Mus Read 4 Com Studies

8/13/2019 Mus Read 4 Com Studies

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S U N D A Y , S E P T E M B E R 1 4 , 2 0 0 8

New Term 2008 the final frontier the New WikiThis blog is now officially dormant.

You can find further information about the CAPE Programme for Mrs John's classes

(and all are welcome to browse)

at theNEW WIKI.

The wiki is a more collaborative effort for students and teachers and also is a more

flexible tool than the blog.

It's life Jim but not as we know it.
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Labels:spock

POSTED BY M IZ JOHN AT 3:43 PM

M O N D A Y , M A R C H 3 1 , 2 0 0 8

Literary devices commonly used in Paper 1A (Listeningcomprehension)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
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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

after the event were as if a rat was gnawing at his brain.

PERSONIFICATION

Compares non-human, inanimate elements OR abstract concepts to using HUMAN

qualities e.g. The building stared down at him daring him to enter OR Justice is never

kindly but it is ruthlessly fair. If the qualities are not human then the comparison is a

metaphor e.g. A beast of a car.

ANTHROPOMORPHISM

Gives animals human characteristics e.g. The fox spoke to the cubs and then strolled

away with a dancing step.

ALLUSION

Uses familiar classical, biblical or other well know cultural references . E.g. Anasi-like

cunning

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


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DEVICES USING SOUND

Alliteration similar consonant sounds

Assonance similar vowel sounds

Onomatopoeia - the word sounds like the sound

A search of the internet will bring up many more complex and obscure devices.


CAPE Syllabus Module 1 - Gathering and Processing

InformationModule 1 Gathering and Processing Information

General objectives

1. use the structures of English correctly as well as with a degree of elegance

2. Evaluate examples of written and spoken communication, including arguments,

taking in to consideration the form and content of the communication and the context in

which it is presented and constructed.

3. Apply comprehension skills of analysis and critical evaluation to a wide range of oral

and written material.

4. Demonstrate organising competencies in oral and written communication.

Specific Objectives

1. Speak and write with control of grammar, vocabulary, mechanics and conventions of

English usage;

2. indentify the characteristic formats, organizational features and modes of expression

of different genres and types of writing and speech;

3. evaluation the appropriateness of data collection methods, including the use of the

internet

4. apply any of the six different levels of comprehension to spoken or written material

5. write continuous prose and note form summaries of specific types of spoken and

written material
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6. evaluate the effect of source, context, medium or channel on the reliability and

validity of information

7. gather information about current issues

8. evaluate information about current issues

9. present in appropriate oral form the evaluation of (8);

10. create a portfolio of oral and written work

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


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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)

v. Understanding factors which affect reading and listening comprehension

b. Summary skills

i. Note taking and note making

ii. Distinguishing between main and subsidiary ideas

iii. Understanding logical linkages between ideas

iv. Formulating topic sentences and linking them to subsidiary ideas

v. Sequencing

vi. Condensing

vii. Writing outlines

viii. Writing continuous prose summaries

ix. Editing drafts (peer evaluation and self evaluation)


T H U R S D A Y , M A R C H 1 3 , 2 0 0 8

Summary of requirements for Expository PresentationThe expository presentation should conform to the following requirements

An 8 minute presentation on the same theme as your reflective portfolio

It will have 6 elements- An introduction with a thesis statement

- A rationale in which you explain why you chose your theme

- A discussion of issues (a factual presentation)

- An evaluation of the reliability and validity of two sources of data used in your

presentation
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- A report on the challenges you faced while researching the presentation.

- A conclusion

You cannot read from a full script

You can use notes in bullet point/ key words form (apart from details of references and

statistics)

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

POSTED BY M IZ JOHN AT 10:47 AM

W E D N E S D A Y , M A R C H 0 5 , 2 0 0 8

Research using the internetThe internet is a big old place and you can get very lost. When looking for factual

information library sites and other tools which help control the search and make it more

likely to be academic information are useful ways to do this.

Below are a list of links which will help you find more relevant information

A good starting place

http://www.libraryspot.com/ (it is an American site but has many good international

resources)
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Encyclopedias

1.http://www.libraryspot.com/encyclopedias.htm

2.http://www.wikipedia.org/

3.http://www.ipl.org/

General search engines

4.http://www.google.com/

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)
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General ideas for Caribbean

16.http://www.caribbeannetnews.com/

17.http://www.cavehill.uwi.edu/bnccde/info.htm

Labels:presentation,research,SBA


The expository presentation for CAPE CommunicationStudies Internal Assessment

What it is NOT

It is NOT a presentation of any of your reflective pieces

It is NOT a persuasive speech although you may express an opinion in the conclusion

It is NOT submitted in writing

It is NOT an essay on legs. You should not read from a script

So what is it then?

