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An Coras Oideachais In Eirinn Essay Definition

Bones of the Essay

Tús
  • A chathaoirligh, a mholtóirí, lucht an fhréasúra, a chomhscolairí agus a lucht éisteachta go léir, is é an rún atá á phlé againn inniu ná... (diospoireacht only)
  • Táim féin agus m'fhoireann i gcoinne/ar son an rúin (diospoireacht only)
  • Ceist achrannach/chonspóideach is ea í seo faoi (an t-ábhar) atá ag déanamh scime dúinn le fada/ le déanaí
  • Ceann d'fhadhbanna casta na linne seo is ea en scéal seo faoi (an t-ábhar)
  • Ceist shuimiúil/ shuntasach is ea í seo faoi (an t-ábhar) atá a plé ar fud na tire/ domhain le fada/ le déanaí
  • Ábhar spéisiúil is ea an cheist seo faoi (an t-ábhar) a bhfuil suim mhór ag muintir na tíre/ an domhain ann le tamall de bhlianta anuas
  • 'Ni lia duine ná tuairim.' Níl aon amhras ach gur fíor an seanfhocal sin maidir leis an gceist seo faoi (an t-ábhar)
  • Tá an cheist seo pléite agus athphléite ag polaiteoirí/ ag iriseoirí/ag múinteoirí/ ag daltaí/ ag saineolaithe/ ag an bpobal i gcoitinne/ ag gach mac máthair 
  • Táim(id) dúdhóite de..
  • Tá an fhadb seo/ na fadhbanna seo chomh sean leis na cnoic
  • Is cosúil go bhfuil ag teip orainn, go dtí seo, teacht ar aon réiteach sásúil ar an bhfadhb seo
  • Ní dóigh liom go bhfuil aon réiteach simplí ar an gceist chasta seo
  • In ainneoin na cainte go léir níor thángthas ar aon fhreagra fiúntach go fóill
  • Mar sin féin, ba cheart dúinn an fhadhb seo a iniúchadh chun teacht ar réiteach éigin
  • Braitheann réiteach na faidhbe ar an rialtas/ ar thuistí/ ar an Roin Oideachas agus Scileanna/ ar na daltaí féin/ ar an bpobal i gcoitinne
  • Ní mór dúinn rud éigin a dhéanamh go práinneach nó in olcas a bheadh rudaí dúinn

An Scéal Faoi Mar Atá Sé i Láthair na hUaire
  • Ar an gcéad dul síos/ I dtús báire/ I dtosach báire
  • Nochtar domsa mar sin go bhfuil práinn i gceist chun an fhadhb seo a réiteach
  • Ní gá dúinn ach éisteacht le ceannlínte na nuachta lá ar bith agus cloisfimid tagairt éigin don cheist seo
  • Tógaimis mar shampla (scéal baineann leis an ábhar)
  • Caithfear a adhmáil gur scéal náireach é seo
  • Is mór an scannal go dtarlaíonn a léithéid
  • Is mór an náire é scéal mar seo a bheith ag titim amach sa triú milaois i dtír nua-aimseartha mar Éirinn
  • Ní leor deora. Níl gar i gcaint
  • Mar a deir an seanfhocal "I dtús na haicíde is fusa í a leigheas
  • "Ní neart go cur le chéile
  • "Ní haon mhaith a bheith ag seanchas nuair a bhíonn an anacháin déanta."
  • Caithfear an gníomh a chur leis an bhfocal

Na Cúiseanna
  • Is é mo thuairim go bhfuil meascán de chúiseanna leis an bhfadhb chasta seo
  • Is cinnte nach bhfuil an Roinn Oideachais/ an Rialtas/ an Eaglais saor ó locht
  • Sílim féin go dtosaíonn an fhadhb sa bhaile/ ar scoil/ mar gheall ar fhaillí an Rialtais
  • Mar is eol dúinn go léir
      a) Tá an Rialtas faoi stiúr an tUasal Ahern ciontach as na fadhbanna seo a bheith in Éirinn arís tar éis an Tíogar Cheiltigh
          imithe ar chos in airde agus fograí sochraide fágtha ina áit
      b) Leanann páistí sampla a thuismitheoirí. "An rud a fheiceann an mhac déanann an mac."
      c) Tá baint fíor-thábhacht leis an gCóras Oideachais agus cúis na faidhbe seo gan dabht. Is cosúil go bhfuil an Rialtas beag 
          beann ar an scéal
      d) Níl a dhóthain áiseanna/ infheistíocht/ airgead ar fáil agus eascraíonn an fhadhb as sin. Is mór an scannal é dar liom
      e) Ní haon bhréag le rá gur fhás an fhadhb seo le linn (+ T.Gin)
  • Goilleann sé go dian ar mhuintir na hÉireann an fhadhb seo a bheith ag creimeadh aneas na tíre
  • Goilleann sé go dian orm a léithéid a fheiceáil/ a chloisteáil inar measc/ thart orainn agus mar sin ní mór dúinn rud éigin a dhéanamh faoi láithreach
  • "Ní féidir an bolta a chur ar an doras agus an capall imithe."

