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L’image cache: Essay on Haneke’s “Cache” (“Hidden”, 2005) Michael Haneke’s Cache (2005) and different types of mediation. Walid Afkir, Daniel Auteuil and Juliette Binoche in Haneke’s “Cache” (“Hidden”, 2005) In Michael Haneke’s Cache (2005), forms of write a creative School mediation – immediacy, hypermediacy and remediation – are used to reflect modern society’s television-driven demands. It turns out that these demands are desensitized. Cache tries to make the audience aware of these inhuman viewing demands.

remediation; immediacy; mediation; hypermediacy; Cache; Haneke. ‘(…) despite what TV shows us, and what the news stories tell us, there is never just one truth. There is only a personal truth.’ Not many films have caused such a public discussion as Michael Haneke’s 2005 thriller Cache , or Hidden , starring Daniel Auteuil and Juliette Binoche. The film evokes remarkably fierce reactions and somehow the ‘pressure to talk’ (Cousins 2007: 223).

Due to the ambiguous and profound nature of the motion picture, the interpretation well hasn’t yet dehydrated. On the contrary, years after its Cannes premiere, the film is still the centre of discussion, and new interpretations are still being thrown into the film’s sphere (Ezra and evaluation, Sillars 2007: 221). However, only a small amount of these interpretations go beyond the whodunit-elements of the how to write a creative essay Buckland, film. It is writing for college School, not a surprise that most viewers are mainly intrigued by the question who’s behind the camera. Is it the son, is it the Algerian youth friend, is it the Algerian’s son – who is it? Here and how to Buckland School, there viewers proposed solutions[2], but eventually none of these fully covered the write London, Business & Hospitality, film’s multiple dimensions. I am myself, however, convinced that the answer is far more abstract and less attributable to a single character in the film.

It makes arguably more sense to ascribe the how to write Buckland School, exposing point-of-view of the subjective camera to writing essay Lime House School director Haneke, or to the audience itself, or even to modern society. The explanation of Cache is, in my view, not ‘hidden’ within the film, but within the processes of mediation the film employs. In this essay, I will argue that Haneke’s Cache utilizes remediation to reflect modern society and its television-driven demands. There are three steps Cache takes to attain its end. First, it unravels the common process of immediacy; subsequently, the film makes us aware of the cinematic apparatus by creating a sense of hypermediacy; and, as its final punch, it uses the other visual medium, television, to let us understand its subliminal way of thinking. To make this statement plausible, I will first define the aforementioned forms of mediation, after which I will apply myself to the case study of Haneke’s Cache . In this paragraph, I will, on the basis of different scientific sources, describe three different forms of mediation: (1) immediacy, (2) hypermediacy, and (3) remediation. Especially the latter form is, in my opinion, of great importance in the analysis of Cache . As Bolter and Grusin (1996: 315) state in their article, immediacy is a result of the ‘immersive’ aspects of the medium, which means that ‘it is a technology of mediation whose purpose is to disappear’. Although they utilize this definition to describe the working of virtual reality, it can be applied just as easily to media like film and essay Buckland, television (Bolter and Grusin 1996: 316).

Yet, regardless of the writing a conclusion, specific medium, the main complexity in the case of immediacy is simply the apparatus itself (Bolter and Grusin 1996: 315). Every audience remains aware of the fact that there is, in the case of cinema, a screen between them and the narrative[3]. We do not simply enter the world of cinema, but we can come along with everything that happens during the runtime of the film. However, filmmakers can employ a range of techniques to draw the audience as much as possible into their films and therefore create a larger sense of immediacy. This sense is write essay West School, closely tied to a sense of authenticity, as filmmakers leave no stone unturned to ‘make their viewers feel as if they were “really” there’ (Bolter and evaluation essay Lime House School, Grusin 1996: 313). This second form of mediation is essay Buckland School, closely tied to immediacy. Using the critical Grier School, example of the rather remarkably titled computer system Microsoft Windows ®, Lord (2008) describes hypermediacy as the awareness of an in-between medium. Write A Creative Essay School. Bolter and Grusin (1996: 329) take this window metaphor even further, by stating that hypermediacy brings us as heterogeneous space, ‘in which representation is conceived of not as a window onto the world, but rather as “windowed” itself’. If immediacy makes the process of representation transparent and automated, hypermediacy draws the attention to multiple processes of essays of Nottingham representation and makes them thereby visible to the audience. Concisely, we could apply Bolter and Grusin’s (1996: 334) final statement on hypermediacy, claiming that this form of mediation is the how to write essay West School, expression of ‘the tension between regarding visual space as mediated and regarding it as a “real” space that lies beyond mediation’.

In short, this can be described as the strain between ‘looking at ‘ and ‘looking through ‘ (Lanham 1993; cited in Bolter and Grusin 1996: 334). The third form of learning to write of Nottingham mediation is remediation, which is write a creative essay, closely tied to write Business & Hospitality School the subsequently defined aspect of pre mediation. How To Write A Creative West Buckland School. Lord (2008) suggests that remediation creates the possibility for the film’s narrative to draw the essays The University of Nottingham, audience’s attention to essay West Buckland School the precursor medium. This coalescence of the former and the present media enhances the telling of the story. This definition is, naturally, based on Bolter and Grusin. These authors state (1996: 346) that remediation can be subdivided into three elements: remediation as the mediation of mediation ; as the inseparability of mediation and reality ; and as reform . Remediation as the learning, mediation of mediation refers to the dependence of an act of mediation upon other acts.

Within the media, there is a constant process of intermedial reflection, replacement and reproduction. How To A Creative Essay Buckland. Media continuously refer to other media like television, literature, the art of painting, and music. Therefore, no media can be media without the existence of a conclusion in an essay other media (Bolter and Grusin 1996: 346). Remediation as the inseparability of mediation and reality implies that all media are real. And indeed, every medium is an artefact, a real mediated product. It consists of various “real” elements, like film is a combination of (for example) celluloid, celebrity, entertainment economics, and technologies of how to write cinematography. To illustrate this, Bolter and Grusin (1996: 350) mention an everyday situation: a tourist takes a photograph in a museum, and for college Holderness, other people avoid his camera. How To Essay West Buckland. This is, however, not only a gesture of politeness, but unconsciously an acknowledgement of a process of mediation taking place. To literally cite these authors, ‘remediation is the mediation of reality because media themselves are real and because the experience of media is the subject of remediation’ (Bolter and Grusin 1996: 350).

Finally, remediation can function as reform . Each new medium improves the flaws of critical Grier School its predecessor. All media act as a refashioning and rehabilitation of other and/or older media. But, more importantly and perhaps more abstractly, remediation reforms reality itself . Media, and how to Buckland School, mainly television , are embodiments of thinking to Arts University Bournemouth cultural distinctions, and through processes of remediation, these distinctions become part of our reality. Before Michael Haneke’s film Cache will be analysed on the basis of the aforementioned theories, I will give a short plot outline in this paragraph. Cache is about the seemingly happily married and successful couple of TV book show host Georges Laurent (Daniel Auteuil), and how to write a creative essay West School, book publisher Anne Laurent (Juliette Binoche). Together with their son Pierrot, they live a comfortable bourgeois life. Evaluation House School. One day, this “happy bubble” is threatened by the delivery of how to write West Buckland School a mysterious tape. The tape contains static, surveillance camera-like images of their home. And the tapes keep coming. However harmless, the thinking to Arts University Bournemouth (AUB), tapes get on the couple’s nerves, mostly because they cannot see and do not know the tapes’ sender.

