Kasz216 said:
Interesting. I worked in a different way. The first thing I did in every class was breakdown the teacher. What they like, don't like what kind of writing style would best work in that class etc. It really helped when it came to where you needed to apply extra effort. For some it was in making the papers and essays perfectly constructed, with others it was doing outside research, one guy it was remembering the stuff he taught but didn't expect people to remember because it was off the cuff inspiration. My favorites though were the ones impressed by technology. Not so much around anymore... but man when computer classes were a new thing in schools... One time I got an A on a biography of George Washington largely because instead of an oral presentation I made a little biographical "best hits" of his life using a videogame that i recorded with my VCR. Of course... that was like the 7th grade. God bless the NES.
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I have to plan my papers out before I write them, I've never understood how people can't.
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I have the same rule for pretty much most of my teachers, unless they were teachers who required individual attention like you say, or it was a subject which worked only one way like science; Then I work as given.
Anyway, I give them something they've never seen before and watch the marks start flowing. Generally speaking if you are writing an essay and you cite a case they have never come across but is extremely relevant, interesting and proves a point; Then the marks start flowing.
It's amazing, I think it's because when they mark papers students keep citing the same cases paper after paper, class after class, year after year. If you go the extra mile and find something special and unique I think they get quite excited because it is a change from what they usually read. It only requires a few more hours of research than you would usually do, and it works.








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