Sunday, October 11, 2009

Fifth and final entry!

Hello everyone!

Very very interesting responses on Paul's Case! Well done! You have made a lot of good points on how society has had a hand in Paul's misery and also many have claimed that Paul's miserable life is his own responsibility! Double interesting to note that majority of those not in favour of Paul come from the LHE group. I am just wondering if i had presented Paul in a-too-negative way for them to cause such responses. But anyway, great job everyone!

Now for the last entry, please respond to the question below:

"How would your future students benefit from any of the short stories you have learnt? Name the text and describe how it can teach them lessons about life."

Deadline: 18 October 2009

I'll be putting up your marks on the eSMP right after the deadline!

All the best for your finals!

Thursday, October 1, 2009

Do you love or hate Paul?

Hello everyone!

After a few weeks of discussing Paul's Case, it'd be interesting to know what you personally think of this character.

In not less than 50 words, respond to the question below:

"Do you sympathise with Paul? Give reasons."

Deadline is on the 11th of October 2009.

Good luck!


Sunday, September 6, 2009

EDU 3214/LHE 3250 Topic Three

Well done to those who have managed to write comments on the previous entry by 6th September 2009.

This week's entry will be on persona poem. You have done it in class the other day and i thought those who read out their poems did rather well.


1. Choose a character from a short story that you have done. (It'll be helpful if you state the character and the story he/she/it is from before you begin the poem, just incase some of us may not be familiar with the character you are talking about!)

2. In the comment box below, write a persona poem about that particular character (as you have done in class the other day).

3. DO NOT forget to write your name and matric number everytime you post a comment.

4. Please have this done by 13th September 2009

Thank you.

Below is one of the many uses of this activity. I hope you can benefit from the notes:

Persona Poems
Level of proficiency: Intermediate to Advance
Description of poem: A structured 8-line poem, biographical in nature

Warm-up activity

Persona-poems make a good ice-breaking activity when students are just getting acquainted with each other at the start of the term. As a starting point to the activity, students bring in mementos that are self-representative i.e. photos, pictures from magazines, personal drawings. Students get to know each other when they explain the mementos to their partners or other members of the group

Instructions to the activity

1. In small groups or together as a class, look at the example poem about and discuss the structure of the eight lines. What parts of speech or groupings of words typify each line?

2. Using the template provided, students can work alone and write about themselves, or work in pairs and write about their partners.

Sample Analysis of a Persona-Poem

Line 1: first name/nickname of the person in the poem
Line 2: 4 adjectives which describe the person
Line 3: X of Y formula, describing an important relationship to the person
Line 4: 3 things s/he loves
Line 5: 3 things that scare her/him or 3 things that he/she dislikes
Line 6: 3 things s/he wants to see
Line 7: resident of...+ place/time/concept
Line 8: last name of the person in the poem (or the full name of the person as some people do not have last names)

(justify right, center or left for different effects)
_________________ .....(first name/s) ____________, ____________, _____________, ____________ ____________ of ____________ who loves ____________, ____________ and ____________ who is afraid of ____________, ____________ and ____________ who wants to see ____________, ____________ and ____________ resident of ____________ ..... ________________. (last name)

Sample of a persona poem

Sri Rahayu
Smart, kind-hearted, accepting and generous
A friend of mine
Who loves photography, music and the telly
Who detests crowded London tubes, disrespectful beings and the insincere ones too
Who wants to see autumn leaves drifting, snowflakes falling and the beautiful sun setting
Resident of the heart of many
Sri Rahayu Zainuddin

Adapted from:
Leslie Opp-Beckman, Technology Coordinator and ESL Instructor E-mail: 5212 University of Oregon, American English Institute Eugene, Oregon 97403-5212 USA Leslie Opp-Beckman and June White, copyright 1995-2003. Permission to copy and distribute for in-class, non-profit use only. URL: This page last updated: 13 August 2003

Monday, August 31, 2009

EDU 3214/LHE 3250 Topic Two

Well done guys! I'm very happy with the response for topic one. There are a lot of well-expressed comments which I am very glad to read.

Now we will go to Topic Two. Please respond using the experience you have had so far reading literary texts.


Symbolism is sometimes central in a story. It can appear in the title of the story, or in a form of an object in the story, or through names of characters. Settings can be symbolic too. In NOT LESS than 50 words, share with us your experience with the use of symbols in anything at all that you have read. Can the story do without the use of that particular symbol?

Please have your response written in the comment box BY Sunday the 6th of September 2009.

I look forward to reading your responses.

Good luck!


Tuesday, August 11, 2009

EDU 3214 / LHE 3250 Forum Topic One

This is the online forum for the EDU 3214 and LHE 3250 group. I've actually opened a forum at but it is too mind boggling for me to administer the forum there at the moment. We'll make it simple and do it on this blog.

Read the instructions below:

1. The topic that you will comment on is:

State which element of literature you found interesting when reading a short story. Why do you say so?

2. Go to the end of this entry page and click on the comment button

3. In not less that 50 words, respond to the topic set.

3. It is IMPORTANT that you include your name and matric number in your comment.

4. Please have this done by 23 August 2009.

Thank you.


Please take note:

14 August 2009

It seems that you all need to create a google account at and sign in before you can post a comment.

1.Go to

2.Register for a google account, get an i.d. and a password and sign in

3.Go to the blog, click on the comment link and write your comments

4.Then select profile i.e. google

5.Then click on "post comment"

Sunday, July 26, 2009

Something From September Last Year

Today I am going to kill something. Anything.
I have had enough of being ignored and today
I am going to play God. It is an ordinary day,
a sort of grey with boredom stirring in the streets.

I squash a fly against the window with my thumb.
We did that at school. Shakespeare. It was in
another language and now the fly is in another language.
I breathe out talent on the glass to write my name.

I am a genius. I could be anything at all, with half
the chance. But today I am going to change the world.
Something’s world. The cat avoids me. The cat
knows I am a genius, and has hidden itself.

I pour the goldfish down the bog. I pull the chain.
I see that it is good. The budgie is panicking.
Once a fortnight, I walk the two miles into town
for signing on. They don’t appreciate my autograph.

There is nothing left to kill. I dial the radio
and tell the man he’s talking to a superstar.
He cuts me off. I get our bread-knife and go out.
The pavements glitter suddenly. I touch your arm.

Over dinner the other day (in between smses with her 40 yr old son) Ruth, Fidah's landlady, asked about my research. She told me that Education for Leisure by Carol Ann Duffy might interest me because of the recent controversy involving this piece of work. I googled and found that on September 4th 2008, the Guardian reported that schools were asked to destroy "the knife poem". The directive from the top exam board was triggered by concerns over references made to knives in the poem. There were 3 formal complaints made about the poem since 2004. Two complaints were about the mention of knives and the other complaint was about killing a goldfish by pouring it "...down the bog"

Please watch this.The video was made for a GCSE coursework assigment and i think it's just brilliant. The background music is by Radiohead. A song called Talkshow Host which is from the Baz Luhrman's Romeo and Juliet soundtrack.

Definitely a great way to get students interested in poems (the subject matter and the assignment). Something I would suggest teachers to try in the classroom. Or maybe a project I could do with school kids someday.