Login

Welcome, Guest. Please login or register.

April 19, 2024, 10:18:09 am

Author Topic: Compilation of Context Feedback  (Read 18362 times)  Share 

0 Members and 1 Guest are viewing this topic.

Lolly

  • Victorian
  • Forum Leader
  • ****
  • Posts: 765
  • Respect: +114
Re: [English] [Context] [Feedback]
« Reply #15 on: June 18, 2013, 06:20:07 pm »
+5
chemdeath pm'ed me, I'm sorry, I'll get to silverpixeli right after this.

I studied Paradise Road for context which will hopefully help me in critique. I actually have a practice exam tomorrow, and I'm planning on writing an imaginative piece. I think I will write on the Quiet American though. :)

"Aggressive responses to conflict never help"

The light infiltratedmaybe "filtered"? through the emerald trees as the impact of the words spoken by Colonel Hirota fell with no absence of the double negative here convolutes your opening sentence a bit solace  again double check your choice of word here among us women. underlined bit:I get what you're saying but the expression is a little odd. Also, separate your ideas into sentences because you have like three ideas going on here and they don't sound really strong or clear when jumbled in the same sentence: a) the setting ( light through trees, which is a beautiful image) b) Colonel Hirota's words c) the women's comfort  relief and joy. The emotion is powerful, you just need to polish your sentences so that these image become clear in the mind of the reader We were for those moments ignorant of life's apparent cruelty.Were they really ignorant? They had seen horrors beyond horrors in that camp. I think that at the end of the film they were celebrating their emancipation, and perhaps that bliss for a moment outweighed the cruelty they had seen. Just be very clear with your word choice. :)
Darling Susan probes You changed tense here. You have to decide on whether you want to use present or past and roll with it. me in the moment of joy
"Doctor Verstak. Are you really a doctor?"
"Yes and no". I started to explain "My husband is a medical doctor; I am a doctor of philosophy" . btw, I think your copypasta made all the punctuation marks into question marks. I changed them for you but I'm just assuming that Dr Verstak says the next part
"iIs wanting to survive so bad?".
She almost laughs here why almost? because she identifies the truth of my words, that the will to survive can drive one to do extraordinary things. Conflict was a funny thing like that,change of tense it manifests itself in different forms and shapes, and when it arises it demands a response.nice but your approach to the prompt isn't direct enough methinks - you haven't mentioned aggression, although you did use the word 'response' And perhaps this "peace: we have today is not in the absence of conflict but rather an alteration in the way it was responded to? This sentence needs to be clearer
? ? ? ? ?I don't know what these question marks mean/transcribed from before your copy paste sorry. Was it a paragraph break/ segway? I look back at the Japanese with any luck for the last time. They trail into the distance like ants, no longer so powerfully in the midst of thingswhat 'things'?. They appear inA sheer contrast to my first proper encounter with them in Sumatra; thisthat ( yeah I know it's picky but I'm pretty sure that "this" is a pronoun referring to something close to the speaker, while "that" refers to something further away in terms of time or space. moment is still etched deep in my memory and boring through my skull.I remember Tthe images of women and men, and children frantic and destitute. And how the pressure waves of the explosions pressed your hearing, and intruded deep into your thoughts. I really like this description of sensory reaction - it really adds to your writing. I'd say the pressure waves of the explosions would have *rang* in my ears and intruded deep into my thoughts( were there even pressure waves? I don't even know) The Japanese were forceful, attacking and hostile towards the conflict, I think that you could add more sensory description here about the horrors of war. Make it confronting to the viewer and you'll catch their attention perhaps that's what helped them have the upper hand;I would probably go more for a hyphen rather than semicolon here using the aggressive response.But it's not just aggression, is it? Yes I know you have to frame your response around the prompt, but you're allowed to expand it too.  Aggressive, inhumane cruelty. The use of aggressive, rather than assertive force.You could also talk about the reasons behind their approach: aggressive nationalism? But the suggestion that this helps conflict as a whole seems amiss, as when the British retaliated the same way the situation was worsened, leaving us as innocent victims of this war, hHow we survived I do not know. Hmmm...just to make this last bit sound more natural...maybe you could incorporate more dialogue? Because otherwise the thought that "aggression helps conflict as a whole seems amiss" comes out of nowhere into Verstak's thoughts. I'm probably being picky, but this is what I would do to myself.

I caught Adrienne?s eye, she was radiant in the sun?s glorious optimistic rays. I smile as gone were the days when I said to hear "two broken ribs is not so bad?better than... (death)". She had skimmed(??) though the clutches of death itself.? The guard had fallen almost ironically in the shitpit.You probably should expand on this scenario, as you haven't actually mentioned that he approaches her threateningly, or that she hits back. Though it was a justifiable act of self-defence, this destructive response had only worsened her ordeal. As herHer femineityfemininity fell as the hair was shaven from her skull, and she was left to wilt in the bamboo cage, facing the possibility of a death sentence.

Good start to an imaginative piece! :)
Aspects of this essay that are working well:
-Description of sensory experiences (But add more of this!)
- Emotion
- Images
 - Connection to the prompt is strong

Aspects of this essay you could work on:
 - Word choice and clarity
 - Grammar
 - Extent to which you explore the prompt ( I know this is only half finished though so you can get that no probs. It wouldn't hurt to pad out the concepts you have here, though.)
 - Characterisation of Verstak ( I see her as this rather cynical realist who is nonetheless affable once you look through her tough exterior. You need to bring out that persona and voice a lot more, because I think that her attitude would help you to handle the prompt in a really complex way.
 
Keep writing and finish off this piece! :)
« Last Edit: June 18, 2013, 07:15:00 pm by lollymatron »

Lolly

  • Victorian
  • Forum Leader
  • ****
  • Posts: 765
  • Respect: +114
Re: [English] [Context] [Feedback]
« Reply #16 on: June 18, 2013, 06:59:33 pm »
+4
Quote
Hey guys,

This is my second expository piece ever! Still waiting for teacher feedback on my first, so hopefully I'm doing this right. Any feedback would be appreciated, on both my writing/expression in general and on my ideas and their development. Without further ado,
Quote

“CONFLICTS INVOLVE A CLASH OF IDEAS, INTERESTS AND EXPECTATIONS”

  Mason Cooley once said that “The passions are the same in every conflict, large or small”.Great quote The passions in a conflict - or the driving forces that cause the conflict - are the result of differences in expectations, interests and beliefs. These differences can lead to animosity between parties, causing conflict. Najaf Mazari's biography The Rugmaker of Mazar-e-sharif deals with Najaf's childhood in war-torn Afghanistan, his exodus to Australia and time in a detention centre and the beginnings of his new life in a new land; very different from his own. Despite his vast experience, differences as mentioned above cause conflict throughout Najaf's journey, of varied scale. This is evidence that the fundamental passions that lead to the generation of all conflict are independent of the scale of the conflict, and perhaps that conflict is an inherent part of human nature. just a few problems here. For expository, you don't have to mention your textual sources in the introduction at all. You need to write conceptual, abstract ideas which signpost your topic sentences later on. Remember that the focus of expository is on the ideas, and not the examples themselves.

