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Arthur
- Rate €12
- Response 1h
€12/h
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- English
QCAA graduate and recipient of Subject Achievement Commendation for 100/100 in English Extension 2022. Tutoring English Literature and English Extension with a focus on maximising results.
- English
Lesson location
About Arthur
I am a QCAA Graduate from The Southport School, Gold Coast and recipient of the Subject Achievement Commendation for receiving the highest result possible in English Extension 2022: 100/100. I was part of an accelerated English Literature program that had me finishing the English Literature subject in Year 11.
What challenged me most about achieving these results was planning effective preparation for each exam. I remember preparing notes and flash cards like other students, wondering why I was getting nowhere, struggling repeatedly with grasping the efficacy of the proscribed study methods. Here I learned that, surprise surprise, no two students learn the same.
I believe creating a boiler-plate study plan for all students is beyond a fools-errand, it is worse, it is insulting because it assumes everyone is the same and that failure to grasp the standard issue learning method implies some sort of freakish deviation from the standard level of intelligence. Every student deserves and requires a method tailored specifically to them on account of every student works differently. This I accept as a basic and core axiom, reinforced by my own personal experiences learning English Literature.
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About the lesson
- Primary
- Junior Cycle
- Transition Year
- +6
levels :
Primary
Junior Cycle
Transition Year
Fifth Year
Adult education
Bachelor's degree
Master's degree
Diploma
Doctorate degree
- English
All languages in which the lesson is available :
English
It has been said that English Literature, especially with regards to creative work, is a subjective area of study. Many make this observation, often times after achieving a poor result in an English exam or assignment.
The hard reality of the situation is that it is true: English Literature is a subjective subject: which in turn lends a great deal of subjectivity to the marking process. Results focused learning therefore requires a de-mystification of the criteria.
I am interested in creating within students the ability to produce undeniable work which can weather the storm of the marking process, in all of its subjective inequities. This means understanding why the criteria asks certain things of students, what it wants specifically, and how students may accomplish it; this is what I mean by "de-mystifying the criteria."
If students have a holistic understanding of these three criterial functions and the way they interact with the given text they are studying, they will inevitably produce work that achieves great results regardless of the personal beliefs or predilections of the marker.
The closer QCAA students get to receiving their final ATAR, the more pervasive is the sense of chance. When students walk out of an exam exclaiming "I have idea how I went," it is not because they can't remember what they wrote, or they question whether they've answered the questions to the best of their ability (they have), it's because deep down they know that much of their grade will depend entirely on who marks their work, which is completely out of their control.
My intention, in the abstract, is to help students regain some of that control; to help them produce work that can invariably succeed against any marker in QCAA.
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Rates
Rate
- €12
Pack prices
- 5h: €60
- 10h: €120
online
- €12/h
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