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    (Original post by Shamen)
    And, like 2 + 2 = 5 has said, they obviously are clever if they obtain A*s... So what you're saying is, in effect, people who get A*s in exams are of nil intelligence, because they mis-spell words? Do you know how stupid that sounds? Guess not.
    So good, he had to say part of it twice. :rolleyes:

    they obviously are clever if they obtain A*s

    Do you know how stupid that sounds? Guess not.
    :rolleyes:
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    (Original post by oilcan)
    I sat my exams this year.
    Actually, forget my other point... That's even better... If you sat your exams this year, how can you tell what it was like in 2004? You can't, so keep shtoom, because you're digging a bigger hole for yourself.
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    (Original post by Shamen)
    Doesn't matter, the point I was trying to make was you are not an indicator of the majority of people who sit/ have sat exams... BTW that was a really immature reply and I was sort of expecting that from you.
    Then why did you open yourself up to it then?
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    (Original post by oilcan)
    So good, he had to say part of it twice. :rolleyes:






    :rolleyes:
    Now who's the one who is not exercising "foundation in their points"... Keep it up, great case on your part.
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    (Original post by Shamen)
    Actually, forget my other point... That's even better... If you sat your exams this year, how can you tell what it was like in 2004? You can't, so keep shtoom, because you're digging a bigger hole for yourself.
    How can I dig if I don't have a spade?

    I read articles. I listen to what people say e.g. teachers. Of course, I wouldn't expect you to grasp this concept. :rolleyes:
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    (Original post by oilcan)
    Then why did you open yourself up to it then?
    I was interested in getting my point across, not about dealing with a pathetic reply from you. No, see, the way most people deal with simpletons like yourself, is to improvise; yes improvise, the best way because why waste valuable time thinking ahead as to what a simpleton, like yourself, would say when you can argue your case much more strongly...
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    (Original post by Shamen)
    Now who's the one who is not exercising "foundation in their points"... Keep it up, great case on your part.
    You're just exhibiting your naivety and how you take everything at face value, if you infer that if someone gets A*, it automatically means they are clever but why don't you do what you always do and agree with others, copy what I say and keep squeezing out these groundless posts of yours.
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    (Original post by oilcan)
    How can I dig if I don't have a spade?

    I read articles. I listen to what people say e.g. teachers. Of course, I wouldn't expect you to grasp this concept. :rolleyes:
    I don't think you know what your saying... If you had statements from say, 60% (a good cross section of candidates who sat the 2004 lit exam) then you could pass judgement... Until then, I don't acredit the judgements made when all you have to go on is "what people say" - again, too vague...
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    (Original post by oilcan)
    Of course, there is no place for good English in English Literature. :rolleyes:

    Bad spelling has implications. How can be people express themselves if they don't even have the words to articulate what they want to say?

    I said "morons" can do well, correct? Are you trying to say that people who mispell words, which are right in front of them are clever?
    Firstly: it's nice that you agree with me. English Language and English Literature are two distinct qualifications, and are not to be confused. Although it does have to be taken into account to some small extent (as it already is, with limited marks for spelling, punctuation and grammar), it should not be taken as some simplistic test for "intelligence" alone. Bad spelling does indeed have implications. Bad spelling should be taught and assessed. However, that is why you took an English Language GCSE, which I hear holds these skills in rather high regard.

    Secondly: You seem once more to be working with a narrow and rigid definition of "cleverness", which in your interpretation appears to equate to spelling the words right, and copying them down correctly. Let me remind you, that even Shakespeare had around ten different spellings of his own name. Does this mean that he was unintelligent? If so, it must be rather offensive for someone so clearly intelligent as yourself to be learning from such a moron. If Einstein wrote the "Feory of Rellertiverty", would this make the content any less true? Thus, spelling is not in any way a measure of "cleverness"; indeed, you seem not even to be entirely sure of what "cleverness" would actually be.

    This was the main point to my post but it did require initiative and reading between the lines so what more should I expect?.. :rolleyes:
    I understood the point. I refuted the point, by proving that the example was a rather meaningless one. Is that okay?
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    (Original post by Shamen)
    I was interested in getting my point across, not about dealing with a pathetic reply from you. No, see, the way most people deal with simpletons like yourself, is to improvise; yes improvise, the best way because why waste valuable time thinking ahead as to what a simpleton, like yourself, would say when you can argue your case much more strongly...
    What case? What are you arguing?

    As for improvisation, I didn't know that this is a game to you. Why don't you carrying arming the people around you with ammunition? You're so good at it we wouldn't want such a gift to be wasted now, would we?
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    (Original post by oilcan)
    You're just exhibiting your naivety and how you take everything at face value, if you infer that if someone gets A*, it automatically means they are clever but why don't you do what you always do and agree with others, copy what I say and keep squeezing out these groundless posts of yours.
    Dude, use a full stop and be more coherent please... Are you trying to tell me that I am an imbisile for thinking that candidates who achieve A* are clever? Well, if that be what your saying, then I presume I'd need to think that F candidates who can spell, be more clever than A* candidates who can't spell?
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    (Original post by oilcan)
    What case? What are you arguing?

    As for improvisation, I didn't know that this is a game to you. Why don't you carrying arming the people around you with ammunition? You're so good at it we wouldn't want such a gift to be wasted now, would we?
    *Looks around him* Nope... I don't see anyone else helping me out here... Why, is there an invisible helper by my side? I have to credit you for your use of interesting metaphors, it's more than can be said about your debatery skills.
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    (Original post by Shamen)
    I don't think you know what your saying... If you had statements from say, 60% (a good cross section of candidates who sat the 2004 lit exam) then you could pass judgement... Until then, I don't acredit the judgements made when all you have to go on is "what people say" - again, too vague...

    So the opinions of school officials hold no value in an educational context?

    As you so correctly stated;

    I don't think you know what your saying.
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    (Original post by oilcan)
    So the opinions of school officials hold no value in an educational context?

    As you so correctly stated;
    But of course... However, they do not sit the exam personally and therefore are not liable to make those sort of errors. Its fairly relaxing being a teacher on the sidelines, compared to a student who is sitting exams, dealing with puberty (the ups and downs and what not) and more importantly, sitting exams which compensate a large way towards their future..
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    (Original post by 2 + 2 = 5)
    Firstly: it's nice that you agree with me. English Language and English Literature are two distinct qualifications, and are not to be confused. Although it does have to be taken into account to some small extent (as it already is, with limited marks for spelling, punctuation and grammar), it should not be taken as some simplistic test for "intelligence" alone. Bad spelling does indeed have implications. Bad spelling should be taught and assessed. However, that is why you took an English Language GCSE, which I hear holds these skills in rather high regard.

    Secondly: You seem once more to be working with a narrow and rigid definition of "cleverness", which in your interpretation appears to equate to spelling the words right, and copying them down correctly. Let me remind you, that even Shakespeare had around ten different spellings of his own name. Does this mean that he was unintelligent? If so, it must be rather offensive for someone so clearly intelligent as yourself to be learning from such a moron. If Einstein wrote the "Feory of Rellertiverty", would this make the content any less true? Thus, spelling is not in any way a measure of "cleverness"; indeed, you seem not even to be entirely sure of what "cleverness" would actually be.



    I understood the point. I refuted the point, by proving that the example was a rather meaningless one. Is that okay?
    Firstly: it's nice that you agree with me.
    Did I?

    Let me remind you, that even Shakespeare had around ten different spellings of his own name
    .

    This is because there was no formal rules for spelling then.

    If Einstein wrote the "Feory of Rellertiverty", would this make the content any less true?
    Einstein was dyslexic.

    I refuted the point, by proving that the example was a rather meaningless one.
    How did you do this then? Through opinion? LoL...need I say more? :rolleyes:
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    (Original post by oilcan)
    This is because there was no formal rules for spelling then.
    * This is because there were no formal rules...
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    (Original post by Shamen)
    *Looks around him* Nope... I don't see anyone else helping me out here... Why, is there an invisible helper by my side? I have to credit you for your use of interesting metaphors, it's more than can be said about your debatery skills.
    Maybe you should improve your skills of interpretation.

    I said you "agree with others" to try and get them on your side as exhibited in the following examples:

    http://www.thestudentroom.co.uk/show...73#post2482173
    http://www.thestudentroom.co.uk/show...44#post2482244
    http://www.thestudentroom.co.uk/show...66#post2480766
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    (Original post by oilcan)
    Einstein was dyslexic.
    Therefore, he couldn't spell properly. People who cannot spell properly, by your previous logic, are stupid. Was Einstein stupid? Apparently not. So how do you make these two conclusions meet? Really, I'm interested.


    How did you do this then? Through opinion? LoL...need I say more? :rolleyes:
    You tried to back up that the "Average Joe" could get A*s, I argued that your support for this argument was weak at best. You seem unable to be able to further support your "back up" in any intelligent way, so your point rests solely on opinon: most people watching this thread will almost certainly see that you do indeed have a lot more to say.
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    (Original post by Shamen)
    * This is because there were no formal rules...
    Like a lamb to the slaughter, he takes the bait.
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    (Original post by oilcan)
    Maybe you should improve your skills of interpretation.

    I said you "agree with others" to try and get them on your side as exhibited in the following examples:

    http://www.thestudentroom.co.uk/show...73#post2482173
    http://www.thestudentroom.co.uk/show...44#post2482244
    http://www.thestudentroom.co.uk/show...66#post2480766
    You're very unaware of whats going on around you, for a start I have been arguing my points against yours for the past few hours, why would I want you on my side? I was agreeing with everything, as, I thought it stood strong as a point... I agreed with you on an off-topic comment about zhivago, sorry if that wasn't what you were hoping to read.
 
 
 
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