Jeremy

20/03/11
**__Unit 1 Spelling Words__**
 * Representation –** a presentation to the mind in the form of an idea or image
 * Stereotype –** a   commonly held public belief about specific social groups, or types of individuals
 * Appropriate –** suitable or fitting for a particular purpose, person, occasion etc.
 * Compositions –** the way in which someone or something is composed
 * Controversial –** state of prolonged public dispute or debate
 * Emphasise –** to stress, single out as important
 * Explanation –** a statement that makes something comprehensible by describing the relevant structure or operation or circumstances
 * Illustrate –** visualization such as a drawing, painting, photograph or other work of art that stresses subject more than form
 * Presumably –** by reasonable assumption
 * Selection –** an assortment of things from which a choice can be made
 * Prompt –** give an incentive for action
 * Provocative –** serving or tending to provoke, excite, or stimulate; stimulating discussion or exciting controversy
 * Striking –** sensational in appearance or thrilling in effect
 * Symbolic –** relating to or using or proceeding by means of symbols
 * Unique –** radically distinctive and without equal
 * Certainty –** the state of being certain
 * Accessible –** capable of being reached
 * Distortion –** a change for the worse
 * Caricature –** a representation of a person that is exaggerated for comic effect
 * Captivating –** capture: attract; cause to be enamored
 * Derivative –** a word that is derived from another word
 * Contentious –** involving or likely to cause controversy
 * Credibility –** the quality of being believable or trustworthy
 * Disparage –** express a negative opinion of
 * Divergent –** tending to move apart in different directions
 * Homogeneous –** all of the same or similar kind or nature
 * Indiscriminate –** failing to make or recognize distinctions
 * Impartial –** showing lack of favoritism
 * Endorsement –** a promotional statement
 * Engender –** To bring into existence, to cause; to stimulate
 * Perceptive –** having or showing keenness of perception, insight, understanding, or intuition
 * Peripheral –** on or near an edge or constituting an outer boundary
 * Pervasive –** to become spread throughout all parts of
 * Symmetry –** balance among the parts of something
 * Sophisticated –** having or appealing to those having worldly knowledge and refinement and savoir-faire
 * Advocacy –** active support of an idea or cause etc
 * Annotate –** add explanatory notes to or supply with critical comments
 * Captivate –** Attract and hold interest and attention of; charm
 * Comparable –** able to be compared or worthy of comparison
 * Discernible –** capable of being discerned; distinguishable
 * Dominant –** exercising influence or contro l
 * Capture –** succeed in representing or expressing something intangible
 * Enticement –** temptation: something that seduces or has the quality to seduce
 * Effective –** producing or capable of producing an intended result or having a striking effect
 * Appeal –** take a court case to a higher court for review
 * Modality –** mood: verb inflections that express how the action or state is conceived by the speaker
 * Exposition –** a systematic interpretation or explanation   of a specific topic
 * Rhetorical –** figure of speech in the form of a question posed for its persuasive effect without the expectation of a reply
 * Guaranteed –** give surety or assume responsibility

==== Jeremy, Excellent progress so far. You have completed all pieces of homework to a pleasing standard. Well Done. Moving forward you might like to post the most recent homework pieces at the top of your page (with a date!). Progress APA: 1 ==== Miss A


 * [[file:Long Response on Henry V.docx]]Techniques Table **

“‘buy and throw away, buy and throw away’ || Emphasis the main point of her speech. || Long response: Twelve year old Severn Suzuki is speaking for E.C.O at the UN Earth Summit in 1992 to the adults regarding their failure to change their ways for the future. She influences her audience by conveying the fact that we need to end poverty and effectively declaring that we must save the environment that is slowly becoming ruined. Firstly, Suzuki uses a great deal of repetition to persuade and convince her audience. “I’m only a child” and “buy and throw, buy and throw” are some of the repetition she uses during her speech. The repetition of the words highlights the main points of her speech which encourages the audience to agree with her. Secondly, Suzuki creates effective use of personal anecdote such as “I used to go fishing in Vancouver with my Dad”. This creates an emotional feeling for her audience towards her as she can no longer go fishing there. Thirdly, Suzuki uses high modality when persuading her audience. This includes the use of “must”, “should” and “will” which effectively convinces her audience that they are part of the many issues that are included in her speech and that they must resolve the issues. Finally, Suzuki uses rhetorical questions throughout her speech such as “Did you have to worry about these little things when you were my age?” This compels her audience to stop and think about her question she asked making the audience to accept the point she is making. Severn Suzuki conveys a very convincing speech with many persuasive techniques about how the environment is in danger and that the adults must act in order to save the environment.
 * ** Technique ** || ** Example ** || ** Effect ** ||
 * Repetition || “I’m only a child”
 * Personal Anecdote || “ I used to go fishing in Vancouver with my dad…”  || Creates the feeling that you want to feel sorry for her. ||
 * High modality || “Must, should, will” || Creates the feeling for the audience that they are part of what’s going on and they have to fix the issues. ||
 * Rhetorical Question || “ Did you have to worry about these little things when you were my age?” || Encourages the audience to stop and think about the main points Severn Suzuki’s speech is making. ||

