Documenti di Didattica
Documenti di Professioni
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PROGRAMME
THIS BLOG IS FOR STUDENTS OF THE COMMUNITY COLLEGE OF ST VINCENT & THE
GRENADINES WHO ARE TO BE ENTERED FOR CAPE COMMUNICATION STUDIES
EXAMINATION IN MAY 2008. THE BLOG CONTAINS INFORMATION ABOUT THE COURSE
SY L L ABU S, ADMI N I STR ATI O N AN D ASSI G N MEN T S AS W EL L AS THE CO UR SE C ON T ENT.
S U N D A Y, S E P T E M B E R 1 4 , 2 0 0 8
M O N D A Y, M A R C H 3 1 , 2 0 0 8
CONTRAST
The two widely differing elements are contrasted using a common value to convey
further information about one or both elements. The differences between them often
intensify either their positive or negative qualities. They frequently will be opposites. E.g
the warmth of the Caribbean with the cold of a New York Winter (comparison point
temperature). Contrasts also can be metaphorical.
IRONY
Irony is the contrast between what is expected or what appears to be and what actually
is. For example A clumsy ballet dancer.
Verbal Irony (sarcasm is the tone of voice/writing)
The contrast between what is said and what is actually meant. E.g He did an excellent
job of making a mess.
Irony of Situation
This refers to a happening that is the opposite of what is expected or intended. E.g. The
wedding of a son causes a marital breakdown for the parents.
DEVICES OF COMPARISON
METAPHOR
Compares by stating the element is the item of comparison e.g. The lawyers claws were
out and he would not stop until they drew blood,
ANALOGY
Extends a metaphor to compare a situation or particularly to explain a complex item by
using a familiar item to structure the explanation. E.g. Exam preparation is like baking a
cake all the ingredients must be used and preparations thorough before baking. Firstly
the ingredients: study which is lightened with periods of recreation, physical health,
managing stress. (The analogy would continue for several paragraphs even)
SIMILE (note spelling well)
Compares using the like, as, resembles, looked as though etc. e.g. His exam worries even
DEVICES OF EMPHASIS
HYPERBOLE
Exaggerates qualities of an element or an overstatement (sometimes for comedic effect).
E.g. I could eat my shoes Im so hungry.
REPETITION
Uses repetition of either words, phrases or even a whole sentence. E.g What if I dont
make it, what if I cant pass, what if I fail
A search of the internet will bring up many more complex and obscure devices.
P O S T E D B Y M I Z J O H N AT 1 0 : 1 2 P M
CONTENT
1. Structural competencies
a. Grammar
b. Usage
c. Word choice
d. Spelling
e. Punctuation
f. Pronunciation
g. Enunciation
h. Correcting errors and mistakes, revising and editing drafts
2. Levels of comprehension
a. Understanding levels: literal, interpretive, analytical, application, synthesis,
evaluative
b. Understanding modes, genres and types of speech and writing, with specific attention
to organisation and language used
c. Levels of comprehension to different modes, genres and types of speech and writing
i. Expository (for example definitions, technical writing)
ii. Literary (for example prose fiction, poetry, drama)
iii. Argumentative
a. Forms (deduction, induction, analogy, authority)
b. Fallacies (such as non sequitur, unproved assertion
c. Evaluating arguments
3. Study and summary skills
a. General study skills
i. Preparing to study (understanding mental, emotional and physical connections,
scheduling and controlling distractions)
ii. Defining and distinguishing between reading and listening
iii. Setting purposes for reading (surveying, skimming and scanning)
iv. Setting purposes for listening (general, specific)
T H U R S D A Y, M A R C H 1 3 , 2 0 0 8
The notes should cover no more than 8 small index cards (or paper the size of index
cards)
You can use visual aids but they are not a requirement
You should wear school uniform which conforms strictly to the dress code for the
examination
You can find a more detailed explanation of the expository presentationhere
Labels: exposition, presentation, SBA
P O S T E D B Y M I Z J O H N AT 1 0 : 4 7 A M
W E D N E S D A Y, M A R C H 0 5 , 2 0 0 8
5. http://www.google.co.vc/
6. http://www.yahoo.com/
7. Meta-search engines (searches search engines)
8. http://www.metacrawler.com/
Find subject directories for a specific field (academic)
9. http://www.lii.org/
10. http://infomine.ucr.edu/
11. http://www.academicinfo.net/
General directories
1.7. http://www.google.com/dirhp%208
13. http://dir.yahoo.com/
Other directories which might help
Google books and Google Scholar
14. Searches specialised data bases or the invisible web as not all websites are listed
15. http://www.searchability.com/
Finding journals and other publications
http://www.e-journals.org/ (some are pay services listed)
http://www.doaj.org/ (free journals)
General ideas for Caribbean
16. http://www.caribbeannetnews.com/
17. http://www.cavehill.uwi.edu/bnccde/info.htm
Labels: presentation, research, SBA
P O S T E D B Y M I Z J O H N AT 6 : 3 0 A M
NOTE WELL I CANNOT HAVE THIS ON MY CARDS WHICH I TAKE INTO THE
EXAM. It would look like this
Theme ; Returning Migrants to St Vincent.
