English Tutor

Film Clip Analysis – The prestige: “Hello Stanley”

Posted by on December 11, 2013 at 8:16 am

I’m going to consider for this analysis the section of the clip of “On Top of the World” by Imagine Dragons that I call “The prestige” that runs from 2 mins 14 seconds to 2 mins 52 secs. A title for this part of the narrative might be “Hello Stanley”. You can view the music […]

English language – Analysing text for English Language

Posted by on November 26, 2013 at 12:28 pm

This post presents a language analysis that might match the demands of Outcome 3a for VCE English, but aims to do so using the knowledge and field from the subject of English Language. I cannot post a link to the article studied for this analysis (although I have a copy!), but I present that the […]

Options for reading

Posted by on November 26, 2013 at 12:19 pm

I am, and always have been, an avid reader (and writer!). Reading is many things, including: a habit; a skill; a tool; a challenge; a pleasure; a terrible seven-letter word; a wonderful opportunity. I’m lucky – I know a lot about reading! One of my jobs as a mentor to gifted students is to recognise […]

A meta-cognitive approach to gifted education practices

Posted by on November 26, 2013 at 12:03 pm

This post serves to present some of the pedagogical matters I seek to address in mentoring gifted students, and to demonstrate the methods by which these different matters may be achieved. For a word document version of much better presentation and formatting than what is shown here email me at angus@gbdeducation.com.au. Van-Tassel Baska (1986) describes […]

Brainstorming – Creative Writing

Posted by on October 26, 2013 at 7:37 am

One thing I understand about learning is that there are different ways to approach a problem. Planning for creative writing is always a good idea, as such enables the brain to follow a prepared path to pursue one’s imaginations. Planning creatively is also a good idea, and one way to achieve this practice is to […]

Williams Model Matrix for Gifted Students

Posted by on October 26, 2013 at 7:11 am

Just some interesting questions for a response to a great read of The Next 100 Years by George Friedman. For a word document version of much better presentation and formatting than what is shown here email me at angus@gbdeducation.com.au. Williams Model Matrix – The Next 100 Years Paradox How can predictions about a future surprise […]

Outcome 2 – Encountering Conflict: Truth essay

Posted by on September 7, 2013 at 8:50 am

“Facts and truth often do little to prevent individuals from engaging in conflict” To present that “Facts and truth often do little to prevent individuals from engaging in conflict” is to grossly understate the volatile conditions of human society in which facts and truth are often the cause of conflict between individuals, let alone cause […]

Romeo and Juliet – Text Response

Posted by on September 7, 2013 at 8:45 am

“Masters of their destiny, victims of their fate.” Shakespeare’s tragic play of Romeo and Juliet is a masterful work, in that the language and performance inspires, sways and impresses audiences, but the story itself is not one that we should give a great deal of undue merit. The lessons learned from the unfortunate pair are […]

Scholarship test writing: Creative Writing skills

Posted by on August 13, 2012 at 11:07 am

The aim of this piece was to exercise the skill of composing a narrative using an interesting structural device. There are many such narrative devices that can be exercised to form a narrative that realises greater suspense or intrigue at different stages of the story, including epigrams, flashbacks, cliffhangers etc. In this piece, the structural […]

Creative writing skills: Focus

Posted by on August 9, 2012 at 8:41 am

This is yet another 20 min short creative writing piece, this time in response to the image/prompt of a set of clocks. For a word document version of much better presentation and formatting than what is shown here email me at angus@gbdeducation.com.au. Remember, your goal is to produce focused writing by: • illustrating the context, […]