Réiteach ar an Scéal
  • Faoi mar atá luaite agam cheana, níl aon réiteach simplí ar an bhfadhb seo
  • Conas is féidir le héinne an fhadhb seo a réiteach má tá réiteach ann ar chor ar bith
  • Ní féidir cúrsaí a fheabhsú gan
      a) athrú intinne suntasach sa tír seo
      b) rún daingean ag na húdarais cuí/ an Rialtas dul i ngleic leis an bhfadhb seo go práinneach
  • Go bhfios dom/ Nochtar domsa/ Sílim féin go mbraitheann réiteach na faidhbe ar thuismitheoirí an oiliúnt cheart a chothú ina bpáistí
  • Tá géarghá le tuilleadh airgid/ infhesitíochta/ eolais/ oideachais a chur ar fáil sa bhaile/ ar scoil chun deireadh a chur leis an bhfulaingt
  • "De réir a chéile a thógfar na caisleain," agus aontaim go huile is go hiomlán leis an seanfhocal seo agus réiteach na faidhbe
  • Tá treoir, spreagadh agus tuiscint riachtanach chun an fhadhb seo a réiteach

Críoch
  • Mar fhocal scoir agus mé ag druidim le deireadh na horaide/ na haiste ní mór dúinn go léir tuiscint a bheith againn
      a) ar an bhfulaingt a théann leis an bhfadhb seo
      b) ar an tábhacht a bhaineann le...
      c) na pointí a bhí agat arís a luaigh
  • Más rud é go n-oibríonn gach uile dhuine le chéile mar aonad mór láidre, éireoidh linn na fhadhb a réiteach go luath
  • "Ní neart go chuir le chéile," agus más feidir linn éireoidh go brea linn
  • Táim cinnte go n-aontaíonn sibh liom anois agus go bhfuil sibh go léir ar an intinn céanna liom

      

Higher level Irish students who prepared well for the oral Irish exam were doubly rewarded with a paper that was rich in the issues of the day, according to teachers on Monday afternoon.

“I always tell my students the topics you prepare for the oral are never a waste,” said Ruth Morrissey-Casey, TUI subject rep and teacher in St Michael’s Community College, Kilmihil, Co Clare. “There was plenty of scope for them to write on a number of issues.”

The essay section on the paper offered a good range of topics according to Asti rep Robbie Cronin. “The titles were excellent,” he said.

Technology, alcohol and drugs, travel, the Irish language and the major stories of today provided ample opportunity for strong students to show their richness of language without confounding weaker students teachers said.

“Major stories of today, was a particularly nice question,” said Clare Grealy of the Institute of Education. “It gave excellent flexibility to students, and provided they saw the potential in the question, they could have used topics they had prepared but that were not directly asked on the paper.”

The debate topic, about the progress women have made in recent years, raised a few eyebrows. “Had we not made progress before the last few years?” asked Ms Morrissey-Casey. “I’d struggle to write three pages on that topic. It was a little old-fashioned perhaps.

“It could have proved challenging as students would be required to have specific knowledge on specific women,” Ms Grealy said.

The speech that students were required to write was on Ireland’s excellent education system. “I thought that would have been better as a debate topic,” Ms Morrissey-Casey said. “What if the students didn’t agree?”

All students did an aural exam before starting the written section. “The CD material was very clear, very direct and not as fast as recent years,” Ms Morrissey-Casey said. “The terminology was accessible and the questions were appropriate to the level.”

Ordinary level students were faced with one question about recycling which may have posed a difficulty as it was phrased in the conditional tense, the dreaded “modh coinniollach”.

“There’s a problem generally with the aural Irish in that the CD is only played twice rather than three times as it is in other language exams,” Mr Cronin said. “It causes a difficulty, especially among weaker students.”

Again, students who put the work into the oral exam at ordinary level were rewarded in the story section. “Each option was based very closely on the picture sequences that students would have prepared for the oral exam a number of weeks ago,” Ms Grealy said.

In the popular letter section, students were asked to write about a stay in hospital or about a concert they were going to. The concert letter was slightly more challenging, according to Ms Morrissey-Casey, as it asked students to describe their preparations before the concert as well as what they did at the concert.

Overall, few students would have been rattled by, “accessible, run of the mill topics,” Ms Grealy said.

Try this at home

Freagair do rogha CEANN AMHÁIN díobh seo.

(a) Scríobh an chaint a dhéanfá i ndíospóireacht scoile ar son an rúin seo a leanas nó ina aghaidh: Tá dul chun cinn iontach déanta ag mná na hÉireann le blianta beaga anuas.

(b) Tá scrúdú na hArdteistiméireachta díreach críochnaithe agat. Iarradh ort píosa cainte a dhéanamh ar chlár raidió ar an ábhar seo: Tá córas oideachais an-mhaith againn in Éirinn.

Scríobh an píosa cainte a dhéanfá ar an ábhar sin.

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