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Buffy 'Restless' for supp text (1 Viewer)
- Thread starter Gibbo69er
- Start date
thats just a bullshit excuse.kaylz said:
so that would mean if u do something like alice in wonderland ur basically saying "hey i like alice in wonderland so im gonna do that"
maybe im doing the episode because it holds relevance to the bloody course u fool.
god i hate ppls attitudes on this forum. grow up.
SiZmOs
"Shaken, not stirred."
dude if you think you can pull it off, then go for it. you have to be able to explain your arguments thoroughly enough though, as though you were writing them for someone who had never seen an episode of buffy before. the mainstream answers all revolve around alice and the like, but i did the truman show for my representation of truth and did fine - teacher hadn't seen it but understood my arguments. if you can explain yourself in detail, then go for it.
kaylz
Member
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- 849
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- 2000
No, you miss my point. There are other well regarded texts that the marker will recognise or appreciate... instead of rolling their eyes and thinking "great. another randy teen with a crush on smg..." You say I need to grow up, and yet you're the one using buffy as a supplementary text for the HSC?
It's a risky choice of material because you could get a marker who will mark it as any other text. Or you could get a marker who sees the word "Buffy" and marks you down because they do not consider it a valid sophisticated text. I once got marked down because I used Babe which the teachers didn't consider sophisticated enough.
Discuss with your teacher about whether most markers will be dismissive of the series or not. Otherwise, that episode is pretty good as long as you steer away from superficial writing and really focus hard on the episode as a text in terms of techniques and etc.
I don't know how it would relate to IJ - but I did use Buffy (the series in entirety) for my 4U English Major Work (as a post modern text) and my teacher thought it was fine. But that's just one teacher and for an entirely different topic.
Discuss with your teacher about whether most markers will be dismissive of the series or not. Otherwise, that episode is pretty good as long as you steer away from superficial writing and really focus hard on the episode as a text in terms of techniques and etc.
I don't know how it would relate to IJ - but I did use Buffy (the series in entirety) for my 4U English Major Work (as a post modern text) and my teacher thought it was fine. But that's just one teacher and for an entirely different topic.
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'Buffy' isnt entirely a dumb idea, considering if your able to emphasise the techniques used etc. Also 'Buffy' is used as a source for the study of Semiotics, at least in one of the Text And Culture sections of University study. That said everyone differs on there oppinion of 'Buffy' and its relevance.
rcandelori
Member
- Joined
- Aug 31, 2005
- Messages
- 99
Buffy is the most lugubrious piece of teen crap that exists on television today. Good riddance to your HSC mark.
Kyroth***
Member
OMG, have any of you anti-Buffy-ers actually SEEN the show?!?
True story: Any new english who comes into my school sees the Buffy season box sets on the Head's desk. Their reaction is "Buffy?!? Wow, I though he had more sense than that..." Then they get given yr11 english, where buffy has been the prescribed text for a few years now (at my school, obviously). They actually sit down and watch it, and something clicks... hey, this might actually have merit! So they watch a bit more, and they read some stuff, and discuss it with their class... Before long they have a complete appreciation for the academic merit of Buffy. I know 5 teachers personally where this was pretty much what happened.
Buffy is one of the most studied main streem texts, and thats not because people want to discredit it, that's because there is something real there. Very simply, Buffy as a text for study, works.
Oh, two additional notes: I was not a Buffy fan until I studied it, my first appreciation was academic, so don't discount this as fangirl ravings. Also, 3 of these teachers are regular HSC markers, so you can't say it doesn't apply to markers, either.
True story: Any new english who comes into my school sees the Buffy season box sets on the Head's desk. Their reaction is "Buffy?!? Wow, I though he had more sense than that..." Then they get given yr11 english, where buffy has been the prescribed text for a few years now (at my school, obviously). They actually sit down and watch it, and something clicks... hey, this might actually have merit! So they watch a bit more, and they read some stuff, and discuss it with their class... Before long they have a complete appreciation for the academic merit of Buffy. I know 5 teachers personally where this was pretty much what happened.
Buffy is one of the most studied main streem texts, and thats not because people want to discredit it, that's because there is something real there. Very simply, Buffy as a text for study, works.
Oh, two additional notes: I was not a Buffy fan until I studied it, my first appreciation was academic, so don't discount this as fangirl ravings. Also, 3 of these teachers are regular HSC markers, so you can't say it doesn't apply to markers, either.
Kyroth***
Member
no, of course not, but it means they won't dismiss it as unworthy, as many people have suggested they would. Also, if markers from my school think that, then it's very likely that markers from other schools will too.
somnambulist
New Member
It's a prescribed text at your school? I'm jealous.
Restless isn't a bad text for the imaginative journey. You just have to emphasise the themes and techniques, of which there are a-plenty. The intertextual reference to "The Lion, The Witch, and the Wardrobe", the whole dream aspect and the metaphyiscal journeys taken by all four characters, the metaphor of the cheese man, the use of camera shots and angles to emphasise the dream-like qualities etc. You could even link it to the Tempest with sleep, dreaming and magic, and to stimulus texts like Journey to the Interior, with the extended metaphor and search for identity. The entire episode is actually a very appropriate text for the Imaginative Journey.
If you analyse it and link it to the question, there's no way a teacher can fault you for fulfilling the criteria in a well-written way. That's what my teacher always told me.
Thanks, but what exactly do you believe the cheese-man is a metaphor for? Joss Whedon said that the cheese-man means nothing, just put something in there that doesn't make sense to reinforce the dream-like qualities... or is that what you mean?somnambulist said: