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SimbadTheSailor, when you say dealing with purpose/audience/language, do u mean our ability to write in a style that is reflective of the purpose/audience/etc...e.g. for a speech transcript, we would try and reduce complex jargon, keep it simple, include repetition etc??? i understand...

hi everybody, i have all the information ready here in my hands - i have quotes, explanations of quotes, techniques used by composers to convey meaning, how power is represented, what types of power are represented, how relationships are shown... buttttt i am having trouble gathering it...

ok i see. thanks for your help.

yes i see what u mean...different students can interpret a certain technique in different ways. e.g. "the personification of long lank weeds adds a sense of length and languour" or "the personification brings natural beauty to life" so there is no absolute? u mean noone is necc right or...

HOW techniques convey meaning... i know that in many modules in this course we need to know diff language techniques and how they convey meaning. i understand what the different techniques are but im not so sure about how they convey meaning . like personification, how does it emphasise...

hahhhh...no need to worry about the minor differences. they cant ask you a question in the exam which takes it to that level of specificity. at this point in time, for convenience, suppose they are the same thing...

the textual form is a play.

ummm, is rhetoric the way a speech is structured or...? can someone pls explain what this term means, in the context of the speeches module ( i know there are many definitions..)

okies thanks... so instead of say (x, y) and (-x, y) should we put (x1,y) and (x2,y) thereby ignoring where the coordinate axes are?

when doing volume problems, i came across problems where you had to suppose a point P (x,y) on the curve...the area under the curve being rotated around a certain axis etc.. should you change the supposed point to P(-x,y) if it is in the 2nd or 3rd quadrants and likewise should u write...

but doesnt the question in part b say "fall" within 10 of its limiting value --> shouldn't that mean the value of N would be substituted as 90? i did that and got log negative something which is obviously a maths error. i see what uve done but just wasnt sure if that was what the q asked...

merci beaucoup!

are we supposed to know the solubility rules off by heart? what other types of short/long answer questions can they ask on ions and precipitates/flame tests/ etc..

im confused with this dotpt...can someone explain? how is it a "balancing act"

they couldnt really ask you this in the hsc but neway why? easier for scientists to study the atmosphere and carry out experiments involving the atmosphere. just like classification in biology

tks in parra

why not addition of liquids??? that can affect equilibrium too... correct me if wrong

in our school, the top in physics is a guy (boys school...lol) he's averaging about 90%. he loves calculations and HATES theory + memorise. hehe... so thats why he's not doing better prolly...

cant even read the question!

the presence of aqueous salts in the muscle tissue which acted as an electrolyte the different metals used, thereby allowing a noticeable potential to be formed...