Hey Daves.
Since you lot (the class of '06) are the first new batch to come through the Extension 2 forums since Lynn (glitterfairy) and I have been granted mod powers for this forum (the class of '05 are half as lucky... we got our powers a fair way into their HSC year), we've kinda decided to start things fresh with lovely new threads for the assessments that you'll be facing over the next three quarters of a year. At this point we'll just be doing the threads as the assessments get closer and will probably be recycling old material, but it will all be integrated, addressing what we see as the major aspects of the assessments.
I'm sure that at this point Extension 2 seems very intimidating, especially since around this time your teachers will be handing you some lovely little assignment sheet saying "PROPOSAL! YOU NEED IDEAS NOW! SHOW US!" or something just as reassuring along those lines. And since it is all reassuring, there's no reason to stress, right? And in any case, since we're providing our own little guides to the assessment, at least you'll go in with some idea of what to expect.
And now that I've probably confused you, you probably have some questions that I hope to answer in the next couple of sections.
What's going on? What's all this shouting? (About the assessment):
This assessment is usually the first one. I say usually because there is probably at least one school out there who wants to be different. In my experience it's usually weighted at 10 or 15% (out of 50%), or something small like that. When you look at the other assessments (usually weighted at 20% each), its not too bad.
Anyways, this assessment is not necessarily about the idea you will be using. It's about an idea that you could use. There is no pressure to stick with the idea you are talking about. I think, and many will agree with me, that if you stick with something you've decided on with almost no research, consideration, and with the pressure of 10% of your total mark on the line... you'll be screwed. This course is about change, compromise and being ready to say "This idea sucks. It needs to go."
So essentially, your proposal idea with probably be rubbish. But that doesn't matter. All you need to do is sell it.
Wanna buy some pegs, Dave? (What to do):
When it comes down to it, the aim of the Proposal is to sell your idea to the marker. You need to tell them "This is what I want to do. This is how I will get what I need for it. This is how it will look." You need to convince them that before you even think about writing, designing or speaking in tongues, that you know exactly how you're going to get to your final product sitting on top of that pile of paper in the corner of your room the day before hand-in. There's probably a desk under all of that, too.
Ideally, what you want to do is come up with an idea that you can work with. One that, if it comes to the worst case scenario, you can always fall back on and pull something together (if it does get to this point after all the effort that Lynn and I are going through to make things easy for you we'll be quite disappointed). That way you won't be stuffing around later with ideas, ripping hair out and screaming "I DON'T KNOW WHAT TO DO!"
Generally there are a few things your teacher will want you to address in you're proposal. If you're lucky you'll have a nice 1000 or so word count. If you're unlucky it'll only be 500 or so. If you get the latter, learn how to condense. That's kinda off topic, though. The things your teachers will be looking for (will be explained on the criteria sheet, but may include) an explanation of your intention, your idea, audience, medium, how you expect your work to turn out (format-wise), research methodologies, and so on.
I'll just provide a brief rundown of each aspect I mentioned. You're all big people who can think for themselves, so I won't go into too much detail.
Intention:
The marker will want to know what your purpose is. What will you achieve by composing this major work? Do you want to make a statement or just satirise something? Do you want to empower the red sphere jellyfish from the shores of Canada? Remember, you want to sell this thing, and there's no way you can do that without a goal in sight. "Getting 50/50" is not acceptable. You need a reason to compose this thing... and it better be good.
Idea:
Self explanatory. What's your work about? How will it fulfill your intention?
Audience:
Who do you want reading your work. Don't say "The markers." We all know that it's true, but you want it to be consistent with your purpose and idea. If its about the red sphere jellyfish, mention animal rights activists. It has to be relevant, and it has to be logical. Don't write a story with drinking, swearing and rock and roll music, and aim it at five year olds. That's just stupid.
Medium:
Choose one. Say why it's the best choice.
End result:
It's all well and good to have an intellectual intention, but you need to have some idea of how you want your major work to look at the end. Will it be an epic poem? A fragmented, chapter-ised short story? Will it be a multi-section website with a different layout for each idea? Explain it. Explain why.
Research:
Research is a huge thing in this course. And you'll need to have a hell of a lot of it if you want to do well. Not just "I need to know what the sphere jellyfish eats" either. You need to research and know your medium, genre, theme, influences, theories and ingredients of whatever horrible cereal you've been eating inside and out if you want to do well. Go. Learn. Record it. Because if you don't, you'll have trouble with your Reflection Statement.
Those are just a couple of the common aspects that I have come across. Some schools will add more. Some will knock some out. You have to read your criteria sheet and see what they want. But it can't hurt to add some extra stuff in. If it enhances your vision of your work and sells it, throw it in.
That's about it until you have to look at housekeeping issues like formatting for this assessment.
In this house we leave our shoes in the front porch... underneath the barometer. (Layout and format issues):
Layout is strange, and there is no universal answer to what the winning layout is. From experience, my school wanted the proposal to be in essay form, addressing each of the aspects they specified. It had to be a sustained piece of writing, showing that we can provide them with an idea and present it in the appropriate form. Same stuff as Advanced, really. But I highly doubt they'll be wanting an interview for this one.
Odds are you'll probably be asked to write in essay or report form. But that's not really an issue. Reports are just like essays with subheadings lobbed in there anyway. In both you need to make sure that your writing is appropriate to the form, and that you address everything. I suggest a paragraph or two for each thing they want you to address. Nine times out of ten, they will not think that a passing reference to research/audience is acceptable. Explain everything. Give everything equal priority. Anyways, if you do a paragraph per idea, you can always throw a subheading in where necessary. Easy.
That's all I can come up with while keeping it general. Good luck, guys. Relax. Stay calm. It's not that bad. You don't have to stick with the idea you discuss.
You're my wives now.
-Justin
Note: You can find more info and opinions on the Proposal here: http://community.boredofstudies.org/showthread.php?t=45494http://community.boredofstudies.org/showthread.php?t=45494