As time goes by, the tapes are accompanied by gruesome, worrisome child drawings. Slowly but surely, these deliveries bring out Georges’ memories of an horrifying event in his youth – but he hides from everyone in his surroundings, including his more and more alienated wife. The police, however, can not help the worried couple, because there is write Buckland, no apparent threat lying within these tapes. Thinking (AUB). Therefore, Georges starts an investigation himself, which leads him, on the basis of the tapes, to the apartment of an Algerian man named Majid (Maurice Benichou). This man’s parents used to work for write a creative School Georges’ family when they were young, but after they were killed in the 1961 Paris massacre, Majid lived at Georges’ place. Georges confronts Majid with the tapes, but he denies any involvement. However, this confrontation leads to writing essays Holderness School unpleasant flashbacks for Georges, which enhance his certain feeling of how to write essay Buckland School guilt. His reticence more and more enlarges the gap between him and his wife.

Meanwhile, the paranoia in the Laurent family reaches a climax, when son Pierrot does not show up one night. Learning To Write Essays The University. Georges and Anne suspect Majid of kidnapping their son. A confrontation with both him and his son leads, however, to nothing but a one night imprisonment for West Buckland School the two Algerians. Hereafter, Majid wants to prove to Georges that he did not send the University Bournemouth (AUB), tapes, and how to write a creative West Buckland, thus he desperately slits his throat in front of Georges. It is revealed that Georges is the cause that Majid was sent to an orphanage instead of being adopted by Georges’parents.

After Majid’s death, his son comes up to Georges, but their conversation is one of denial. In the last shot, we see Majid’s son encounter Georges’ son Pierrot, filmed in the same style as the tapes. We don’t hear their conversation. The sender of the to Arts University (AUB), tapes is never unravelled. Now that the plot is mostly described (and inevitably spoiled), I will analyse in this paragraph the way the aforementioned forms of mediation function in Cache . After a relatively brief analysis of the working of immediacy and how to a creative essay Buckland School, hypermediacy, I will explain the writing essay Lime House School, meaning of write essay remediation in thinking to Arts, this film. 3.1 Immediacy in Cache : beyond the hidden camera. Opening shot. The first of many tapes that constantly observe the Laurent maison.

One would probably not expect a sense of immediacy in write essay West School, a film, that draws the attention in a conclusion in an Saint Paul, such an explicit manner to a creative West Buckland the medium (the camera). Yet, Cache utilizes more or less conventional techniques to immediate the narrative. The film starts with a protracted shot of the house of the writing essays School, Laurent family ( illustration 1 ). Nothing seems to write essay West Buckland happen, but then suddenly we here the voices of Georges Laurent and his wife Anne off-screen. They are apparently in the same position as the audience, since they are commenting on the images we are watching. This remarkable editing helps us enter the narrative of Cache . We get the thinking (AUB), idea that these things are happening in the present time, “here and now”.

As the film progresses, this off-screen commentary on the showed images gets repeated once or twice. Regardless of the a creative Buckland, integral displayed tapes, Haneke gives us conventional shots in following the struggles of the Laurent family. Although these shots are more static and contain more long takes than in learning essays The University, an average film, this cinematography can be identified as plain picturing of events. This common way of shooting helps to forget the medium in between, and in doing so, we tend to believe this realistic presentation of fictional events. When we look beyond the hidden camera and the sender of the tapes, we can easily be drawn into the thriller-like narrative. Yet, immediacy’s antithesis prevents us from being fully unaware of the medium.

Naturally, the most striking element in essay Buckland School, Cache is the evaluation House, mysterious, subjective camera. The above mentioned off-screen commentary of the characters of how to write a creative West Georges and Anne gives the spectator a feeling of to Arts Bournemouth (AUB) personal involvement, as if we are part of the director’s conspiracy to expose the lives of the Laurent family. In the write a creative West Buckland, first instance, it seems that Georges and Anne share their perceptions and worries with the essays for college, spectator, but later on write a creative Buckland the spectator seems to “betray” the to write The University, ones that trusted him. This may sound a little melodramatic, but it means that, as the essay, film progresses, the audience “becomes” the learning to write, secret creator of the tapes. When the spectator realizes that these tapes cannot be attributed to one of the film’s characters, he does not share the whodunit -worries of the Laurent couple anymore. Now, he simply scrutinizes their movements closely and mercilessly. This transformation causes a shift in our viewing pattern.

At this point, we gave up attempts to enter the narrative and to have a sense of immediacy. On the contrary, we accepted the fact that there is a medium in between, and more specific a surveillance-like camera. Write Buckland. Unconsciously, we accept that we are as well responsible for the uncovering of the lives of mainly Georges Laurent. 3.3 Remediation in Cache : the writing essays for college Holderness School, role of television. Now that the more superficial aspects of a creative essay West mediation – that is, the processes that have influence on the film’s perception or style rather than its narrative – in Cache have been analysed, I will analyse the reason for these extraordinary steps into the realms of mediation. Both immediacy and hypermediacy support in this film the most important process of mediation: remediation . The TV book show, hosted by Georges Laurent (middle). In my opinion, Cache is all about the telly ( illustration 2 ). It is the remediation of the television, by offering implicit critique on this medium. In the Lime, film’s perspective, television exploits suffering by constantly showing abstractions of write West events, mainly events of violence.

Because of this distance, viewers become desensitized to violence. Yet, as Haneke makes the developing critical Grier, spectator partly responsible for the exposing of the essay West Buckland, lead characters’ lives, the viewer gets criticized: in the end, it is the audience, and not the writing essays for college, medium, that ‘decides to disregard the images presented’ (Goswami 2005). At the same time, the sense of immediacy that is created blurs the line between representation and reality. Naturally, both film and television are real artefacts, consisting of various “real” elements. But, as I mentioned before, we experience the presence of the write essay Buckland, medium of the television, and this experience of media is the learning The University, subject of remediation. In the remediation of the media experience, we can see the essay Buckland School, reflection of modern society’s demands.

Throughout the years, television has more and learning to write essays The University, more become a voyeuristic medium, culminating in how to a creative essay West Buckland, television shows like Big Brother . In programs like these, we are offered the writing essay Paul, possibility to watch the write essay Buckland, behaviour of human beings caged in thinking (AUB), an extremely mediated house, that closely resembles hamster labyrinths. In Cache , we can see the same process: we follow different characters like flies on the wall, and the mediated nature of their ‘house’ – in this case, their entire world – wields psychological pressure on them. This psychological pressure results in a true reform of reality. By simply “being media”, the surveillance-like, subjective camera breaks through the superficial reality of the lives of the lead characters, and exposes their true colours. This observing camera, which is strongly related to the techniques of television, makes the cultural distinctions so present on television (for example, in the TV book program of Georges) part of reality. Suddenly, lives are judged by standards of success, financial position and origin.

This is illustrated by the juxtaposition of the lives of Georges and Majid. Cache is a fascinating experiment with forms of mediation. How To Buckland School. By making the viewer aware of both the medium and even the viewer’s unawareness – created by a sense of immediacy – the film draws the attention to School the way the audience watches. In its voyeuristic topic, it fulfils the spectator’s demands driven by a creative West Buckland, television ideologies represented in shows like Big Brother . Writing Essays School. A modern day audience is used to close scrutiny of everyday lives. Yet, as with the events so abstractly depicted on television, we remain at a safe distance. The suffering of Georges and Anne Laurent is being exploited, and we have become desensitized – mainly because the logic of hypermediacy has let us betray the characters whose worries we shared in the beginning. And betrayal is the key word in modern society’s viewing demands. Every day, many lives are being mercilessly displayed on the small screen, and the desensitized audience has no devices to value these lives properly. Write Essay West Buckland. We ‘disregard the images presented’ (Goswami 2005); the audience is safe and writing essays for college Holderness School, sound in its golden cage – supplied with remote controls.

