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OOC SECTION
What is your Minecraft username?:
wethecreature, rodentology
wethecreature is my main account which I'm applying on.
What is your time zone?:
MST/MDT
What is your discord username? (eg @muffincats)
@wethecreature
Link all previous applications you made on the server:
ACCEPTED:
Event Application #4
Portuguese Application
Russian Application
Shrine Application #1
Professor Application
Reporter Application
Governor Application #2
DENIED:
Event Team Application #1
Event Team Application #2
Event Application #3
Lore Team Application #1
Lore Team Application #2
Shrine Application #3
Describe your activity on SchoolRP: In the last four to five months I have quit SRP and taken a break. When I was active my activity was at least a few hours half the week. Now that I'm coming back I think I'll be able to strike a reasonable balance and give enough time to SRP. As of rejoining, I am quite active because I still have some plots floating around.
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Former Activity
3 - 4 days per week
3 - 4 hrs per each day online
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
I joined SRP in early 2021 and then left for a long while. I found it again in 2022 and picked up GangRP. (Since I was still a new player (just with a red tag), I didn't know what I was doing and definitely did a horrible job properly RPing Gangs). After trying and failing to be in and start gangs over and over, I joined the Shrine faction. I definitely learned a lot about RP in the shrine faction and later on I pursued the Professor role. I would definitely say Professor was one of my favorite roles and that the type of RP in the college faculty is one of the main reasons I want to come back. After this, I joined the Event Team and was on it for 7 months before leaving. Before I left, I was in the government faction and the news faction which I eventually left because of a lack of motivation. I had a time (albeit extremely short) of inactivity before I returned and became a Teacher. I would definitely say the Teacher role is a lot less satisfying than the Professor role because there was a lot less freedom and you had to put in a lot more work to have classes be an RP experience instead of just pandemonium. Later, I left all factions entirely and then I left SRP for around 5-6 months before rejoining recently (this month, actually).
I've had other experience with RP on other networks that I've more consistently been present on but SRP is the one I've devoted the most effort to.
What are your current roles on SchoolRP:
wethecreature: adult, college
rodentology: adult, snail
What is the subject you want to teach?:
Literature & Creative Writing
TRIVIA SECTION
What is your motivation for becoming a professor?:
I enjoy the faculty RP because it allows me to interact with a range of characters and allows for a lot of character relations. Teacher is less satisfying for me particularly because highschool students aren't as interesting to interact with as college ones ( just my particular preference when it comes to faculty since I have been teacher and professor).
Additionally, I enjoy the aspect of teaching with a character I've made because it's a very unique style of RP.
I particularly enjoy the amount of freedom that professors get with their subjects and with the stuff they can do. For example: When I was first in professor, I was allowed to host a class almost entirely devoted to Improv, which I thought was a unique opportunity. I like the idea of teaching creative writing and literature with a character because (as an RPer and a writer) I enjoy the creative writing process and anɑlyzing writing. I've never actually shared that with the community other than when it comes to simple RP, so this would be an amazing opportunity for me.
Work out two interactive classes you will host if accepted:
1. Worldbuilding is a major part of writing. Worldbuilding and the nature of a story's world can often be implied through one sentence or something small like an advertisement. Students will be put in groups and will each make an advertisement billboard (visual) or an advertisement video (acted out/skit). The goal is to see how much about a world we can deduce because of subtle things inside of your group's advertisement.
Lesson Content
- What is Worldbuilding?
- How to be Subtle in Writing
- How to "Imply your Setting"
Lesson Content
- Reviewing Figurative Language
- The Point! of Point of View
- Mastering Personification
Nature is the best setting for inspiration. In fact, a lot of writing styles directly involve nature, such as the poem style, Haiku. Irwin will give a small, short lesson on Haikus and then the class will go to the Ochiba forest for a quick tour of the Ochiba Forest and the Shrine. The tour will stop at the Shrine where students will be asked to use the picturesque scenery of the shrine to write their own Haikus which they can optionally submit in this exercise.
Lesson Content
- Basics of a Haiku
- History of Haiku
- Ochiba Forest Hike
- Shrine Haiku-Making Exercise
- Haiku Trivia
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Irwin let out an irritated sigh when he saw the college jocks from afar. Seriously? What was the point of some futile rivalry? Shouldn't they be focused on studying and actual sports instead of other students? "Break it up, kids. You're just wasting your own time, you know that right?" He said to the jock. "Do something productive instead! Don't you have homework?" He asked, making rand0m waving hand motions around as he thought out his words. This was tiring for him.
if they do not break it up:
Irwin let out another exasperated sigh. Come on... he did not want to deal with this. "Detention! For all of you." He yowled, pushing the slips in-between them and forcing the jocks away from the bobcat. He pulls out his radio. "We need an employee down here on patrol. This is far too annoying to deal with on my own."
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
"What are you earning from these questions exactly? This information is surely in your possession already, yes?" He shook his head. "How about you occupy yourself by doing a fun activity for me?" He offered. "I'll allow you to do classwork instead of detention work. Would you like that?" He asked. "If you don't like that, we can just send you to the back corner of the class where nobody can hear you."
Your character would be hosting a class, and a group of cheerleaders keeps on playing songs on the phone and calling out other students in the class, what would your character do?
"Silence, children! You're speaking while I'm speaking and we have quite a limited amount of time in this class." He didn't give a direct verbal warning, but he tapped a folder on his desk that was labeled "Detention Slips".
if they do not stop:
"Alright! Who is playing the music? Give me the phone and I will return it at the end of class. You're college students, remember? Not thirteen year olds." He sighed, shaking his head. Taking the phone and placing it on top of the detention slips. "If you lot continue to speak, I will keep you after class and you will all be given an extra assignment!"
Your character would be walking on the school perimeter and encounter a fight between a couple of students, your character tried to break it up but it didn't help, what would your character do?
Irwin was beginning to panic. What was he to do? Was he to call for help from his fellow faculty members? Should he threaten them with more writing exercises? Crack a pun or two? No, no, that would not work. He sighed, pulling out his radio and calling in for help. "I need some help at the back gate, some students are fighting and I am unable to break them up! At least two faculty members, please!" While he waited for assistance, he continued to attempt to break up the two students.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What do they look like? What makes them unique and different? What is their outlook on Students? What about the other teachers? What is their personality like? What is their plan for the future?
A. Irwin has often been characterized as a goblin-like and rather... strange-looking man by those around him. Short and stout, Irwin is far from any model body type. He has dark, brown-maroon hair that is balding in strange patterns, and it often looks like an odd toupe or messy wig. Despite not being a truly old man yet, his wrinkles and fashion makes it clear he has not aged very well. His nose is hard to see under his massive black glasses that obstruct his eyes more than anything. His fashion is typically described as... constant. He has bought over thirty pairs of the same outfit in a variation of colors: jeans and a striped work shirt. His scent is of coffee and ink.
Irwin is best described as having an eccentric personality. His life is made up of patterns, schedules, and strict guidelines, with work and profession at its center. His obsession with work directly melds together with his love for knowledge, which he incorporates into his work. This lust for knowledge is a common part of his personality, with him often knowing unimportant things that most others do not. He is also quite picky about what classifies as acceptable or as the best work, which often leads to him working himself into a trap of striving for perfection. One strange thing about Abe Irwin is his curiosity for the unknown. His strange search for esoteric knowledge that he has going on the side of his work is an obsession that lead many to believe he's rather crazy. Searching for ghosts and demons will not do anything good for him. Some deem him as having all his screws loose, but his friends can confirm he only has a few.
Irwin is quite willing to work with his coworkers but often feels as though they do not quite understand what he says all the time and that they might find his standards hard to deal with. Instead of working around his coworker's opinions and standards, he prefers to do more work on his on. This may be less efficient, but it is how he prefers to have it done. Still, he loves to speak to his coworkers and would be saddened if he never got the chance to interact with them in some manner.
The professor always wants what's best for his students and expects highly of them in his class. His demand for perfection does often lead to an annoying pickiness and begrudging acceptance of his student's work. Sometimes, he feels too that his students enjoy humoring his strange musings. Irwin finds his students annoyingly lazy and chaotic but tolerates it to do his job and help them succeed (or so he believes).
His goals in life aren't very unique. He intends to remain a professor and continue to become better at his job. However, when he finally retires, he will not stop. Irwin is known to obsess over something, and when he leaves his occupation behind, he will spend countless nights on something new.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Make sure this is over 100 words.
Abe Irwin was born in Osaka, Japan. His mother was a Japanese bank worker and his father was a British man who was teaching Japanese students English. His parents met through friends and eventually married and had him. His father retired early after growing too sick to work. Due to this, Irwin spent a lot of time with his dad at home, who, now with much time on his hands, began to write. Irwin and his father connected through writing and early on the professor grew a connection to his father and writing. He learned quite a lot from his father, but this connection was cut short. Irwin's father died when the young boy was only ten years old. In attempts to uphold the connection to his late father, he continued writing, as it made him feel closer to his father's spirit. After his father's death, his mother suffered a lot of grief and she began to go to Shinto shrines for the first time (his mother was not raised Shinto) and took Irwin with her. They both went to the shrine in hopes to reconcile their grief with the help of the Shinto philosophies. This helped his mother, while Irwin continued to find his main source of reconcilation and connection in his writing and art. Later on in life, Irwin continues to find joy in writing, but also in sharing his advice about it with others, and pursues teaching in Osaka. He remains teaching in Osaka at an elementary school for four years, before moving on to teaching highschool for a while. Eventually, he goes back to college to pursue a more heightened knowledge so that he could work at a university. He started at the University of Tokyo as a lecturer before he became a full Professor. Eventually, Irwin has found that he dislikes Tokyo and the university, and is looking for a change of setting. He is excited for a chance to teach somewhere else like Karakura.
IN-CHARACTER SECTION
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)
1 - PERSONAL DATA
This section was filled out in pen. The writer clearly had messy hand-writing.
Full Name:
"My name is Abe Irwin. Phonetic spelling: /ˈɑbaɪ/ /ˈɜ˞wən/."
Title (Mr, Mrs, Miss):
"Mr. is acceptable. Sir is far too formal. If I say, you can also call me Irwin."
Given Name(s):
"Abe /'ɑbaɪ/, Abe /'eɪb/, Irwin."
Preferred Name:
"Irwin. Mr. Irwin. Professor Irwin."
Age:
"52 years young."
Gender & pronouns:
"Male. He/him."
Religious Denomination:
"I am Agnostic with an interest for all types of religions."
Marital Status:
"Unmarried."
Nationality:
"I am Japanese."
Current Location:
"Tokyo."
SECTION 2: Academic Details
Teaching Experience (# of years):
"I have had experience in Education for over twenty years. I've spent seven of those years as a professor."
Working Experience (# of years):
"This is my thirty-sixth year working. I began working when I was sixteen years old."
Academic Degree:
"I have a PhD."
Year of Graduation:
"1996."
Major(s):
"English Literature,
Fine Arts."
Minors:
"World History."
Native Languages:
"Japanese."
Other Languages:
"Korean."
"JSL."
[OOC] I will apply for Korean and JSL if accepted to replace Russian and Portuguese.
Preferred Teaching Subject:
"Literature & Creative Writing."
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