Misunderstandings can generate conflict; asThis semicolon is incorrectly used. I feel it would be better for you to use the latter clause here as a complete topic sentence. a clash between differing expectations can lead to animosity. Misunderstandings are common in human relations due to failure of communication and the different perspectives all parties have of a situation.Goooood The Rugmaker of Mazar-e-sharif deals with the results of clashingconflicting is fine expectations on a small scale. Najaf is expected by his elder brothers to work in a blacksmith's workshop, but he chooses to seek a less monotonous job and becomes a rug maker. Najaf's desires are not communicated effectively to his brothers, and Abdul Ali ends up boxing Najaf's ears for his disobedience.Ok, good, now you've provided an example, but you need to analyse its meaning and link it back to the prompt. Furthermore, Mazari's biography also illustrates larger scale conflicts including the evident culture clash between refugees and Australian people.Mazari portrays the vastly differing expectations of Australians and Middle Eastern people regarding have vastly differing expectations on what is social conventionly acceptable and proper. The refugees held in Woomera in the time of Najaf Mazari's detention are shown to be be super careful not to overuse passive voice.confused by the seemingly alien Australian culture. On the other side, the Australian people live under fear of being taken over by immigrants who wear 'strange clothes' and practice a different religion. The resultant culture clash highlights differing expectations as a key cause of conflict.You need more analysis on this point, and then round off your analysis with another conceptual statement

 A linking word or phrase is needed here Another leading cause of conflict is a clash of interests. Greed can lead individuals to put their own interests as more important than those of anyone else, which can obviously cause conflict.Good, you're building the idea before launching into the text. You could even make use of another sentence or two Najaf himself explains an exemplary conflict resulting in Woomera from just such a difference of interests. Najaf describes the possible 'food war' crisis that is instigated from an unbalanced serving of food in the mess hall, sparking a brawl between the many ethnic groups present.Now analyse this example, draw back to prompt A more serious case of interest clash is the situation in Afghanistan. The many tribal groups collectively referred to as the Mujahedin are,were? ( don't know if this is a current situation?) in Najaf's time, in joint conflict with an outside enemy. In the event that this enemy is defeated, Najaf postulates that a civil war would eventuate over leadership of the country. The cause is that every tribal chieftain has the responsibility for looking after his own tribe, hence a clash of interests can be seen to cause a great conflict. I understand the point you're trying to make ( different factions within the country, each tribe has own interests, hence civil war, etc etc but you need to phrase it more clearly. Your analysis shouldn't be a half sentence tacked on the end, either. You need to fully analyse the example, and bring back to the prompt. Then you need to close in the paragraph with another evaluative statement which relates the entire paragraph back to the prompt

  A final factor in the generation of conflict is ideas. Ideas may centre around philosophy, morality, religion or politics, but regardless of its focus an idea can be seen to cause conflicts of both large and small scale.Could you flesh this out with one more sentence before moving to example? A relevant instance of such a conflict can be seen in the political situation of a democratic nation such as Australia. The political scene in our country is often fiery and tense, especially in the wake of an election. As a democratic process is firmly in place, however, these conflicts are unlikely to cause violence or other large scale impacts. The fight is confined to subtle propaganda and idealistic election promises. Good, but now you need an analytical statement which states how this example proves that conflict can exist on a purely ideological level.On a much larger scale, there have been many religious wars throughout history. From the fight raging between the Taliban and today's world for sharia law and islamic fundamentalismcomma, to the crusades headed by the 11th century christians against muslims, this sentence is a little too busypagans and heretics. The leading causes for both of these wars - differences in ideas - illustrates that clash of ideology is a key cause of large conflicts as well as small ones.Yes, good. But you're still missing a rounding off of this paragraph as a whole.

  It can be seencarefullll passive voice that the driving forces; put "and" here instead of the semicolon because the semicolon is incorrect.the passions behind many large and small conflicts include mainly ideas, expectations and interests. It has been shown get rid of this plzzzzzzzz :)that these factors are the causes of conflicts of every scale; from family disputes in the case of Najaf's career choice Don't mention examples to religious wars such as that of the Taliban. As every individual is inherently different from every other, it is likely that these differences will often cause clashesdifferences of opinion, misunderstandings or conflict of interests. As a result, it is reasonable to suggest that where humans are concerned there may always be reason for conflict of some form.Could end with a quote, since you started with one?

779 words (according to OpenOffice, so )


You've got the basic structure right but there are a few things you should know:

 - After each example you have to ANALYSE, evaluate, and link back to prompt
 - At the end of each paragraph you also have to link back to the prompt.
 - Introductions and conclusions don't require content, only concepts.
 - Just a few grammar blips. Passive voice is TO BE avoided (lol) ( don't worry, I get stuck in using passive voice too and I'm trying to eradicate it from my own writing)
 - Maybe your essay could be a little longer?

Don't use semicolons unless you're sure you know how to use them. Semicolons connects two clauses with the same subject.
EXAMPLE:

Freddy ran after the icecream truck. His parents were not pleased.

Usually the two clauses are separated by a full stop ( period) or a conjunction such as "and, but"
In this case though, you could also use a semicolon:

Freddy ran after the icecream truck; his parents were not pleased.

 Your expression is good and your ideas are complex. If you fix up a few other aspects of your writing, I'm sure you'll be totally fine. :)
« Last Edit: June 18, 2013, 07:09:16 pm by lollymatron »

silverpixeli

  • ATAR Notes Lecturer
  • Victorian
  • Forum Leader
  • ****
  • Posts: 855
  • Respect: +110
Re: [English] [Context] [Feedback]
« Reply #17 on: June 18, 2013, 07:28:14 pm »
0
Thank you for the feedback! It was sitting there for days and I had no idea if I had the right idea at all.

Ima go look up passive voice and semicolon use :)

My teacher said the examples I used in this piece and my others were really general and needed to be more specific. I know I have to be my teacher's bitch for the SAC since he's marking it, but you haven't asked me to go get quotes from the book or cite my external sources at all. Is this stuff actually that important (on an exam)?

I'm probably going to write an imaginative piece for my SAC tomorrow, as I haven't grasped my teacher's idea of expository at all. Imaginative, though, I know I can write.

Thanks again, your feedback is sooo sooo sooo good seriously!
ATAR 99.80 :: Methods [50] | Physics [50+Premier's] | Specialist [47] | Software [48] | English [42] | Legal [39 '12]
+ Australian Student Prize

ATAR Notes Specialist/Methods/Physics Lecturer
ATAR Notes Specialist Maths Webinar Presenter

chemdeath

  • Victorian
  • Trailblazer
  • *
  • Posts: 45
  • Respect: 0
  • School: a crap one
Re: [English] [Context] [Feedback]
« Reply #18 on: June 20, 2013, 01:49:00 pm »
0
chemdeath pm'ed me, I'm sorry, I'll get to silverpixeli right after this.

