Friday, 30 September 2016

English LangLit Homework Policy

Hi all,


Now that the 4 week induction/change over period has come to an end, I will be implementing the homework policy in class. The policy is as follows:

Stage 1: In the event that you do not complete the homework for the deadline, you will be given 24 hours to complete it and hand it in.

Stage 2: If you still have not completed the homework after the 24 hour extension, your tutor will be contacted and the missed deadline will be recorded on your student portal. At this point you will need to see the Director of Faculty (DOF) to complete the homework in one of your free periods.

Stage 3: If you still have not handed in the homework, parents will be contacted and a Cause for Concern (CFC) will be raised, which means you will be moved onto a disciplinary process.

Homework is very important to your progress on the course, and completing homework and receiving feedback for your work will decide whether you get your target grade or not. Sometimes a missed deadline is out of your control, and so you should use the 24 hour extension period and get it in as quickly as possible in order to avoid being moved onto a disciplinary. The 24 hour extension period should not be used for every piece of homework - if you miss the initial deadline for more than 3 pieces of work, parents will be contacted and you may still be moved onto the disciplinary process.

If you have any concerns about not being able to complete homework for the deadline, please come and see me at the end of your lesson and let me know in advance.

A reminder: I am still waiting for the comparative essay from the following people, and these need to be handed in on Wednesday. If the Wednesday deadline is missed you will move to Stage 2. Please hand the essay into Michelle or email it to me:

Alison
Gabriel
Daisy
Alicja
Magdalena
George
Grace

See you all Thursday

Claudia

Thursday, 22 September 2016

Homework due Thursday 29th September

Hi all,

Your first official piece of homework which will be assessed and graded is a comparison of 'Composed upon Westminster Bridge' and 'Maybe it's because I'm a Londoner'. Your question is:

Compare and contrast the ways in which the two texts present the city of London.

To help you structure your essay, I have put together a guide on how to write a good PEE paragraph, which you can access by clicking here.

Read through the guide and my comments on your essay to help you improve your writing in this assessment. Any problems, send me an email.

See you next week,

Claudia

Friday, 16 September 2016

A2 Coursework

Morning A2,

I was unable to secure a computer room for all of us this lesson so hopefully you have found yourself a computer and you can get on with some writing.

All I would like to see from you all today is 2 analytical paragraphs similar to the one we looked at in class on Wednesday. This can be the introduction to your essay and the first main paragraph, or it could be 2 paragraphs from the body of your essay - this is your choice. As long as I see 2 paragraphs from you I don't mind which order they come in! Use the planning sheet and the question sheet you filled in last Friday to help you.

You all had a paper copy of the essay plan, and if you would like an electronic copy to work from today, click here. To refresh your memory and for a model to work from, click here to look at the exemplar paragraph. To give you some idea of grading, this kind of paragraph would be indicative of a B.

Don't worry if you are struggling - getting started is the most difficult part of the writing process and you will likely find actually starting your essay to be the hardest part of your coursework. Once you have something to work from you will find drafting much easier!

When you are writing, be sure to use topic sentences and a PEE structure and do some close analysis of language as that is one of your AOs - remember to include terminology.

When you are done with your 2 paragraphs, please email them to me at cal@stbrn.ac.uk

I'm happy to take these in at the end of the day, so your deadline is 4pm.

Good luck!

Claudia

Friday, 9 September 2016

A2 Coursework Lesson

Morning A2,

Today you will be continuing with your coursework preparation and so again I'd like you to spend today doing as much research as you can.

First of all please click here to access the worksheet. Work your way through the questions to help you summarise your notes on the texts you have read.

Secondly, click here to access the questions that have been developed for the essay. There are 17 to choose from. If you cannot find a question which is relevant to what you want to discuss in your essay, come and see me.

As the essay is 1500 words, you will have approximately enough space to make and discuss 3 main points. So finally, I would like you to make a personal Padlet page, do some research into your chosen texts and pin this to your Padlet page. This will help you when it comes to planning your essay and your 3 points.

I'll also be taking in your summer task today!

If you get stuck at any point, come and see me

Claudia

Thursday, 8 September 2016

Welcome to my new AS class!

Hi everyone,

Welcome to my Language and Literature blog!

I will update this blog frequently with interesting articles and resources which will help your study of this amazing subject. I will be asking you to update your blogs too, as this will be a great addition to your notes, and computer room lessons will be posted to the blog also.