Emotive language Personal Anecdote Repetition High modality Rhetorical question 2nd Person pronoun – you Simile Attack

**Original Text** Enter **LADY MACBETH** How now! What news? He has almost supped. Why have you left the chamber? Hath he asked for me? Know you not he has? He hath honored me of late, and I have bought Golden opinions from all sorts of people, Which would be worn now in their newest gloss, Not cast aside so soon. Was the hope drunk Wherein you dressed yourself? Hath it slept since? And wakes it now, to look so green and pale At what it did so freely? From this time Such I account thy love. Art thou afeard To be the same in thine own act and valor As thou art in desire? Wouldst thou have that Which thou esteem’st the ornament of life, And live a coward in thine own esteem , Letting “I dare not” wait upon “I would, ” Like the poor cat i' th' adage? Prithee, peace: I dare do all that may become a man; Who dares do more is none. What beast was ’t, then, That made you break this enterprise to me? When you durst do it, then you were a man; And to be more than what you were, you would Be so much more the man. Nor time nor place Did then adhere, and yet you would make both. They have made themselves, and that their fitness now Does unmake you. I have given suck, and know How tender ’tis to love the babe that milks me. I would, while it was smiling in my face, Have plucked my nipple from his boneless gums And dashed the brains out, had I so sworn as you Have done to this. Encourages the reader to realize that Lady Macbeth is mean and cruel. || How tender ’tis to love the babe that milks me.” || Lady Macbeth uses a variety of personal anecdote which emphasizes and persuades her point to Macbeth. || __How does Lady Macbeth persuade Macbeth to kill King Duncan?__ Lady Macbeth persuades Macbeth to kill King Duncan by using varies of persuasive techniques such as second person pronoun, simile and personal anecdote. Firstly, Lady Macbeth uses second person pronoun numerously when she persuades Macbeth. For example, when directing Macbeth she uses “you” making her sound forceful to Macbeth to kill King Duncan. Secondly, Lady Macbeth uses similes such as “Like the poor cat i' th' adage”. This creates the feeling that Lady Macbeth is greedy and cruel towards Macbeth which shows that she doesn’t really care for him only to kill King Duncan. Finally, Lady Macbeth uses personal anecdote many times to persuade Macbeth. For example, “I have given suck, and know How tender ’tis to love the babe that milks me.” This emphasizes her main points towards Macbeth. Lady Macbeth uses numerous amounts of persuades techniques to kill King Duncan. Even though these techniques many be used in a harsh way, it still convinces Macbeth to kill King Duncan. = A broken city: fears earthquake death toll will reach 200 = Emotive language Personal Anecdote Repetition High modality Rhetorical question 2nd Person pronoun – you Statistics Listing Personification Metaphor Alliteration logic Attack Appeal Emphasis Formal Language Hyperbole THE death toll in the Christchurch earthquake stood at 65 last night, and there were fears it would exceed 200 as rescue teams in New Zealand's second largest city searched frantically all night for survivors. Up to 200 people were feared trapped in buildings that collapsed as an earthquake of magnitude 6.3 struck at lunchtime yesterday. Advertisement: Story continues below Bystanders described the city as a war zone, with dead bodies lying on streets, buildings demolished, vehicles flattened, roads ruptured , and water and silt - earthquake liquefaction - swamping the central city. The blacked out central city was under heavy security last night. About 400 army personnel are expected to be on duty today. As aftershocks struck, office workers jumped from fourth floors, abseiled down the side of collapsed office blocks or were rescued by cherry pickers while gas mains ruptured, and fires broke out, threatening to engulf the city centre.
 * LADY MACBETH**
 * MACBETH**
 * LADY MACBETH**
 * MACBETH** We will proceed no further in this business.
 * LADY MACBETH**
 * MACBETH**
 * LADY MACBETH**
 * Technique || Example || Effect ||
 * 2nd Person Pronoun || “you” || This creates a feeling that Lady Macbeth is forcing Macbeth to kill King Duncan. ||
 * Simile || “Like the poor cat i' th' adage” || It creates an image of Macbeth in the readers mind.
 * Personal Anecdote || “I have given suck, and know

Christchurch Hospital was unable to cope and the city ran out of ambulances. Private cars ferried people to medical help and many of the injured were taken to other towns. The Prime Minister, John Key, confirmed the death toll at 65. The opposition Labour leader, Phil Goff, who also flew to the city, said police had told him that between 200 and 300 people might be dead. The mayor of Christchurch, Bob Parker, said at least 100 people were trapped in about six sites and up to 200 people could be trapped across the city. I don't believe there will be thousands dead, but we're certainly talking dozens of people who are in peril and they may not be able to be saved. Last night Sky News reported that rescuers had pulled 120 people alive from the rubble. A state of emergency was declared and the central business district evacuated. Power and gas were shut off to prevent fire. The city's water and sewerage was damaged and people were urged to conserve and boil water. Mr Key said extra police and army reinforcements had been brought in to help. I don't think we can go past the fact that we may well be witnessing New Zealand's darkest day , he said. ** A comparison of recent major earthquakes to strike the world. The size of the circle indicates the comparative magnitude of the quake. ** The Australian Prime Minister, Julia Gillard, told Parliament she had spoken with Mr Key. I said very simply to him that anything we have got that they need we will get to them. The air force flew a NSW search and rescue team of 40 to New Zealand and more help is on the way. At least 8000 Australians are thought to be in the area. The earthquake hit at 12.51pm (10.51am Sydney time). Another earthquake, measuring 7.1 on the Richter scale, struck Christchurch on September 4 and the region has since been shaken by aftershocks. Large parts of the city and suburbs to the south - including Lyttelton where the quake was centred at a depth of five kilometres - were hit. Wharves at Lyttelton Port, the region's main shipping terminal, suffered damage but reopened within hours. The earthquake caused the New Zealand dollar to drop by more than 1¢ against the US dollar. Economists believe the damage bill will exceed the $NZ6 billion cost in September. The manager of the data centre at the Institute of Geological and Nuclear Sciences, Kevin Fenaughty, said this earthquake caused more damage than the one in September because of its shallowness. ''It's a nightmare. A lot of people were just getting back on their feet after the original quake.'' There were fears for people trapped in offices including the Canterbury Television building and the Pyne Gould Guinness building. A group of Japanese exchange students were reportedly among those trapped. The historic Anglican cathedral has been the city's centrepiece for 107 years. When the September earthquake struck it stood firm, a symbol of endurance and hope. That time, much of the city was tucked up in bed, the CBD deserted. Not so yesterday. The CBD was gon its lunch break. People were shopping, eating in offices or restaurants. A few were in the cathedral when the quake hit. The 63-metre cathedral spire rocked, swayed and fell. The dean, Peter Beck, could not confirm if any were under the rubble. We just don't know if there were people underneath, so all we can do now is just pray.

**__ Long Response __** The news article “Broken city” about the Earthquake in New Zealand uses numerous of persuasive techniques to convince the audience about how terrible the earthquake. For example, there is great use of personification and alliteration. Firstly, there is a great deal of personification which is used vastly throughout the article. An example of this is “the city tucked in bed” and “when September earthquake struck it stood firm”. This creates the effect that the earthquake is very powerful and strong that it has human features.

Secondly, the article uses fantastic use of alliteration which includes “roads ruptured” and “from fourth floors”. This creates an effective use of emphasis on the main points and draws attention to certain words.

Thirdly, the article uses effective use of metaphor during the article. An example of this would be “bystanders described the city as a war zone”. This creates a fantastic image in the readers mind about how shocking it’s like over there.

The article uses several of persuasive techniques then the ones already mentioned above. This convinces us about the terrible disaster is, that is currently happening in New Zealand.