Spoiler
I studied Paradise Road for context which will hopefully help me in critique. I actually have a practice exam tomorrow, and I'm planning on writing an imaginative piece. I think I will write on the Quiet American though. :)

"Aggressive responses to conflict never help"

The light infiltratedmaybe "filtered"? through the emerald trees as the impact of the words spoken by Colonel Hirota fell with no absence of the double negative here convolutes your opening sentence a bit solace  again double check your choice of word here among us women. underlined bit:I get what you're saying but the expression is a little odd. Also, separate your ideas into sentences because you have like three ideas going on here and they don't sound really strong or clear when jumbled in the same sentence: a) the setting ( light through trees, which is a beautiful image) b) Colonel Hirota's words c) the women's comfort  relief and joy. The emotion is powerful, you just need to polish your sentences so that these image become clear in the mind of the reader We were for those moments ignorant of life's apparent cruelty.Were they really ignorant? They had seen horrors beyond horrors in that camp. I think that at the end of the film they were celebrating their emancipation, and perhaps that bliss for a moment outweighed the cruelty they had seen. Just be very clear with your word choice. :)
Darling Susan probes You changed tense here. You have to decide on whether you want to use present or past and roll with it. me in the moment of joy
"Doctor Verstak. Are you really a doctor?"
"Yes and no". I started to explain "My husband is a medical doctor; I am a doctor of philosophy" . btw, I think your copypasta made all the punctuation marks into question marks. I changed them for you but I'm just assuming that Dr Verstak says the next part
"iIs wanting to survive so bad?".
She almost laughs here why almost? because she identifies the truth of my words, that the will to survive can drive one to do extraordinary things. Conflict was a funny thing like that,change of tense it manifests itself in different forms and shapes, and when it arises it demands a response.nice but your approach to the prompt isn't direct enough methinks - you haven't mentioned aggression, although you did use the word 'response' And perhaps this "peace: we have today is not in the absence of conflict but rather an alteration in the way it was responded to? This sentence needs to be clearer
? ? ? ? ?I don't know what these question marks mean/transcribed from before your copy paste sorry. Was it a paragraph break/ segway? I look back at the Japanese with any luck for the last time. They trail into the distance like ants, no longer so powerfully in the midst of thingswhat 'things'?. They appear inA sheer contrast to my first proper encounter with them in Sumatra; thisthat ( yeah I know it's picky but I'm pretty sure that "this" is a pronoun referring to something close to the speaker, while "that" refers to something further away in terms of time or space. moment is still etched deep in my memory and boring through my skull.I remember Tthe images of women and men, and children frantic and destitute. And how the pressure waves of the explosions pressed your hearing, and intruded deep into your thoughts. I really like this description of sensory reaction - it really adds to your writing. I'd say the pressure waves of the explosions would have *rang* in my ears and intruded deep into my thoughts( were there even pressure waves? I don't even know) The Japanese were forceful, attacking and hostile towards the conflict, I think that you could add more sensory description here about the horrors of war. Make it confronting to the viewer and you'll catch their attention perhaps that's what helped them have the upper hand;I would probably go more for a hyphen rather than semicolon here using the aggressive response.But it's not just aggression, is it? Yes I know you have to frame your response around the prompt, but you're allowed to expand it too.  Aggressive, inhumane cruelty. The use of aggressive, rather than assertive force.You could also talk about the reasons behind their approach: aggressive nationalism? But the suggestion that this helps conflict as a whole seems amiss, as when the British retaliated the same way the situation was worsened, leaving us as innocent victims of this war, hHow we survived I do not know. Hmmm...just to make this last bit sound more natural...maybe you could incorporate more dialogue? Because otherwise the thought that "aggression helps conflict as a whole seems amiss" comes out of nowhere into Verstak's thoughts. I'm probably being picky, but this is what I would do to myself.

I caught Adrienne?s eye, she was radiant in the sun?s glorious optimistic rays. I smile as gone were the days when I said to hear "two broken ribs is not so bad?better than... (death)". She had skimmed(??) though the clutches of death itself.? The guard had fallen almost ironically in the shitpit.You probably should expand on this scenario, as you haven't actually mentioned that he approaches her threateningly, or that she hits back. Though it was a justifiable act of self-defence, this destructive response had only worsened her ordeal. As herHer femineityfemininity fell as the hair was shaven from her skull, and she was left to wilt in the bamboo cage, facing the possibility of a death sentence.

Good start to an imaginative piece! :)
Aspects of this essay that are working well:
-Description of sensory experiences (But add more of this!)
- Emotion
- Images
 - Connection to the prompt is strong

Aspects of this essay you could work on:
 - Word choice and clarity
 - Grammar
 - Extent to which you explore the prompt ( I know this is only half finished though so you can get that no probs. It wouldn't hurt to pad out the concepts you have here, though.)
 - Characterisation of Verstak ( I see her as this rather cynical realist who is nonetheless affable once you look through her tough exterior. You need to bring out that persona and voice a lot more, because I think that her attitude would help you to handle the prompt in a really complex way.
 
Keep writing and finish off this piece! :)
THANK YOU THANK YOU x1000 You're feedback is the best :D

jonoz0r

  • Victorian
  • Adventurer
  • *
  • Posts: 20
  • Respect: 0
  • School Grad Year: 2014
Re: [English] [Context] [Feedback]
« Reply #19 on: June 21, 2013, 06:52:58 pm »
0
Hey guys, I'm relatively new to the forum, but I was wondering if I could get any feedback for my context piece on Encountering Conflict. My main concern is that I won't be able to write it in the time limit so any tips on shortening the length would be appreciated

The text is Arthur Miller's "The Crucible"
-
-

Prompt: Conflict brings out the Best and Worst in people.

Extracts from ‘The New York Times’ written by Edward R. Murrow (1908 – 1965) under the pseudonym of “Cassius”

Issue No.01 - August 16th, 1953

To the People of the City of New York.
Because an article on Senator McCarthy is by definition, controversial, I shall attempt to convey exactly what I mean to say, without the threat of gratuitous persecution. An uncomfortable silence has swept throughout our streets; we know this to be true. It is an evident silence, a silence that speaks louder than any word in the English language, for it speaks to the mind and in the confines of our minds resides the greatest weapon, ideas. It stifles our individuality by forcing the regurgitation of pious platitudes and narrow prejudices, rather than our true voices that long to be heard. It is a silence that confronts us with an unethical dilemma; whether to prosecute, or risk being prosecuted. Indeed, it is an age of confusion that we live in, confusion not unlike that which had blinded God, for “until an hour before the Devil fell, God thought him beautiful in Heaven”, unknowing of the jealousy concealed under his countenance. Like God, we have been blinded by the government that rules over us. We trade in our own beliefs to government for bitterness and cynicism or for a heavy package of despair, or even for a quivering portion of hysteria. Opinions can easily be picked up cheap in the market place while such vital commodities as courage and fortitude are in alarmingly short supply.
It has been called McCarthyism, yet this is a thinly veiled euphemism for fear.

Issue No. 24 November 15th, 1953

”Upon what meat doth this, our Caesar, feed?”
This line, quoted by Senator McCarthy himself in the Zwicker case seemed most apt in order to convey the hypocrisy of American government. Indeed, I direct the question towards the junior senator himself, for upon what meat doth Senator McCarthy feed? Two of the staples of his diet are the half truth and the demagogic inculcation into the masses that communism is and always will be a threat to the supposed prosperity of America. Yet, his manipulative policies, the meat on which he feasts on, that should be seen as the work of the Devil himself, for who, under the authority of God, is able to wield such a power?
The answer to this question resides in ourselves, for it is us which hold the key to unlocking ourselves from our own self-imposed prison, lined with prejudice and cynicism. Everyone is a prisoner of their own experiences. We hold in our hearts, the ability to free ourselves, and yet we languish in this cage of ignorance, hoping for salvation from a higher entity when in truth, we are only making the lock tighter, and the wall thicker. No one can eliminate prejudices, we can only recognise their presence, and from this we can truly know who we are. Yet, now, in this period of political demagoguery and moral ambiguity, it is increasingly becoming more difficult to distinguish our own prejudices from those held by the majority. A great many people think they are thinking, when in reality they are simply rearranging their own prejudices, moulding themselves into something that appeases society as a whole, something that contradicts the own fibres of their beings. Yet, by frantically indoctrinating ourselves with this microcosmic paranoia, we are only surrendering ourselves to our own fundamentally most primal instinct, fear.
Fear is a choice; we can allow ourselves to control our fears, or be controlled by them. Remember that we are not descended from fearful men, not from men who feared to write, to speak, to associate and defend causes that were, for the moment, unpopular. Though the junior Senator of Wisconsin has caused a situation of alarm and dismay, remember that the fault lies within us, for Senator McCarthy did not create this fear, he merely exploited it. No one man can terrorise a whole nation, unless we are all his accomplices.

