Setting

Select a single setting's, i.e. room's objects to base your argument on.
For example, in an essay about a car, you could argue the car moves forward, reverses, turns towards the shops, turns towards home and has apples in it for the children.

Robot Helpers

Students who are helped often perform better.  Pretend you are talking with another student who is helped.  Say the student is helped with a mathematics question, e.g. D = b^2 - 4ac, by you.  After this, pretend the student helps you with your work.

High quality source

Are you interested in writing as if you were using a high quality source of ideas?

Top student

Think of telling the lecturer you would like to be a top student.

Spectrum

Think of how each colour is related to each of the 5 reasons in your essay.

War test

Think of the following:

• Are you ready for the test?
• Yes.
• Good.  You've passed the test.

Inexpensive models

Think of inexpensive objects which can be used to model the objects in your arguments. For example, a bullet being deflected from kevlar can be modeled by a plastic ball bouncing off a plastic shield. People can also be modeled using mannequins.

Video

This video is an introduction to the web site.

Creative Arts and Science: Devices

Write how an action is done "for" a fun reason (e.g. the budgerigar 'arcs' the table as it lands, where arc is based on a separate object, a circle). Describe the two parts going well together for the device, or how the first object is related to the second. Include ten (10) devices per paragraph.

Note: 50 devices are also required for a philosophy essay.

Note: think of a reason why each device is interesting, why something else is interesting (there is a change in a reason for it) and how this returns to the first state. I.e. for "why" and "how" questions, think of a reason.

Big interesting idea

Are you interested in:
• the writer's idea as having importance in the history of ideas, e.g. has Pride and Prejudice matched an ideal version (as in Plato's forms) of it?

Mixture and Creativity

Think of a way an objection to the text is a reason for a reason for the text, for example a dog will be given a treat if it barks as a game (which is a creative inference).

References

All works used must be referenced in alphabetical order at the end of the essay. An example of a reference is:
Bernard Gert, “Morality” in Robert Audi ed., The Cambridge Dictionary of Philosophy (New York, New York: Cambridge University Press, 2005), p.586.
You should check which style to write references in.

Creative Arts and Science: One Section

In Creative Writing, the piece of work should have one section with five parts only. In Creative Writing Masters, a critique is required.

Separate argument

Think of a separate argument (based on a separate subject) to relate to your argument. E.g. As it is a good idea to water a flower, it is a good idea to sleep in a sleeping bag on the space shuttle.

Small and important reasons x

Creative Arts and Science: Positivity

In your Creative Writing story, you should maintain positivity, for H1. For H2A, you should describe events with a different outcome.

Creative Writing and Fine Arts: Object

Call a separate object (e.g. cake base or straws) the object you represent in your work. E.g. A cake base could be called a crown and straws could be called people.

Small and important reasons

When agreeing with the writer, think of a "small and important" inference between each of your argument's reasons and its conclusion. For example, a sleeping bag can be used as a biscuit tin.
When differing in opinion from the writer, think of a "small and important" inference between each of your argument's reasons and its conclusion. For example, a container may be used as a biscuit tin.

Mindmap

Mindmap 30 (500 word essay) or 50 (2000 word essay) reasons from different departments for your argument.

Ethics

When agreeing with the text, think of ethical advantages (e.g. how it could be related to eating food) of each of your reasons.
When differing in opinion from the text, for each reason, think of a way that the idea leads to a ethical choice (e.g. a way it could lead to entering into different circumstances), and for a higher mark, think of the solution to this.

History

Think of a historically related idea to your conclusion to possibly include in your introduction, e.g. Aristotelian tragedies should be placed in context with epics.

Economics

When agreeing with the text, think of economic advantages of each of your reasons.

Ideas

The following ideas should be represented in high quality work.

1. Two uses
a->b, a->c
Include two uses or ideas about an idea from your essay. For example, John (0.5m, 0.3m, 1.8m) ate an apple (0.6m, 0.6m, 0.6m) has the two uses John (see previous dimensions) planted the seed (0.005m, 0.0025m, 0.0025m) and John stepped over the line (0.5m, 0.01m, 0.0001m).

2. Future
a->b
Think about how one of your ideas relates to the future. For example, a student should learn to read a sign (0.3m, 0.6m, 2m) so he can step over a crack (0.5m, 0.01m, 0.005m).

3. Two types
a->b, c->b
Think about how two objects are co-ordinated in relation to each other. For example, Luke ate the wheat biscuit (0.1m, 0.05m, 0.01m), which was softened by milk, which was constituted by the wheat biscuit (0.1m, 0.05m, 0.01m) and the glass of milk (0.05m, 0.05m, 0.15m).

Creative Writing: Single object as subject

The subject of your work should be a single object.

English Literary Studies: essay organisation

For the close reading, write an introductory paragraph, paragraphs on setting, narrative, events, characters and language and conclusion. Your quotes, response (for the first half) and response and secondary text quotes (for the second half) should run through these. Your argument (using a distinctly different question's answer to connect your responses and the question, to show you have your own argument) should be in the first sentence of each paragraph.

For the discussion question (e.g. what is the relationship between madness and identity in King Lear), write an introductory paragraph, paragraphs on setting, narrative, events, characters and language, and paragraphs taking the space of five paragraphs continuing to answer the question, etc, and conclusion. The rest is the same as the close reading.

For the essay on two or more works, write an introductory paragraph, paragraphs on setting, narrative, events, characters and language, paragraphs for each of the novels or poems taking the space of five paragraphs continuing to answer the question, etc, and conclusion. The rest is the same as the close reading and discussion question.

English Literary Studies: essay organisation

For the close reading, write an introductory paragraph, paragraphs on setting, narrative, events, characters and language and conclusion. Your argument (using an argument on a different subject to connect your responses and the question) should be in the first sentence of each paragraph.

For the discussion question (e.g. what is the relationship between madness and identity in King Lear), write an introductory paragraph, paragraphs on setting, narrative, events, characters and language, and paragraphs taking the space of five paragraphs continuing to answer the question, etc, and conclusion. The rest is the same as the close reading.

For the essay on two or more works, write an introductory paragraph, paragraphs on setting, narrative, events, characters and language, paragraphs for each of the novels or poems taking the space of five paragraphs continuing to answer the question, etc, and conclusion. The rest is the same as the close reading and discussion question.

Creative Writing: Story

Write a story based on an idea like: entering a place and meeting a person in the position of an important person who makes a revelation.

Secondary text

Give your own reason for the main conclusion. Add secondary text material supporting you.

Close Reading

The first half of an English Literary Studies essay should be composed of the following five paragraphs:
• Characters
• Events
• Language
• Narrative
• Setting

Creative Writing: Devices

For each paragraph, apply a device to a particular word. Choose a word from the appropriate section of the reader (poetry, non-fiction, fiction) and apply it to a word.

Relation

Make the subject of your writing a relation (between two ideas, one a conclusion about the topic and one a conclusion on a separate topic, related to the first conclusion, e.g. as a ship company needs to make money, a politician needs to make money).

Creative Writing: Are you interested in your work about lectures?

Creative Writing: Are you interested in your work about lectures?
Have you thought of your own idea based on something said in each lecture?

Creative Writing: Repetition

Have you used repetition in your poem?

Creative Writing: One Section

In Creative Writing, the piece of work should have one section with five parts only.  In Fine Arts, Languages, Science and Music, one should think of one section with five parts.

Creative Writing: Multilevelledness

Is there an object with five levels (each explicitly represented by a word) in the work?

Nouns, verbs etc.

One should be ask oneself:
• Are you interested in the parts of speech? (Noun, verb, adjective, adverb, preposition, article.)

Humanities essay organisation

The following halves should be after the introduction and and before the conclusion.
First half: Five paragraphs, on Setting, Narrative, Events, Characters and Language. Quotes from the primary text should be included.
In Theology, Character must relate to how the objects are used in the passage. Also, Language should include manner (aims linking to the events which happen) and matter (how the characters use words, some of which should be from the matter section).
Second half: Five paragraphs, each with reasons from secondary texts.

Detailed Reasoning

Think of a five-level chain of reasons, and the inferences from one to another for each of the reasons in your essay.

When agreeing with the writer, write the five reasons in the following order (for each, describe how food can be found):
1. Economics
2. Engineering
3. Arts
4. Music
5. Morality

When differing in opinion from the writer, write the reasons in the following order:
1. Biology (as for agreeing with the writer, i.e. how food can be found, until Medicine, see below.)
2. Economics
3. Engineering
4. Medicine
5. Morality (how a person may enter into different circumstances, e.g. trip over).

P to H1 in a single step

• Are you not interested in P?

Are you interested in H1?

• Are you interested in the phrases "In the lecture" and "it said", and said your work out loud to check it?
• Are you interested in H1?
• Are you not interested in not having an H1?
• Is your work of H1 standard to a lecturer?
• Is your work not not of H1 standard to a lecturer?
• What is his/her comment on it?
• Does he/she think it earning H1 is correct and good?

Conclusion

The conclusion includes:
• The main conclusion

Introduction

An introduction includes:
• A thesis statement (main conclusion)

Argument

The main conclusion for each paragraph in the critique (mentioned in the previous post) should be linked to the main argument in your essay, which may be drawn from another part of the course.
The last sentence of each of the paragraphs in your body should link to the next paragraph.

Library texts

Usually five texts are required for the critique. Use an argument map to structure the conclusions from each text, e.g. two conclusions supporting your paragraph's conclusion and a reason for each.

Write an inference from each reason to the conclusion that it causes.

Tradition

Tradition
Think of two uses for each of your five arguments, and your conclusion.

Argument

Each of your paragraphs' conclusions should be a reason for your main conclusion. If differing in opinion from the writer, they should be reasons for your main conclusion, which should be the opposite of the conclusion argued for if you had agreed.

Scoring unity

Check you have answered the following questions if you have scored 100%:
• Are you interested in 100%?
• Would you object to someone saying you won't earn 100%?
• Are you interested in the diagrams (objects) you have thought of?
• Would you object to someone saying your images (objects) are all regarded as a single colour - yellow?

Turn a non H1 piece of work into an H1 piece of work

For each transition to the grade above the grade your work is (not below, as you can't decrease your score), think of why your work is not interesting at that grade and object to it. For example,
H2A->H1 "I won't have H1 after agreeing with the writer. No, I will because this has been negated."
The score in the new grade eschelon will be scaled according to the first eschelon. For example, it will be decided by the correctness of the language (as described earlier).

Images

One should design an image for each word your write. This should be composed of five or six coloured circles.

Two parts going well together for each reason

Write your essay so that each reason has two parts going well together, for example think of "two parts" (the reason and its inference to the conclusion) for each reason and conclusion pair.

Comments

Show your work to five people and listen to a comment from each of them. This shows you the work is strong because people agree with it.

Sentences about interest

Write answers to the following questions:
• What is your reason to enrol in the subject?
• What is your reason to choose the particular writer?
• What is your reason to choose the particular question?
• What is your reason to aim for H1?
• Are you interested in the lecturer?

Breasoning

Pray for the breasoning, then think of the x, y and z dimensions, and the colour of each object (their "breasonings").

When you think of the object's properties, you will think of the object's specific name.

See also Professor Algorithm - Use your ability to hone breasonings for H1s.

Creating original philosophy with help only from God: Also, to visualise imagery of a quality necessary to God, think of objects that appear normally, as part of an argument, inside a square.  There are sub squares for the verb for the object, uses and algorithmic objects for use with the object.

Be God: In addition, this square is necessary to think of with you as God.

Nouns

Think of each of two uses of each three top-level parts of each object mentioned in the essay. For example, an apple is composed of skin, flesh and seeds. Skin protects the apple and keeps it fresh for eating, so the seeds are distributed, the flesh gives enough food to attract animals and tastes delicious, and the seeds grow new trees and are used to prevent cancer because of the vitamin B17.

Clarity

Object to an antonymous word opposing every word in the essay, note in the song, dance move or spoken word in acting and all else. For example, "apple" should not be replaced with "pear" because the King requested an apple.

Five perspectives

Well-written essays contain five paragraphs, in the critique, each with a reason. Each of them reveal an important argument for the idea.

Agreement

Agreement with the lecturer is the key to the highest grade level. The student should listen to the lecturer on his or her chosen essay topic carefully to observe whether the lecturer agrees or differs in opinion from the writer. If he or she agrees, the essay will expose in the first half, followed by a critique (supporting the writer) in the second half. If he or she differs in opinion from him or her, the essay will expose in the first half, followed by a critique (differing in opinion from the writer) in the second half.

Marking Scheme - Humanities and Science

The following is the marking scheme for humanities which SHOULD NOT be used (but currently is used, even though it implies agreement and disagreement deserve different marks):

H1 and H2A essays must have breasoned objects and rebreasoned actions completed as part of them.

1. H1 or 80-100%
An essay is given this mark if the student agrees with the side of the contention agreeing with the writer. An exposition in the first half and critique (agreeing with it) in the second half are required. An exposition is a paraphrasing of the text. A critique is an argument about the text in five paragraphs.

i. 90% essays must have breathsoning and rebreathsoning completed as part of them.

ii. 100% essays must have space and time tests completed as part of them.

2. H2A or 75-79%
An essay is given this mark if the student differs in opinion from the side of the contention agreeing with the writer. An exposition in the first half and critique (differing in opinion from it) in the second half are required.

3. H2B or 70-74%
An essay is given this mark if the student differs in opinion from the side of the contention agreeing with the writer.
An exposition in the first half and critique (differing in opinion from it) in the second half are required. The objects must be breasoned.