This may be a bold statement, but in my humble view, it is precisely what Cache shows us. The viewer has, in general, become aware of the how to write a creative essay School, medium in between, and modern society’s television-driven demands do not contain the desire for immediacy. On the contrary, the audience is pleased by the ‘comfortable distance from the subjects within the images being exhibited’ (Goswami 2005). The audience is also not interested in critical Grier, the way media reform reality, or influence people’s lives. As the bourgeois comfort gets mercilessly unravelled by how to a creative essay School, the (television) camera, so are the writing essays for college Holderness, lives of all that are being surrounded by mediation – whether this is in a isolated environment such as the Big Brother -house, or simply in the present mediated society. We tend to forget that television’s cultural distinctions are just as present in reality. Cache is not about Georges and Anne Laurent. It is not about who sends thevideotapes. How To School. It is about the developing School, way modern society is influenced by television, and about the desensitized demands of a comfortably distanced audience.

Through processes of how to write essay West Buckland immediacy, hypermediacy and eventually remediation, Michael Haneke tries to make us aware of this alarming situation. School. And to reach this goal, the film ‘distracts, confounds, and frustrates so many viewers’ (Goswami 2005). Un monde de mediation dans l’image cache . This essay has been written as a final assignment of the bachelor course of Performing at the Edge: Transmedialities, part of the Media and write essay, Culture studies at the University of Amsterdam, under the auspices of dr. Catherine Lord et al. All rights reserved. Original copyrights are owned by this weblog’s author. Adorno, Theodor W. ‘Transparancies on film’.

Translated by Thomas Y. Levin. New German Critique , no. 24/25, Special double issue on new German cinema (Autumn 1981 – Winter 1982): 199-205. Austin, Guy. ‘Drawing trauma. Visual testimony in Cache and J’ai 8 ans ‘. Screen , vol. 48, no. 4 (Winter 2007): 529-536. Bolter, Jay, Richard Grusin. ‘Remediation’. Developing Critical Grier School. Configurations , vol. 4, no. 3 (Fall 1996): 311-358.

Bordwell, David, Kristin Thompson. Film art. How To Write A Creative Essay West Buckland. An introduction. International Edition . New York: McGraw-Hill, 2008. Cousins, Mark. ‘After the end. Word of writing essays School mouth and Cache ‘. Screen , vol. 48, no. 2 (Summer 2007): 223-226. Ezra, Elizabeth, Jane Sillars. ‘Introduction’. Screen , vol.

48, no. 2 (Summer 2007): 211-213. Grusin, Richard. ‘Premediation’. How To Write School. Criticism , vol. 46, no. 1 (Winter 2004): 17-39. Lord, Catherine. ‘The fortunes of remediation’. Lecture at the University of Amsterdam, 2008.

The Internet Movie Database (IMDb) . Writing Lime. Daily update. 12-6-2008;gt;. Ill. 1: ‘ Cache – The beginning’. Culture Snob . Jeff Ignatius. 11-6-2008 http:// [2] See, for example, the many discussions on the discussion board of the Internet Movie Database (IMDb) , for a creative essay Buckland School example the analysis of user ‘raoul_coutard’: nest/104160135. Registration required. [3] The term ‘narrative’ is used in this essay according to the standardized definition of Bordwell and writing in an essay John II Academy, Thompson (2008: 75): ‘a chain of events in cause-effect relationship occurring in time and space’.

Although the a creative Buckland School, definition seems to let no room for flexibility, it has become a common term for writing for college Holderness films in general, not only the ’cause-effect’ structured Hollywood narratives. Hello. Write Essay Buckland School. I’m in a master of modern literature and a great follower of cinema. I just wanted to say that this was a rather convincing work mostly because you’re right to throw away the irrelevant “detective story” question to focus on what the film says about the use of the moving image (cinema but also television) by modern societies and mostly its perversion, a recurring theme in Haneke’s violent films. Write Essay London, Business & Hospitality. “Funny Games” already showed the power of the director itself who can change history toward violence. Linking “Cache” to other Haneke’s films can provide answers : for instance, his latest movie, winner at Cannes, “The White Ribbon” where violence is always hidden.

Moreoever, the structure of the frame also helps, since Haneke always re-constructs his frame through windows, doors or of write a creative West School course screens.

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Writing About Hair: The Thick and Thin of Descriptions. You all are getting another peek into my magic notebook. This time we’re taking a page out of my 17 page section that covers hair, wigs and every description of how to write a creative essay body hair you can imagine (and probably some of you can’t). Now that I’ve scared you, we’re going to talk about the hair on your character’s heads – the color, the developing critical length, the style . . . We’re covering it all. Write A Creative West Buckland. But there are a few very important points we should chat about first. T he #1 thing about hair descriptions is Do Not overuse them . Science Glion. You do not want to be known as “hair girl “or “hair boy!” #2 on the essential List: Hair descriptions are a part of the character so make them work harder by using them to describe the person “inside,” not just what the person looks like outside. A tomboy might have a very short, non-nonsense haircut.

Then again, she might hide long tresses under a ball cap, because secretly she’d like to be noticed as the girl she really is. A man who works as an executive might conform to a short, and very tailored look. Or, he wears expensive suits but he wears his hair a little too long because on the weekends he caters to how to essay West School his passion and to write essays of Nottingham joins his buddies for how to a creative School motorcycle road trips. Okay, because I have so many descriptions and essays for college School definitions, I’m going to how to write a creative essay cut to learning the chase. Alternative Generic Names For Head Hair. Bangs obscured her eyes like a sheepdog. Flaked with snowy dandruff. Bleached, bottle baby.

Braid like a thick black rope. Bundled at write a creative essay Buckland School, the nape. Bun resembled a cow patty. Cascading down her back. Coiled in a top-knot. Curls foamed luxuriously.

Tendrils danced on the breeze. Downy bond hair sprinkled her arms. Dramatic widow’s peak. Elaborately dressed with ribbons. Smelled like burnt chicken feathers. Snow drifts of developing critical thinkers Grier School dandruff. Veiled her expression with. Greased into how to write School a ducktail. Flaming locks fluttered to the floor. Frizz job, bad perm. Glossy locks lifted on the wind.

Grew like a thatch of straw on a roof. Grizzled, gray hair. Hair drooped around pale cheeks. Hair like Rapunzel. Hung like a dark river. Left unbound to tumble. Like a clown wig, artificial red, plastic shine and fuzzy. Like a thatched roof. Like she put her finger in a light socket. Limp and lifeless.

Long, shaggy hippy look. Lustrous as onyx stone. Marcelled into writing John fingerwaves. Matted to the scalp. Puffed like a bubble around her head. Shock of hair stood straight up. Slapped her face like wet worms. Smooth honey dripped over how to, her shoulders. Spiky Mohawk style of a punk rocker.

Spilled out of the how to write essay Glion London, & Hospitality hat. Spread like feathers on how to School a pillow. Standing on end. Stiff in front like a cockatoo. Straight as a wire. Stuck to her sweaty nape. Two-toned dye job.

Unconquered curls sprang loose. Old-lady blue rinsed hair. Vibrant color and shine. White Pigeon Wings at writing a conclusion Saint Paul II Academy, temples. Wondered what rubble lay beneath that mess. Wreathed her face. Bleached hair like mushy wet works. Blue feather hair of write a creative essay West old lady. Cotton candy hair, fine. Short-cropped and stiff. Soft curls and essay School waves.

Descriptive Hair Color Words Phrases. Battleship gray, dull gray. Blue dandelion fuzz. Blue rinse gray. Maltese gray (blue gray) Salt and Pepper. Rawhide, dark reddish.

Professional Hair Color Descriptions. Ash blond — Lacks red or gold highlights (verges on how to essay West green tones); light mousy blond, medium and learning to write The University dark blond, dishwater, beige. Ash brown — Browns lacking warm/red tones tones; light mousy brown, medium and dark brown. Black — Different shades of black vary according to write a creative Buckland the amount of highlighting or pigmentation shadings present in the hair; black lacking all highlighting will be duller, ash shade; black containing a lot of red may appear as deep burgundy. Red — Warm shades; berry, russet, strawberry (red-blonde), rusty orange, wine, carrot top, etc.

Towhead — Whitish blond; usually an ash blond lacking warm tones but not always. Warm blond — Blond with touch of gold and red; whiskey, wheat, honey, strawberry, brassy, golden etc. Warm brown — Brunette, dark or light brown that contains red or gold tones; varies from light to critical Grier School nearly black; reddish brown, chestnut, dark amber, auburn etc. Hair Styles Modern And Historical. It’s impossible to name all the hairstyles but the selection here should be a good start.

Many listed here also are known by other names. [See of some these hairstyles here.] Afro — Unisex style borrowed from the African Americans; short and very curly, forming a bowl shaped profile; a pick is used to pull the hair away from the head and a creative essay West Buckland School shape it. Asymmetric — Hair is cut long on side of the head and short on the other. Bedhead — Popularized in 1990s by starlet Meg Ryan; short to mid-length shaggy cut worn jelled or moussed in School, tossed fashion. Beehive — A 60’s French twist coiled at a creative, the back of the head and rising above it to form a cone shape (see upsweep) Bob — Introduced in 1915 this short cropped hair style was popular during the 1920’s; also called the shingle bob, the shingle, the Eaton crop. How To Science & Hospitality School. It is often cropped at a creative Buckland, the jawline and aligned close to the face. Bouffant — Puffy hair style’ hair is backcombed or ratted then barely smoothed, resulting in a bubble affect. Bowl — Most commonly worn by young boys.

The bang area cut straight cross the forehead as if measured by turning a bowl upside down on the head. The top layers are longer and cut along the to Arts (AUB) this bowl line around the head. Bubble — 60’s hairstyle, short to mid-length, ratted/backcombed to appear like a football helmet or bubble surrounding the head. Butch/flattop/crewcut — A man’s style; usually cut with electric shears; very short and stands on end at how to West Buckland School, the front of the head and his shaved close to the head on the sides; sometimes called a GI cut. Buzz – Modern slang for a hair shaved close to the head. Chignon — Bun, usually at the nape or top of head; topknot. Conk — African American textured hair that is write science essay Glion London, School straightened. Cornrows — Small tightly braided rows of hair that hug the scalp; most often worn by how to write a creative essay Buckland School, African Americans. Duck tail — 50’s style worn by essays, girls and boys alike; hair on how to essay Buckland School either side of nape combed toward the center of the essay London, School head; reminiscent of Elvis Presley, Fabian, Doris Day, Debbie Reynolds etc.

Farraha Fawcett — Long layered hair flipped or feathered back off the face with a bang that feathers or rolls off the face as well; made popular by the TV star of the same name; late 70’s and early 80’s. Finger waved — Usually short haircut in which a stylist uses lotion and essay Buckland her fingers to create deep waves that circle the writing a conclusion essay Saint head. Popular in the 1920s and 30s. Flip — Feminine hair style of the 50’s and 60’s; long hair usually shoulder length turned up at the ends, sometimes in a roll. Fontange — Worn 1690’s to 1710; a towering fountain of frills and West complex, lacy intertwining shaped around a wire frame and considered the height of fashion; nicknamed by disdaining men, the “tower and the comet” French twist/seam — Hair swept back from both sides the head (front to thinking Bournemouth back) and how to Buckland School rolled down the center of the head into a roll or tucked to make a seam. Fringe — Curly bangs worn in the 1880’s; in learning, 1900’s worn straight; alternate name for bangs. Kiss curls — Seen immediately after Civil War; ringlets of curls on the cheeks or forehead. London Cut — Short female cut popular during the 1960s and early 70s. Write A Creative Essay School. The hair was cut over the ears, leaving a fringe in front of the writing evaluation House School ears, often brushed toward the face or straight down. The nape hair was cut along the hairline like a boys but more rounded instead of a creative West squared off like a man’s neckline.

Mohawk — Shaved head with a strip of hair growth down the center of the head from writing for college Holderness School forehead to the nape. Pads — Late 1830’s long coiled curls over the ears (looked like ear muffs); at the back of the head they were called a Grecian knot or psyche knot. Pageboy — Introduced in late 1930s early 40’s; long, hair turned under, usually just touching the shoulders. Pigtails — Same as pony tail only the hair is parted down middle and each section is cinched into its own tail above or below the ear. Pixie — Female short cut; feathered around profile of face and onto cheek, short at the nape line; usually with full bang and combed forward onto face; also called an Italian cut; permed version called a poodle cut. Pompadour — Style of wearing the hair high over the forehead usually in some type of rolled affect; in 1940’s women used rats (nylon mash) to roll the hair off the forehead and puff it; a version of how to a creative West Buckland School this also worn during the learning to write essays The University of Nottingham 1700’s and early 1800’s by most and women; name comes from a lady of this era called Madame. Ponytail — Hair gathered together and cinched with a rubber band or barrette to make a tail at the back of the how to essay Buckland School head; worn high or low; worn low it’s sometimes called a George (referring to to Arts University (AUB) George Washington) or a Paul Revere. Powdered hair/wigs — Unisex style worn from write a creative West School about 1760’s to 1820; after 1740 men were wearing shorter, simpler wigs and began to powder their own hair. Punk — Usually short on top and styled with lotion to stand up off the head; often a mohawk fashion from forehead to nape; sometimes dyed bright neon colors of pink, purple, blue, orange etc.

Queue — Pigtail, esp. that of a Chinese. (Chinese queue was braided) Men of Colonial America wore these as well, usually tied back with a ribbon and in some cases men wore a periwig styled with a queue. Roach — Hair brushed into a roll. Sausage curl — Long tube-like coils of hair; popular in early 1800’s; in the early 1970’s these were piled on top of the head in a cluster, esp. for formal dress for how to write science essay London, & Hospitality teens. Shag — Like a pixie, only long at the nape. How To A Creative Essay West Buckland. Lengths vary from writing evaluation essay School short to long layered cut; popular during the early 70’s. Skin heads — Group of radical racist youths, men and how to a creative School women alike, who shaved their heads. Spaniel’s curls — Late 1840’s into the 50’s; long thick curls worn by developing critical thinkers School, the ear (as worn by Elizabeth Barrette Browning) Spit curls — First seen in 1831; flat curls on a creative West Buckland School women in front of the ear.

Tonsure — Shaven part of essays for college a monk or cleric’s head. Updo/upsweep — Generic term for long hair styled high on how to write a creative West Buckland top of head; hair might petaled (layered curls), barrel curled, arranged in how to write essay London, & Hospitality School, a chignon, backcombed into how to a creative Buckland a beehive or styled in French roll etc. Wedge cut — Also called Dorothy Hammil cut; short cut worn mostly by thinking to Arts University, women; sides feathered off the face, back cut longer from the drown to the occipital bone, where its layered into write a creative essay West School a wedge; nape is trimmed close the head and short; a late ‘70’s and early 80’s style; a. Sharla has published three historical romances and essays The University her fourth, How to Fell a Timberman, is impatiently waiting to be formatted for Kindle. When she’s not writing and researching ways to bedevil her book characters, Sharla enjoys collecting authentically costumed dolls from all over the world, traveling (to seek more dolls!), and how to a creative School reading tons of critical thinkers Grier books. Write Buckland. You can find Sharla here at Writers In The Storm, on Twitter at @SharlaWrites or on Facebook. 25 comments to how to Glion Business & Hospitality School Writing About Hair: The Thick and Thin of a creative essay Buckland Descriptions. Thanks for sharing this wonderful list, along with the great pic! Thank “you” for how to science essay Business School dropping by Erin.

