my ibdp journey

a side blog that followed me thru my GCSE exams, and now my IBDP experience.

[wannabeproductive]

12 / 100 days of productivity | 07.08.16

MOCK IB EXAMS START TOMORROW!!

I did several hours of practice planning for past English papers - I hope it’s enough preparation for tomorrow’s Paper 1. Now I’m powering through Topic 2 summaries for Biology. This is my favourite summary so far!

[samsstudygram]

why your grades aren’t the most important thing in the world

story time!

when i took calculus one, for the first semester i was super sick and in-and-out of the hospital and missed a lot of the foundation stuff, so pretty much all of the class went completely over my head. i didn’t understand it whatsoever. around february i has a 56% in the class, and luckily by may i was able to bring it up to 72%. did i do shitty on the final? yep. did i get the lowest class grade i’ve ever gotten in my life? yep. did it bring down my GPA by a bit? yep. do i still low-key despise math because of that class? yep. but you know what else? i can look back at that class and see all of the hard work that i put into it. i know that i studied my butt off for that class even though i didn’t want to do it and it felt pointless since i had missed so much of the class already. but since i know that i tried my best, i don’t even mind that i barely skated by in that class. because i’m damn proud of that final grade of 72% because it’s better than the 56% that i had for most of the class. 

so with finals and report cards coming up in the next few weeks, don’t fixate on that one number. because here’s the thing, if you focus only on getting a perfect grade in the class, you will get stressed and anxious and are more likely to procrastinate because it feels impossible. but if you focus on just trying your best and don’t think too much about getting a perfect grade, you will feel more at ease and the good grades will come as a result to that positive outlook. for example, instead of saying “ugh i only have a 70% in this class it’s going to be impossible to bring my grade up”, try saying “i have slacked off in this class, that’s fine, i just need to work my ass off to bring it up and then i will feel better about my grade.” it’s okay if you didn’t do as well as you’d hoped, everyone has that one class that just kicks your ass. so don’t fret. take a breath. you got this.

[studytillblurrr]

Countdown to Finals: 57 Days | 7.09.16

To help me revise my bio syllabus, I’ve started making posters for each topic! Really hoping this motivation lasts :)

[lazymujipen]

progress report szn is here

That means tons of unit tests from my teachers. I’ve already had my mathematics, chinese B, molecular bio and eng langlit unit assessments. I’m now preparing for my geography and cellular bio ones- here are some of my bio notes; muji plz sponsor me <33

About my results on these assessments... I got mixed messages; people either say a) they’ll be high grades becuase they’re on the easiest topics in the syllabus or b) they’ll be my worst grades becuase of the newness of the course etc etc ... so let’s just say I won’t be expecting anything and I’ll just take them as they come?

[lazymujipen]

Results Day

Received by igcse results today. There was a lot of screaming and crying- the good kind. I’m shocked and surprised and all I have to say is: hard work does pay off. I hope everyone who has received their results are happy and satisfied. Lots of love <3

[publicschoolstories]

my ib english teacher repeated an ENTIRE LESSON (we were just watching movie clips and stuff) from the day before and our class just went with it bc none of us wanted to do any work

[ibdpchronicles]

gojellyfishchoclate answered your post: Day 62: What’s everyone writing for th…

I don’t know either. I am balancing on a couple of subjects too. One of the things I am considering is Dystopian fiction for English.

I’m sure you already have an idea of what’s happening, but since I talked to the English supervisor to get some ideas a few days back, and there’s information I can offer (which doesn’t happen often), hopefully this will at least help a little! Here’s the gist of what my teacher said.

English EEs are usually written analysing the following things:

time period

theme

specific texts

author

For all of these, it goes without saying that author’s choice and literary devices would be analysed, but those four ways are just some ways to organize the essay. An example she gave was an essay tracking the feminism movement through different texts through time–which ties in to how culture is reflected in media. (This topic is actually pretty interesting for me, but I wanted something that was more… different? Less obvious?) 

Also, something she cautioned against is analysing a text you’re doing in class, because it can be misconstrued as plagiarism, and having IB spend more time than absolutely necessary on your paper is generally a bad thing. Unless your English teacher is supervising you, in which case she said IB didn’t even question it. (But just to be on the safe side I’d go for new texts…)

[team45-blog]

Here’s some IB English inspiration, it’s my favourite clip from Streetcar

…and I’m not even studying it :P

[jungkooksm0m]

Before taking IB English Paper 1, when we had no tissues in the testing area

invigilator: We need tissues.

our IB coordinator: They're crying already?

[sepialunaris]

Shitty The Great Gatsby AUs I came up with while being bored and random at class

AU where the characters are all chicken, and the names are all chicken puns. Nick Cawaway, Tom Cluckanan, Jordan Beaker. I didn’t have time to think of the other names in favor for rehashing the specific and necessary plot poin that chicken!Gatsby secretly works supplying chickens for KFC.

Minecraft AU where Nick is a newbie that enters a server that Gatsby’s been in for long. Gatsby is a secret griefer (people who steal from others servers, don’t worry I googled this term because all my knowledge about minecraft’s from my friends talking about it) with ties to the server admin to get away with his shit. Tom and Daisy are most likely griefers too but shameless at it.

Fortnite AU that didn’t get through and just became the Minecraft AU.

I think I imagined a Cars AU, but it was only to bring up the question of how the whole car-crash thing would happen if they were all anthro cars.

Not necessarily AU but I vaguely remember some crazy crack story that me and my friends made about a TGG and Death of A Salesman crossover with Gatsby and Nick thirsting over each other, Pikachu that’s trying to kill Willy Loman for wall decoration, and nude Thor that tries to kill them all because “he is done with all the bullshit on earth.”

Musical AU where Marina’s Electra Heart fills the soundtrack (also applies Death of a Salesman tbh)

[thedismaliblife]

IB English (HL) Paper 1 (CTA) example/template/sample

Hey guys! Heres the example of the paper 1 that I promised. I got a 7 (20/20, meaning that I got a 5 out of 5 in criterion A [understanding and interpretation] a 5 out of 5 in criterion B [appreciation of the writers choices ], a 5 again in criterion C [organization and development], and a 5 in criterion D [language]. Feel free to use this paper as a template/sample or do whatever you want with it. I was (unfortunately) not able to find the actual texts that Im talking about in this paper. However, this is kind of the only paper 1 that Ive typed up so yeah enjoy!!! I hope this helps. 

Text type, audience, purpose – paragraph 1

Text 1 and text 2 both throughout the text indicate the same topic; the influence of the Internet on print media. Text 1 is an editorial (text type) from “networkworld” titled “is the internet killing the news media?” written by Scott Bradner, and published in 2009 (information on text). It is evident that this text is an editorial because of the fact that it contains the writers opinions and because the writer employs more colloquial language. This editorial explores the effect of the internet on print media from a negatively biased point of view and sheds light on the negative consequences that the internet has had on print media by providing statistics from a document titled “pew project for excellence in journalism report” (brief summary of text). Text 2, however, is a newspaper article (text type) from “the guardian” titled “who says print is dead?” written by Mark Hooper and published in 2012 (information). This article explores the reality of both the Internet and print media coexisting and states how the print media should change in order to continue to be in business (brief summary of text). Both these texts target relatively the same audience. Text 1 targets the general public (audience) and specifically those who are interested in how print media is being affected by different factors such as the Internet. Although age is not a significant factor to be able to read this text as the language is colloquial, it is probably aimed towards adults as they are the ones who tend to consume print media the most and towards those who want to pursue a career in journalism, as it summarized the latest “pew project for excellence in journalism report”. Text 2 also targets the general public and those interested in the future of print media (audience). Albeit the fact that both texts focus on the same topic, they clearly differ because their purposes are unalike. Text 1 (negatively) intends to shed light on the probable dissolution of print media on the future due to the increase of people using the Internet as a primary news resource (purpose). Text 2, however, gives a more hopeful output of the topic it addresses and intends to emphasize how print media is not “dead” but will continue to coexist in coalition with the Internet (purpose).

Content and theme – paragraph 2

Even though text 1 and text 2 both revolve around the same topic, the influence of the Internet on print media, they do so in different ways (theme). Text 1 is an editorial, and therefore focuses on conveying the authors opinion on the recent “pew project for excellence in journalism report”. After reading the article it is clear to se that the author has a negative bias towards the topic; he does not believe that print media will survive in the following years and believes that if the print media does not “completely rethink its business model”, the internet will continue to gain influence and will obliterate the need for print media. This is clear not only because he provides the reader with negatively biased statistics, e.g. “twenty percent of the journalists who whored in newspapers have lost their jobs in the last two years”, but also when he states how “the bottom line is that the business (journalism) is toast unless you are in the internet side”, and when he specifically highlights how “power is shifting from institutions to individuals” after the increase of news on demand. It is also clear that the author’s message (message), in this case, is that unless print media changes its strategies, it will probably cease to exist at some point in the future. The author does believe, however, that by changing strategies it might be possible that print media will not completely go out of business (CONTENT). Text 2, however, is quite different from text 1a in regards of content and of how the topic is presented. This objective piece of writing deals with how even though it is believed that “print is dead” and that the internet is negatively affecting the print media business, this might not necessarily be true as the propagation of the internet might actually be encouraging the development of print media. Because of this it is clear to see the slightly positively biased point of view of the author and the people quoted in the article. The fact that print media is permanent unlike articles and webpages on the Internet is also mentioned as a factor that benefits the print media business. Moreover the fact that print media and the Internet can coexist and should support each other is stressed specifically when Gerald Richards is quoted; “it is not an either/or situation. It works in tandem. One is a resource for the other”. Taken the pervious statements into consideration, it is clear that the authors message (message) in this text is that print media is not dying off, despite reports of the “death print” have stated, and that it is and should continue to coexist with the internet but also suggests that print media should separate itself from the internet in order to succeed (CONTENT).  There are some similarities between the texts, however, because as text 1 mentioned, this text (2) states how “they (print media and the internet) need to do different things.” It goes on to mention how “To survive, the newspaper and the physical book, needs to set itself apart from the web”.

Tone and mood – paragraph 3

It is evident that the tone and mood in text 1 and text 2 are different, because of the diction used by both authors. On one hand, text 1 utilizes words and phrases such as sobering, the business is toast, depressing, shifting, bleak, unlikely, go out of business, and fewer, (diction) as to be able to create a certain tone. The tone created is negative, bleak, and hopeless, and contributes to the readers mood therefore enforcing the authors purpose (tone), as it makes the reader feel negatively towards the effect that the internet has on print media and makes one feel hopeless about the future of print media. By creating a disheartened and pessimistic mood (mood) it therefore achieves the author’s goals because it keeps the audience engaged. Text 2, however, uses different diction to establish its tone. It uses words such as greatly exaggerated, savior, opinions, permanent, using traditional media to refresh, immortalized in print, exciting, permanence of print, power, physical, own, co-exist, support, resource, valuable, reward, and luxury (diction), to establish an informative, positive, and hopeful tone (tone). This tone affects the reader’s mood, as it makes these feel hopeful towards the future of print media and creates an optimistic mood (mood), achieving the authors goals to emphasize how print media is not “dead” and will continue to coexist in coalition with the internet.

Form and structure – paragraph 4

The form and structure of text 1 and 2 are somehow different. Text 1, as I previously mentioned, is an editorial (form). Due to the fact that it is an opinionated piece of writing and mixes facts with emotions it tends to use fairly simple language. Moreover, most of the paragraphs are short and consist of 2 to 3 sentences, and the editorial even contains bullet points. The bullet points and first paragraph are crucial parts of the editorial: they summarize the event that the author will be assessing. The following paragraphs contain the author’s opinion and the last three paragraphs contain a conclusion and the author’s personal advice (structure). Text 2, however, is a newspaper article (form). It is therefore structured differently as it uses longer paragraphs and its sentences are more complex. It also contains statistical information and quotations, unlike text 1. The article starts by giving statistical information and background information about the topic. The author then goes on to include opinions and quotations of other individuals such as webpage managers and magazine editors. After this he concludes the article by quoting Sara Cremer, MD at costumer communications agency redwood, who summarizes the purpose of the article and highlights the benefits and importance of print media and the internet as well (structure).

Language – paragraph 5

The type of language utilized by each author also differs. Since text 1 is an editorial and is mostly focused on the authors opinion about a recent report on print media and journalism, and it therefore uses more colloquial and less formal language; language that is almost conversational. The language that it utilizes also reveals the authors clear negative bias towards the effects of the Internet on print media. This can be seen as soon as one scans the headline, which reads, “is the internet killing the news media?”. Here, the author is using emotive language by using the word killing, which has an extreme and negative connotation in order to achieve his aim: to persuade the reader to agree with his opinion. Bias can be seen again when the author utilizes the following euphemism, “the bottom line is that the business is toast” in order to try and soften the blow instead of stating the simple fact that that journalism, especially in print media, is in his opinion, dead. Bias by omission and selection of detail can also be detected at the start of the article when he summarizes the points that he believes are more important in bullet points. The author also at some points uses vague language, e.g. “most newspapers”, and contains no direct testimonies. Overall, text 1 contains figurative language that aims to create an effect or feeling on the reader. Text 2, however, is different from text 1 as it is a newspaper article. It therefore revolves more around fact than emotions and opinions, hence why the author includes so many quotations and testimonies. This author also uses more formal language as it is more objective and contains more factual information. Moreover, the language used is more unbiased, except for some exceptions. One of these contains the headline, which poses a rhetorical question to the reader; “is print really dead?” This, to an extent, shows bias and persuades the reader to see the effect of the Internet on print media in a more hopeful way. Another exception is presented in the first sentence of the article, when the author says, “Despite what you may have heard”. He is here using vague language, as he is not making a direct reference to the sources that have stated that print is dead. This could have been done to avoid honest reporting, therefore creating a bias.

 Conclusion

 Even though both texts are similar in a way, because these both make reference to the impact that the Internet has on print media, they approach this theme differently. Moreover, their purposes are different; this can immediately be recognized as text 1 is an editorial containing more opinion than fact and text 2 is a newspaper article. The purpose of text 1 is to diffuse the authors opinion on the probably dissolution of print media due to the growth of the Internet. The purpose of text 2, however, is to provide the reader with factual information that shows how the Internet has impacted print media and whether or not these can coexist. There is also a clear difference between the tone and mood created in text 1 and text 2. Text 1 uses words with a more negative connotation therefore creating a bleak and hopeless tone whilst text 2 uses diction that creates a hopeful and more neutral tone. Although there are minor differences in the structure and form of text 1 and 2, as mentioned previously, a jarring difference between the two can be seen in the language that they utilize. Text 1 uses colloquial and conversational language, euphemisms, and vague language, and is overall more biased, whilst text 2 uses formal language, includes direct testimonies, and contains less bias. In conclusion and in my opinion, it is clear to see that text 2 is much more valuable and useful than text 1 as it contains less bias, is more objective, and provides the reader with factual information such as statistics and direct testimonies, whilst text 1 is an opinion on a report and does not provide the reader with any useful information.

[thedismaliblife]

How to write a good paper 1 (Comparative textual analysis) - English A: Lang and Lit (HL)

Hey guys!! I’m here today to help you all out and give you some tips on how to write a good paper 1 (comparative textual analysis) for HL English language and literature (within the time restrictions!!!)

First off, you always have to start by planning. The real exam is about two hours long, which means that you should spend about 10 to 20 minutes planning your essay, depending on how you work better. Some people need less planning time cause they’re able to recall things easily whilst others find it easier to just spend some time jotting down everything that they want to include in the essay (in note form, of course) before actually starting to write it. Although planning may seem like a bit of a bore, it may save your life in the exams, because trust me, no one likes having to go back and forth when reading an essay just to try and find that particular asterisk that the student drew on the paper. You know what im talking about.

Here are some tips on how to spend the first 10-20 mins of the exam:

Tables! They’re great. Here’s one that’s really gonna help you out

Ill be posting an example of a paper one in a lil while (currently editing it and adding annotations and stuff) 

[aestudier]

{ 11-5-17 } 76/100 days of productivity

Finally finished my English oral exam!! 🌬🌸 Went a lot better than expected (… maybe due to my excessive revision ..) but ha ha time to start doing everything else waiting in line for me 😢 guess who’s not slacking until July

Also considering a giveaway/blog compliment thing when I reach my next milestone ?!? 🌟

[ib-quotes]

student while applying fake tan lotion to her visible stretch marks: i’m an undercover tiger,,, undercover tiger,,

student 2: are…are you okay?

student 1: i haven’t slept in 3 days

[ib-quotes]

my english teacher’s most used phrase is “i’m going to kill myself”. i don’t know if i should be concerned or if she’s just trying to relate to the kids,,,,

[howtosurvivetheib-blog]

Research Process in Psychology Notes

Keep reading

[insanity-meets-intelligence]

IB Command Terms

Analyze- Break down in order to bring out the essential elements or structure

Compare-Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout

Compare & Contrast- Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout

Contrast- Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout

Define- Give the precise meaning of a word, phrase, concept, or physical quantity

Describe- Give a detailed account

Discuss- Offer a considered and balanced review that includes a range of arguments, factors, or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Distinguish- Make clear the differences eternally two or more concepts or items

Evaluate/Assess- Make an appraisal by weighing up the strengths and limitations

Examine- Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue

Explain- Give a detailed account including reasons or causes

Identify- Provide an answer from a number of possibilities

Justify- Give valid reasons or evidence to support an answer or conclusion

To What Extent- Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

(Terms taken from a sheet given to me by a teacher, most likely taken from the IBO.)

Note: These are terms for history, however, these terms are repeated in several other subjects. I will be uploading a complete list that will include terms for science and math later.