@t7,15
@^@f04@t1@cWriting Minutes




@f00@ta  After  some  positive  respond for my
advices for schoolwork in STOLEN DATA#8
here   a  further  example  on  how  to
improve   grades   as   a   non-English
student.   This  time:   How  to  write
minutes?   No,  I do not mean 'minutes'
in  relation  to  time,  but officially
written  records  of  what is said at a
meeting,  and  what  main results where
arrived  at  there.  Again, the example
contains several mistakes that I am not
able  to  identify,  but the content is
more important than the language.

  One  final  word  about the language:
Do  never  ever  use  informal  or even
slangy  expressions  in minutes and try
to   engage   a   variety  of  sentence
@^




structures,  but most of all - identify
the   MOST  important  results  of  the
meeting  and  leave  out  examples  and
further  crap.   Keep  it  as  short as
possible   with   saying   as  much  as
possible...

THE MINUTES OF THE 31ST OF MARCH, 1992

The cardinal points of the lesson were:
1) The minutes of the 26th of March
2) Short talk and discussion about it
3) Discussion about the exam
4) Homework discussion
5) TV-production of Julius Caesar

  The  lesson  started with reading and
discussing one set of minutes.
@#

@t7,15
@^@f00@ta  Then a short talk about Shakespeare's
attitude   towards   death  was  given.
Shakespeare  often  uses  or  describes
death  as  a  main  point  or  even the
highlight  of  his  plays.  Moreover he
engages   a   widespread   variety   of
possible reasons of dying, for example:
Suicide,   tragical   misunderstanding,
murder    in    family   or   political
assasination.

  His  seemingly  strong fascination in
this  topic leads to the question, what
his  own  attitude  towards  death  was
like.

  On  the  one hand, one can not find a
reason      when      regarding     his
autobiography,   or   at  least  it  is
unknown  up to now.  On the other hand,
sometimes       simple       historical
circumstances  made  it unavoidable for
him  to  deal with death, if he did not
@^want  to change history, for example in
Julius  Caesar.   Maybe Shakespeare was
fascinated  by  the  mystery around the
certain  end  of  life,  in  which  all
people   are   equal,   but  maybe  his
fascination  is  only  a  matter of the
Elizabethian   attitude  towards  life,
regarding  death as a different part of
life.

  Subsequently,  the  group  started to
discuss  what  had been mentioned.  The
speaker  gave  too  much quotations and
also  several  language  mistakes  were
criticed.

  Following  this, the exam of the 21st
of March was handed back.  The students
were  told  to avoid reproductions when
being told to do a summary

  After  that,  the  group  started  to
discuss the homework of the 26th, which
@#

@t7,15
@^@f00@tawas  to compare the assasination scenes
in  Julius  Caesar, as displayed in the
German  and the English TV productions.
Following   main   points   have   been
mentioned:
  In   the   English   production,  the
conspirators  stabbed  Caesar, while in
the  German  one they used guns, making
the  assasination  appear  more like an
execution.  A further difference is the
amount  of  blood  shown,  because  the
German  producers  used  much  more  of
it,maybe   to   increase  the  dramatic
element.

  Finally, the group continued watching
the  English  TV  production  of Julius
Caesar.

That's it, Folks.
                      @t8>>> @t6RokDaZone @t8<<<
@@