# data[].attributes.body
Meera Matthews intention behind proposing getting rid of William Shakespeare’s plays from the school’s curriculum is to improve the educational experiences at Seaview Secondary. She believes that these plays are outdated and not relevant to the modern world. By getting rid of these plays, they can be replaced by more modern and culturally relevant works, which would better reflect the diverse society we live in today.

# data[].attributes.body
Shakespeares play has been in the school curriculum for many years. Its presence has been far beyond the students wishes and those of the teachers who have to teach the material. The use of the rhetorical question "And doesn't if feel like it?" has the students agreeing with her views and feel her argument as to why these antiquated plays still needs to in schools.

# data[].attributes.body
A:
Shakespeare's language is strange and confusing.
Technique: negative characterisation
When Meera describes S's ideas as ancient she is using a negative characterisation to persuade the reader to see the texts as 'ancient' outdated, too old. This encourages them to view Shakespeare as old in an unappealing way and to agree that his plays should be taken off the curriculum.

# data[].attributes.body
One of Meera's main arguments is that Shakespeare's plays use language that is outdated and difficult to understand, causing unnecessary struggle for students who may already struggle in English.

She uses emotive language to appear compassionate for the students who may struggle with the subject, making her seem more relatable and personable. Appealing to these students gains their favour for her campaign, but also has the added bonus of appealing to the rest of the student body, by making her seem reasonable and understanding.

# data[].attributes.body
Argument- the language used in Shakespears plays are outdated and confusing to students, causing students to fail to understand the point of the play.
Laugage device-rhetorical question 'does anyone even know what the characters are saying?'

# data[].attributes.body
●Evidence: You need to support any language device with quotes directly from the piece – short, sharp and well-blended quotes are best – peppered throughout your analysis to illustrate the writer’s purpose.

●Effect on target audience: Comment on what you think the writer’s intention is in using this specific language. What effect might they want it to have on the reader? How might these words / images make the reader feel? What might they encourage the reader think? Could these devices persuade the reader to  act in any way? Always be as specific as possible here.

# data[].attributes.body
Seaview Secondary College are holding student elections with the topic of William Shakespeare's plays being included into the schools English curriculum. Meera Matthews, Student President Candidate, gave a speech about what they believe should be done and why it isn't important for people living in this day and age to learn and study for so long about William Shakespeare. Meera Matthews speech is directed to the school board and their fellow students. The tone used throughout the speech is direct, informative, personal, and powerful.

# data[].attributes.body
Seaview Secondary College  students are partaking in student elections for a new president. Meera is presenting a speech to students expressing her views to revolutionise educational experiences in English. The antiquate use of Shakespeare's plays has no place in the present not the past and should no longer be taught in the school ever again. She uses emotive passionate tone to portray her views.

# data[].attributes.body
Meera's speech argues for the removal of Shakespeare's plays from school coursework, that newer material should be used instead. She pitches this proposal to the students at the event, attempting to convince them to vote for her.

The tone of the speech is motivational and persuasive, further helping to convince the student body to elect her.

# data[].attributes.body
the tone is a call to action directed at the students at the school

Audience- the Seaview secondary school, teachers and students attending the school election rally

# data[].attributes.body
The issue of whether William Shakespeares plays are suitable for Seaviews Secondary Collage's english curriculum has become relevant recently. Meera Matthews election speech suggests the Shakespears writing is outdated and irrelevant to students and should be replaced with modern texts. Matthews targets students at her school to vote for her so that she can make these changes to the curriculum. She contends that Shakespears play's do not relate to the experiences of modern day students. In a passionate tone she urges support from her peers so that change can take place.

# data[].attributes.body
In a speech to the Seaview secondary student body Meera Mathews contends that Shakespeare should be taken off the school curriculum. The intention of the piece is to get the students to agree to take Shakespeare off and the tone moves from impatient to rousing throughout the piece.

# data[].attributes.body
Background information

Student elections are taking place at Seaview Secondary College, and the use of William Shakespeare’s plays in the school’s English curriculum has become a hot issue. Meera Matthews’ key election promise is to lobby the school’s management team to remove all Shakespearean texts from English courses. She presented her views at a student election rally. At the end of her speech, drama captain Ned Nashville made a comment.

Meera’s speech and Ned’s comment were published in an online student newsletter, Seaview Soapbox.

# data[].attributes.body
MEERA MATTHEWS, STUDENT PRESIDENT CANDIDATE: Good morning, teachers and fellow students. Thank you all for joining me at this student election rally. I love Seaview Secondary, just like you, and think it’s a fantastic school. But there’s one thing that could be changed that would revolutionise our educational experience here. Put simply, it would make all of our lives much, much better. If I am elected president, I vow to work tirelessly to persuade teachers that William Shakespeare’s dusty old plays should never be taught in this school again.

Students have been stuck studying these plays for hundreds of years. And doesn’t it feel like it? I’m sure the English teachers are sick of teaching the same materials their whole career, too. Why should we be studying the same texts our parents studied when they were at school? Shakespeare’s language is strange and confusing, and his ideas are ancient. Does anyone even know what his characters are saying? We’re so busy translating the words in these plays that we barely begin studying the underlying issues and ideas. Many students already find English a difficult subject, and it seems cruel to make them study language that no one uses anymore. There is very little chance that we are ever going to need to know Shakespeare anywhere outside of an English exam room: high school should be preparing us for real jobs in real life. We should be studying books in modern English, about modern characters who we can relate toand who deal with situations and conflicts we are likely to face in our own lives. Instead, we are being asked to study texts by dead white males, and Shakespeare is the worst offender.

I propose a new reading list of titles that have some actual diversity, and come from the last century at least. The most recent play we read was all swords and kings and witches, which aren’t exactly major concerns of modern times. The students here at Seaview Secondary have all kinds of different backgrounds, and we deserve to have those reflected in the materials we study. This is a compulsory subject, after all, so I believe it’s only fair that everyone studying it should see themselves represented on the page.

And because we’re the ones studying these works, we deserve a real say in the material we spend all semester on and write numerous essays about. We are able to choose our subjects, so we should have some say on what we actually study in them. If we’re more interested in what we study, our marks will improve too. I’m not saying we should ban Shakespeare – I encourage everyone who is still interested to read as many plays as they like. But high school is hard enough without a syllabus full of texts that we can’t relate to, don’t care about and can barely begin to understand. Let’s take Shakespeare out of the curriculum and put him back in the past where he belongs.

# data[].attributes.body
●Argument: Begin your opening sentence by briefly stating the argument in your own words. The rest of the paragraph should look at specific language choices and persuasive techniques that convey the argument:

●Language devices: How does the language used help the writer to share their contention and argument? What techniques are used to support it – rhetorical questions, evidence, alliteration, pun, exaggeration, metaphor, emotive language, emotional appeals, attacks, generalisation, fact or opinion? Consider how two or three techniques can work together for an intended effect.

# data[].attributes.headline
2) When the Paragraphs get Bodied: Plan a body paragraph using the acronym here to guide you

# data[].attributes.subject
2) When the Paragraphs get Bodied: Plan a body paragraph using the acronym here to guide you

# data[].attributes.body
You may wish to structure body paragraphs using the acronym ALEE:

●A (argument)

●L (language devices)

●E (evidence)

●E (effect on target audience)

# data[].attributes.body
●Keep in mind that while it is important to be able to identify and outline each of these ideas – it’s not necessary to do it in this exact order.

●Your writing should feel natural and organic, so address each element in whichever order makes sense for the particular piece you’re looking at.

# data[].attributes.headline
1) Introductions . . .have a go at using this acronym to write an intro

# data[].attributes.subject
1) Introductions . . .have a go at using this acronym to write an intro

# data[].attributes.body
●BAACIT

●B (background)

●A (article details)

●A (audience)

●C (contention)

● I (intention)

● T (tone).