STUCHBLOG.

Read the following articles prior to next class, TOK3.

HOBBES versus LOCKE

Over the past fortnight, our class have been looking at the hallmarks of tabloid reporting and the elements of language that are used in order to engage and move the reader emotionally.

Now I would like you to visit Longform. This is a site that picks the best of investigative and feature newspaper writing.

Pick a story. Pick something that interests you. Pick something you think you will enjoy reading. Them when you’ve finished, draw up a page in your workbook and create a table that compares and contrasts the following elements of language across the two pieces.

STRUCTURE - In terms of content & information, how are both pieces laid out? What does each piece lead with?

SYNTAX - What form, overall, does language take in the piece? What length are the sentences? How long, overall, are the words used? Mono-syllabic? Polysyllabic?

TONE - What is the tone and how is it established? What connotations does the language used have and how does it contribute to creating meaning for the reader?

PURPOSE - What are both here to do? Why did each of these stories make it into the newspaper? Go beyond the ‘it is news’ explanation - you’ve seen from your readings that ‘newsworthiness’ takes many forms. Go deeper.

Once you’ve finished your table, I would like you to find a tabloid news article. I would like you to then try turning that article into the first paragraph of a feature/investigative piece covering the same topic. You should write this out by hand in your book - practice for exams!

I will check this in our double on Thursday, 7th of March

it’s time to look at some of the unique ways in which people have been governed over time. To do this, I’m giving you the option of selecting a time and place for you to examine, in terms of power and how it was shared.

Your options are:
* The Roman Republic
* The Roman Empire
* Florence under the Medicis
* The Borgia Popes
* Cromwell’s England - the Commonwealth
* Germany, 1933-1945
* USSR, 1957

You theen need to answer the following through a poster, in a style of your chosing:

1. Outline the ways in which people were governed by identifying the following;

a. What were the power structures at play?
b. Who were those in power and what were their powers and limits?
c. How was law and order maintained?
d. How did the government engage and motivate the people?
e. What led to its demise?

2. Using an appropriate visual organizer, identify the strengths and weaknesses of this style of rule in comparison to our own representative democracy.

Due: Monday, 25th of February in class.

As a formative (assessing how much you know prior to commencing something) task, I want you, in a pair, to do the following.

1. Take any event, real or fictional.

2. Use it to create the front page story of your own tabloid newspaper.

3. Be sure to include the following parts of a newspaper in your story.

a. Masthead
b. Headline
c. Picture
d. Caption
e. Byline/Dateline
f. Body Text

4. Ensure that your language is engaging and draws the reader in - this is a tabloid newspaper, make it ‘sexy’.

Take this front page of The Sun as your template:

Ever wanted to write your teacher’s report card? Take my ‘Report Card’ survey and tell me what I could be doing to make your classes more exciting and engaging.

All answers are anonymous and I cannot identify you from them.

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PATRICK HENRY - GIVE ME LIBERTY OR GIVE ME DEATH!

ABRAHAM LINCOLN - THE GETTYSBURG ADDRESS

What fallacies do you think the following ads espouse?

Nespresso - What Else?

Transport Accident Commission - Swap
Panda - Never Say No To Panda!
Carlton Draught - Big Ad
Political Ad - King Roy The Rat

Two clips that show what advertising is all about.

Students not submitting a piece of work on time will attract a one grade per day penalty on assessment tasks.

I am aware, however, that students have many commitments and things that sometimes get in the way. This is why I will be giving students three ‘Extension’ passes. If you need to hand in something late, you can use a pass to hand it in the next day, with no hit to your grades. You can use one pass per day.

If I take longer than a month to get a completed assessment task back to you, then everyone gets 1 (one) extra pass.

Dear Wonderful, Amazing, Fabulous Year 11s: Next week I’m ditching you and nicking off to Berlin for a week of history and cold, cold weather with the Year 12 TOK class.

You will have had the Catharsis task introduced to you in class on Friday afternoon. However, if you lose it, here’s a copy.