The presentation has two distinct parts

* A FACTUAL presentation on an aspect of your portfolio theme

* A presentation about your research including an evaluation of two sources of

information used to prepare your factual presentation.

It will have all the following 6 elements present

1. An introduction (statement of topic)

In the introduction you will give a brief explanation of topic/ theme and a preview (with

a thesis statement) of what you are going to cover.

For example.

"My theme is Returning Migrants to St Vincent. Returning migrants or returnees are a

group within the population of St Vincent who have spent a significant time away from

the island and have then returned to permanently settle again. Returning migrants often
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are retired from their previous occupation which they pursued in a more developed

country such as the United States, Canada or Great Britain or they have been working in

another Caribbean state. According to statistics from the Customs Department given to

me by Mrs B Chalres in an interview 4361 people claimed the concession for returning

residents in 2005.Returning migrants experience 5 phases of adjuststment when

returning which can be termed as culture shock."

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


11/35

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 soit 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


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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.


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.


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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

The Experience of Return Migration: A Caribbean Perspective, Joan Phillips and

Reliable Denis Conway, Ashgate Press, London 2005

Author expert Phd Social Anthrop. Specialised Caribbean writer Canada

Publisher: reputable, specialst academic main interest Social research

Valid Recently published Problem no reference to St Vincent

Overall general but very reliable and valid source

6. Conclusion

The conclusion should be slightly different to the internal summary conclusion in your

discussion of issues. At this stage you can express a personal view or put forward a

possible solution.


Returning migrants

YES culture shock

3 ways

Honeymoon

Rejection

Conformist

NO assimilation

Solutions

Programme promote overseas, keep in touch,

Information - government


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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


W E D N E S D A Y , J A N U A R Y 0 9 , 2 0 0 8

Worksheet 7 - Gathering and Processing DataQuestion 1

You are carrying out research into savings institutions in St Vincent & the Grenadines.

Identify which of the following are primary and which are secondary sources of

information. Explain why for each source.

(a)www.firstcaribbean.com

(b) Your own interview with the manager of GECU

(c) A report by the Eastern Caribbean Central Bank on Savings in St Vincent from their

website without a date.

(d) Statistics from the Governments Annual Financial Statement on the Economy on

Credit Union business for 2004.

(d) The results of a survey using questionnaires carried out by a PhD student for histhesis on The growth of credit unions in St Vincent submitted in 2006

(d) A text book entitled Caribbean Economics published in 1997.

(e) An advertisement for Millennium Offshore Banks Supergrowth Bond which
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compares its rate of interest to other savings institutions in St Vincent in last weeks

local newspaper

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.
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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

effectiveness of each question in generating reliable and valid data

1. Do you use alternative medicine?

2. Is herbal medicine a good or a bad thing?

3. Which of the following ways have you obtained herbal medicine / have you used

herbal remedies

(a) prescribed by a health professional e.g. registered nurse or doctor

(b) herbal remedies suggested by other health practitioners e.g. bush doctor, herbalist

(c) over the counter herbal remedies purchased at a pharmacy

(d) herbal remedies from your own garden/collected by you

(e) any other method of obtaining herbal remedies (Please give details)

4 (a) Have you used herbal medicine Yes / No / Not sure

(b) What illnesses have you taken herbal medicine to relieve?

Question 5

You are carrying out research into attitudes towards recreationaluse 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.


17/35


Gathering data in research - an evaluation of reliability andvalidity

Primary and secondary data sources

A research instrument can gather data from either a primary or secondary source

Primary sources

Primary sources are original materials on which other research is based. They are not

interpreted or evaluated. Examples of primary sources are data gathered by a

questionnaire, statistics of population from the Government census or a first report of a

research experiment and its finding

Secondary sources

Secondary sources are less easily defined than primary sources. Secondary sources

interpret and analyse primary sources examples might be text books, or journals which

review others work. Sometimes is it always easy to distinguish primary from secondary

sources. A newspaper article is a primary source if it reports events, but a secondary

source if it analyses and comments on those events.

Evaluating Reliability and Validity

In evaluating sources there are two elements reliabilityand validity. For a data source

to be accurate and credible high levels of reliability and validity is the aim. Both

elements are equal in importance in judging the accuracyand credibilityof a source.

Reliability

Can the source provide the data?

For a source to be reliable we must evaluate the ability of the source to provide the

information. We are looking at the question Is it likely that this source can provide this

data?
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The issue is therefore authority. To evaluate authority we can look at several aspects of

the data source.

Author- Is the author an expert in the field? What qualifications do they have? For

example an article on a website about HIV+ written by medical doctor might have more

authority than one written by some one without qualification.

