story, where the reader is introduced to the problem the characters will face. Something happens which the characters do not expect and the reader discovers the problem.
- An evaluation; Through the evaluation of the narrative the storyteller can persuade the reader to view the events & characters in a particular way, suspend the action which has begun in the complication, or keep the audience waiting for the crisis point and resolution.
- A resolution; Most narratives have a resolution in which the hero or heroes solve the problem and everything is returned to normal.
building a world in which to set a story
Plot - The plot is the sequence of events of a story.
Setting - The setting is the time and place of a story.
Mood & atmosphere – Writers colour the setting of their writing with a certain mood or atmosphere. Often the mood changes as events unfold.
Setting - The setting is the time and place of a story.
Mood & atmosphere – Writers colour the setting of their writing with a certain mood or atmosphere. Often the mood changes as events unfold.
DESCRIBING CHARACTERS
Often there is a main character whom the audience follows throughout the story. Describing characters is a very important part of a storyteller’s art. Be sure to include something about:
· The way they look, their appearance (height, weight, face, eye colour, skin colouring, style of hair, age, clothing).
· What they do & how they do it – their behaviour (mannerisms, gestures, usual activities).
· What they say & how they say it.
· What they think & feel.
· Their attributes & qualities (personality, skills & talents).
· The way they look, their appearance (height, weight, face, eye colour, skin colouring, style of hair, age, clothing).
· What they do & how they do it – their behaviour (mannerisms, gestures, usual activities).
· What they say & how they say it.
· What they think & feel.
· Their attributes & qualities (personality, skills & talents).
point of view
Narratives are pieces of writing are written from a particular point of view.
FIRST PERSON – the person who tells the story or from whose perspective we view the world.
SECOND PERSON – the writer is NOT a character in the story or the one from whose perspective we view the world.
THIRD PERSON – All the characters are referred to as he or she
FIRST PERSON – the person who tells the story or from whose perspective we view the world.
SECOND PERSON – the writer is NOT a character in the story or the one from whose perspective we view the world.
THIRD PERSON – All the characters are referred to as he or she
CHOOSING VERBS
The most common verbs used by story tellers are positive past simple action verbs.
ACTION VERBS – speed up a story and move it along at a high speed.
SAYING VERBS – slow a story down.
SENSING & LINKING VERBS – build up the suspense & tension even more.
ACTION VERBS – speed up a story and move it along at a high speed.
SAYING VERBS – slow a story down.
SENSING & LINKING VERBS – build up the suspense & tension even more.
Writing a Creative diary entry
Dear Diary...
Date: Shows which day the diary entry is about
First Person: Writer is writing about himself.
Past Tense: Writer writes about what has happened.
Personal Tone: We can almost hear the writer speaking.
Self-Reflection: Writer writes about their feelings, thoughts, hopes and fears.
Click the image to see a YouTube clip from Port Hacking High about writing a diary entry
Date: Shows which day the diary entry is about
First Person: Writer is writing about himself.
Past Tense: Writer writes about what has happened.
Personal Tone: We can almost hear the writer speaking.
Self-Reflection: Writer writes about their feelings, thoughts, hopes and fears.
Click the image to see a YouTube clip from Port Hacking High about writing a diary entry
writing a movie review
Must do's for writing reviews.
1) If circumstances permit, view the film more than once.
2) Express your opinion of the film, but support your criticism.
3) Adjust your style of review for the readership.
4) Avoid spoilers.
5) Judge the story.
6) Rate the acting (not the hotness of the actor).
7) Evaluate the cinematography.
Download the files below to help you write a movie review. Also is a list of camera angles and a Film Analysis Glossary.
1) If circumstances permit, view the film more than once.
2) Express your opinion of the film, but support your criticism.
3) Adjust your style of review for the readership.
4) Avoid spoilers.
5) Judge the story.
6) Rate the acting (not the hotness of the actor).
7) Evaluate the cinematography.
Download the files below to help you write a movie review. Also is a list of camera angles and a Film Analysis Glossary.
movie_review_guidelines.pdf | |
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film_analysis_glossary.pdf | |
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camera_angles.pdf | |
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Paul keating's 1993 remembrance day speech
Coming in Week 4...
Click the image for this speech in YouTube and download the file below for a copy of the transcript.
Paul John Keating (born 18 January 1944) is a former Australian politician who served as the 24th Prime Minister of Australia from 1991 to 1996.