Sharla, once more I must say … you are amazing. How To Write A Creative West. How in the world do you do this ?? Reading your posts is like having our own personal writing coach. Each element of each writing technique in such amazing detail, that I need a workbook for your posts only. Thanks … everything I ever wanted to know about hair #128578; Thanks for thinking to Arts University Bournemouth such a great compliment! Glad you enjoy my lists. Goodie, another list of descriptions to add to my personal long list.

Thanks so much for posting this – you save all of us a lot of how to essay Buckland School long hours researching those perfect terms/descriptions for our manuscripts. Critical School. Always, V. Glad you like the list Virgina. I wasn’t kidding when I said I could only how to write a creative essay West Buckland post a section of my hair list. But I figured you guys would be most interested in this one. #128578; You’ve done it again, Sharla. The descriptive range you provide for such everyday characteristics is beyond impressive.

Thanks. Wow, you just made my top of the list for awesome. Thank you for all the work, and sharing. Thank you ladies for stopping by. I’m happy to share.

That’s the best thing about being a romance writer. We share. #128578; Wow! I’ll never look at in an essay Saint Paul II Academy, hair the same again. Thanks Janie and thanks for stopping by WITS today. Sharla, Thanks for the detailed description of HAIR that all writers can use in their stories. what a helpful library you’ve created for hair. thank you. Thanks for posting such a useful resource! I made my own reference table, leaving a space for blonde and bald #128578;

My characters will never have a “bad hair day again!” Unless it furthers my plot, of write a creative West Buckland School course. Developing Critical Thinkers. #128578; Thanks for how to a creative essay West School taking so much time to compile these lists for us. Thinking To Arts University Bournemouth. It’s so appreciated. You are all welcome ladies. Write. Now I wonder if I should tell my daughter, I used her punk hair style for how to essay Glion London, my blog today. How To Write Essay Buckland. #128578; What a great collection of facts! Thanks, Sharla! One of my characters, a Las Vegas showgirl, wears her hair in a “bob.” Now I know what to call it. Thanks for essays Holderness opening up your magic notebook, Sharla. I tend to get in a rut with hair and how to a creative essay Buckland eye descriptions.

Thank you, wonderful descriptions. In Australia we also have (or had, it’s a bit retro), a men’s style called “short back and sides”, like a crew cut but not as short. It was a conservative style that was the socially acceptable opposite of long hippy hair in essay Glion London,, the nineteen sixties. Hair styles carry a strong social message. I love this regional information. How To Write A Creative Essay West Buckland. Every country is different and sometimes even states here in the US. Thanks for thinking University Bournemouth (AUB) sharing. Very informative and fun, Sharla! I write stories set in the 15th century, and how to a creative West you included descriptions that I can use, also. Thanks for sharing!

Thanks. I write American historicals so I wanted to include styles from the past. For College School. Also I think sometimes it’s fun to a creative School refer to old styles even for contemporary stories as they make great descriptions themselves. This will save time I would have spent googling–thank you! Your welcome Toni. Developing Grier School. You can find pictures of many hairstyles at write a creative essay, the link I included above if that helps. I must admit I only skimmed this, but I pinned it. It’s an excellent resource.

Thank you!

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43 Resume Tips That Will Help You Get Hired. When you haven’t updated your resume in how to write essay West School, a while, it can be hard to know where to start. What experiences and writing, accomplishments should you include for write West Buckland the jobs you’ve got your eye on? What new resume rules and trends should you be following? And seriously, one page or two? Well, search no more: We’ve compiled all the resume advice you need into one place.

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Make Your Contact Info Prominent. You don’t need to include your address on thinking to Arts University, your resume anymore (really!), but you do need to make sure to include a phone number and professional email address (not your work address!) as well as other places the hiring manager can find you on the web, like your LinkedIn profile and Twitter handle. (Implicit in this is that you keep these social media profiles suitable for prospective employers.) You’ve heard before that hiring managers don’t spend a lot of time on each individual resume. So help them get as much information as possible, in as little time as possible. Essay! These 12 small formatting changes will make a huge difference. Know that design skills aren’t your strong suit but want your resume to look stunning? There’s no shame in thinkers, getting help, so consider working with a professional resume designer. This is arguably the write School, most important document of your job search, so it’s worth getting it exactly right! 13.

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Learned new skills? Add them in. Thinkers School! When your resume is updated on a regular basis, you’re ready to pounce when opportunity presents itself. And, even if you’re not job searching, there are plenty of good reasons to keep this document in tip-top shape. Photo courtesy of Hero Images / Getty Images . Erin Greenawald is a freelance writer, editor, and content strategist who is passionate about elevating the standard of writing on the web.

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essays gcse How to write your best essay ever! English biz has separate guides for how to write each of the writing Paul types of writing you'll meet on your course but this particular guide is probably the most important of them all. It will show you how to construct an effective, well-structured argument-based essay. How do you feel when you're given an essay to write? Do you fill with f-f-fear? W-w-wobble with worry? P-p-pour with perspiration?

Well, here's a way that make the whole process more satisfying and enjoyable! Okay, he's off his rocker (but we won't worry as he's not real!). He's yet to discover that writing an essay is never going to be an easy task, even for School the best writers. But you're about to find out how it can be made much more straightforward , interesting and essays for college School effective . Oh, and write a creative West Buckland School likely to gain you a significantly higher grade, too! So that's something to feel, well. just a little bit excited about! It's important to understand one thing before we start: unlike a maths or science question, an English essay question has no single 'correct' answer. You can breathe easy on to write essays of Nottingham that one. It's just not like that. In an English essay there is no one 'answer' and nothing to 'prove'. That isn't to say there aren't wrong answers - there are.

These are those based on 'mis-readings' of how to write a creative essay Buckland School your texts. But what your teacher or examiner wants is a reasonable, informed, explained and well-supported view . In a nutshell, that's it. An essay requires this from you: a succinct opening in which you give an overview of your response to the essay question. This is a kind of 'super-condensed' response that sums up your whole response in a line or two. you can add to the opening sentences, a very brief explanation of wh at aspects of the text brought you to write Glion London, this view . If you can give, say, four - six aspects, then you are setting out the write essay Buckland School coming structure of your essay . There is no better way to begin an essay than like this. From this point on you will never be left scratching your head wondering what to write next. the remainder of the essay is merely a series of PEE paragraphs that, point by point, argue the writing essay House School case for what you have just stated. Each point (P) needs its own paragraph and to have support (E) from the text (either a quotation, or an explanation of some aspect of form or structure ) along with with an explanation (E) of how the write essay West text brought you to such a view, the effects it created, the methods the author used to create the effects and, finally, its relevance to the text, that is, the author's purposes . That's it. Done and dusted! More detail below if needed.

The secret of a good essay? Make it an argument ! An effective essay is a piece of writing that makes a strong and thinking to Arts Bournemouth well-supported case for a stated viewpoint . The view it makes the how to a creative West School case for is your response to the essay title or question . You'll have arrived at after a couple of writing evaluation House School readings of the text, more if a poem, and one of which will be a so-called 'close-reading' when you annotate the text carefully in line with whatever the essay question asks, seeking out support as quotations or explanations of useful effects created by form and structure . So your essay starts with a clear statement of your opinion . It could be something like, as an example: 'Shakespeare's theme of violence in Romeo and Juliet is shown especially effectively through the opening scene, as well as through the a creative essay West characters of Mercutio and Tybalt and an analysis of these three dramatic aspects will form the basis of this essay.' The opening overview is sometimes called a thesis statement . The 'thesis' is your response, i.e. the The University of Nottingham heart of your 'argument'. A Creative Essay Buckland. It's what the essay goes on to explain and support to show that it is a view that is well - considered, based on the text and how to write science Glion London, reasonable to how to write a creative Buckland School hold . Essays are about opinions, not facts. This point is crucial to take on board. There is never a straightforward right answer to an essay q uestion or title. There are wrong answers, of writing for college course - caused through, for example, misinterpreting the text; but the 'answer' to an essay question will always be a point of write essay West Buckland view . Essays deal in opinions, not facts . This is thinking University Bournemouth why your teacher is looking to read your views and why you have come to think in write, this particular way. How do you arrive at learning, a 'thesis' or overview? This is the tough part - there's no getting away from that. Not least, this is because it puts to the test your knowledge of the how to write a creative School text and thinking to Arts your understanding of the essay title or question . The good news is that when it's done and done well, the remainder of the essay becomes much more straightforward and far more interesting to write, perhaps even a little exciting! The Outline Structure for an Effective Essay.

As already stated above, this first paragraph needs to open with a clearly stated summary of your whole 'answer' along with an equally brief summary of the aspects of the text you'll be analysing to show your stated view is sound . It is these early sentences that provide the major 'signposts' that give your essay and its general direction. Importantly, you need to set a confident tone early on in the essay. This can be done by write essay, adding in critical Grier School, a very few details to show you've grasped the text's big picture . This should be a brief comment (brevity is everything in the opening paragraph) on the major details of the story (poem or whatever) along with an equally brief statement of any relevant context , (that is the situation you feel brought the writer to want to Buckland write their text, including key aspects of their social , cultural and literary contexts ). This will, though, always need to be focused on the needs of the essay question . Notice how you are constantly seeking to avoid waffle and generalised 'bolted on' comments ; instead, you need to keep all you write tightly focused on the needs of the essay title or question. This is the bulk of the essay. It is a series of paragraphs each introduced with a new clear important and wholly relevant point . Sadly, it's all too easy to essays Holderness open a in a way that inspires little confidence and which drifts from the essay question or argument. Avoid this by opening each and every paragraph in write essay Buckland, a way that is clearly and learning The University of Nottingham directly developing the essay's 'answer' or argument . If you started by stating the four-six aspects you'll be covering in how to write essay Buckland School, your essay, then you'll have no difficulty knowing what to evaluation essay School write in these body paragraphs. This is where you restate, in a different form, your opening argument and how to a creative essay West School give a brief list of the major points you have made along with a comment about the critical thinkers Grier School wider implications and relevance of what you have found.

It will help to a creative West think back to the imaginary classroom situation. What would follow on from the highly condensed 'answer' you gave to your teacher? Your teacher might say, 'Good, that's a fair view to hold - but why do you think that? Show me from the Saint John II Academy text itself what made you think that way.' In the written essay, you'll need to be providing a whole lot more 'evidence' mainly in the form of quotations each one itself supported by a commentary derived from an analysis of the quotation's literary and linguistic content . However, with a central and guiding argument starting off and flowing through the entire essay, it now becomes much easier to search the text for aspects and quotations that will provide good quality evidence to support the essay's points. Each point and supporting quotation needs to be followed by an analysis and how to a creative essay Buckland comment . Some teachers call this the P.E.E. ( point example explanation ) or P.Q.C. ( point quotation comment ) system.

This is needed to writing Holderness School explain how and why the aspect of the how to School text or the The University quotation 'works' within the how to write a creative West context of the essay question and developing thinkers Grier School the originally stated argument. Certain key questions need to be answered concerning each quotation used: What techniques have been used to make the language of the quotation effective? This means discussing the writer's methods , e.g. through the creation of realistic dialogue; the use of an how to a creative essay School, effective metaphor; through vivid description; onomatopoeia; alliteration; effective stage directions, etc. How does the method used affect the reader's understanding of the text and its themes (e.g. 'the effect of this passage is to writing evaluation House create a sense of really being there for the reader. ')? Why was this method used (i.e. what was the writer's purpose )? E.g. 'At this point on the story the write Buckland author wants to gain the reader's attention in order to write Glion Business School begin exploring the overall theme of injustice. ' MARK GRABBING TIP No. 1! Begin all of your paragraphs in such a way that it is absolutely clear you are focused on the essay question and its requirements, thus building up your overall argument.

This will keep the essay on West track and avoid the writing evaluation School plague of poor essays: wandering, digression and waffle! What if your essay title isn't in how to write West, the form of a question? When considered as a question, you will often find it is easier to generate that all-important single main point of view to it - the main idea upon which you will then base the remainder of your essay . Here is an example of a main idea succinctly stated (i.e. thesis statement ) that could be used to create an argument essay from the above question: The remainder of this - or any other - essay must then be no more than a linked series of points with each point explained , developed and supported in a paragraph of essays of Nottingham its own . These points must all be directly related to the main idea you have already explained in the opening paragraph, which itself is your response to how to a creative West School the essay title or question. Remember that each point - each paragraph - must set out to University explain , develop and support some aspect of your over-riding main idea and West nothing more . In this example, the paragraph that follows the how to Glion London, Business School opening paragraph - the first of what is called the body paragraphs of your essay - could be based on the point that the theme of ambition is shown through what Macbeth and Lady Macbeth are given by Shakespeare to say and do in Act One of the play. The third paragraph of your essay - its second body paragraph - might then explore, develop and support how the theme of write essay Buckland School ambition is how to write science essay School shown through these two characters in some part of Act 2, and so on. Below you'll find lots more detail and how to write a creative West ideas for writing an effective essay but with luck, the above will have given you the for college Holderness School basic idea. Aim to 'integrate' words or phrases from the text you are studying directly into your own sentences (still using quotation marks, of course). Don't overdo this effective technique, but used sparingly, this use of how to West 'embedded' quotations can help create a very impressive style, one that suggests you have a good grasp of the text and the essay question. Here are some examples of how to use embedded quotations.

The first is from the opening of John Steinbeck's novel, 'Of Mice and Men': 'Small and quick' George is presented by Steinbeck as a character in complete contrast to his friend, the lumbering and 'shapeless' Lennie. Here is a similarly embedded quotation from J B Priestley's 'An Inspector Calls': As the Inspector says, 'We don't live alone' and thinking University Bournemouth (AUB) this is an important message Priestley gives his audience. Finally, see how this can be done using John Agard's poem, 'Half-Caste': Perhaps Agard also wants his reader to 'come back tomorrow' with a different attitude towards those they might feel are in any way different from themselves. MORE TIPS AND MORE DETAIL!

Essays take a great deal of effort and time and how to a creative Buckland so deserve careful preparation. T he most common failing examiners find is thinking to Arts University (AUB) a lack of understanding of the text on which the West essay is developing thinkers Grier School based. How To Write West Buckland. This is to take the road signpos ted 'Failure'. But you're heading elsewhere. So. get to know your text well. You won't succeed if you don't! I f you struggle with the text, read it through again with a study guide to hand. Also, talk the text over with friends or your teacher.

There is write science essay Business & Hospitality School more help with specific texts here . Many essay writers fail to create an initial main viewpoint or drift from this single focus. This loses marks as it leads to waffle , vagueness and generalisation . As you've read above, another common pitfall is to focus too much on the surface features of the text you are writing about. This happens when you write at length about the meaning of the text, i.e. by telling what happens in it. In effect, all you are doing when you do this is to retell the story of the text. You need to be discussing how and how to West Buckland School why the science Glion Business School author has created an effective text through careful, interesting and effective choices of style and language as well as structure . M ore marks are lost if you forget the need to support the points you make in each paragraph. A good idea is to try to use at least one quotation - or reference to the text - per paragraph.

Remember, too, that this is an how to write a creative Buckland School, English essay and this means you need to reflect how authors use language and writing Lime House literary techniques in effective ways in their writing . Aim only to choose quotations that contain important elements in them that will allow you to discuss in write a creative essay West, depth aspects of, for learning essays of Nottingham example, their literary style , language or structure. Consider discussing, for example, how the how to write essay West School quotation acts to build tension , mood , character , a sense of place or how it helps explore one of the text's themes . Discuss, too, how the quotation works both at the point it occurs and as a contribution to the whole , i.e. the way it helps the writer achieve his or her purpose . This means you need to discuss aspects of the quotation such as its effectiveness - which means discussing aspects of language , structure and style . 1. DEVELOP A STRONG INITIAL FOCUS FOR YOUR ESSAY. The word 'essay' comes from a French word meaning 'attempt': your essay is your attempt to argue for your point of view , a view that when succinctly expressed is called a thesis statement . This 'thesis statement' needs to be an idea you developed based on an interpretation of whatever aspect of the learning essays The University of Nottingham text is asked in the essay question. Interpretation means considering how a text operates at different levels ; it is your interpretation of the text that will be at write Buckland, the heart of the essay: an interpretation that must supports the overall thesis statement. 2. FIND SOLID SUPPORT FOR YOUR VIEWPOINT. You will need to search through the text and note down a series of aspects and quotations that can be used to support the writing a conclusion essay Saint Paul overall view you have developed. Use 'post-it notes' to help with this or write the aspects/quotations down separately. Choose aspects or quotations that you can analyse successfully for the methods used , effects created and purpose intended . 3. Write Essay. WRITE AN EFFECTIVE OPENING PARAGRAPH. Use your introductory paragraph to Grier School state your point of view , i.e. your thesis statement. The purpose of your opening paragraph is to make clear your thesis statement - response to the essay question: that is, to explain the focus of write School your argument - your main idea or point of view.

Stated clearly at the opening to your essay, this shows how you intend to answer the essay question and what general direction your essay will take. Following your thesis statement, it's a good idea to add a little more detail that acts to evaluation House 'preview' each of the major points that you will cover in the body of the essay. This opening paragraph will then act to show - succinctly - where you stand regarding the questions and how you intend to answer it. Importantly, in the opening paragraph of your essay you will also need to write an overview of the text, one that gives a succinct summary of the ' big picture ' of the West Buckland text; importantly, too, of course, this must be focused on the requirements of the essay question. Giving a succinct account of the big picture of the text in the opening paragraph will show that you have engaged with and digested the detail of to Arts three key aspects of the essay: the essay question, the text and its author - perhaps also, a brief account of the author's context . Giving an how to write School, overview suggests a confident approach and is a hallmark of the best essays. TIP: It is always impressive to incorporate into your own sentences, using quotation marks of course, a short suitable quotation taken from the text. Some teachers call this using embedded quotations. Keep all references to the biographical background of the author and any aspects of his or her context entirely relevant to essay Lime House School the essay question and write essay - brief! Remember that this is not a history or a sociology essay so very few marks are awarded for this kind of background information (although that does not mean it might not be useful). The majority of marks in an English essay are awarded for writing for college the quality of analysis and interpretation you show - that is, an awareness of the author's uses of the English language and literary uses of this. If your essay title does concern aspects of how to a creative essay Buckland context try hard to discuss context by deriving your comments from thinking (AUB) quotations rather than by merely discussing aspects of context; in other words allow the text to introduce the context.

TIP: avoid making simplistic and irrelevant value judgments of the a creative text or its author. Saying that Shakespeare is 'a wonderful author' or that you think 'Of Mice and write science essay Glion & Hospitality School Men' is 'really good' will gain no marks whatsoever - this is no more than a kind of waffle that fills space with empty words that add nothing useful to your essay. 4. USE THE REMAINING PARAGRAPHS EFFECTIVELY. Follow the opening paragraph with a number of paragraphs that form the 'body' of the a creative essay West Buckland essay. Each of these paragraphs are there purely to expand on writing essays School and support your originally stated overall viewpoint.

Having stated your main idea in your opening paragraph, now you need explore this, develop it and provide support from the text for this. In the essay's body paragraphs your aim is to: follow the analysis system called P.E.E. or P.Q.C. For more on this see here ; work through the text's structure logically and, highlighting via the use of quotations, explain how these led you to essay West Buckland develop your point of view; comment on how the language of in an essay John II Academy each of these parts led you to how to write a creative Buckland School form your interpretation: why did the author choose this particular type of language to make this point in this way? How does it help a) the audience and b) the writer's purpose or theme ? discuss how this individual part of the essay text forms a useful structural part of the text by leading the reader towards an essay Buckland, overall understanding of the University Bournemouth themes, messages or purposes of the text; CRUCIALLY. Essay. each paragraph needs to develop a separate and individual point - one that will help to show how different parts and aspects of the text helped you develop your interpretation and how to write essay London, Business & Hospitality viewpoint (this is the POINT part of P.E.E.); A useful tip is to essay Buckland open each paragraph with a topic sentence . Critical Thinkers School. This is a sentence that clearly makes a point that is developing your argument - your answer to a creative West School the essay question - and, because it is, therefore, clearly focused on the essay question, it will keep your writing on track; Always aim to provide support for learning to write essays of Nottingham each of the points you make by referring directly to the text (this is the write a creative West School EXAMPLE part of P.E.E.). You normally do this by quoting briefly from a relevant part of the text but you might choose to describe an event. It's very important NOT to write a long description of School WHAT happens.

If you do you are merely 'retelling the story' - this loses many marks. In a play you also lose marks if you do not discuss aspects of the staging and stage action. You will need to follow each quotation with an explanation of and how to write West School a discussion on aspects of the language the author used in the quotation; this means discussing, for example, how aspects of the science Glion & Hospitality School quotations literary, poetic or dramatic language works, including mentioning the method the how to write a creative essay West Buckland School writer used, the thinking University Bournemouth effect the how to write a creative essay School language creates and the reasons this might have been done (this is the EXPLAIN part of P.E.E). You should also aim to show how the quotation helped you develop your overall interpretation of the text (this is writing evaluation Lime also the EXPLAIN part of how to a creative Buckland School P.E.E). 5. CREATE A LOGICAL STRUCTURE. Always work in a clear way through the text, from beginning to thinking end.

Avoid starting your essay by discussing a point that occurs half way through your text: ALWAYS begin at the beginning! Many students begin discussing a text half way through or even near the end then go back to an earlier point. Write A Creative West Buckland School. This ignores the work the writer puts in to develop an effective structure to their text - and loses marks! 6. CONCLUDE EFFECTIVELY. The conclusion to an essay is important but causes problems for writing essays Holderness School many students. It should leave your reader with a pleasant and a creative West Buckland logical sense of 'closure' - a 'wrapping up' of the main ideas behind the essay . 1. Essay Paul II Academy. Re-state in how to write a creative essay West, a different form (using rather different words) your opening argument. 2. Now bring together your main points (again, avoiding simple repetition of the same words): list or summarise the main points from the preceding paragraphs (use the topic sentences from each paragraph to how to science London, give you an how to write West School, idea). 3. End by identifying some of the wider implications and relevance that arise from what you have found and explored. The conclusion should consist of writing in an essay Paul just a few sentences but these will need to be made to sound convincing and how to write a creative authoritative . It's crucial to keep the conclusion brief and to the point and, above all else, to for college Holderness School introduce no new material at all. ALWAYS WRITE ANALYTICALLY , NEVER DESCRIPTIVELY.

Here is an example of how many students go wrong; don't worry, you won't - but this is a very common mistake: In William Shakespeare's play, 'Romeo and Juliet', these are the first two lines of the 'Prologue' as spoken by 'The Chorus': 'Two households, both alike in dignity, In fair Verona, where we lay our scene. ' What follows is a typical 'retelling': an 'overview' or 'translation' that gains no marks : 'Here, Shakespeare is saying that the play is set in Verona where there are two dignified families.' Compare the above 'description' with this analytical and insightful interpretation : 'The opening lines of the Prologue are important because they paint a picture for the audience of what could and should be - fairness and dignity. These words set up a powerful contrast to what is: the violence, hatred and bloodshed shown in the coming scene. It will be against this violent backdrop that the pure love of Romeo and Juliet will have to struggle.'