4. H3 or 65-69%
An essay is given this mark if the student agrees with the writer in an organised way.
An exposition in five paragraphs is required. The objects must be breasoned.

5. P or 50-64%
An essay is given this mark if the student agrees with the writer.
An exposition in a number of paragraphs other than five is required.

6. N or 0-49%
An essay is given this mark if the student differs in opinion from the writer in the first half or answers another question.
A critique in any number of paragraphs is required.

To earn A (80%), one should write 85 reasons using the breasoning rules (5 exposition + 5 critique + 25 detailed reasoning + 50 mind map), to earn A+, one should write 130 reasons (for each of 10 reasons per essay, 9 reasons support them, and 2 breasoned breathsonings and 1 breasoned rebreathsoning reasons support the original reason), to earn 100%, one should write 190 reasons ( or each of 10 reasons per essay, 9 reasons support them, 2 breasoned breathsonings and 1 breasoned rebreathsoning reasons support the original reason and 3 space tests and 3 time tests beasonings support the original reason). Rarely, 250 breasonings, which earn 100% are universally recognised as supporting the spiritual imagery of a production. See Tables 1-2 below.

Table 1. Number of breasonings required for A+ using current system.

For each of (5 reasons in exposition + 5 reasons in critique =) 10 reasons per essay:	Breasoning for reason 1 for reason n.	Breasoning for Breathsoning for subject noun in reason n.	Maximum A+ = 90 for 130 breasonings (range from 80.1%-90% is 86-130 breasonings).
	Breasoning for reason 2 for reason n.	Breasoning for Breathsoning for object noun in reason n.	“
	Breasoning for reason 3 for reason n.	Breasoning for Rebreathsoning for Verb in reason n.	“
	Breasoning for reason 4 for reason n.
	Breasoning for reason 5 for reason n.
	Breasoning for reason 6 for reason n.
	Breasoning for reason 7 for reason n.
	Breasoning for reason 8 for reason n.
	Breasoning for reason 9 for reason n.

Table 2. Number of breasonings required for 100% using current system.

For each of (5 reasons in exposition + 5 reasons in critique =) 10 reasons per essay:	Breasoning for reason 1 for reason n.	Breasoning for Breathsoning for subject noun in reason n.	Maximum 100% = 190 breasonings (range from 90.1%-100% is 131-190 breasonings).
	Breasoning for reason 2 for reason n.	Breasoning for Breathsoning for object noun in reason n.	“
	Breasoning for reason 3 for reason n.	Breasoning for Rebreathsoning for Verb in reason n.	“
	Breasoning for reason 4 for reason n.	Space Test: Breasoning for room in reason n.	“
	Breasoning for reason 5 for reason n.	Space Test: Breasoning for part of room in reason n.	“
	Breasoning for reason 6 for reason n.	Space Test: Breasoning for direction in room in reason n.	“
	Breasoning for reason 7 for reason n.	Time Test: Breasoning for time to prepare for action in reason n.	“
	Breasoning for reason 8 for reason n.	Time Test: Breasoning for time to do action in reason n.	“
	Breasoning for reason 9 for reason n.	Time Test: Breasoning for time to finish action in reason n.	“

The following marking scheme for humanities SHOULD be used (because it gives agreement and disagreement the same mark):

H1 and H2A essays must have breasoned objects and rebreasoned completed as part of them.

1. A or 75-100%
An essay is given this mark if the student either agrees with or disagrees with the side of the contention agreeing with the writer, regardless. An exposition in the first half and critique in the second half are required. An exposition is a paraphrasing of the text. A critique is an argument about the text in five paragraphs.

i. A+ (87.5%) essays must have breathsoning and rebreathsoning completed as part of them.

ii. 100% essays must have space and time tests completed as part of them.

2. B or 65-74%
An essay is given this mark if the student agrees or differs in opinion from the side of the contention agreeing with the writer, regardless.
An exposition in the first half and critique (differing in opinion from it) in the second half are required. The objects must be breasoned.

3. C or 50-64%
An essay is given this mark if the student agrees or disagrees with the writer, regardless.
An exposition in a number of paragraphs other than five is required.

4. N or 0-49%
An essay is given this mark if the student doesn't answer the question.
A critique in any number of paragraphs is required.