Keating's agenda included making Australia a republic, reconciliation with Australia's indigenous population, and furthering economic and cultural ties with Asia. The addressing of these issues came to be known as Keating's "big picture." Keating's legislative program included native title rights of Australia's indigenous peoples following the Mabo High Court decision. He took an active role in the establishment of the Asia-Pacific Economic Cooperation Forum (APEC), initiating the annual leaders' meeting. Keating introduced mandatory detention for asylum seekers in 1992.
On 10 December 1992, Keating delivered the Redfern Speech on Aboriginal reconciliation - see below for video link of this speech too - in case you're interested.
Click the image for this speech in YouTube and download the file below for a copy of the transcript.
Paul John Keating (born 18 January 1944) is a former Australian politician who served as the 24th Prime Minister of Australia from 1991 to 1996.
Keating's agenda included making Australia a republic, reconciliation with Australia's indigenous population, and furthering economic and cultural ties with Asia. The addressing of these issues came to be known as Keating's "big picture." Keating's legislative program included native title rights of Australia's indigenous peoples following the Mabo High Court decision. He took an active role in the establishment of the Asia-Pacific Economic Cooperation Forum (APEC), initiating the annual leaders' meeting. Keating introduced mandatory detention for asylum seekers in 1992.
On 10 December 1992, Keating delivered the Redfern Speech on Aboriginal reconciliation - see below for video link of this speech too - in case you're interested.
remembrance_day_speech.pdf | |
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Paul keating's 1992 redfern park address (just for your info not part of class in w4)
In the early 1990s Paul Keating's Labor government put Aboriginal reconciliation high on the agenda, establishing the Council for Aboriginal Reconciliation in 1991 then following up the High Court's Mabo decision in 1992 with native title legislation in 1993. In December 1992, Keating launched Australia's program for the International Year of the World's Indigenous People with this now famous address to a largely Indigenous crowd at Redfern Park in Sydney. He was the first Prime Minister to acknowledge the impact of European settlement on Indigenous Australians. The address reflected a changing official interpretation of Australian history, which better accommodated the Aboriginal experience. The speech was arguably a curtain-raiser for the history wars of the Howard years: the following year historian Geoffrey Blainey observed that the 'three cheers' view of Australian history had given way to the 'black armband' view, a phrase which the newly elected John Howard adopted with alacrity in a speech in 1996.
In another sense Keating's Redfern speech paved the way for a formal apology to Indigenous Australians for past government practices, an apology, which nevertheless took another 15 years to come. Aboriginal leader Patrick Dodson said in 2007 that Keating's Redfern address was 'a great speech because it was about leadership, principle and courage... He placed before Australians the truths of our past and the sad reality of our contemporary society. He laid down the challenge for our future, as a nation united and at peace with its soul.' The spontaneous crowd reactions to the speech are a testament to its power at the time, and are worth listening out for in this edited version of the speech.
Click the image to view this speech.
In another sense Keating's Redfern speech paved the way for a formal apology to Indigenous Australians for past government practices, an apology, which nevertheless took another 15 years to come. Aboriginal leader Patrick Dodson said in 2007 that Keating's Redfern address was 'a great speech because it was about leadership, principle and courage... He placed before Australians the truths of our past and the sad reality of our contemporary society. He laid down the challenge for our future, as a nation united and at peace with its soul.' The spontaneous crowd reactions to the speech are a testament to its power at the time, and are worth listening out for in this edited version of the speech.
Click the image to view this speech.
SEVERN SUZIKI'S 1992 earth summit address
Coming in Week 4...
Click the image for this speech in YouTube and download the file below for a copy of the transcript.
Severn Cullis-Suzuki (born November 30, 1979 in Vancouver, British Columbia. She is a Canadian environmental activist, speaker, television host and author. She has spoken around the world about environmental issues, urging listeners to define their values, act with the future in mind, and take individual responsibility.
At age 9, she founded the Environmental Children's Organization (ECO), a group of children dedicated to learning and teaching other youngsters about environmental issues. In 1992, at age 12, Cullis-Suzuki raised money with members of ECO to attend the Earth Summit in Rio de Janeiro.
Click the image for this speech in YouTube and download the file below for a copy of the transcript.