a group within the population of St Vincent
a significant time away from the island
returned to permanently settle
retired from their previous occupation (the United States, Canada or Great Britain) OR
working in another Caribbean state.
Customs Department (Mrs B Charles) 4361 people claimed the concession for
returning residents in 2005.
Returning migrants experience 5 phases of adjustmentwhen returning which can be
termed as culture shock.
2. A rationale
In the rationale you need to explain why you picked the theme and it can form part of
the introduction. In the rationale you should mention any personal interests, current
academic links and future career plans which influenced your decision to choose the
theme
For example I chose the theme returning migrants to St Vincent and specifically to focus
on culture shock because I am a wife of a returning migrant. I have a BSc honours in
Sociology and the concept of culture shock is part of socio-cultural studies carried out by
Kavelo Oberg 1958. In the future I will be submitting my Masters thesis on this specific
issue.
NOTE WELL I CANNOT HAVE THIS ON MY CARDS IT MUST BE NOTE FORM
3. Discussion of issues
The discussion of issues is the factual presentation about the theme and its narrowed
focus based on the thesis statement. Remember this will be about 3 minutes or so it is
not long.
It should have a distinct organisational pattern and you should aim for one of the
expository structures such as cause and effect, process analysis, analysis by division,
classification etc (See Writing in English)
It should also be referenced and include any research findings. You will also need to give
a conclusion to your factual presentation as a sort of sub conclusion dont wait until the
end
Here is an example of a possible outline for my example presentation (not all of it). It
uses the organisational pattern of process analysis Remember you cannot read from a
script!
Culture shock 5 phases
Honeymoon, rejection/ regression, conformist, assimilation, reverse culture shock
Honeymoon
Centre for Overseas Travel the tourist phase
Questionnaire (300 returning migrants) 78% not feel tourist 82% elated
Rejection
Oberg frustration etc
Questionnaire 50% wanted to return after 3 months,
Reasons, poor service, backward attitude, nothing to do, boring
Interview Dr Sheridan Mental health presentations tend to be in 1st 4 months of return.
4. Challenges of research
You need to discuss what difficulties you faced in preparing your factual presentation. If
you did not have any difficulties then just explain why.
For example (in note form)
Questionnaires time consuming, identifying sample,
Other sources - no central data on returnees, newspaper articles useful
Academic research not on St Vincent
5. Evaluation of two sources
For this aspect of the presentation you need to discuss your research. The two sources
need not necessarily be given as a reference in the presentation but they should be
relevant. You should try to select two different types of data source e.g. a newpaper
article and an interview. You may want to very briefly summarise all your sources before
evaluating two for reliability and validity. Please see other parts of the blog for
information on reliablity and validity.
For example (in note form)
Secondary sources:
academic text books and journals,
local and international newspapers and magazines,
web sites: international public organisations e.g. Peace Corps
general sites e.g. Wikipedia
Primary sources
interviews of experts in St Vincent
questionnaire of returning migrants.
Questionnaire of returning migrants
Reliable: primary data source, research method suited to collecting data for social
research
Valid: Problem with sample size as total population of RMs unknown
Problem with generalisation as differences between UK, US and other RMs more
research needed.
Overall reliable and reasonably valid
FINALLLY
See my other post about the reseach using the internet for idea. Make sure that you are
aware of the requirements for acceptable notes during the exam and be familiar with the
marks scheme - it is not only content that is marked but also presentation skills.