Which approach and style would gain the how to write a creative higher mark? STUCK FOR WHAT TO WRITE ABOUT? THERE ARE FOUR KEY ASPECTS THAT APPLY TO ALL TEXTS AND WHICH SHOULD FORM THE BASIS OF ANY LITERATURE ESSAY. FORM, CONTENT, STRUCTURE AND STYLE. This is writing evaluation House School so very often ignored despite the West Buckland fact that it provides the basis for the very best essays because it provides a subtle response. And subtlety always receives the highest marks ! When you write about a text at to write of Nottingham, the level of its form , you analyse how aspects of it other than the meaning of its language have been used by how to write a creative Buckland School, the writer in important and effective ways. To give you an idea of the importance of form to a text, you yourself make use of the form of language when you speak loudly or softly , or when you chat or text a friend and use CAPS LOCK. Also, when you create short or long sentences or paragraphs you are affecting the look - the evaluation House form - of your writing. Write. This, albeit subtly, affects the way the writing is The University received and interpreted. A novelist makes use of form by a creative Buckland School, writing in sentences and paragraphs of varying lengths (you can imagine the effect a very short sentence, or a one-line paragraph, for example).

The use of dialogue (spoken words shown inside speech marks) is also an effective use of form, as is the use of how to science Glion School underlining , bold or italics - or, in non-fiction texts, the how to a creative Buckland inclusion of bullet points or sections. Poets are acutely aware of and very creative with the thinkers use of write a creative West School form. A poet makes use of form, for example, by consciously splitting up sentences into the lines of poetry . This allows the writing essays for college Holderness poet to exaggerate a particular word by placing it at the end of a line, or by rhyming it with a similar sounding word. A non-fiction writer makes use of form by using layout and appearance and by adding illustrations and photographs , and how to write West School so on. All writers use form by using patterns of sound , such as by using alliteration , rhyme , rhythm , onomatopoeia , assonance and so on.

A playwright, of course, uses form very differently. When your essay concerns a play, therefore, you'll definitely be losing marks if you ignore aspects of form. In a play, much of the 'meaning' is created not from House language but from what you see happening on the stage - the staging and how to West Buckland School stage action. Critical Thinkers Grier. This includes not just what the actors do but what they wear , where they stand and so on - all potentially important formal aspects of the play that should find their way onto your essay. Form is always worthy of comment when (but only when ) if it adds usefully to the meaning, i.e. the content of how to essay West Buckland a text. Every word and phrase has a literal meaning . This is University Bournemouth its basic dictionary meaning. How To Write A Creative Essay West. It's sometimes called a word's denotation . E.g. 'In this story, the author's detailed description of to Arts (AUB) darkness denotes the coming on of a storm'. This is how to write a creative essay Buckland a way of 'playing' around with a word's meaning that makes writing more vivid , emotional and interesting . Words and phrases can be used differently from their literal context and given what is called a connotation . Using connotation or figurative language , a writer can introduce layers of meaning - especially emotional meaning (don't forget that many words can create both meaning and feeling ). The most common way this is done is to developing critical thinkers School use a word not for its literal meaning but for how to write Buckland School its metaphorical or figurative meaning. Another way is to use a word that acts as symbolically and represents something very different from science London, its literal meaning.

E.g. 'As well as suggesting the coming of a storm, the darkness also acts to suggest a metaphorical darkness is taking over the character's mind. In this way the darkness seems to be symbolising a kind of how to a creative West evil'. Using a pun - a witty play on words - is another way that meaning can be played with in an interesting way. To Arts (AUB). Punning works because some words, in a certain context, can have an ambiguous meaning - two possible meanings - one of which might be humorous. Irony is a key way that writers use to create layers of meaning. Sarcasm is irony, but this is a creative essay West School a spoken form of in an essay Saint John irony that is how to Buckland intended to hurt someone's feelings by ridiculing some aspect of them. It's a crude, easy kind of writing a conclusion John Paul irony not really subtle enough for write a creative writing.

Irony is usually subtle , sophisticated , edgy and witty ; an writing essays for college Holderness, altogether more intelligent use of write a creative Buckland language. But irony can also be difficult to recognise - yet it is thinkers Grier School probably true to say that irony is one of the how to essay West School most common means by which a sophisticated writer creates layers of meaning in a text . Irony works because when it is recognised, it engages the reader very much more closely with the text. This is because, rather like solving a puzzle, there is a real enjoyment and satisfaction in unpicking the various levels of University meaning created by the irony. Creating an 'ironic tone of voice' in writing is much harder than in how to essay Buckland, speech because the original sound of voice and facial expression or body language of the speaker are absent. To create an ironic tone (or any tone, for that matter), words have to be chosen with great care.

It is a key reading skill to be able to detect this as it tells you what attitude the writer is writing in an Saint John II Academy taking towards their subject matter. An example of irony occurs in an old story by write West Buckland, O. Henry called 'The Gift of the Magi'. Learning Essays The University Of Nottingham. This story of poor young lovers ends with the how to essay Buckland School boyfriend selling the one thing he owns of value, his pocket watch, in order to buy his girlfriend an expensive hair comb; equally secretly, she has all of her long hair cut off to sell to thinking a wig maker so she can afford to buy him. a chain for his watch. Structure is the way a writer consciously 'shapes' a piece of writing in an attempt to make it as effective as possible for their audience and their purpose. It is important to comment on the structure of a text, e.g. 'The way the author slowly builds up the tension throughout this chapter helps create a feeling of write real excitement and learning essays mystery'. Style is the way a writer or speaker consciously chooses language and language features to suit a particular audience to achieve a specific purpose . When you aim to convince your mum that Friday's party cannot be missed, you will consciously adapt your style to one that is more emotional and persuasive!

Some famous writers have a particular style of their own that is quickly recognisable. John Steinbeck, Charles Dickens and William Wordsworth are three such writers - here, a writer's individual style is how to a creative Buckland sometimes referred to as the to Arts writer's 'voice'. Your primary job when analysing and discussing a text is to comment on its style - on what are called the stylistic or language choices its writer has made, especially those that seem to you to have been chosen to create a particular effect to achieve a certain purpose. So. if you are commenting on how to write essay Buckland the form and content of a writer's language, you are commenting on the writer's style . COMPARING TWO OR MORE TEXTS. Even though it's a central part of the mark scheme, and always made clear in the essay question or title, each year many students still manage to of Nottingham write their comparison exam answer or coursework essay and how to essay Buckland forget to compare and contrast the to Arts Bournemouth (AUB) texts . Aside from how to West Buckland not knowing the texts sufficiently well, failing to to Arts University (AUB) compare and contrast is the how to West Buckland number one reason marks are lost in evaluation Lime School, this kind of essay. When writing about more than one text, your opening paragraph should be used to Buckland give the briefest details of each text (i.e. your writing needs to be succinct !). This will mean being even more careful and sparing when you write an overview of each text, in to write essays The University, which you give the how to essay West School big picture . There are two methods you can consider using when comparing texts: 1) Write about the first text fully before moving on writing evaluation Lime School to the second - still using the techniques outlined above; but when you go on to write about the second text, you must compare and how to write a creative essay School contrast it with the first. 2) Alternatively, and this makes the most sense when thinking about the argument essay, you write about both texts as you proceed . This allows you still, as shown above, to create a central argument , one in which examples to support the points are taken from (AUB) one or both texts as relevant to the point.

This second method is the more complex and sophisticated of the two.