Issue No.56 - February 9th, 1954

“Ignorance is bliss.”
Humanity in its entirety is a species that is constantly gripped with fear, fear that stems not only from what we can comprehend, but from what we cannot. We are a fat, complacent species, a race that cannot, and perhaps, will not be able to understand truth when faced with it, for we have an in-built aversion for unpleasant or disturbing information, an allergy that is only rectified by the mass media. In this case, the media is our salvation, for they distract, amuse, and insulate us from the hard, unforgiving landscape of reality. To a large extent, the society we live in is an imitative one, one that demands submission through the use of the communist ideology as a “weapon designed and use to whip men into surrender.”
Yet, I do see a glimmer of light flickering at the end of the tunnel, a hope that is so faint, yet still allows me to maintain  faith in the future of American society. Like the impossibility of men ‘to conceive morality without sin as of an earth without “sky”’, it has become impossible for myself to accept the presence of ignorance without an iota of wisdom and awareness. The world we live in is one gripped by the constant conflict between “two diametrically opposed absolutes”, and where there resides a battle between Capitalism and Communism, so too resides the encompassing struggle between the truth and the lie.
This hope I see resides in the team of the CBS, and the crew of See it Now, who have chosen to liberate themselves from the governmentally-imposed crucible of indifference. They have invested themselves, risking their own reputation to impregnate and disseminate the fallacies wrought within Senator McCarthy’s fortress of baseless allegations.  We have been forced to accept the fact that “a person is either with the [government] or he must be counted against it”, and there lie “no road between”. The government has simplified the struggle presently ensnaring our society, for they believe that today is a “precise time”, a time where “we live no longer in the dusky afternoon when evil mixed itself with good”. Yet under this superficial veneer of lies, the minority have taken it upon themselves to educate, to communicate and above all, to speak the truth. They aim to persuade, and in order to be persuasive one must believable; to be believable one must be credible and to be credible, one must be truthful, and therein lays the fault, for the oldest problem in the relation between human beings lies in what we say, and how we say it.
Upon watching the crew of See it Now, and those like them, individuals who have chosen to see past the lies and pursue the truth; it has imbued me with a compulsion to fight this fight and to do away with the political equivocation. I see goodness in these individuals, and if there is goodness in them, there must be goodness in us all.

FINAL – Issue No.68 - March 9th, 1954

“The fault, dear Brutus, is not in our stars, but in ourselves.”
Never was Shakespeare more correct than when he has Cassius note this iconic line. Indeed, the fault does not lie in Communism, but in our pervading fear of it. We cannot attribute our own indiscretions to the diabolism of the unknown, for it is precisely that, unknown. Our history will be what we make of it, and should we allow historians 50 years onwards to perceive this period as an era dominated by escapism, decadence and insulation? Should we allow our progeny to reflect upon this period and see an America by ignorance? No, we should not.  I see the true nature of our society, it is the best and the worst, the good and the bad, the right and the wrong and it is upon us to determine which we choose it to be.
Good Night, and Good Luck.


word count: 1,346
« Last Edit: June 21, 2013, 06:55:24 pm by jonoz0r »
ATAR : 99.55

2015-2019: Commerce/Law @ Monash University

Sapphire

  • Victorian
  • Trailblazer
  • *
  • Posts: 35
  • Blood type: coffee
  • Respect: +1
  • School Grad Year: 2013
Re: [English] [Context] [Feedback]
« Reply #20 on: June 25, 2013, 10:42:26 pm »
+3
[removed due to plagiarism issue]
« Last Edit: October 10, 2013, 04:15:49 pm by eclipse »
2012: Further, Biology
2013: Specialist, Methods, Chem, English

“You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose" Dr. Seuss

dilks

  • Victorian
  • Forum Obsessive
  • ***
  • Posts: 274
  • Respect: +35
Re: [English] [Context] [Feedback]
« Reply #21 on: July 10, 2013, 11:07:43 am »
+4
The Tall Poppy Syndrome

“Oh wow! You are always studying so hard James!” exclaimed Robert.
The boy turned around and his cheeks reddened slightly.
“Oh…yeh thanks. Just studying for the SAC tomorrow, you know…” he smiled sheepishly.
I glanced down quickly. I have been with Robert for too long to know that it was not a compliment. [Establishing the first person narration this far in can be potentially confusing]
“Oh, haha, I don’t really know…I don’t study.” sighed Robert wistfully. “Anyway, I got to go finish the last season of Skins. I wish I studied as hard as you man! Keep it up!”
Once again, I knew that those last three words were anything but an encouragement. I hated every single moment of this ritual, but Robert just can’t couldn't seem to help himself.  It was in his personality just as much as achieving the highest academic success in school was.
 James face fell suddenly [something is wrong with this, not sure what exactly] as we walked away. He put down his pen and stared dejectedly at his work.
   There we have it - another day in the life of a VCE student. It is not commonly discussed but the truth is unanimous nonetheless. It is no secret that the “Tall Poppy Syndrome” [May be appropriate to define the term] is rife among VCE students. It is horrendous, but it is merely an inevitable symptom of a heavily flawed education system.
   The VCE is based around a ranking system that positions students across the whole nation according to their ‘academic ability’, down to the smallest increment of .05. With the future that such a certificate entails for the student, the stakes are incredibly high. Thus, it is no surprise that the amount number of back stabbings which occur in VCE, rivals that which occurs within the blood-soaked corporate world. [a bit corny]
   A system that promotes this much competition only creates a treacherous environment akin to that of the ancient Coloseum [This comparison seems poorly handled. Wouldn't it be better to draw the comparison based on the fact success can only be achieved at the expense of others?], which is not exactly an ideal environment for educating our the next generation. On the contrary, it breeds insecure and malicious students whose main goal is to suppress the progress of other students’ education instead of actually improving their own academic abilities. After all, the aim is to get the highest ranking, not to gain intelligence - the “Tall Poppy Syndrome” is born. [This paragraph seems to be saying the same thing multiple times]
It is a means of either cutting down promising competitors or dragging down high fliers and it may take on several forms, most of which are extremely subtle. One such form is the strategy of making oneself appear to be able to attain incredible grades while still having done ‘no work’, spurring other students to question their efforts of working so hard while still yielding unsatisfactory grades, thus discouraging the competition while at the same time portraying oneself to be some sort of genius .
The described action has the word “insecure” written all over it, and indeed, it has its roots in a psychological phenomenon known as projection, first conceptualized by Sigmund Freud himself. It is characterized by the projection of one’s insecurities/faults onto others as a form of defense mechanism. [This diagnosis is not consistent with the phenomenon as you have described it] Being an occasional perpetuator perepetrator of the aforementioned strategy myself(of which I am not proud of), I am fully aware that the temptation springs from the desire to shield myself [seems a bit clumsy] from the pernicious stereotypes such as “nerd” or “try-hard” from highly competitive school mates intending to cut me down [unnecessary]. As such [try to avoid starting a sentence like this], this entails avoiding work during class or free periods in order to maintain this ridiculous façade while frantically cramming in as much study at home, away from the scrutinizing gazes of the other competitors scrutiny of others.
Needless to say, the effects are detrimental on academic achievement on a wider scale, resulting in too many a student failing to make the cut for their dream career. As such, countless bright young people who have the potential to contribute to the nation’s progress in their respective fields, whether it be science, economics or otherwise, have instead faltered under the scythe of the Tall Poppy mentality. I cannot help but feel overcome with feelings of outrage upon claims that this despicable Australian trait is part of the a societal social norm and ought to be preserved as it advocates ‘equality’ among Australians. If we choose to follow this vein of thinking, we are purporting success to be an indicator of a person’s worth, which is absolutely ludicrous! It is a malignant, atrocious mindset that limits progress, prevents people from living to their full potential and shackles Australia from true greatness. Irrefutably, it ought to be rooted out from our culture.
Take Singapore is a prime example. As a former student of their widely praised education system, I can testify first-hand that the very opposite of the Tall Poppy Syndrome pervades the schoolyard and the whole nation. Success, instead of conformity, is upheld, spurring students to strive to do their very best to achieve their full potential. The reason being is that the A-levels in Singapore is not based on a ranking, but rather a grading system. The elusive and prestigious A grade is not limited by to a handful of people who just so happened to beat the rest, but rather is exclusively available to anyone who has the ability to get that grade. Thus, the goal of students is to work hard to earn that A-grade, not step over other students to get a ranking.  Even in the workforce, hard work is met with genuine admiration, not resentment from co-workers. The results are self evident. One only needs to look at the economic and architectural feats of the tiny island, which is so much more impressive given their lack of natural resources.
Forget the Gonski Report. The education system’s most dire need is not “more resources”, it is a change of attitude towards learning. Education should not be a competition; it should be about gaining knowledge. Remove the competition from our education curriculums and Australians may very well be free from the Tall Poppy Syndrome that is limiting us from actually moving forward.

Work on tightening up your writing. There are a quite a few needlessly lengthy sentences in this piece. In addition to sentences which seem to be there simply to repeat information already presented. More subjectively, there are too many adverbs. The psychological perspective on the issue was very shaky. Sentences often included redundant information ("other competitors", "school mates", etc, when we already know who you are talking about).
« Last Edit: July 10, 2013, 11:10:12 am by dilks »
English (49) Software Development (44) Psychology (43) IT Applications (40) Methods (35) Physics (34) ATAR: 97.15 Course: Master of Engineering (Software) Also providing English tuition. Students in the North Eastern suburbs especially convenient as I live in Ivanhoe. Interested in giving tuition to students studying Computing.

PB

  • Victorian
  • Forum Obsessive
  • ***
  • Posts: 387
  • Hi!
  • Respect: +16
  • School: Class of 2018: Griffith BOHDS II
  • School Grad Year: 2013
Re: [English] [Context] [Feedback]
« Reply #22 on: July 10, 2013, 07:07:51 pm »
0
Thanks so much dilks!  :D  Btw, what do the yellow and red highlights mean? Like "this ridiculous" "merely" "upon" were highlighted yellow...but there were no comments beside it. Should I get rid of them or..
(And as promised +1 on 5 of your random posts haha... )
« Last Edit: July 10, 2013, 07:33:10 pm by PB »
2013
Physics:50 (Premier's)

ATAR: 99.55

Selling my neat, concise cheatsheet for only $15! Has got extra shortcut formulas which you can get nowhere else, and includes vital watchouts for the exam!

dilks

  • Victorian
  • Forum Obsessive
  • ***
  • Posts: 274
  • Respect: +35
Re: [English] [Context] [Feedback]
« Reply #23 on: July 11, 2013, 09:47:46 am »
+1
Orange usually indicates dubious expression. If it has no comment that just means I haven't made any suggestion about how it should be changed, I've just noted that it needs to be changed.
English (49) Software Development (44) Psychology (43) IT Applications (40) Methods (35) Physics (34) ATAR: 97.15 Course: Master of Engineering (Software) Also providing English tuition. Students in the North Eastern suburbs especially convenient as I live in Ivanhoe. Interested in giving tuition to students studying Computing.

PB

  • Victorian
  • Forum Obsessive
  • ***
  • Posts: 387
  • Hi!
  • Respect: +16
  • School: Class of 2018: Griffith BOHDS II
  • School Grad Year: 2013
Re: [English] [Context] [Feedback]
« Reply #24 on: July 11, 2013, 10:54:40 am »
0
ah, I see - thanks!
2013
Physics:50 (Premier's)

ATAR: 99.55

Selling my neat, concise cheatsheet for only $15! Has got extra shortcut formulas which you can get nowhere else, and includes vital watchouts for the exam!

Eugenet17

  • Guest
Re: [English] [Context] [Feedback]
« Reply #25 on: July 15, 2013, 05:34:56 pm »
0
Prompt:‘Institution is more powerful than the individual’
A context practice piece I wrote regarding power in prison, based specifically on a documentary regarding Aylesbury Prison



‘The reality of power within an institution ’
A recollection of the concept of power within Aylesbury Prison
The Age, By: Jon Snow, Warden of Aylesbury Prison

Power is arguably the largest social dynamic issue within a prison, identical to the society we live in today. Thirty-five years as a Warden of Aylesbury Prison has exposed me to the magnitude of power within not only the institution itself – but also the prisoners. Prisoners are commonly perceived by the average member of society as individuals whose lives are owned entirely by prison; this is profoundly inaccurate.  The power of the institution over a prisoner’s life is irrefutable, however it is undoubtedly limited. Regardless of our efforts in assisting these young individuals come out of prison with a brighter outlook of themselves, some rebel and oppose us for it is ultimately the prisoner’s choice as to whether he will abide to us as an institution. Henceforth, the concept of power finds itself in both the prison as an institution and the individuals within it, in contrary to popular belief.

It is in our nature to succumb to the authority of others regardless of the circumstances, especially when in fear of the consequences. Prison holds extreme authority over the prisoners, for the institution decides on the prisoner’s lifestyle in prison and their futures. As a result, the majority of prisoners abide to the power of the institution, in order to make the best out of their situation. This is very much alike with what is known as Stockholm syndrome (affects 27% of hostages according to the FBI) in which a kidnapped individual begins to empathise and abide to their captors. As with prisoners, the individual succumbs to the authority of another as a psychological defence, subconsciously attempting to improve their circumstances. Realistically, many prisoners are subjected to the agency of a prison as it is human instinct to conform to something perceived as bigger than oneself.

Throughout a prisoner’s sentence, their entire lives are often under the hands of the staff, whether it’d be prison officers or the parole board.  Everything a prisoner does is determined by a member of the staff; what they eat, where they sleep and when they get out of prison.  Hence, they are also in charge of enforcing punishment, further reinforcing the power of the institution. These prisoners essentially live their lives in accordance to the institution; this is known as institutionalisation. The effect of institutionalisation on these prisoners is immense as many often find it difficult to live a normal life without any bounds upon their release, particularly those who serve long sentences in the prison. The institution has the power to completely change an individual, though we try our hardest to ensure that they are released as better individuals than they once were and are ready to face the challenges of society once more.

Conversely, in certain cases individuals are seen to oppose the prison and refuse to conform to the consensus of the institution. This has occurred many times throughout my time at Aylesbury Prison in which some prisoners who are placed in segregation units protest through rebellious acts such as thrashing cells, in one extreme case a prisoner decided to dispose of his waste through the door of his cell. Granted, this form of rebellion may have raised due to the tight control of their behaviours. However this is unavoidable, we as a prison are forced to enforce such tight controls to ensure that these prisoners are really given the chance to become better individuals. We are not heartless people; our officers truly care for the prisoners and are constantly worried for their futures when they are released out into the open.

There is a clear limit to the power of the institution. The prison can enforce as many rules as possible and still be unable to control a prisoner. It is entirely on the hands of the individual as to whether he wants to abide to the prison and avoid the consequences. A prisoner residing in Aylesbury Prison at this moment suffers from heavy suicidal thoughts and refuses to accept the help of our staff and instead constantly looks for objects to self-harm with. Whilst we managed to persuade him to work in the kitchens temporarily, this rendered useless as he eventually reverted to his state of mental disturbance. To this day, this prisoner isolates himself from the rest of the prison, once confiding to a member of our staff that it was ‘time to say goodbye’.  Regardless of our efforts, we are ultimately dealing with individuals who refuse to accept the support of the prison, as a result worsening their circumstances by isolating themselves in an alien environment.

When I speak of the power of prison as an institution, it is vital that members of the public realise that we as a prison try to use our power to help rehabilitate and nurture our prisoners to become better people in comparison to when they first stepped in as newly convicted youth. However, this is not always possible and there are many cases of rebels and adverse prisoners who refuse to accept our support. Like in every other community, power is an inevitable component of a prison, finding itself in both the prison and the individuals within it.

As we can’t eradicate power, we can only attempt to control it,unfortunately this is not always possible.


« Last Edit: July 15, 2013, 09:20:55 pm by Eugenet17 »

jameshirdisinnocent

  • Victorian
  • Fresh Poster
  • *
  • Posts: 2
  • Respect: 0
Re: [English] [Context] [Feedback]
« Reply #26 on: August 21, 2013, 01:50:35 pm »
0
Why conflict occurs is less important than how it affects people

‘…Well of course it’s true! I can’t see how you can even try to argue against it, to be honest. Of course it’s the effect, or the final product, that’s important. No one cares about how something came about. It’s irrelevant! If you’re in the middle of a battlefield and your comrades are dropping left and right, do you care about why the war started? No! Of course not! All you care about is the effect on the soldiers – that is, their deaths – and how you can avoid those effects.’
‘I once again beg to differ. You say that in war the effects are more important than the causes? Well, take My Lai. The effect was the same. There were still deaths. These were, though, simply deaths on the ‘other side’ of the American soldiers, so to speak. And yet, the underlying cause behind the conflict was that the soldiers didn’t want to stand up to their superiors, they bowed down to the pressure of their peers and their orders, and they slaughtered the innocent civilians. Then, how can we say that this cause has no importance whatsoever? To say nothing of how this cause eventually traumatised many of the American soldiers, it would be overtly callous to ignore their moral weakness, to believe that since the end was the same, the means should be comparable. Even though the immediate effect was the same – that people died – the fact that the ‘why’ behind the conflict was different meant that we can now regard the more common war that you mentioned as completely different to the My Lai Massacre.’
‘But, in that case, how much of the importance is borrowed from the cause, and how much from the eventual effect on the soldiers, and on the public? If humans were a completely amoral race, and if this slaughter had no effect on our sense of morality, how would we react to this slaughter? With apathy, nothing more. And so, it is not the actual cause of the –’
‘But we are indeed humans, so this has nothing to do with the discussion! Sure, you can remove certain elements of basic human nature to make a point, but it means nothing. Who cares if it’s technically the effect on us, to elicit our sympathy, that makes us believe the My Lai Massacre a heinous crime? What it boils down to is that we as humans cannot separate the cause from the effect, and it would be no use hypothesising otherwise. Indeed, when the cause cannot be extricated from the effect, then, you can’t say one is more important than the other. You can only say they are largely the same thing. You can’t say that if you were to extract your heart, you would still be able to think with your mind. We need both minds and hearts. We’re human.’
‘Well, perhaps you are right in this particular instance. But more often than not, the cause can be completely separated from the effect, and when this happens, there is no doubt that the effect is more important. Take a historical equivalent; say, the Church’s decision to force Galileo Galilei to recant. Who cares why the Church made this decision? Who knows, we can conjecture that it was due to their wish to stay in power, or perhaps it was that they simply didn’t trust an upstart scientist who was opposing centuries of science, but we don’t know, and more importantly – who cares? What’s important is that Galileo bowed down and recanted, and that pushed the development of science back several decades. Now who cares how it came about? Certainly not history, which has indeed lost the core reason why the Church opposed him.’
‘I cannot possibly I agree to that. You take a very shallow view indeed if you say that Galileo’s recantation is only important due to its effects. You don’t see how he eventually recanted on his own recantation – that is, he admitted his submission to the Church was wrong – and he eventually smuggled out the Discorsi. Why would he do this? Certainly not if the reason he recanted his beliefs was because he truly believed himself in the wrong. It was only because he was forced to recant that conduced him to sacrifice his comfort, writing the Discorsi in the darkest hours of the night. Indeed, there is once again that interesting phenomena that you can’t separate the cause from the effects. Sure, you can isolate certain effects, but the overall, all-encompassing effect of a struggle can only be encapsulated by considering the cause.
‘Now, if I may go on. I see that nowhere would this discussion be more pertinent than with asylum seekers. Let us take the case of that kind man we met a few weeks ago, Najaf Mazari. In this case, following my thought that the underlying causes are the same as the effects, and you thereby can’t say that one is more important than the other, it is true that he only choose to flee his country because of the torture and death he faced from the Taliban. And it was indeed a sad decision, if not a particularly difficult one, because he had to leave his family, his job, his home, his lifestyle, and plunge into the unknown. He didn’t know if he would make it to Australia, and he didn’t know if Australia would accept him. But regardless, he was swayed to flee from his home because of the effects of the torture and the threat of death. Thus, the cause was the effect. You can’t separate how his fear drove him to leave his country. You can’t separate the situation and say that, oh no, the reason he left wasn’t important, but the effect was…since it was this effect, which was the reason for his reasoning to leave.’

TimmyC

  • Victorian
  • Trendsetter
  • **
  • Posts: 143
  • Respect: 0
  • School: Lara Secondary College
  • School Grad Year: 2014
Re: [English] [Context] [Feedback]
« Reply #27 on: August 22, 2013, 09:47:17 pm »
0
Give me hell. (I am aware that the second and third paragraphs are terrible among the rest of the crap, though) I have been told many, many times that I have good ideas but am lacking in writing skills (severly I must say) so I am posting this here to aid in correcting this

Home is more than a place. (Contextual film is Oranges and Sunshine)

Home can be interpreted in many ways. One’s home is defined by the way one has lived their life. One’s home is a place where we feel safe, secure and accepted. Home is not always in a physical place, it may be felt simply being with loved ones and friends. The film Oranges and Sunshine explores the concept that Home is more than a place. The children longed for their home in the form of mainly their mothers. For them the physical home did not define “home”. Home can be a combination of both physical to connection to a house or place and emotional connection to loved ones. For the forced migration of children in Oranges and Sunshine being with their families was their idea of home.

Many people feel that Home is not only a physical space. A prime example in the film Oranges and Sunshine where children have been taken from their family setting at a remarkably young age. Growing up oceans away from their true family, the children long for their family home as represented by their mothers. As this has shown, our perception of home is moulded by experiences which clearly do not have to be experienced in an actual place, but possibly rather the people. “Where we love is home – that our feet may leave, but not our hearts” as said by Oliver Wendell Holmes, is shown by the children never losing the spiritual and emotional connection to their mother, although being across the other side of the world. When we are away from home, we can often long for the sentiment that we are accepted.