To earn A (75%), one should write 85 reasons using the breasoning rules (5 exposition + 5 critique + 25 detailed reasoning + 50 mind map), to earn A+, one should write 130 reasons (for each of 10 reasons per essay, 9 reasons support them, and 2 breasoned breathsonings and 1 breasoned rebreathsoning reasons support the original reason), to earn 100%, one should write 190 reasons ( or each of 10 reasons per essay, 9 reasons support them, 2 breasoned breathsonings and 1 breasoned rebreathsoning reasons support the original reason and 3 space tests and 3 time tests beasonings support the original reason). Rarely, 250 breasonings, which earn 100% are universally recognised as supporting the spiritual imagery of a production. See Tables 3-4 below.

Table 3. Number of breasonings required for A+ using suggested equitable system.

For each of (5 reasons in exposition + 5 reasons in critique =) 10 reasons per essay:	Breasoning for reason 1 for reason n.	Breasoning for Breathsoning for subject noun in reason n.	Maximum A+ = 87.5 for 130 breasonings (range from 75.1%-87.5% is 86-130 breasonings).
	Breasoning for reason 2 for reason n.	Breasoning for Breathsoning for object noun in reason n.	“
	Breasoning for reason 3 for reason n.	Breasoning for Rebreathsoning for Verb in reason n.	“
	Breasoning for reason 4 for reason n.
	Breasoning for reason 5 for reason n.
	Breasoning for reason 6 for reason n.
	Breasoning for reason 7 for reason n.
	Breasoning for reason 8 for reason n.
	Breasoning for reason 9 for reason n.

Table 4. Number of breasonings required for 100% using suggested equitable system.

For each of (5 reasons in exposition + 5 reasons in critique =) 10 reasons per essay:	Breasoning for reason 1 for reason n.	Breasoning for Breathsoning for subject noun in reason n.	Maximum 100% = 190 breasonings (range from 87.6%-100% is 131-190 breasonings).
	Breasoning for reason 2 for reason n.	Breasoning for Breathsoning for object noun in reason n.	“
	Breasoning for reason 3 for reason n.	Breasoning for Rebreathsoning for Verb in reason n.	“
	Breasoning for reason 4 for reason n.	Space Test: Breasoning for room in reason n.	“
	Breasoning for reason 5 for reason n.	Space Test: Breasoning for part of room in reason n.	“
	Breasoning for reason 6 for reason n.	Space Test: Breasoning for direction in room in reason n.	“
	Breasoning for reason 7 for reason n.	Time Test: Breasoning for time to prepare for action in reason n.	“
	Breasoning for reason 8 for reason n.	Time Test: Breasoning for time to do action in reason n.	“
	Breasoning for reason 9 for reason n.	Time Test: Breasoning for time to finish action in reason n.	“

On my blog, I wrote after conferring with the Melbourne University Vice Chancellor Glyn Davis that agreement and disagreement equitably deserve the same grade. Later, the University may institute this change. Teachers and lecturers may recalculate the equitable grade by modifying the current system's grade (see Table 5.) or counting breasonings written down as part of a computational marking scheme.

Table 5. Conversion table from old marking scheme to new equitable marking scheme

Current marking scheme grade letter	Current marking scheme	Number of breasonings in current marking scheme	New equitable marking scheme grade letter	New equitable marking scheme	Number of breasonings in new equitable marking scheme
A++	90.1-100%	131-190	A++	87.6-100%	131-190
A+	80.1-90%	86-130	A+	75.1-87.5%	86-130
H1 or A	80.00%	85	A	75.00% (ranges from 75-79% or 80-80% in current marking scheme)	85
H2A	75-79%	85		“	“
H2B	70-74%	70-84	B	65-74% (ranges from 65-69% or 70-74% in current marking scheme)	65-84
H3	65-69%	65-69		“	“
P	50-64%	50-64	P	50-64%	50-64
N	0-49%	0-49	N	0-49%	0-49

How to earn A+ grade in an essay

The following are ideas needed to upgrade your essay grade.

1. Two uses
Include two uses for an idea in your essay.

2. Two types
Include two types of things which work together as one of the points in your essay.

3. Future
Relate a point in your essay to a word from the future.

Structure of marks
1. H1 - agree with lecturer (exposition only or exposition and critique)*
2. H2A - disagree with lecturer (exposition, followed by critique)
3. H2B - disagree with non-central contention (exposition, followed by critique)

The exposition is five perspectives from the primary text.
The critique is five perspectives, focusing on each of the perspectives from the exposition.

The rest are for essays which don't have the ideas above.

4. H2B - disagree (exposition, followed by critique)
5. H3 - first half: exposition, second half: use five perspectives
6. P - agree (exposition)
7. N - disagree (critique only), or not answering the question

* For A+, added clarity it required, which will be described.

Pedagogy

This web site contains information about how to score highly in school and University, particularly in Creative Arts and Science and Philosophy (opinionative essays).