nav[aria-label="Primary Navigation"] { padding: 0; & ul { list-style: none; width: 100%; display: flex; flex-direction: row; justify-content: start; align-items: start; gap: 30px; padding: 0; & li { margin: 0; } & ul li { list-style: none; } } }

Child Item

Leaving Cert 2012-13 OFF-TOPIC (hideaway) thread

conorburke2011

Although Summer is only beginning (YAY! ) this is a thread for all students who will be starting 5th year (and the Leaving Cert course) in September of 2011. I decided to make this after seeing the success of the current 5th year thread. To start off, here's the list of subjects I will be taking:

English -Higher
Irish-Higher
Maths-Ordinary
Music-Higher
French-Higher
Geography-Higher
Business- Higher

I don't really know what I want to do after school as of yet, but I have a great interest in theatre and the arts. I also might possibly pick up another subject to try and maximise my points! What about everyone else?! Let's get the conversation rollin'!

Find more posts tagged with

study

lc 2013

hl math 4 lulz nd giggles

we are so fecked

class of 2012 are sexier

enjoy project maths

where's your reznov?

lets have you plath

sylvia won't come up

lc2013 > lc2012

randydoesntloveyou

hamlet is more craic

have fun studying xoxo

prepare for jam making

30000 posts or gtfo

needs more perkermern

cian won't finger you

say goodbye to your life

pern (double pern)

boner parties

let's go basket weaving

Ō_ō

8===============()

be grand sure

chemhickey is god

Quick Links

Comments

decisions

Bar management, where is that?

HugsiePie

decisions wrote: »

Bar management, where is that?

DIT But I'm after looking it up the correct name for it is bar studies-management and entrepreneurship

decisions

Right that's number 5 on the level 6&7 list.

:pac:

Jade.

Really struggling with studying. I have no concentration

Getting 420 points is looking not very likely for me at the moment

internet_user

Jade. wrote: »

Really struggling with studying. I have no concentration

Getting 420 points is looking not very likely for me at the moment

same here, concentration and motivation is letting me down,need to get rid of this "it'll be grand" attitude quick but then i keep saying it'll be grand

HugsiePie

decisions wrote: »

Right that's number 5 on the level 6&7 list.

:pac:

Might see you there then

Jade.

internet_user wrote: »

same here, concentration and motivation is letting me down,need to get rid of this "it'll be grand" attitude quick but then i keep saying it'll be grand

I'm the exact same. I'm lucky my pres aren't until the 18th Feb. I keep putting things off and I know I won't be grand but I'm still doing nothing about it.

internet_user

mine are after midterm as well, 5 weeks to study hard now!!......hopefully anyway

Eurovisionmad

decisions wrote: »

Bar management, where is that?

It's in CIT and there's Bar Supervision in Athlone IT!

BrownBear11

Speaking of level 6/7's, basket weaving for the mad craic anyone?

Eurovisionmad

BrownBear11 wrote: »

Speaking of level 6/7's, basket weaving for the mad craic anyone?

I'm always so disappointed when people talk about that and jam making, it doesn't exist! I've looked cover to cover in the CAO handbook and not a mention of it anywhere!

BrownBear11

Eurovisionmad wrote: »

I'm always so disappointed when people talk about that and jam making, it doesn't exist! I've looked cover to cover in the CAO handbook and not a mention of it anywhere!

Oh it exists

You just don't apply through CAO it seems

http://www.qualifax.ie/qf/QFPublic/?Mainsec=courses&Subsec=course_details&ID=37271&CSH_ID=18

I though it was an urban myth too

And get outta here with your jam making. You city folk and your ambition. I could never hope to make it as an established jam maker

Eurovisionmad

BrownBear11 wrote: »

Oh it exists You just don't apply through CAO it seems

http://www.qualifax.ie/qf/QFPublic/?Mainsec=courses&Subsec=course_details&ID=37271&CSH_ID=18

I though it was an urban myth too And get outta here with your jam making. You city folk and your ambition. I could never hope to make it as an established jam maker

Oh I pine for a life of making a sumptuous jam!

BrownBear11

Eurovisionmad wrote: »

Oh I pine for a life of making a sumptuous jam!

Cool, if ya ever need a basket for distribution you know where to find me...