Home is a setting where we can feel accepted, secure and loved. Home is a place of refuge, of both physical and emotional security, settings where we feel emotionally secure include places where we feel accepted, whether it be with cultural groups, sporting groups and people close to you – which are more than simply just where you are. As said by Charlotte Wood, in her article At home with myself “I may be finally getting to what lies at the heart of my home-sickness. I miss people, my husband, of course” further showing that home is a lot more indeed, than just that of a place. A common group where ones idea are accepted and valued can provide can provide a great refuge, which can easily be found online in the form of forums, social networks or even now, more than ever – online games. Such online places in the virtual world can be and are spent more on, than actual physical interactions, such as those with family.  Home can be both a physical and emotional connection, too.

Home can also be a physical space, complimented by emotional feelings. Again, referring to the article At home with myself written by Charlotte Wood, it is proclaimed “Without my house and bloke and friends, my garden and my neighbourhood, I feel like I’m not quite whole” showing that home can be perceived in both ways. The physical comforts of home including security, comfort, love and acceptance can be powerfully missed, as well as the personal connections as referenced by “Go to foreign countries and you will get to know the good things one possesses at home.” Said by Johann Wolfgang Von Goethe causes us to miss such things that mould our perception of home.

Home can be easily thought of through numerous mediums other than a physical spectrum, such as being with friends and family, with cultural or sporting groups and even online forums. Our sense of home is almost always moulded by our experiences, thoughts or feels towards a particular group, town or specific place of refuge. Home cannot simply be narrowed down to just a place or concept as we have not all had the same experiences through life that would allow us to formulate a shared perception by all of society.

652 words


« Last Edit: August 22, 2013, 09:56:51 pm by TrentCotchin »
2013: Accounting

2014: Methods, Spesh, Legal, Distance Ed Economics and English

Eugenet17

  • Guest
Re: [English] [Context] [Feedback]
« Reply #28 on: August 22, 2013, 10:30:03 pm »
0
This was a Context SAC i did on Power, based on the film Shawshank Redemption.
Prompt: Inner Strength and friendship can help an individual gain and maintain power.
Mode : Expository Article


'To what extent does an institution overpower an individual?'
Stannis Baratheon, Buckley Park College Buzz, 28/7/13

Stannis Baratheon is the current Chief Warden of Victoria's maximum security prison in Barwon, who has kindly agreed to write for the Buckley Buzz regarding power within institutions for the current Year 11 students studying the topic of power.

Having been Chief Warden of Barwon Prison for fifteen years now, I have witnessed the overwhelming power an institution can have over an individual. Is it possible for an individual to overcome such extensive power despite it's ability to deprive them of their freedoms and change their entire lifestyles? We at Barwon Prison try to promote power within our inmates through inner strength and friendship in order to provide them with a relief from the constant bounds of the prison. Through these qualities, individuals are able to persevere through their time at an institution and potentially acquire power and influence over others themselves. Despite an institution's ability to restrict an individual's acquisition of power, certain individuals are able to triumph over the institution through their inner strength and the help of others, hence acquiring power and maintaining it despite the lowest of odds.

The authority of an institution is irrefutable from the moment an individual takes his first steps within it, where his freedoms and individuality are stripped away from him, leaving them no choice but to live their lives in accordance to the institution's agenda. Here at Barwon, new inmates are immediately forced to shave their heads and wear identical uniforms, essentially conforming to the prison from day one. This is done in order to establish discipline within the prisoners and enforce our authority as an institution. When such an enormous force like an institution presents such dominant authority over one's life, individuals commonly succumb to it's agency and begin to behave according to the institution; this is a process known as 'institutionalisation'.

Institutionalisation is very common among individuals who have been in institutions for an extensive period of time, where living life with the sole purpose of abiding to the institution becomes second nature. Nevertheless, this is to be expected as it is human nature to succumb to a larger power in order to improve their circumstances. This is very much alike with what is known as 'Stockholm Syndrome' (affects 27% of hostages according to FBI) in which kidnapped individuals begin to emphatise and abide to their captors as a form of psychological defence to improve their situation. Hence, it is not a common occurence for an individual to yield to a larger force than oneself, particularly in harsh circumstances where they are rendered uncapable of acquiring power.

Instituionalisation is not the only way an instituion can restrict the acquisition of power within an individual. Some institutions often opt to utilise hard power commonly in the form of fear-inducing violence in order to exert their authority over individuals. When I was first appointed Chief Warden, my predecessor recommended me the film 'Shawshank Redemption', stating that it would be a great learning experience regarding live revolving around a prison. The film depicts the experiences of convicted murderer, Andy Dufresne within a harsh prison environment where hard power was often used by the guards of Shawshank Prison. In the opening scenes in the prison, the guards are seen to have beaten a new inmate to death for simply crying in his cell. These guards are encouraged to use force as they wished as a method of presenting their dominance over the inmates.

Such cases of hard power is no stranger to reality, as proven in the recent controversies surrounding Beijing's Municipal Prison where it was revealed that prisoners were often beaten up outside of surveillence vision by the guards, under the pretense of 'warnings'. As much as it agonises me that certain prisoners choose to abuse instead of nurture their prisoners, the usage of power is undoubtedly effective in restricting an individual's ability to acquire any form of power of influence.

Despite the overwhelming power of an institution, it is still possible for an individual to prevail and achieve power. An individual's inner strength to presevere and will to make the best of their time within an institution can often find themselves overcoming the institution's constant grasps over his life, the most common and accessible way of doing so being through the acquisition of knowledge. English philosopher Sir Francis Bacon once said 'Knowledge is power' which undoubtedly also applies to those living their lives in an institution. Here at Barwon we promote our education system towards our inmates as we believe that knowledge provides them with not only a positive influence over others, but most importantly the power to decide their futures beyond the prison walls.

When I reflected on 'Shawshank Redemption', I felt that the film also depicts the power of knowledge within an institution, mainly through the protagonist Andy. Andy is seen to have gained profound influence over both the prison staff and his fellow inmates due to his extensive legal and financial knowledge, placing himself in a position of authority and much respect among others despite being yet another prisoner. Andy knew he was innocent of his crimes, yet he persevered through his time in the prison due to his unrelenting inner strength, eventually achieving and maintaining power within the prison. Additionally, a new inmate in Shawshank Prison known as Tommy is tutored by Andy in order to gain his high school equivalency, where he begins to truly anticipate and yearn for the opportunity to live outside of prison once more for he has obtained the power to have control over his future. Hence, through an individual's inner strength and will, it is undoubtedly possible to resist an institution and achieve power within oneself as well as among others, as commonly seen through the acquiring of knowledge.

The formation of friendship groups is also another way in which individuals can overcome an institution, as these friendships can become sources of support and hope throughout the struggles and hardships of life within an institution. Many of our inmates here at Barwon are often weary of forming friendships due to issues with trust, however once they do, they often find that friends can be a beacon of hope in an otherwise dark and depressing environment. I have overheard countless conversations between these inmates revolving around the wonderful prospects of life outside of prison and their plans to reconcile and work together upon their release, be it starting a business or living together. Funnily enough, this also reminds me of yet another theme explored in 'Shawshank Redemption' where Andy often confides his plans of living in the Mexican Pacific if he ever got out of prison with his best friend Red, even planning to meet again if they ever both got out. The ability of friendships to allow individuals to acquire power is undeniable for it gives them the power to hope, consequently enabling them to persevere through an institution which can often be their saving grace during times of hardship.

While the power of an institution can be immensely overwhelming, individuals are still able to achieve and maintain power through inner strength and the support of others. These individuals often find themselves in positions of influence over others with a newfound sense of power, where they are able to persevere and decide for themselves on how they wish to live their lives, both during their time in the institution and in the future. Hence, like everything else, the power of an institution can be overcomed by anyone, as impossible as it may seem.




« Last Edit: August 22, 2013, 10:38:33 pm by Eugenet17 »

brenden

  • Honorary Moderator
  • Great Wonder of ATAR Notes
  • *******
  • Posts: 7185
  • Respect: +2593
Re: [English] [Context] [Feedback]
« Reply #29 on: August 26, 2013, 06:35:59 pm »
0
Anon submission

Context Essay
Prompt: Power naturally has negative connotations

“Power is always dangerous. Power attracts the worst and corrupts the best,” said American author Edward Abbey. Therefore it is only natural that power has negative connotations.   George Orwell’s allegorical novel, Animal Farm, explores the negativity that naturally comes with power. Orwell paints a world where the exploitation of the weak prevails, and where corruption is uncontrolled. This very notion of corruption is also apparent in Christopher Nolan’s film Batman Begins. In addition, the negative association with power is fortified by the violent actions of Robert Mugabe; the oppression and killing of the Zimbabwean people.  Australia’s slave and ‘blackbirding’ history also testifies to this dark description of power. Nonetheless, the effects of propaganda and restriction of civil rights are clearly seen through North Korea and Kim Jong-un’s rule. These examples of power what we associate with power, and that is why power has its negative connotations.

The negative association with power is seen through the use of propaganda and the restriction of civil rights. However, those who are affected by propaganda are not subject to realising their deprivation of rights. This is demonstrated through the rule of Kim Jong-un over North Korea, where he was declared the supreme leader of North Korea following the death of his father, Kim Jong-il. North Korea regularly holds military parades and dances in order to show-off their prosperity. Despite this, the majority of North Koreans are facing a food shortage, and therefore its demonstrations are only used to overshadow its crisis. These demonstrations are broadcasted on the sole television channel that exists in North Korea. In addition, North Koreans do not have access to the World Wide Web, and only have access to a national intranet, dubbed “Kwangmyong”. By restricting all access to the wider world, and by controlling what goes in and on its national media, North Korea is able to effectively employ propaganda to brainwash their civilians. As a result, the civilians direct their attention towards the country’s goals and away from their suffering and hardships. Propaganda is used to prevent people from recognising their suffering. Similarly, Orwell’s Animal Farm illustrates the efficacy of propaganda and how it is used to implement Napoleon’s plans. Through the figure of Squealer, who is reported to turn words “black into white”, the animals are deceived into fulfilling Napoleon’s economic plans. Furthermore, Squealer repeatedly announces the farm’s prosperity, giving the animals a false sense of achievement. As a result, the animals continue on serving Napoleon. Napoleon also banned the singing of Beast of England, and this ensured  Thus depriving one of their rights increases the effectiveness of propaganda. It can be seen that the deprivation of rights in conjunction with the use of propaganda exposes the negative connotations associated with power, even though the victims may not realise it.

The negative connotations of power are made apparent by the form of slavery which involves the mistreatment and kidnapping of people. Negative consequences of power are what we associate with power itself. This is manifest through the slavery and ‘blackbirding’ history of Australia. Between 1863 and 1904, an estimated 62,000 people from the Melanesian archipelagos were brought into Australia to work in farms. It is known that these workers were treated badly, often deprived of food and left to fend for themselves. However, many of these ‘Kanakas’ were ‘blackbirded’ into Australia; either kidnapped or tricked into coming. Yet they were not able to rebel, as they did not possess any political power whatsoever. Hence these atrocities are indicative of what those who hold power can do, and the consequences that those under power experience. In reference to Animal Farm, the animals were treated poorly; deprived of food and ordered to work continuously.  An example of this is the construction of the windmill, and how the animals “worked like slaves” in order to achieve this feat. But because there was a shortage of food, their rations were halved. What makes Napoleon’s leadership so brutal, however, is that he and the other pigs were not afflicted by the hardships that the other animals had to endure. Therefore it is the mistreatment and abuse of those under our power that makes us associate power with negativity.  Power is commonly used for immoral and unethical purposes, and this undoubtedly gives us the negative impression of power.
Moreover, the evilness of power is accentuated by corruption. Although corruption benefits a minority, the majority bear its ramifications. This concept of corruption is explored in Nolan’s film Batman Begins, where Gotham City is plagued with corruption and on the brink of destruction. Corruption is specifically recognised through the figure of Carmine Falcone, and this is confirmed through his corruption of authorities. Falcone proudly admits to corruption when he reveals to Bruce Wayne those occupying his public bar. He mentions “two councilmen, a couple off-duty cops, and a judge”. In essence, he is implying that these people are under his control. Because of this widespread corruption, Gotham City is stricken with unemployment and poverty. Nolan emphasises on the destructive effects of corruption by using filmic devices on Gotham City; he portrays the city as dull, dark and unhealthy. Falcone bribes Judge Faden in order to make Joe Chill’s court appearance public, and subsequently Chill is assassinated by Falcone’s henchmen. Thus corruption is able to circumvent the rules, and allows evil people to exercise their power. Likewise, corruption and its manifestations occur in Orwell’s Animal Farm, particularly through the distortion of the Seven Commandments. Napoleon successfully alters the Seven Commandments in order to satisfy his desires. This is evident when he changes on of the commandments into the following: “No animal shall kill another animal without cause”. This alteration led to the merciless slaughter of animals who confessed to relatively petty crimes. As a result, he was able to preserve his leadership. This blatant act of immorality is a consequence of corruption. Thus it is said that corruption has the negative effect of negating the usual rules, and thus one is able to establish their power. The establishment of this corruptive power is what we define as ruthlessness, and hence we associate such power with negativity.

One undesirable trait that we associate with power stems from violence, or more specifically, the senseless killing of other individuals. The power of violence is often employed in order to impose one’s ideas on others, or to eliminate potentialities. This can be seen alongside Comrade Robert Mugabe’s regime over Zimbabwe. Robert Mugabe is a selfish individual whose tyranny resulted in the death of 20,000 innocent lives in a genocide which occurred in Matabeleland, referred to as Gukurahundi. This was handled by Mugabe’s own 5th Brigade; an elite military unit specially trained by North Korea.  Mugabe is quoted of saying that it was to “reorient the people”. These heartless and violent acts of crimes against humanity were merely to wipe out the opposition, as Mugabe was unable to win any seats in Matabeleland. Therefore killing the opposition outright enables one to establish their rule. If there is no opposition, there is no competition. Similarly, in Animal Farm, Comrade Napoleon trains “nine sturdy puppies” into nine ferocious dogs who carried out his wishes. This is evident when they publicly execute the pigs that were known to oppose Napoleon’s decisions, by simply “ripping their throats out”. This gruesome illustration of such violence allowed Napoleon to prevent any sort of uprising between the animals. In effect, the other animals dared not to disobey Napoleon. Therefore violence is not only used to wipe out potential rivals, but it is also utilised for intimidation. This graphic image of power in the form of violence is what triggers an association, such that we picture power with negative connotations.

A negative association with power results in power having negative connotations. But because power attracts the worst people of and corrupts the best, this becomes natural. Therefore power naturally has negative connotations. This is clearly visible in George Orwell’s allegorical fable, Animal Farm. Orwell highlights the violence, slavery, propaganda and corruption that are continually employed by Napoleon in order to suit his evil desires. Conversely, Nolan’s film, Batman Begins, attempts to provide us with the consequences of such corruption. Ultimately, a cumulative effect of the negative consequences of power imprints a similarly negative impression of power on us.
✌️just do what makes you happy ✌️