Severn Cullis-Suzuki (born November 30, 1979 in Vancouver, British Columbia. She is a Canadian environmental activist, speaker, television host and author. She has spoken around the world about environmental issues, urging listeners to define their values, act with the future in mind, and take individual responsibility.
At age 9, she founded the Environmental Children's Organization (ECO), a group of children dedicated to learning and teaching other youngsters about environmental issues. In 1992, at age 12, Cullis-Suzuki raised money with members of ECO to attend the Earth Summit in Rio de Janeiro.
severn_suzuki_1992_earth_summit_speech.pdf | |
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Earl of Spencer - princess diana's funeral oration
Coming in Week 4...
Click the image for this speech in YouTube and download the file below for a copy of the transcript.
Diana, Princess of Wales (Diana Frances; née Spencer; 1 July 1961 – 31 August 1997), was the first wife of Charles, Prince of Wales, whom she married on 29 July 1981. She was well known for her fund-raising work for international charities, and an eminent celebrity of the late 20th century.
Her wedding to Charles, heir to the British throne and those of the then 18 Commonwealth realms, was held at St Paul's Cathedral and seen by a global television audience of over 750 million. While married she bore the courtesy titles Princess of Wales, Duchess of Cornwall, Duchess of Rothesay, Countess of Chester and Baroness of Renfrew. The marriage produced two sons, the princes William and Harry, currently second and third in lineto the throne, respectively.
She remained the object of worldwide media scrutiny during and after her marriage, which ended in divorce on 28 August 1996.
On 31 August 1997, Diana was fatally injured in a car crash in the Pont de l'Alma road tunnel in Paris, which also caused the deaths of her companion Dodi Fayed and the driver, Henri Paul, acting security manager of the Hôtel Ritz Paris. Millions of people watched her funeral. Media attention and public mourning were considerable after her death and speculation about the circumstances continue today.
Click the image for this speech in YouTube and download the file below for a copy of the transcript.
Diana, Princess of Wales (Diana Frances; née Spencer; 1 July 1961 – 31 August 1997), was the first wife of Charles, Prince of Wales, whom she married on 29 July 1981. She was well known for her fund-raising work for international charities, and an eminent celebrity of the late 20th century.
Her wedding to Charles, heir to the British throne and those of the then 18 Commonwealth realms, was held at St Paul's Cathedral and seen by a global television audience of over 750 million. While married she bore the courtesy titles Princess of Wales, Duchess of Cornwall, Duchess of Rothesay, Countess of Chester and Baroness of Renfrew. The marriage produced two sons, the princes William and Harry, currently second and third in lineto the throne, respectively.
She remained the object of worldwide media scrutiny during and after her marriage, which ended in divorce on 28 August 1996.
On 31 August 1997, Diana was fatally injured in a car crash in the Pont de l'Alma road tunnel in Paris, which also caused the deaths of her companion Dodi Fayed and the driver, Henri Paul, acting security manager of the Hôtel Ritz Paris. Millions of people watched her funeral. Media attention and public mourning were considerable after her death and speculation about the circumstances continue today.
earl_of_spencer_oration_at_dianas_funeral.pdf | |
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the generation gap
Generations of the Western world
▪ The Lost Generation, also known as the Generation of 1914 in Europe, is a term originating with Gertrude Stein to describe those who fought in World War I. The members of the lost generation were typically born between 1883 and 1900.
▪ The Greatest Generation, also known as the G.I. Generation, is the generation that includes the veterans who fought in World War II. They were born from around 1901 through 1924, coming of age during the Great Depression. Journalist Tom Brokaw dubbed this the Greatest Generation in a book of the same name.
▪ The Silent Generation born 1925 through 1945 is the generation that includes those who were too young to join the service during World War II. Many had fathers who served in World War I. Generally recognized as the children of the Great Depression; this event during their formative years had a profound impact on them.
▪ The Baby Boom Generation is the generation that was born following World War II, from 1946 up to 1964, a time that was marked by an increase in birth rates. The baby boom has been described variously as a "shockwave" and as "the pig in the python." By the sheer force of its numbers, the boomers were the demographic swell that remodeled society as it passed through it. In general, baby boomers are associated with a rejection or redefinition of traditional values; however, many commentators have disputed the extent of that rejection, noting the widespread continuity of values with older and younger generations. In Europe and North America boomers are widely associated with privilege, as many grew up in a time of affluence. One of the features of Boomers was that they tended to think of themselves as a special generation; very different from those that had come before them. In the 1960s, as the relatively large numbers of young people became teenagers and young adults, they, and those around them, created a very specific rhetoric around their cohort, and the change they were bringing about.