Eurovisionmad

Oh no the DCG project is coming to an end! I'll no longer be able to blame my lack of study on it! Now my lack of study will be simply caused by my laziness!

Jade.

Anyone have any tips on studying biology?

Doing really bad in it at the moment because of the rubbish teacher I have and her notes are no use what's so ever :P

David1994

Do most of ye guys learn off answers for geography?
I honestly think I will pretty much have all my answers just learnt off because the exam is so tight for timing! It is pretty ridiculous that they don't allocate more time for it

kevin12345

We had a four hour revision course for English today in our school. One of the speakers was an advising examiner. Really great talk, helped us out so much on Paper 1, which was my weakest part (part B's mostly). Feel much more confident now that I understand the marking scheme/what examiners are looking for.

Parawhore.xD

kevin12345 wrote: »

We had a four hour revision course for English today in our school. One of the speakers was an advising examiner. Really great talk, helped us out so much on Paper 1, which was my weakest part (part B's mostly). Feel much more confident now that I understand the marking scheme/what examiners are looking for.

Care to enlighten us on what the general gist of it was?

kingcobra

Jade. wrote: »

Anyone have any tips on studying biology?

Doing really bad in it at the moment because of the rubbish teacher I have and her notes are no use what's so ever :P

Make your own notes! Just flick through each chapter and take down the necessary diagrams and definitions. Also use mnemonics (I think this is what they're called) such as: plumule = shoot; radicle = root

suitcasepink

kevin12345 wrote: »

We had a four hour revision course for English today in our school. One of the speakers was an advising examiner. Really great talk, helped us out so much on Paper 1, which was my weakest part (part B's mostly). Feel much more confident now that I understand the marking scheme/what examiners are looking for.

Not gonna let us in on any secrets no? :pac:

kevin12345

Parawhore.xD wrote: »

Care to enlighten us on what the general gist of it was?

Oh yeah sorry.

Each of us got this booklet with sample answers from every aspect of Paper 1 and Paper 2, and on the right hand side of each page it had where marks were given.

For poetry he said you will generally be asked a question about the poet's content and style, and every time you mention content, or style, the examiner writes C or S in the column, which is where they add up your marks. Anything irrelevant will be marked N (for narration) and no marks will be given.

For comparative, you must compare your texts as much as possible in each paragraph, and every time you the examiner sees this, they will write C (for comparison). He also said there is no need to include quotes for the Comparative:D But for Macbeth and poetry they are obviously essential.

He also said students pick up the most marks with the Personal Essay option for Composing. What most students don't know is that the Personal Essay can be written in a short-story form, but you MUST include, I, My, Me, most of the time.

EDIT: Oh and he said do not attempt the short story option unless your teacher says you are good at them! DO NOT use essays you find online, he said there are essays floating about online/in grinds schools about a girl finding out she's pregnant/a boy being impailed by a fence/puppies under a bridge, which hundreds of students use ever year, and get minimal amount of marks because the story wasn't original.

Sorry I really didn't explain that as well as I could have. :rolleyes: Ye probably know most of it already, but if there's anything else ye want to know I can look through the book and let ye know.

iLikePiano99

kevin12345 wrote: »

He also said students pick up the most marks with the Personal Essay option for Composing. What most students don't know is that the Personal Essay can be written in a short-story form, but you MUST include, I, My, Me, most of the time.

EDIT: Oh and he said do not attempt the short story option unless your teacher says you are good at them! DO NOT use essays you find online, he said there are essays floating about online/in grinds schools about a girl finding out she's pregnant/a boy being impailed by a fence/puppies under a bridge, which hundreds of students use ever year, and get minimal amount of marks because the story wasn't original.

Sorry I really didn't explain that as well as I could have. :rolleyes: Ye probably know most of it already, but if there's anything else ye want to know I can look through the book and let ye know.

So does that mean, if you write a short story...you essentially have to be the one telling the story?! You can't be the narrator since you have to include "my, myself and I" etc? :eek:

Thanks for the advice though!

Slow Show

You know for the comparative? How many comparisons would ye roughly be making per essay? I think the main problem I have is that I don't compare enough, to estimate I'd say I'd get ten-ish comparisons in an essay. Which doesn't sound great to me actually.