First, I would like you to set up your own blog. Follow these instructions:

Go to blogger.com and enter your Gmail details. If you don't have Gmail, make an account now (this will also be useful when we use Google Docs in class). Keep a note of your Gmail address and password!

Make your blog, and send me the URL via email to cal@stbrn.ac.uk
Your URL should be something like 'claudiaslanglitblog.blogspot.com'. If you have something different to this, let me know.

Then, make your first post! Here is a link to the PowerPoint from today's class.
First of all, follow the instructions on the final slide to make your blog, then complete the task on that page.
Secondly, complete the task which is on the slide entitled "Exploring A Text". This task will be using the language levels we went through today. A short paragraph which gives an overview of the language levels in each text will be plenty.

Additionally, feel free to use the blog to type up your notes from today's class. As this is a 2 year linear course, the blog is a great resource to keep all of your notes organised chronologically.

Happy reading and happy writing!

Claudia

Wednesday, 22 June 2016

Summer Task Information

Hi all,

As today is our last lesson, you now need to start workinfg on your summer task before the start of your A2 year.

As I've mentioned before your summer task is to read both the dystopian novels you have choesn and start thinking about your area of focus for your 1500 word critical essay on the genre.

To help you with this you have a support sheet with prompt questions, and your summer task will be to fill this in. As it's a fairly small sheet for a mlot of questions I've uploaded an electronic copy so you can type up your notes as a word document. Please hand this in during your first lesson back after summer.

Lang Lit Summer Task

Prompt Questions for Dystopian Fiction


I hope you all have a great summer and I wish you the best of luck for results day.

Claudia

Wednesday, 8 June 2016

Welcome Back - Coursework Introduction

Hi everyone,

Welcome back and welcome to the start of your A2 year of the Lang Lit course. We're going to be focusing on your coursework this term, which is a critical and creative study into the genre of Dystopia, so you need to do some initial research into the genre to familiarise yourself with this. You will be making a start on your important and critical reading as your summer task.

We have already started on the coursework in class, however some of you have missed the introductory lessons due to exams. With that in mind, everyone who was not present on Monday 6th June needs to read the following PowerPoint:

Coursework Introduction

Work through the PowerPoint in coordination with your green coursework booklets. You will need to read the article entitled: 'Dystopian Elements and Characteristics - Basic Building Blocks of Dystopia' and the introduction to George Orwell's Nineteen Eighty-Four to help you with this.

Next, you need to listen to the BBC Radio 4 dystopian play 'Produce', as a radio play is one option for your creative task.

Listen to the play here.

It's around 50 minutes long, so you will need to listen to it carefully and without distractions. Just sit and enjoy listening to the play and the storytelling.

As you are listening, fill in the worksheet to help you get the most out of this task.

Link to worksheet.

Your first piece of homework, due on Monday 13th, is to take the ideas from 'Produce', and write the opening to your own dysopian radio play.

Enjoy - dystopia is a great genre so I hope you get your teeth stuck into these tasks!


Monday, 9 May 2016

Final week!

Morning everyone,

The time has come - we've reached our final week of your AS Lang Lit course! It's been a long and very fast-paced year with a very difficult course, so I would just like to commend you all on your hard work. Now is the time to put everything you have learned, both in class and outside through your wider study, into practice. Your first exam, Poetry and Creative Writing, will take place a week on Friday and paper 2, Drama and Non-literary Texts will be the following Thursday.

Today is our last lesson on Paper 2 before your exam, so I have devised some revision questions for you. Depending on where you feel your weaknesses are, you can either work on The History Boys or AHWOSG.

Reminders:

  • You need to interpret the texts - this is what the exam is asking you to do. Don't be afraid of this; as long as you support your sensible points with well-selected evidence from the text, you are on the right track.
  • Make sure you analyse language. You will get low marks if you don't. The best way to do this is to simply follow the framework approach we have been working on.
  • Make sensible comments about context. Don't make outlandish claims that are incorrect.
  • Follow the PEE structure for your analysis.
  • Make close references to the text.

AHWOSG

Using integrated linguistic and literary approaches, consider how Eggers draws on society’s attitudes to death in his presentation of death in A Heartbreaking Work of Staggering Genius.

The History Boys

         i.           Remind yourself of Act 1 from page 18 “Dull….” to page 20 “….possibly”. Using integrated literary and linguistic approaches, explore the presentation of the Irwin as a teacher in this extract.


       ii.          Consider how Bennett presents differing attitudes to education and teaching in the play. In your response, you should refer to at least two other episodes.


A


Thursday, 5 May 2016

Poetry Revision Lesson

Morning all,

We have almost covered all of the poems we need, there are 2 sonnets left, which we will cover next week. Since we have been analysing a poem per lesson, today it may be time for a break to catch up with all the annotations and to apply what you have learned to your writing.

Yesterday I told you to make sure that you had full, in depth annotations for all of the 20 poems you need to know for the AS exam. To help keep you organised, below is a link to a document which has a gird for your notes for each poem you need to know. For those of you who will be attending the workshop, this is what you will be using to record your revision. The workshop this afternoon at 2:30 in B18 will cover the following poems, so I would suggest you don't focus on these 4 today if you are attending the workshop:

THURSDAY 5th MAY: 2.30-3.30
THE PASSIONATE SHEPHERD TO HIS LOVE
THERE IS A GARDEN IN HER FACE
LEISURE
THE COLLAR

Today, I'd like you to start working your way through this document and making notes for the poems. Choose one today, make some notes and then write a few paragraphs of analysis for the poem. Start with a poem we haven't covered for a long time, like Composed on Westminster Bridge.

Link: AS Lang Lit Poetry Revision Grid

Secondly, look at this terminology grid for some key poetry related terms:

Link: Key Poetry Terms

And finally, start writing some analysis for the poem. Write this analysis on paper, and hand it in at the end of the lesson.at least 4 paragraphs of analysis on your poem. For your analysis, you need to use a framework approach to ensure you're getting as much language analysis in as possible.
Use this grid to help you organise your response:

Link: Poetry Revision Framework Grid

So to summarise:


  1. Choose a poem
  2. Analyse it using the grid and the poetry terminology sheet
  3. Explore it using the framework approach
  4. Write at least 4 paragraphs of analysis on paper to hand in at the end of the lesson.
Enjoy!



Wednesday, 4 May 2016

God's Grandeur and Writing a Voiceover

God's Grandeur by Gerald Manley Hopkins

God's Grandeur is a poem a written in sonnet form (Italian - 8 lines then 6 lines) exploring the relationship people have with nature and God. It is an extremely dense and complicated poem, with lots of interesting use of language and it is not very positive about people! The speaker seems quite distant from others around him (or her).

The speaker of the poem is very critical of the way people treat the earth and the world around them, and aims to remind the reader about the glory of God and his role in creating and managing the world, at a time when Man seemed intent on destroying it (think about the massive growth in industry over the course of the nineteenth century. The speaker believes the earth is heading for destruction and is essentially temporary. However, nature does seem to have a capacity for continuation, night turns into day, because God is there to protect.

  1. What type of sentence is the opening line? What mood does it create? What is the effect of the verb 'charged'? What are its connotations?
  2. What does the speaker suggest will happen to the world in lines 2 & 3? What is the effect of the imagery used?
  3. What type of sentence is used in line 4? Why? What are the connotations of the noun 'rod'? What word does 'reck' make you think of that could also be relevant in the context?
  4. Why has Hopkins repeated 'have trod' in line 5?
  5. How does Hopkins show the reader how critical he is of how people are living in lines 6 & 7? What are the key lexical choices? How does he use sound to capture this too? How does he show his distaste for Man?
  6. How does he demonstrate how he feels about our destruction of the earth and how relationship with nature in line 8?
  7. What is the shift in line 9? What conjunction does he use? What does 'spent' mean? Does it link to any other words in the poem?
  8. What type of word is 'dearest'? What does he mean by 'deep down things'? What does this suggest about how he thinks people normally live their lives?
  9. He use 'and' to start the line again (line 11). Why does he do this?
  10. How does he describe the cycle of night and day in lines 11 & 12? What effect does the dynamic verb have?
  11. Why is there a cycle of day and night? How does he present God as a protector of Earth (despite the fact that it is 'bent' what does this suggest?) and make God sound like someone who nurtures?
Nature Documentary Voiceover: Creative Writing

Watch two examples from the series of nature documentaries called 'The Hunt' narrated by David Attenborough. You need to watch 'The Silent Assassin' and 'Fast Food.' Read the scripts and answer the questions about the stylistic and linguistic features of the text.

Nature Voiceover Script and Questions

Nature Documentaries

Friday, 15 April 2016

Work in my absence 18/4

Morning everyone

I am in moderation all day today so am unable to be in the lesson with you. I would like you to continue with some work in my absence. Once you have completed the task, please email me to let me know you have done it - I won't be able to mark you present until I have evidence that you have completed the task.

On Wednesday we discussed the possibility of an all encapsulating theme as the focus of your Heartbreaking Work question, rather than an individual theme. With that in mind, I'd like you to do some work on this question:

Using integrated literary and linguistic approaches, discuss how the theme of home is presented in A Heartbreaking Work of Staggering Genius.

We also have been focusing on the importance of exploring and analysing the text through the language levels:


  • Grammar
  • Lexis and Semantics
  • Structure and Discourse
  • Phonology
  • Pragmatics 
Task

Plan a response to the question above using the language levels and the PEE writing frames.

Complete an introductory paragraph, and 4 subsequent paragraphs. Email me with these once you have completed one, and again anonymously post your best paragraph to the Padlet page:


 If you feel you can complete an entire essay, please do so.

Additionally, continue with the homework due for Wednesday:
  1. Research 'The Darkling Thrush' and do some initial annotations
  2. Complete a 200 word blog post on why you love your favourite season.
In Wednesday'es lesson we will be doing some work on commentary writing.

Don't forget to email me and update the Padlet page.

See you Wednesday

Claudia



Thursday, 24 March 2016

Grammar Frameworks and Word Class PowerPoints

Hi all,

As mentioned during feedback, if you don't analyse language in your exam responses you will achieve low, low (and possibly no!) marks.

This is fundamental in your study, so over the Easter holidays make sure you go through both PowerPoints, and learn the frameworks and word classes.

Language Frameworks PowerPoint

Word Class PowerPoint

Additional

Wednesday, 23 March 2016

Mock Paper Mark Schemes

Below is a link to the mark scheme for the mock paper.

Mark Scheme

The relevant pages are as follows:

For The History Boys you will need pages 28-31

For AHWOSG you will need pages 55-56

The mark scheme will outline specific points you can include in order to fulfill each assessment objective. Look at these points and see which ones you missed in your answers. This should give you an insight into what you can do to revise for the real exam in May.

Mock Feedback

Morning to everyone who is not on the trip,

Today we will be going over your mocks and I'll be giving feedback to you all as a group. Today you will reflect on your feedback, and you have an opportunity to leave the lesson with a better exam response if you closely follow the instructions.

The first resource you will need is here - this is the PowerPoint with generic feedback. Read along as I am going through it and check your work at the same time - what have you missed? Where did you go wrong in the exam? What changes could you make to boost your grade? Annotate the exam texts at the same time to make a detailed plan of your re-sit.


Choose the section from the paper that you feel you were weakest on. Based on your personal feedback and target sheets and the PowerPoint, plan and re-write your answer to this question. 

Monday, 21 March 2016

Independent study lesson 21/03

Hi everyone,

I am setting you independent work today. There are a few tasks you need to catch up with before the end of term and I know that many of you are at different points with your work and some of you were absent for our last poetry lesson, so I would like you to find a computer and work on the following tasks today.

1. Did your mock exam highlight any areas that you feel you need to do more work on? I.e. using terminology and integrating this into your answer, structuring PEE paragraphs, knowing your context or knowing the texts in general? Use today to try and fill in these gaps in your learning.

2. Please read the end of A Heartbreaking Work, and write up some analysis of the following questions on your blogs:

- Are you as a reader satisfied with the ending of the memoir? Why/Why not?
- Why do you think Eggers chose to end the text in this way?
- Do we get a sense of the narrative coming full circle?
- How far does the ending of the text suit Eggers' idiosyncratic style? Give literary and linguistic examples.

3. In preparation for Thursday's poetry lesson, I set you all a task 2 weeks ago. This is to read 'To Autumn' by John Keats, and also to try and tap into the ideas, thoughts and feelings that inspired the Romantic poets. As well as reading and annotating the poem, I asked you all to find 1 hour (or half an hour at least) to go outside and try to appreciate your surroundings. Go and sit outside, turn off your phone and free yourself from any other distractions. Sit and take in the scene around you. Write down what you see, feel, hear and smell (and taste, if relevant), and try to find the beauty and peace in your surroundings. Be descriptive, and try to use some techniques in your observations. Bring these to class on Thursday as we will be doing more work on the Romantic period.

Today is a beautiful day, so it's a perfect opportunity for you to do Task 3.

Make sure you update your blogs

Claudia

Monday, 29 February 2016

AHWOSG - Dave's 'near-death' Experience

From pages 304 to 309, Dave describes a moment in time when he thinks he is dying, but really he just has a kidney stone. Today you are going to be doing some literary/linguistic terminology and grammar revision through this section of the text.

Follow the link to access the handout for today's lesson. Work your way through the literary and linguistic techniques, and then leave yourself half an hour at the end of the lesson to write up your findings into PEE paragraphs, using the questions at the bottom of the page as a prompt.

Post to your blog when finished, and then use these notes as revision.

Click here for the link to today's handout.




Reminder:Your mock exam will take place 2 weeks today. If you finish today's task before the end of the lesson, start thinking about how you will revise. Click this link for some revision tips and techniques.

Tuesday, 23 February 2016

AHWOSG Chapter 7 - John's Suicide Attempt

Hi everyone, 

Please see the notes and key quotes for chapter 7. Read these in detail, making any necessary additional notes, and then complete the task below which focuses on John's suicide attempt.

Chapter 7 Notes


·         Eggers finds out that he didn’t get a place on the MTV show The Real World. He pretends to reject it but he implies that it would have still been good publicity for Might magazine. As usual, the reader is presented with contradictory and conflicting opinions about the value of popular culture. They use the man who got Eggers’s place on the MTV (Judd Winick) show in order to publicise their magazine and they do have eight seconds on the show as Judd comes to do some work with them. Eight seconds is enough for the team to become ‘mini-celebrities in the neighbourhood.’
   
  Key Quote:

‘Fuck it. It’s just as well. It’s a relief. It would have been wrong. It would have been wrong, right? It’s a stupid show, a show that’s almost unbearable to watch, everyone on it made hideous, silly and simple, two-dimensional. Fuck it. Let the cartoonist be made into a cartoon. I don’t need it, we don’t need it. We don’t need The Real World, we don’t need any crutches, we don’t need an ongoing role on a television show with a massive worldwide audience and an unquantifiable kind of influence over the hearts and minds of the young and impressionable’ (p240-1)


·         There is a more cynical response to their work at Might magazine compared to the optimism and enthusiasm described in Chapter 6 and Eggers explores the fickleness of youth as Might magazine actively contradicts its opinions on a regular basis seemingly to provoke a reaction: ‘Kaboom!’ The magazine is all about challenging assumptions, challenging the norm and playing on readers’ expectations about form (sound familiar?!)  There is still the idea that this is a group venture through the constant use of the first person plural ‘we’ and there is a contradiction in  the fact that although they are trying to break the mould, they are actually just all the same and part of a very particular social group, for example in how they dress: ‘We are happy with our shorts and t-shirts , one side tucked in, just an inch of it on the right side, showing some belt, the rest hanging out – this is our look-‘. Everything about their lives is self-conscious and carefully placed.

·         Eggers narrates a story about a second naked photo shoot – its aim to challenge the media’s distortion of people’s bodies:

Key Quote:

‘This time we are setting out to demonstrate what people’s bodies actually look like, the exercise being a response to a familiar complaint, of course: the media’s and advertising’s distortion of out perceptions of our own bodies, how the average person does not and cannot meet the unattainable expectations rammed down our blah blah blah’ (p247)

Toph is brought back into the narrative during the chapter and there are echoes of previous chapters as Eggers comments on their relationship.

Key Quote 

‘What would one do if one did not have a Toph, sitting in his room, ready at a moment’s notice, always willing to run one’s errands, to be pushed against a wall and have his kidney punched, to be brought as he is at the moment, to the Berkley Marina, for the throwing back and forth of things? To not have Toph would be to not have a life’ (p254)

They spend time teasing each other, playing Frisbee, mocking others, wrestling (Eggers lists and describes the manoeuvres in some detail). This play fighting is marred by Eggers’s concern that he could be seen as an unsavoury character and a paranoia about people watching.


_________________________________________________________________________________

John's Suicide Attempt

The climax of the chapter revolves around the suicide attempt of Eggers’ friend John. There is a sense of panic as Dave goes to help his friend but he creates a ‘hero’ narrative and there is a feeling of excitement and enjoyment about the drama ‘This is purpose, something is happening. The window needs to be opened. The radio needs to be turned up more now that the window is open. Something is happening’ (p261).  He makes it sound like the description of a film narrative. Once again Eggers challenges the reader with the reality of the situation and he seems to want us to dislike him for trying to make notes about the situation as it might make a good short story. The apparent dialogue between John and Eggers highlights Eggers’ self-awareness of using John as a narrative device. John isn’t called John and seems to be an amalgamation of different people, including Eggers’ dad, and is a symbol of a wasted youth, pain and loss.

Key Quotes

‘Screw it, I’m not going to be a fucking anecdote in your stupid book.’


‘What the fuck are you talking about? You’re the one who put yourself in here in the first place! You’re telling me you took a handful of pills in front of me and two cops and you didn’t want attention? Fuck you.’

‘This is mine. You’ve given it to me. We’re trading. I gave you the attention you wanted, I bail you out, when you spend three days in the psych ward, and say how you’re still thinking of doing it, I’m the one who comes in a sits on your bed and gives you the big pep talk – anyway, the point is that because of all this, all the shit I put in for you – now I get this, this is mine also, and you, because you’ve done it yourself, made yourself the thespian, you have to fulfill that contract, play the dates, go on the road. Now you’re the metaphor’ (p274).

Task:

Read the entirety of John's suicide attempt thoroughly and make notes on this section. How does Eggers deal with this situation? Can you find similarities to any of the other deaths in the book? Obviously this is a near death experience and not a death, so are there any differences in the way Dave handles this? Do you think he has grown, or learned anything from the death of his parents?

Similar to what we did in class on Monday, and write 3 PEE paragraphs on how this section relates to the key theme of death and loss, bearing these questions in mind.

Ensure this work is thorough, as we will be going through and discussing this in Monday's lesson.

Claudia










Wednesday, 27 January 2016

Homework Tasks Reminder

Hi everyone,

There was some excellent work completed in class for AHWOSG this week. I saw some really thorough note making and analysis - well done! This post lists all of the pieces of homework you need to complete from Monday and Wednesday's lesson. We've covered a lot of the text in these 2 lessons so it's vital that you complete this homework to ensure you don't have any gaps in your understanding of chapters 3 &4.

Chapter 3 Tasks


  • 2 paragraphs of analysis, minimum on how Eggers presents relationships in Chapter 3. Integrate evidence from the text and explore using appropriate terminology. Use the structure and discourse tips to help you.
If you need another copy of the worksheets, click here

Chapter 4 Tasks


  • Find 8 key quotations/specific references in which Eggers expresses his guilt. You will find some on the pages identified, but there are many in the chapter so try to find a few of your own. What effect do these have on the reader? What are we supposed to think and feel?
  • Write a minimum of 2 analytical paragraphs on the theme of guilt, the conflicting narrative voices, or both. Integrate evidence from the text, and explore using appropriate terminology. You should be able to comment on the structure and the discourse, as well as some of the specific language features used.
  • The analysis of symbolism on p.122, using the language levels grid to help you.
  • Complete the literary allusions task on the Padlet page. The link isn't working, but the address is as follows: padlet.com/claudia_a/chapter4lit
If you need another copy of the worksheets, click here and here

Deadlines
The tasks are ongoing, but I expect them to be completed before half term.

These tasks are essential to your thorough understanding of the text. It's much easier to do it now as we are reading along than to do it retrospectively when it comes to revision - you may have forgotten vital pieces of information.

Good luck with your notes, and remember that your blog isn't just for homework - this is a place for you to centralise your notes and essentially create your own revision guide!

Claudia

NOTE: It was clear today and on Monday that some of you have not read the text. For A Level Lang Lit students, especially on the new course, whilst you may be able to get an understanding of the text without reading it, you can't expect to gain above a D without actually having read it, as your question in the AS exam will focus on the text as a whole. You can only 'blag' this so far, especially given the little information about this text available online. I can provide you with chapter notes, but it needs to be you who fills in the gaps. You can't expect to be able to fully participate in or even understand the tasks we do if you have not even read the chapter we are working on. Half term is coming up, so the few who have not read the text need to do so without fail.