▪ Generation X (also known as the 13th Generation and the Baby Busters) is the generation generally defined as those born after the baby boom ended, from 1965 to 1981. The term generally includes people born during all or part of the 1960s: According to Strauss-Howe generational theory, 1961 is the starting point, though other sources, including the U.S. Census Bureau, consider it to have started in the mid-1960s. It ends in late 1970s to early 1980s, usually not later than 1981 or 1982. The term has also been used in different times and places for a number of different subcultures or countercultures since the 1950s.
▪ Generation Y, the Millennial Generation (or Millennials), Generation Next, Net Generation, Echo Boomers, describes the generation following Generation X from probably 1981 to 1999. As there are no precise dates for when the Millennial generation starts and ends, commentators have used birth dates ranging somewhere from the mid-1970s to the early 2000s (decade). Experts differ on the start date of Generation Y. William Strauss and Neil Howe use the start year as 1982, and end years around the turn of the millennium, while others use start years that are earlier or later than 1982, and end years in the mid-1990s. One segment of this age group has often been called the “eighties babies” generation, in reference to the fact that they were born between January 1, 1980 and December 31,1989.
▪ Generation Z, also known as Generation I, or Internet Generation, and Generation Text, and the "Digital Natives" by Marc Prensky and is the following generation. The earliest birth is generally dated in the early 1990s.
▪ Generation AO, the Always-On Generation (or Gen AO), was first used by Elon University professor Janna Quitney Anderson in 2012 to describe people born between the early 2000s and the 2020s whose lives have been influenced since their early childhood by connectivity afforded by easy access to people and the world’s knowledge through the Internet. A survey of 1,000 experts she and Lee Rainie conducted for the Pew Research Center Internet & American Life Project found that the generation brought up from childhood with a continuous connection to each other and to information will be nimble, quick-acting multitaskers who count on the Internet as their external brain; the experts also predicted Gen AO will exhibit a thirst for instant gratification and quick fixes, a loss of patience and a lack of deep-thinking ability.
▪ The Lost Generation, also known as the Generation of 1914 in Europe, is a term originating with Gertrude Stein to describe those who fought in World War I. The members of the lost generation were typically born between 1883 and 1900.
▪ The Greatest Generation, also known as the G.I. Generation, is the generation that includes the veterans who fought in World War II. They were born from around 1901 through 1924, coming of age during the Great Depression. Journalist Tom Brokaw dubbed this the Greatest Generation in a book of the same name.
▪ The Silent Generation born 1925 through 1945 is the generation that includes those who were too young to join the service during World War II. Many had fathers who served in World War I. Generally recognized as the children of the Great Depression; this event during their formative years had a profound impact on them.
▪ The Baby Boom Generation is the generation that was born following World War II, from 1946 up to 1964, a time that was marked by an increase in birth rates. The baby boom has been described variously as a "shockwave" and as "the pig in the python." By the sheer force of its numbers, the boomers were the demographic swell that remodeled society as it passed through it. In general, baby boomers are associated with a rejection or redefinition of traditional values; however, many commentators have disputed the extent of that rejection, noting the widespread continuity of values with older and younger generations. In Europe and North America boomers are widely associated with privilege, as many grew up in a time of affluence. One of the features of Boomers was that they tended to think of themselves as a special generation; very different from those that had come before them. In the 1960s, as the relatively large numbers of young people became teenagers and young adults, they, and those around them, created a very specific rhetoric around their cohort, and the change they were bringing about.
▪ Generation X (also known as the 13th Generation and the Baby Busters) is the generation generally defined as those born after the baby boom ended, from 1965 to 1981. The term generally includes people born during all or part of the 1960s: According to Strauss-Howe generational theory, 1961 is the starting point, though other sources, including the U.S. Census Bureau, consider it to have started in the mid-1960s. It ends in late 1970s to early 1980s, usually not later than 1981 or 1982. The term has also been used in different times and places for a number of different subcultures or countercultures since the 1950s.
▪ Generation Y, the Millennial Generation (or Millennials), Generation Next, Net Generation, Echo Boomers, describes the generation following Generation X from probably 1981 to 1999. As there are no precise dates for when the Millennial generation starts and ends, commentators have used birth dates ranging somewhere from the mid-1970s to the early 2000s (decade). Experts differ on the start date of Generation Y. William Strauss and Neil Howe use the start year as 1982, and end years around the turn of the millennium, while others use start years that are earlier or later than 1982, and end years in the mid-1990s. One segment of this age group has often been called the “eighties babies” generation, in reference to the fact that they were born between January 1, 1980 and December 31,1989.
▪ Generation Z, also known as Generation I, or Internet Generation, and Generation Text, and the "Digital Natives" by Marc Prensky and is the following generation. The earliest birth is generally dated in the early 1990s.
▪ Generation AO, the Always-On Generation (or Gen AO), was first used by Elon University professor Janna Quitney Anderson in 2012 to describe people born between the early 2000s and the 2020s whose lives have been influenced since their early childhood by connectivity afforded by easy access to people and the world’s knowledge through the Internet. A survey of 1,000 experts she and Lee Rainie conducted for the Pew Research Center Internet & American Life Project found that the generation brought up from childhood with a continuous connection to each other and to information will be nimble, quick-acting multitaskers who count on the Internet as their external brain; the experts also predicted Gen AO will exhibit a thirst for instant gratification and quick fixes, a loss of patience and a lack of deep-thinking ability.
desiderata (1927)
Desiderata (Latin: "desired things") is a 1927 prose poem by American writer Max Ehrmann (1872–1945).
Largely unknown in the author's lifetime, the text became widely known after its use in a devotional, after subsequently being found at Adlai Stevenson's (an American Politician) deathbed in 1965, and after spoken-word recordings in 1971 and 1972.
Largely unknown in the author's lifetime, the text became widely known after its use in a devotional, after subsequently being found at Adlai Stevenson's (an American Politician) deathbed in 1965, and after spoken-word recordings in 1971 and 1972.
desiderata.pdf | |
File Size: | 724 kb |
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everybody's free to wear sunscreen (1999)
Wear Sunscreen or Sunscreen are the common names of an article titled "Advice, like youth, probably just wasted on the young" written by Mary Schmich and published in the Chicago Tribune as a column in 1997, but often erroneously attributed to a commencement speech by author Kurt Vonnegut.
Both its subject and tone are similar to the 1927 poem "Desiderata". The most popular and well-known form of the essay is the successful music single "Everybody's Free (To Wear Sunscreen)", released in 1999, by Baz Luhrmann.
Both its subject and tone are similar to the 1927 poem "Desiderata". The most popular and well-known form of the essay is the successful music single "Everybody's Free (To Wear Sunscreen)", released in 1999, by Baz Luhrmann.
MORE ON CREATIVE WRITING
Try not to repeat words in the same sentence, unless you are using a literary device.
Try stick with the one tense - PAST or PRESENT tense.
Use adjectives appropriately.... Don't just use them to fill the lines!
WRITE CLEARLY!
If a teacher/marker can’t read a word, they may make an incorrect word choice that could possibly affect the story. Also it makes it harder to read and frustrating! When they have to re-read the same line over and over to try to make sense of it, it detracts from the pleasure of simply reading what you have written.
Ten Tips for Creative Writing
1. Get started!
2. Write a catchy FIRST PARAGRAPH!
3. Develop your characters.
4. Choose a Point of View.
5. Write meaningful Dialogue/Narrative.
6. Use setting and context.
7. Set up the plot.
8. Create conflict and tension.
9. Build a crisis or climax.
10. Deliver a resolution.
Try stick with the one tense - PAST or PRESENT tense.
Use adjectives appropriately.... Don't just use them to fill the lines!
WRITE CLEARLY!
If a teacher/marker can’t read a word, they may make an incorrect word choice that could possibly affect the story. Also it makes it harder to read and frustrating! When they have to re-read the same line over and over to try to make sense of it, it detracts from the pleasure of simply reading what you have written.
Ten Tips for Creative Writing
1. Get started!
2. Write a catchy FIRST PARAGRAPH!
3. Develop your characters.
4. Choose a Point of View.
5. Write meaningful Dialogue/Narrative.
6. Use setting and context.
7. Set up the plot.
8. Create conflict and tension.
9. Build a crisis or climax.
10. Deliver a resolution.
TRY A VARIETY OF WORDS....
more_on_creative_writing_1_nov_2012.pdf | |
File Size: | 3860 kb |
File Type: |