I dunno, I find it difficult to be constantly making comparisons aaaall the time but that's probably what I should be doing. Hate not feeling sure about these things...

kevin12345

iLikePiano99 wrote: »

So does that mean, if you write a short story...you essentially have to be the one telling the story?! You can't be the narrator since you have to include "my, myself and I" etc? :eek:

Thanks for the advice though!

No sorry, like I said, I didn't really explain it properly.

If you are doing the Personal Essay option, you CAN write it as if LIKE a short-story. For example, in the booklet there was an example, "Write a Personal Essay on the topic 'Homelessness'." Now even though it was a personal essay, the student wrote it as if it was a short story, where they WERE the homeless person, how they felt, how they got to be homeless in the first place. What sets it apart from the short story is the constant use of the words I, Me, My etc.

A short story has a conflict and a climax/resolution. However if you write a personal essay in the style of a short story, it doesn't have to have a conflict/climax.

I am HORRIBLE at explaining things second-hand.

Jade.

Slow Show wrote: »

You know for the comparative? How many comparisons would ye roughly be making per essay? I think the main problem I have is that I don't compare enough, to estimate I'd say I'd get ten-ish comparisons in an essay. Which doesn't sound great to me actually. I dunno, I find it difficult to be constantly making comparisons aaaall the time but that's probably what I should be doing. Hate not feeling sure about these things...

My teacher has told us that you are marked solely on comparisons. So basically the more comparisons you make the better.

iLikePiano99

kevin12345 wrote: »

No sorry, like I said, I didn't really explain it properly. If you are doing the Personal Essay option, you CAN write it as if LIKE a short-story. For example, in the booklet there was an example, "Write a Personal Essay on the topic 'Homelessness'." Now even though it was a personal essay, the student wrote it as if it was a short story, where they WERE the homeless person, how they felt, how they got to be homeless in the first place. What sets it apart from the short story is the constant use of the words I, Me, My etc.

A short story has a conflict and a climax/resolution. However if you write a personal essay in the style of a short story, it doesn't have to have a conflict/climax.

I am HORRIBLE at explaining things second-hand.

Ah okay! I understand! You're not that bad at explaining, I just read it wrong, thanks for the help!

Prodigious

Slow Show wrote: »

You know for the comparative? How many comparisons would ye roughly be making per essay? I think the main problem I have is that I don't compare enough, to estimate I'd say I'd get ten-ish comparisons in an essay. Which doesn't sound great to me actually. I dunno, I find it difficult to be constantly making comparisons aaaall the time but that's probably what I should be doing. Hate not feeling sure about these things...

It's nothing got to do with the number of comparisons or contrasts you make.. Each question has codes by which they are marked.
For example, the 2007 cultural context question:
"The cultural context can have a significant influence on the behaviour of the central characters in a text."
Compare the way in which the behaviour of the central characters in at least two of your texts ar influenced by Cultural Context of these texts.

The coding for this question would be:
CC: Comparisons/Contrasts
BI: Behaviour is influenced

So your answer must focus on comparing how behaviour is influenced by different aspects cultural context in each of your texts.

So you pick three aspects: Family, gender roles, wealth.
Then you do an introduction, a point for each of these aspects and how they influence behaviour of characters in each text, and a conclusion.

Within each point you must discuss at least 2 texts, preferably 3. If you choose to use 2 texts, stick with these 2 throughout.

Example of point on wealth.
Mena in "Sive" is highly influenced by wealth, in that she essentially sells Sives hand in marriage. Her discussion with Tomasheen strongly suggests this fact when she says... In contrast to this, we see how Theo in "Children of Men" is unaffected by wealth, Due to his stronger character and integrity. We see this in a key moment when ...Similarly to Theo, Ifeoma in "Purple Hibiscus" is a strong willed, proud individual who will not allow her morals or integrity to be compromised by wealth. This is highlighted when...

YoursSincerely

Out of curosity, how much does your teachers tell ye to write for the essay in english?

ray2012

kingcobra wrote: »

Make your own notes! Just flick through each chapter and take down the necessary diagrams and definitions. Also use mnemonics (I think this is what they're called) such as: plumule = shoot; radicle = root

Just earlier in school TODAY I thought of that mnemonic. It's weird seeing it here the day I just thought of it too. :pac: