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HKDSE ELIT. Portfolio. General remarks. Do NOT be afraid to criticize a text or writer, provided that you have ample evidence to support your view.

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Hkdse elit

HKDSE ELIT

Portfolio


General remarks
General remarks

  • Do NOT be afraid to criticize a text or writer, provided that you have ample evidence to support your view.

  • Try to comment on the techniques (Especially for films) as well, apart from themes. Discuss how the techniques are related to the themes/ content.

  • Use headings to add clarity to your essay.

  • Pictures, photos and diagrams can be included, provided that they add to the reader’s understanding and not simply for decoration.

  • Try to include at least 5 references or more (journals, books, internet articles)

  • Do not plagiarize. Students will be severely penalized if found.


  • The work for the portfolio should be related to, but not be exclusively or extensively based on, the set texts for study. Learners can use the texts they study as an inspiration for their portfolio work, but should not include detailed analysis of those works.

  • You may also refer to the local media, although the focus should still be on your texts.


Preparation
Preparation exclusively or extensively based on, the set texts for study. Learners can use the texts they study as an inspiration for their portfolio work, but should not include detailed analysis of those works.

  • Analyzing a situation

  • Comparing and contrasting different ideas

  • Review a problem and finding a solution


Introduction
Introduction exclusively or extensively based on, the set texts for study. Learners can use the texts they study as an inspiration for their portfolio work, but should not include detailed analysis of those works.

  • Stating your purpose

  • Stating your argument

  • Showing a brief outline of your main points


Substantiation
Substantiation exclusively or extensively based on, the set texts for study. Learners can use the texts they study as an inspiration for their portfolio work, but should not include detailed analysis of those works.

  • Developing the main points

  • Giving evidence to support each point your have made

  • Ensure that the points discussed are a continuation of those outlined in the introduction


Synthesis
Synthesis exclusively or extensively based on, the set texts for study. Learners can use the texts they study as an inspiration for their portfolio work, but should not include detailed analysis of those works.

  • Establishing the relationship of the main points

  • Nothing new should be added


Conclusion
Conclusion exclusively or extensively based on, the set texts for study. Learners can use the texts they study as an inspiration for their portfolio work, but should not include detailed analysis of those works.

  • A summary of your main points

  • Do NOT claim to have shown more than what your evidence has suggested.


Audience
Audience exclusively or extensively based on, the set texts for study. Learners can use the texts they study as an inspiration for their portfolio work, but should not include detailed analysis of those works.

  • Refer to the guidelines e.g. Standards-referenced Assessment Framework

  • Remember that markers have a general knowledge of the field but may NOT know about the texts used, so a short synopsis is necessary.


Language and style
Language and style exclusively or extensively based on, the set texts for study. Learners can use the texts they study as an inspiration for their portfolio work, but should not include detailed analysis of those works.

  • Objective and persuasive tone

  • No emotional outburst

    • e.g. X ‘This is the best book ever written…’

  • Avoid ‘I’ or ‘we’… Sound academic

  • No slang or colloquialisms

    • e.g. ‘Iago is a bad guy’, ‘the stuff’…

  • Correct spelling of terms and titles

  • Avoid overgeneralization


Titles examples
Titles - examples exclusively or extensively based on, the set texts for study. Learners can use the texts they study as an inspiration for their portfolio work, but should not include detailed analysis of those works.

  • Women and children first: how classism is used to increase dramatic tension in Titanic.

  • Why 1984 never happened: an analysis of the weaknesses of authoritarian government in George Orwell’s novel.


Titles examples cont
Titles – examples (cont.) exclusively or extensively based on, the set texts for study. Learners can use the texts they study as an inspiration for their portfolio work, but should not include detailed analysis of those works.

4. Is greed essential to the American dream? What There Will Be Blood has to tell us.

5. Unfulfilled dreams and the Revolutionary Road to misery: a study of the causes of depression in Sam Mendes’ film.

6. How Kubrick conveys madness through the cinematography in The Shining.


Ways of referencing in texts
Ways of referencing in texts exclusively or extensively based on, the set texts for study. Learners can use the texts they study as an inspiration for their portfolio work, but should not include detailed analysis of those works.

  • At the end of a quotation:

    • ‘Paulinians are butterflies They have a lot in common.’ (Wong, 2010, P.12)

  • At the start of a quotation:

    • Wong (2010, P.12) suggests/ states/ writes that Paulinians and butterflies share a lot of similarities.

    • According to Wong (2010, P.12), Paulinians and butterflies share a lot of similarities.

      * Only surname (e.g. Wong) is used.


Bibliography examples
Bibliography - examples exclusively or extensively based on, the set texts for study. Learners can use the texts they study as an inspiration for their portfolio work, but should not include detailed analysis of those works.

Journal

Thumb, J. (1996). Language choice: English, Cantonese or mix?Hong Kong Polytechnic University Working Papers in ELT and Applied Linguistics, 2(2), 37-56 .

Book

Murphy, R. (1992). English grammar in use. Cambridge:Cambridge University Press.

Internet

The Hong Kong Polytechnic University.(2003). Reference machine: Internet pages. Retrieved December 13, 2010 from The Hong Kong Polytechnic University, The English Language Centre Web site: http://elc.polyu.edu.hk/cill/referenceMachineNet.htm


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