final grammar eye 3

…………………………………………………………………………………………………………………………………………….

The Grammar Eye :

THE GRAMMAR EYE Student newspaper of St. Paul’s Grammar School | By the students for the students | From M Block to L Block since 2012

Almost two weeks on from when we as cast

and crew walked from that stage for the final

time, I was still buzzing. The feeling of being

on set, and performing both the lines that you

had rehearsed and the emotion you have to find

within yourself, is unparalleled. And the abso-

lute euphoria of finishing that comes when you

sit down at home after it’s all finished, is equal-

ly unique.

To understand the myriad emotions that come

with the end, you have start, as cliché as it

might be, at the beginning.

Some of our student readers may remember a

stuffy day early in the year, where one lunch

time, half the population of the high school

seemed to fill to overflowing the Hall. What

follows was quite interesting: it was the first of

many times throughout the production that we

saw Mr Kidson put on his “Director Hat” rather

than his “Principal Hat”; he told us of the excit-

ing opportunities that being a part of such a

production would bring, with an undeniable

excitability about the way in which he spoke.

You only FausT Once He was enamoured.

And this enraptured state transferred into

each and every one of us. I personally had the

absolute privilege of playing one of the sup-

porting roles in the production. But I can

honestly say that everyone played an essen-

tial role in the whole scheme of the produc-

tion. Without a single person’s dedication,

the whole experience would’ve been differ-

ent.

In all, when it was all finished-when the coat

of contrition had been hung up for the last

time, when the stage had been swept of vase

debris, and when hair was no longer plastered

with hairspray- we had an amazing time. The

whole experience, the process, is where the

fun was had. The fellowship of the cast and

crew, the emerging skills of so many people

involved and the memories made were all

highlights, and what we will come to remem-

ber.

Campbell Barnes reflects...

2013—TERM 2 www.stpauls.nsw.edu.au

…………………………………………………………………………………………………………………………………………….

The Grammar Eye :


Take a stand

on The Student Soapbox - Josh Kopp

Mufti days...

Symbols of freedom, in a time of

oppression.

What oppression, you ask? The

oppression of choice. For thirteen

years (for the vast majority of people),

our choice is taken away from us,

leaving us with the harsh truth that we,

as students, lack any form of power or

control. We are forced to wear the

same, bland clothes day after day with

little respite. We are de-individualised,

dehumanised, turned into nothing

more than another number, another

statistic. Our creativity and ability to

display our personality is eliminated.

But, there was always hope. In our

hearts we knew that there would

always be days where this would not

be the case. Although few and far

between, these aforementioned

symbols of freedom were the

gleaming beacons of promise to the

students at St Paul's. A time where we

could flaunt our individuality, a time

where we were given brief cessation

from monotonous daily routine.

Now, as of the year 2013, these

wonderful days are no more. Crushed

underfoot by our merciless oppressors. So

what if there is a little skin showing? And

maybe some people don't wear all-

protecting black leather school shoes. Is

that really a valid reason to completely

destroy one of the most sacred and

precious events of the students? This

writer, for one, thinks not.

Imagine, if you will, this scene: a mufti

day is announced to the school. Instantly,

thoughts begin to whirl. 'I finally have a

chance to show my friends that new

*insert article of clothing here*' or,

'brilliant, a day I can come to school and

not feel ridiculously uncomfortable in that

tiresome uniform.' Wondrous feelings of

joy and anticipation abound in the

students.

The day itself arrives; the students all

arrive at school, eagerly awaiting the

opportunity to see and be seen. As the day

progresses, more and more is revealed

about the students themselves, just through

something as simple as their choice in

clothing. The day itself is full of learning

and great experiences, as the students are

able to relax and take in the full depth of

their teaches abundant knowledge. What a

marvellous occasion.

But, lo, little did these students know that

these days of excitement and bliss were soon

to be no more! As the year of 2012 came to

an end, something devious was being plotted

behind closed doors in the school's

administration. Something to change the very

nature of the school itself.

The removal of mufti days, and the

introduction of 'non-uniform days', was

something to send shivers down the spine of

every student made aware of this malevolent

deed. These new 'non-uniform days' were a

contradiction to themselves, a blatant lie, as

students were made to wear their sport

uniform. However, the combined might of a

senior rebellion succeeded in partially

changing these cruel laws. For senior

students, a house shirt and leg-wear of their

choice was permitted! But, this is only a

small victory for the students; our younger

peers still suffer under the full weight of this

oppression, and the senior students are still

not completely free.

Maybe, one day, the St Paul's administration

will come to their senses. Until that day, we

continue to fight; for our chance for

creativity, for our days of respite, for our

freedom!

The Grammar Eye Contributions for the Grammar Eye Term 3 2013

We welcome and read all submissions for The Grammar Eye with an open mind. If you would like to make a contribu-

tion about anything at all, please email either our Editor Campbell Barnes or Mrs Wynne-Jones

10Ways to

Make Speeches

More Interest-

ing

Andrew Coulshed

Speeches are one of the most confronting and

frightening parts of life, and yet as students

we are forced to make multiple presentations

each year. Our speeches can often end up

dull, plain and generally uninteresting, with

our old recycled speech tactics being dug up

every year. Well now, thanks to the Grammar

eye, you can fight back at your teacher’s

devious speech assignments, with our com-

prehensive guide to writing a fantastic speech

every time.

Wear a Costume

Costumes are a guaranteed path to suc-

cess. Dress up as your favourite actor,

animal or vegetable.

Insult your Audience

Remember, you are always better. Re-

mind them.

Dance

How do you think Gangnam style be-

came so popular?

Speak in Chinese

Your audience can’t judge your content

if they can’t understand you. Flawless

Feed your Audience

Your audience is always hungry. This is

where your vegetable costume comes in

handy.

Sing

It doesn’t really matter what you sing. Or

even if you can sing. Just wail a bit.

Grow a Moustache

Not only does it look dapper, it’s some-

thing you can play with if you get bored.

Eat a Sandwich

You’re not going to speak/sing well if

you are hungry. Your audience won’t

mind, as long as it contains beetroot.

Improvise

Change your volume, do a few dramatic

pauses. I don’t know. Spontaneity is the

spice of life.

Throw Something

This has actually been done successfully.

Shoes work well.

…………………………………………………………………………………………………………………………………………….

The Grammar Eye :




Leadership is a big thing. It’s daunting,

exciting, thrilling and undoubtedly

challenging. And that’s what I love about it.

I’m sure that for most of the year 11 cohort,

the thought of leadership within the school has

been sitting quietly in the back of their minds,

letting the rest of what goes hand in hand with

the first year of studying the HSC or IB

diploma become more important. Of course,

we have always known that someday it would

happen, but never did we think it would

happen this fast. It seems like mere weeks ago

that we started the beginning of the end of our

high schooling; and indeed measly days since

the famous Humble “leadership talk”. And

with this talk, the thought of becoming leaders

was pushed into the forefront of our thoughts.

The preparation, in the form of a professional

style CV, and supporting statements for each

and every role we were applying for, was just

half of what we had to consider when we were

applying: What should I go for? Who else is

applying for it? Can I possibly bear the weight

of a badge on my collar (and the responsibility

that it represents)?

For those that answered “Yes” to the last

question, a relatively short process was

entered into: an interview here, a CV there,

and it was up to the powers that be to decide

out position in the school.

And when it was all over, we came out the

other side virtually unchanged. Still the same

people, just with a title in formal recognition

of the group of leaders we had so suddenly

become.

One of the major factors being stressed to us

as the leadership team is that of team work.

And that is what we are, one great big team of

sport, chess and music players; those with a

passion for all things service, environment,

Cornwallis and co-curricular.

In our short term of just a year, we hope to

achieve much; and all will be revealed in due

time. But it wouldn’t be possible at all without

the amazing support from our teachers and the

outgoing leadership team. Thankyou.

And so next time it’s 7:30 in the morning, and

you’re tucked up all nice and warm in your

bed, spare a thought for the high school

leadership team, your high school leadership

team, as we prepare to do the best we can to

represent you. It won’t be a walk in the park –

more like a brisk jog if truth be known – but

that won’t stop us from enjoying our time and

who knows- it just might turn into something

spectacular.

Campbell Barnes

“Good leaders must first become Good servants”

If your actions inspire others to dream more, learn more, do more and become

more, you are a leader. John Quincy Adams

WORDS INTO ACTION

“Thank-you St Paul’s” was the humbling

message Bishop Ise-somo brought to staff

and students at St Paul’s Friday 21 June.

St Paul’s was privileged to have Bishop Ise-

somo, Bishop of North Kivu Province, Demo-

cratic Republic of Congo speak to Years 9, 10,

11 and 12 at our chapel services. Bishop

Ise-somo and his wife have played an enor-

mous role in facilitating our support for the

orphans and Mutawanzuki School in his prov-

ince. St Pauls’ has had an association with

“Ise” since the mid 2000s. During this time,

money raised by St Paul’s has contributed in

significant ways to improving the well-being

and education of the students who attend.

Projects we have supported include:

buying roofing for the Mutawanzuki

school (otherwise in the rainy season

the students were wet during their

lessons)

supplying building materials to build a

modest but necessary toilet facility

desks and general improvements to

class rooms

sewing machines for uniforms and

vocational purposes. Ise-somo’s province

While the west of The Democratic Republic of

Congo is experiencing stability, Ise-somo was

able to explain the ongoing instability in the

east. In the east rebel forces raid farms, kidnap

children and rape women. Ise’s parish shelter

and provide ongoing care for victims of this

terror. Rwandan rebels have also settled in this

region and perpetrate similar terror.

While this news is shocking and seemingly

insurmountable, Ise-somo was able to share

with us positive news. While Mutasanzuki

school was initially set up for orphans,(as is

the case in many African countries – if you

cannot pay school fees, you cannot attend

school) many other children attend because

the community sees the integrity and care of

the school. A pupil from the school scored the

highest primary matriculation score in

Butembo. The government does not pay the

wages of the teaching staff at this school – yet

they still teach because they know the value of

education for these children.

While Ise-somo graciously thanked students

and teachers, both students and teachers felt

humbled in our position to be able to help in

the small ways we can.

This remains our challenge.

Mrs. Newton

“For I was hungry and you gave me food, I was

thirsty and you gave me something to drink, I was

a stranger and you invited me in” Matthew 25:35

A snap shot of Butembo – nearest city

…………………………………………………………………………………………………………………………………………….

The Grammar Eye :

2013– TERM 3 www.stpauls.nsw.edu.au

For how dare my daughter disobey me?

I will toss and turn until she can see,

What a wondrous favour I have done

Oh how I only wish I had a son!

Lord god praised us with this only child,

She’s gone berserk and totally wild!

What a disgrace to our family name.

Oh I will play her most horrible game!

Drag thee on Thursday to see the good priest,

By Wednesday the nonsense will have ceased.

Her whining and whaling will amuse us,

Laughing so hard the guard will remove us.

My god I should have thought of this be-

I hate with passion those Capulet boys,

Their hair so sleek and that annoying poise.

Mercutio did not deserve to die,

That’s the reason I killed him, that’s not a lie.

I feel so uneasy but I won’t regret,

though Tybalt’s death was so hard to forget.

There is no point in living, I will be killed

Heart so full of regret it will be spilled.

Wait a little while I have to think,

Poor Juliet’s heart will certainly sink.

She’s the only one who lights up my day.

I don’t care what those police have to say.

Juliet, my love and joy of my life

I will never leave your side, my young wife

Now Romeo and Juliet have died

Both families have put the feud aside.

Hatred had gone on for so many years,

It’s surprising to see them face their fears.

So shameful that two people had to die,

And they had to keep their marriage a lie.

Tragic lives these two young lovers did live,

Such a shame to think how much they did give.

Now it’s too late, their families have lost

Argument settled at such a great cost.

Verona will long mourn two of it’s best,

No love stronger from the east to the west.

From these deaths a new beginning is here,

A friendship that will last many a year.


We welcome and read all submissions for The Grammar Eye with an open mind. If you would like to make a

contribution about anything at all, please email either our Editor Campbell Barnes or Mrs Wynne-Jones

Rosaline is no longer amazing

For it is Juliet I am praising.

I change my mind at each pretty new face

But that is not so, in Juliet’s case.

How beautiful is her radiant skin,

Its glowing perfection, my love did win.

I dream of kissing her lips so divine,

Then all will be blessed and everything fine.

I would love to meet at her balcony,

Just to hear her words, a sweet symphony.

Tonight will be the night I will see her,

So excited, my eyes with tears do blur.

Her big blue eyes will fill with a tear,

As I tempt her heart with my love sincere.

Today I will ask for Juliet’s hand,

It is she I want beside me to stand.

So I can take her as my pretty wife,

And I can have her always in my life.

Only problem is she does not love me.

She looks at Romeo all the time gee!

I am so very much better than him.

To be with Juliet I’d give a limb!

For her happiness I would die,

If I marry her, life would be a lie.

To my sorrow I have to let her go,

So she can be with Romeo, my woe.

Then Juliet will be very happy,

…………………………………………………………………………………………………………………………………………….

The Grammar Eye :

2013-TERM 3 www.stpauls.nsw.edu.au


We welcome and read all submissions for The Grammar Eye with an open mind. If you would like to make a

contribution about anything at all, please email either our Editor Campbell Barnes or Mrs Wynne-Jones

DUKE OF EDINBURGH by Caitlin Guerin

Late last year, 38 Year Nine students

thought they had what it took to take

on the Bronze Duke Of Edinburgh

Award and in Term 2, they did the hike

of their lives - a combined total of

more than 40km, over the course of

four days.

The first track started at Wattamolla in

the Royal National Park and we walked

along the coast track to Garie Beach,

where we spent our first night camping.

The first track went up , over and back

down a few ridges and took us about six

hours to walk, including rest time. That

night, after we set out tents up and had a

little time on the beach itself, we

cooked our dinner on our own, before

we had devotions under the stars with

Mr Blanch. He explained a bit about the

stars, before reading from the bible and

praying with us.

The second day we got up at 6am in the

freezing cold to make our breakfast and

pack up. We then got set up for the next

leg of the hike, which took us to Otford.

After hiking up the side of a mountain,

seeing that bus waiting for us (or the

boys who had already arrived come

back for our bags) was enough to keep

us going through the last leg of the hike.

We piled onto the bus, collapsed into

our chairs and relaxed as we were

driven to McDonalds for a well earned

hot meal we didn't need to cook or re-

hydrate ourselves.

After a good feeding, we got back on

the bus and were driven to the

Katoomba Christian Conference Center,

where we enjoyed the comfort of

another hot meal, a shower and a

mattress to sleep on.

That night we played a few games with

Mr Kelshaw, until he went outside to

make a phone call.

While he was gone, we started a whole

group game of "saw-macadora". It was

quite fun to watch Mr Kelshaw walk

back into the room and be quite shocked

and impressed with what we'd done. His

response? "Respect!"

But sadly, all the comfort of being in a

camp site quickly disappeared the next

morning when we were up early again

and leaving. We re-packed, re-grouped

and re-loaded.

Once we arrived at Govett's Leap, we

mapped out our route and set out.

We walked until we reached Acacia

Flats, where we were to camp for the

final night, and all set up camp. We had

arrived a fair bit earlier than expected,

so we walked a little outside the

camping area and collected wood for a

bon fire. We got a big pile and had

hopes of having that fire after we made

dinner, so we all hung around that area

until it got a bit overcast. We walked

back to the campsite and grabbed our

gear for dinner, and finished dinner just

as it started to rain.

And it hadn't stopped by morning.

We got up, and set off again with the

thoughts of returning home at the end of

the walk.

The last day seemed to go on forever,

and once we had reached our

destination, everyone was soaking wet,

freezing cold and longing for their

warm beds.

All in all, it was an amazing experience

for all the students, and most of them

intend on following on with the next

level of skill acquisition.

If you're considering signing up for next

year's Duke Of Ed, year eight's,

definitely take the chance. It's an

experience you don't want to miss out

Year 11 Retreat

Day by Josh Mann

Firstly, while many readers may now be

wondering “Why should I read this?”

allow me to inform you: Why not? If

you are in Year 11 or 12 then you may

know some of what I will say, but why

not spend 5 minutes learning something,

and potentially being entertained?

On the 9th of May, Year 11 got to wear

mufti to school. We also had a great talk

from Brent Sanders, as to which is more

important I leave to you, the reader.

Year 11 was split into males and

females then were talked at or to,

depending on how you found the talks.

Brent Sanders is and ex-cop and this

was apparent from his first sentence to

the boys: “Now I’m not going to

bulls**t you” (the asterisks have been

added for the more sensitive reader). He

then proceeded to live up to his word.

He talked to us for about two hours (1

hour, 15 minutes if you extract the

swearing) about decisions. Now anyone

who heard that he was there to talk

about sexual assault did hear correctly

however only part of his talk was about

that, most of it was about making

decisions that we would not regret.

This talk was one of those rare gems

that, while sounding boring as I type

this out, left no-one who left PA1

feeling bored. He was engaging and felt

as if he not only lived in the real world,

but that he had seen some of the worst

and honestly wanted to stop people from

reaching those places. I will only share

one story that he gave, so as not to ruin

anything for the lower years. Around

five teenagers were out around

Cronulla, they had been drinking. One

of them through a bottle at a passing car,

the man was driving his fiancée to

dinner. He got out of the car to talk to

the boys. One of them snuck behind him

and knocked him to the ground. All of

the boys proceeded to kick at him until

he died. They were caught because the

fiancée knew one of them. These boys

were in Year 10 or 11 and one of them

was recently moved to Lithgow prison

****************************************************************************************************

…………………………………………………………………………………………………………………………………………….

The Grammar Eye :


Before I have something slightly resem-

bling a pencil sharpener thrown at me

when I walk out of my bus and into the

school tomorrow, I must say that movies

and I have never really gotten on well

together. I pleasantly avoided all contact

with them and they in turn didn't have to

play themselves for the thousanth time,

hoping that life meant more than just pix-

els and oversized flat-screen TV's.

The reason for this is actually quite a sim-

ple one. Even when I was young I was

always interested in compelling story-

lines, well-developed characters and a

great, relatable atmosphere. Being the

spoilt brat that I was when I was younger

and only looking for the best of every-

thing, movies rarely did this for me.

There were a few okay ones now and then

(Alien, The third harry potter movie and

Ice age for example).

My main problem with movies is the

timeframe they have to play with, com-

monly featuring around two to three hours

of content. The amount that must be add-

ed within this time seems unreasonable.

Having to develop and convey characters,

build and give context to their own world,

keep things engaging and create emotion

(Just to list a few). Ether that, or they just

don't do it right anyway (That includes

you too Star Wars and your blabbering

mess of ridiculous fan boys!). Personally

I'd find it easier to fit a watermelon into a

toaster than add all of that content effec-

tively.

This is very different to what I did watch

and do as a child. One of my largest hob-

bies then and now (Even having started

my own YouTube Channel recently be-

cause of it) is gaming. Oh and I mean

GOOD gaming but that's certainly for

another time. My greatest example of a

compelling story would be from gaming;

from a game called Final Fantasy 13, or

eff eff thirteen as people splutter lazily

nowadays.

Eff eff thirteen, takes around forty hours

for a normal play through. This is a good

thirty-seven more than most movie's now-

adays, and what it does with this time, it

does very well. The plot is slowly unwo-

ven, unlike a movie in which everything

has to be like a dog on a manhunt for the

nearest mailman. This also gives it time to

flesh out characters and most importantly

for any type of entertainment, immerse

you.

Immersion is something I believe com-

monly movies lack. I have to give it to

them this time though, it might not even

be their fault for most of it. As a massive

fan of not only gaming but also se-

ries' (especially anime) the timeframe

once again seems too little (more for per-

sonal reasons). Series' especially have

many episodes and sometimes even sea-

sons to convey all of the things listed be-

fore.

I've found myself countless times almost

getting into a movie only to find it end ten

minutes later. Its like there's a massive

party going on that I was invited too, only

to be let in just as everyone else is leav-

ing... And now there's no cake. Consisten-

cy also plays a large part in immersion,

which is a slightly larger problem than the

movie ending too quickly. When watch-

ing a movie the idea or at least as far as

I've been aware is to be brought emotion-

ally into its world.

That however is hard to pull off when you

notice errors. For example in a new movie

which was fairly horrible, (The amazing

spider man) Ben (or at least from what I

remember it was him) picks up a com-

pletely solved rubic's cube, and in the

next scene places down a jumbled one!

This may seem a little like nitpicking and

in some instances people wont notice

things like this. But when you do notice a

mistake it completely ruins all hope it had

of compelling you.

However now I can feel the complain

train starting to set off so I better end this

off somehow before I break a blood ves-

sel. Putting it simply, Movies are terrible.

Except, for The Disappearance of Haruhi

Suzumiya. But that's an extension of a

Series anyway.

Brenden Wills

Do you agree…?

WHY (MOST) MOVIES ARE TERRIBLE!




TOP TEN BEST FILMS—

HOW MANY HAVE YOU

SEEN?

By http://www.thetoptens.com/best-movies/

1 The Godfather (1972)

2 Forrest Gump

3 The Shawshank Redemption

4 Titanic

5 The Lord of the Rings: The Return of the King

6 The Dark Knight

7 Fight Club

8 Gladiator

9 Star Wars: the Empire Strikes Back

10 Pulp Fiction

******************************************************************************************************

http://www.thetoptens.com/best-movies/

…………………………………………………………………………………………………………………………………………….

The Grammar Eye :

Cecil’s

Corner Hi Cecil,

I’m having trouble with my school

work but I’m too shy to go to peer

tutoring in J9. What do I do?

#WhyYr11SoLoud

Hi #WhyYr11SoLoud,

You know when you were little

and they used to tell you “Don’t panic!”

when you see a snake because, believe it

or not, the snake is actually more scared

than you? You’re right; it’s hard to walk

in to a room full of loud seniors that

you’ve never talked to. But I’d also say

that some of those Year 11’s would also

be nervous of tutoring a new student…

which is why they’d try very hard to be

extra nice! If I were you, the best way to

go about it would be to talk to a Year 11

in your tutor group/school club that

you’re close with and ask them to

introduce you to a couple of the tutors

before Peer Tutoring at lunch. That way,

when you walk in, you know you’ll see a

familiar face, or if you’d prefer, ask them

to meet you directly in the Library and

avoid the “awkwardness” altogether! Or

if you want some “moral support”, bring

a massive group of friends with you to J9.

Trust me, after you see how goofy the

peer-tutors really are and how much they

can help you, you won’t regret it!

!!!!! STAR LETTER ABOUT A

PERRENIAL ISSUE !!!!!

Dear Cecil,

I’ve got to tell you what a dilemma I’m

in. I’m a girl in year 10 and Debutante

madness has already begun! I don’t

know how it happened! One day, we’re

all sitting around and before you can

say “1D can’t sing, but GAWD they’re

cute”, every girl’s in a frenzy to grab

the closest guy. I don’t what to do…

should I ask a guy to avoid missing out

or wait till next year so I don’t seem

desperate?

#ermygawdDEB

Hey #ermygawdDEB,

Before I can start answering your

question: TO THAT GIRL WHO

CAVED AND ASKED FIRST, NOT

COOL! I can understand where you’re

coming from. As soon as that first girl

asks, it sucks because, all of a sudden, it

sets off this impressive chain reaction,

whether you like it or not! Ideally, you’d

want to get an idea of who you’d like to

go with and then suss out their dance

skills at year 10 Formal… But if you

really feel like you might miss out,

perhaps you should strike while the iron’s

hot. One word of advice: ask a guy who’s

your friend and who you get along with

naturally.


This Term:

Aries March 21-April 19

今年你应该说中文。白痴外国人。

Lucky Day: Mid-Autumn Festival

Lucky Object: Your winning smile ;)

Taurus April 20-May20

Just Dance.

Lucky Day: Saturnalia

Lucky Object: The mouse-knob thing on

your laptop

Gemini May 21-June 20

You will burn yourself with your hair

straightener. Sorry.

Lucky Day: The day after the day after

the day after tomorrow

Lucky Object: Curtains

Cancer June 21 - July 22

Eat some corn. Its amaizeing.

Lucky Day: Tuesday (Or Wednesday,

your choice. I wouldn't make a decision

based on a couple of stars millions of

light years away)

Lucky Object: Stars millions of light

years away

Leo July 23 - August 22

Watch the Lion King 4 times. At least.

Lucky Day: 32nd of January

Lucky Object: Mammee Noodles Season-

ing (At least the old ones. The new recipe

isn't nearly as good)

Virgo August 23 - September 22

If you wear glasses, don't. If you don't,

do.

Lucky Day: 27th May (International Cel-

lo tape Day)

Lucky Object: Contact Lenses

Libra September 23 - October 22

Do something good (so I don't have to).

Lucky Day: Clean up Australia Day

Lucky Object: Broom

Scorpio October 23 - November 21

Don't read this! Oh damn. You did. Now

that just completely ruins my predictions.

Good job there.

Lucky Day: I'm not even sure if you de-

serve a lucky day anymore

Lucky Object: Ditto.

Sagittarius November 22 - December 21

...

Lucky Day: 10th of March

Lucky Object: Whatever your geography

teacher is holding right now.

Capricorn December 22 - January 19

Scream. And Shout. And let it all out.

Lucky Day: Daytona Beach

Lucky Object: Pencil Cases

Aquarius January 20 - February 18

Your saliva will work as an adhesive this

week, so don't bother with your glue

stick.

Lucky Day: Quick! It's Today!

Lucky Object: Novelty Hats

Pisces February 19 - March 20

Sell a kidney on the internet.

Lucky Day: Day-Z

Lucky Object: Acorns

HORRORSCOPES

The Grammar Eye

Contributions for the Grammar Eye Term 3 2013



…………………………………………………………………………………………………………………………………………….

The Grammar Eye :


AEROGAMI

By Rashmi Shingde

If you asked me what would be one of the surprising things about high school, I’d say it’d be the number of

times I’ve had to make a paper plane. From year 7 to year 11, I can guarantee that I’ve made a paper plane at

least once every year, from house and class competitions to settling scores the “dignified” way. And every year,

there’s always that one frustrated student who ends up turning their demented paper plane into a scrunched-up

ball. Or Molly McNamara, who, in the recent inter-house paper plane competition, threw a paper boat instead.

Always the individual.

To those who look down upon this humble art, realize that a paper plane works on the same principles as that

multi-million dollar, hundred tonne Boeing-787 soaring above. There’s thrust to keep the plane moving for-

ward, aerodynamic lift to lift it upwards, gravity to pull it downwards and air drag to counteract its forward

speed. So when you come up with a nifty little design that can travel straight, fast and steady, you’ve actually

demonstrated the flight mechanics of a good airplane!

Here’s the inventive design of Ken Blackburn’s plane that held the Guinness World Record for thirteen years by

keeping his plane aloft for 27.6 seconds! I’ve never tried it before, so keep me posted via email.

final grammar eye 3

Documents

time of oppression

lunch time

amazing time

final time

grammar eye page

pauls grammar school

oppression of choice

student readers