Labels: assessment, exposition, module 1 research, presentation,reliability, SBA, validity
P O S T E D B Y M I Z J O H N AT 6 : 1 5 A M
W E D N E S D A Y, J A N U A R Y 0 9 , 2 0 0 8
Question 2
Evaluate 3 of the references above in Question 2 for reliability and validity. Make sure
you evaluate both source of the data and the data itself.
Question 3
Evaluate the credibility ONE of the following websites.
http://www.guyanacaribbeanpolitics.com/
http://anthurium.miami.edu/home.htm
http://www.geocities.com/CollegePark/Classroom/9912/kamguidepg.html
Question 4
The Principal wishes to research whether changing to an Associate Degree from the
current A level / CAPE programme would be successful.
(a) What 3 different methods of research could he use to gather data on which to base
his decision? State the method in detail and the source from which the data would be
gathered for each method.
(b) What factors might affect reliability and validity of one of the methods you chose.
What could be done to minimise the effects of the factors you have identified.
(c) The Community College has 830 students of which 700 are female and 130 are male.
Discuss the effect of sample size and demographic representation (include all the
factors) if the Principal wishes to ensure a reliable and valid sample of the students.
(d) The Principals is in favour of changing to an Associate Degree. How might this cause
bias in interpretation of the data?
Question 5
The following questions are from a survey into herbal medicine. Comment on the
Question 5
You are carrying out research into attitudes towards recreational use of cannabis.
Other than questions to elicit demographic information suggest 4 questions two open
and two closed in the sequence they would appear in the questionnaire to generate data.
P O S T E D B Y M I Z J O H N AT 7 : 3 6 A M
not to question certain responses. For example when evaluating religious or other
beliefs.
Political bias Is the data being presented from either a right wing or a left wing
perspective. The conservative agenda (e.g. free market economics, personal liberty
above all other rights and fundamental religious views) will differ from the liberal
agenda (e.g. some control of the market for social gain, social control for the good of
society, religious tolerance for different views).
Social bias Aspects such as gender, race, age and social class may affect the
presentation of data. For example a womens perspective on sexual equality may differ
from a mans views.
Faulty research methods Even the best academic researchers can make mistakes
and inexperienced researchers such as a student may have issues with poorly designed
and executed questionnaires and interviews. Mistakes within the research method
inadvertently cause bias. This is why academic research is reviewed by several other
academics to evaluate the methodology and avoid bias in the conclusions or faulty
conclusions.
Aim of the source in presenting the data The reason for the data being
presented will have an effect on bias. For example a Government might present certain
statistics on economic performance if they are favourable and might avoid others.
Whilst the data is valid, there might still be bias in that other relevant information is not
present. If the sources aim is persuasive again there may be bias. For example
commercial sites wishing to sell products.
Labels: module 1 research, presentation, reliability, SBA, validity
P O S T E D B Y M I Z J O H N AT 7 : 2 0 A M
The general area for research will be determined by either academic consideration (e.g.
to further knowledge on one particular area) or by a specific need for information (e.g.
to make a decision on services for example whether to implement an associate degree)
(b) Research question
The research question is the narrowing of focus from a topic. For example the topic
Associate Degrees at Community College may have a research question The impact of
implementation Associate Degrees at Community College.
(c) Thesis
It may be at this stage a thesis will be proposed or it may be that some preliminary data
gathering will take place before the thesis. For our example our thesis which we are
seeking to either prove or disprove will be Fewer students will take an Associate Degree
compared with the current student numbers taking the A level programme.
(d) Designing the research instrument
A research instrument is the way in which data (the facts) is gathered. It may be that
research will be carried out solely through reviewing others research (library / book
review) or combined with data gathering through research instruments such as surveys,
experiments or observations. When designing the research instrument, the focus will be
the goal of the research question and the thesis.
(e) Gathering data
The research will use the various instruments to collect information about the topic.
(f) Recording data
Accurate recording of data is central to research both primary and secondary research
can be biased by incorrect recording.
(g) Analysing and evaluation of the data
The data will be assessed against the thesis as well as other conclusions being sought for
the research question. It may be that the research might show fewer students would take
the A level programme however other data gathered might show that more students who
previously would not have taken the A level programme would take the Associate degree
(h) Presentation of results
The research question is used to provide a framework for presenting the findings.
(i) Review of results
In many instances the research process and results are reviewed by either the
researchers peers or in an academic evaluation process.
Labels: module 1 research, process, SBA
P O S T E D B Y M I Z J O H N AT 7 : 1 5 A M
M O N D A Y, D E C E M B E R 1 0 , 2 0 0 7
(a) Cover sheet with name, candidate number, centre/centre number (150019) and
teacher's name
(b) Introduction to theme and reasons (personal, academic or other) for choosing the
theme.
(c) Two pieces of reflective (creative) writing of 2 of the 3 genres - poetry, short story or
other prose form or drama.
These pieces should have literary non-factual content (although your purpose may be to
educate through this medium). One of these piece can be taped or videoed but the tape
for video must be between 3 to 5 minute long.
(d) With EACH piece, a rationale for the piece of writing which includes inspiration,
purpose in writing, intended audience and situation the audience will receive the writing
(e.g. in an anthology, newspaper etc)
(e) Conclusion. In the conclusion the student should reflect on his/her process in
writing and his/her opinions.
f) Bibliography
Analytical part of the portfolio 20 out of 60 marks.
Analysis of one your reflective pieces or a published piece of creative writing on the
same theme.
The analysis will include: '
* register (formality, tone, word choice etc),
* dialectal variation (standard, non-standards),
* attitudes to language (what does the choice of language convey to the reader about the
character, what do other characters think of the choices of lanaguage or what do certain
language types symbolise in societies),
* communicative behaviours shown in the story e.g. use of non-verbal communication
With regard to taped or videoed submissions, the script must conform to the word limit
and should be submitted along with the tape.
Labels: assessment, portfolio, SBA
P O S T E D B Y M I Z J O H N AT 9 : 3 6 A M
M O N D A Y, N O V E M B E R 0 5 , 2 0 0 7
Worksheet 6
1. According to Roberts, which two territories are linguistically notorious?
3. When a Jamaican Creole speaker says, All the ceiling she paint all is used to mean
________________
4. The feature wi used after sentences as a tag can be attributed to influence from
which language?
7. What linguistic difficulty does this traditional joke in Jamaica illustrate? The
indignant schoolmaster reprimanding his pupil with, hemphasise your haiches, you
hignorant hass.
10. To signal future St Kitts speech has both gon and an . What do the following
express
(a) He an go town fi you
(b) A gon do om soon.
12. Write down three different ways in which non standard speakers of English in the
Caribbean might say, The boys went to a party.
Labels: caribbean language, creole, module 2, worksheet
P O S T E D B Y M I Z J O H N AT 6 : 4 6 A M
Language: registers
An acrolect is a register of a spoken language that is considered formal and high-style.
The term mesolect refers to a register or range of registers of spokenlanguage whose
character falls somewhere between the prestige of theacrolect and the informality of
the basilect. Mesolectic speech, where it is distinguished from acrolectic speech, is often
the most widely spoken form of a language, generally being used by lower and lowermiddle classes. Within the context of Creole languages, mesolects only appear in
instances of a post-Creole speech continuum wherein speakers code-switch between
various mesolectal levels within the continuum depending on context.
In linguistics, a basilect is a dialect of speech that has diverged so far from the standard
language that in essence it has become a differentlanguage. A basilect represents the
opposite end of the scale of linguistic formality from an acrolect. In certain speech
communities, acontinuum exists between speakers of a Creole language and a
relatedstandard language. Basilects typically differ from the standard language in
pronunciation, vocabulary, and grammar, and can often develop into different
languages.
(Additional reading: West Indians and their language Chapters 1-4 )
P O S T E D B Y M I Z J O H N AT 6 : 4 4 A M
Worksheet 5
Look at the poem:
Dis ting called language is real funny
We does use it for all kinda ting you see
Sometimes it fancy and sometimes it free
And in did Caribbean is a real potpourri
1. The author refers to using language for all kinda ting (line 2). State THREE different
purposes of language.
2. Suggest TWO situations when one might use what the author refers to as fancy
language (line 5).
3. Suggest TWO situations when one might use what the author refers to as free
language (line 6).
4. Americans and British speakers may be said to be using different dialects of the same
language.
(a) What are some noticeable differences between them?
(b) In this context explain what is referred to as accent.
5. Identify FOUR instances where Creole influenced vernacular is used in the poem.
6. Suggest one reason for the demise of the Garifuna language in St Vincent.
7. Identify ways in which the same language used by different speakers may vary.
8. What are the possible causes for the development of varieties of any language?
9. Write a short definition for the linguistic term register.
10. Explain the process by which one dialect emerges as the Standard.
EXTRA:
For each of the examples that follow, explain why these speakers of the same language
did not seem [ :0)] to understand the meaning that was being transferred:
....................
YOU ARE BACK AGAIN?
The Judge said to the defendant, "I thought I told you I never wanted to see you in here
again."
"Your Honor," the criminal said, "that's what I tried to tell the police, but they wouldn't
listen."
CONTACTS
A policeman stops a lady and asks for her license. He says "Lady, it says here that you
should be wearing glasses."
The woman answered "Well, I have contacts."
The policeman replied "I don't care who you know! You're getting a ticket!"
Labels: caribbean language, creole, dialect, language, module 2,worksheet
P O S T E D B Y M I Z J O H N AT 6 : 3 3 A M
latter dialects are mostly based on class, ethnicity, gender, age, and particular social
situations. Black English (or Ebonics) in the United States is an example of a social
dialect.
Code switching: People may quickly switch back and forth between dialects, depending
on the person they are talking to at the time. This pattern is referred to as diglossia or
"code switching." Code-switching is a term in linguistics referring to alternation between
two or morelanguages, dialects, or language registers in the course of discoursebetween
people who have more than one language in common. Sometimes the switch lasts only
for a few sentences, or even for a single phrase.
More broadly defined, code-switching occurs when people alter their speech and
behavior so as to fit into different social situations. The most common changes involve
vocabulary, levels of casualness or formality, types of clothing, and facial and hand
gestures.
Dis ting called language is real funny
We does use it for all kinda ting you see
Sometimes it fancy and sometimes it free
And in did Caribbean is a real potpourri
When it fancy we it formal and real la de da
When it free we does call it vernacular
Each country down here have it own language flavour
But they each have a standard that they must master.
Labels: caribbean language, dialect, language, module 2, register,variety
P O S T E D B Y M I Z J O H N AT 6 : 2 8 A M
Worksheet 4 - Language
Worksheet 4a True or False?
1. Language is the human ability to use certain forms for thinking, speaking, enjoyment
and aesthetic pleasure.
Worksheet 4b.
a). What is language?
b). What are the main reasons for this complexity?
c). Would you agree that the Europeans all spoke the same dialects of their language?
d). What evidence does the passage provide to support your answer to (c) above?
e). From which continent do the majority of official languages of the Caribbean come?
f). What languages did the Europeans encounter when they came to the Caribbean
region?
g) Why does the writer of the passage in Language Variety refer to the Caribbean as a
complex linguistic area?
h). Identify the official language in all territories of the Caribbean.
i). Identify the popular languages of St Lucia, Jamaica, Bonaire, Haiti and Saint Vincent
and the Grenadines.
j). Give five examples of the linguistic features of Creole languages.
Reading
Sections 1 and 2 of Writing in English (Chapters 1 - 7)
Chapters 1 and 2 of West Indians and their Languages
CAPE Study Guides 8, 9 and 10
Labels: assessment, caribbean
language, characteristics, language,speaking, verbal, worksheet
P O S T E D B Y M I Z J O H N AT 6 : 1 7 A M
Language variety
All human societies use language. Some societies use just one and are said to be
monolingual. Most societies use more than one language. Such societies are bilingual,
trilingual or even multilingual. Sometimes individuals within a society might be
bilingual or multilingual. There is a difference between a society that is bilingual and an
individual who is bilingual. In bilingual societies such as Canada, provision is sometimes
made for equal treatment for speakers of either language. Road signs and other public
use of language are often presented in both languages. The bilingual individual usually
has to make a choice of language depending on her audience.
Usually the history of a language is the history of the people who speak it. The Caribbean
provides good examples of this. It is a complex linguistic area. The original inhabitants
spoke, and in places like Guyana and Suriname still speak, a range of indigenous
languages brought to the region many hundred years ago. These languages are mainly
the Arawaccan or Cariban language groups but there are also speakers of Warrau.
The official languages of the Caribbean are local or regional forms of European
languages such as Spanish, French, Dutch and English. In the special case of Haiti, the
French-lexicon Creole language, called Haitian, is also regarded as an official language
ABOUT ME
MIZ JOHN
S T. V I N C E N T & G R E N A D I N E S
I am a teacher at St. Vincent and the Grenadines Community College (Division of Arts,
Science and General Studies). I teach Communication Studies to students who will take
the Caribbean Advanced Proficiency Examinations (CAPE).
VIEW MY COMPLETE PROFILE
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