Professional standards. Does the author have certain professional standards? The

example of a doctor immediately comes to mind. Similarly academic writers who are

published in academic journals or books have to conform to standards and have their

work checked by other academics. Journalists mostly operate within a professional

approach especially large international newspapers such as the New York Times or the

Guardian (UK)Authority can mean expertise.

PublisherIs the publisher reputable? Academic publishers need to maintain their

reputation for accurate factual information so they also have editors to ensure a high

standard. Other publishers such as newspapers, magazines etc need to avoid legal action

for libel (telling lies about someone) so also should be careful to print the truth.

Organisation or InstitutionIf the data is from an organisation, for example the

United Nations, we need to evaluate their reputation and their role or responsibilities.

For example statistics on the economy from the East Caribbean Central Bank would

come from a highly reliable source as the bank use the statistics to conduct the very

important business of issuing bank notes and controlling the money supply in the

region.

Research methodCould the research method chosen generate the data necessary?

For example in researching teen pregnancy would carrying out an interview of an expert

generate the data needed or would questionnaires of teens be a better choice.

ValidityIs the data true?


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A source could have high levels of reliability. For example, academic research published

in an academic journal by the leading expert in the field however the data may have a

low level of validity in that it might be very out of date. Equally it may be possible that a

source might not be considered highly reliable for example an intenet site which does

not have the name of the author, organisation who maintains the site etc however the

data is still true or valid.

In evaluating validity we need to look at accuracyand bias.

To evaluate accuracywe can look at several aspects of the data

CurrencyWhen was the data published or gathered? Could the information be out of

date? For example statistics on rates of HIV+ infection will need to be up to date to be

accurate.

RelevanceDoes the information relate to the circumstances you are applying it to?

For example, will research carried out in the United States apply to the Caribbean?

Data collectionWas the data collected by reliable methods? Was it accurately

recorded?

Sample sizeWas the sample size large enough for generalisation to be accurate? For

example if a newspaper article has only interviewed one person in a large crowd can we

assume that all the points of view are represented? Similarly with social research the

sample size is vital to judging whether the data is representative of the population as a

whole.

ReplicableDo other sources have similar information? Would another similar piece

of research have the same result? This is particularly relevant to sources such as the

internet which lack references.

To evaluate biaswe can look at:


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RepresentationDoes the sample include all the variables within the population

such as age, gender, social class, religion, education level which might affect response?

Even with a large sample if the sample is not representative then bias in the data will

occur.

Cultural biasHas the data been collected by someone of the same or a different

culture. For example, an Western researcher may misinterpret a non-Western culture

and be biased due to racism or other factors. Similarly when researching within ones

own culture, being subject to the same values and beliefs as the subjects may cause one

not to question certain responses. For example when evaluating religious or other

beliefs.

Political biasIs 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 biasAspects 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 methodsEven 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 dataThe 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.


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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


The Research ProcessThe research process is systematic and has several stages

(a) Selection of topic

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
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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


M O N D A Y , D E C E M B E R 1 0 , 2 0 0 7

A Checklist for the Portfolio - the Reflective and AnalyticalelementsReflective written portfolio 20 of 60 marks

The portfolio will contain

(a) Cover sheet with name, candidate number, centre/centre number (150019) and

teacher's name
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(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 portfolio20 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),


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* communicative behaviours shown in the story e.g. use of non-verbal communication

Word limits for written portfolio

The word limits are 1200 words for the reflective portfolio and 350 words for the

analytical piece. You will be penalised by 2 marks if both the pieces together exceed

1700 words.

While we have no definite guidance on how to proceed with word count, we are

assuming that words have to be over 2 letters to be counted.

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


M O N D A Y , N O V E M B E R 0 5 , 2 0 0 7

Worksheet 61. According to Roberts, which two territories are linguistically notorious?

2. Which English speaking Caribbean country has fewest Creole features?

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?
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5. According to Roberts which territories use the wi tag?

6. Which country does not use does to indicate habitual?

7. What linguistic difficulty does this traditional joke in Jamaica illustrate? The

indignant schoolmaster reprimanding his pupil with, hemphasise your haiches, you

hignorant hass.

8. A feature prominent in Barbadian speech is strong retroflexionwhat does this

mean? Give an example.

9. When a Grenadian or Trinidadian uses it have as in the following example: It have a

man in town. What does it have mean?

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.


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11. Translate the following English Creole statements to standard

Di two pikni dem a fight.

Dis a fi mi buk.

Tantie bex causen say mi tan too long a maakit.

Im tek tik lik di gyrl inna she head.

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


Language: registersAn acrolect is aregisterof aspoken languagethat is considered formal and high-style.

The term mesolect refers to aregisteror range of registers of spokenlanguagewhose

character falls somewhere between the prestige of theacrolectand 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 lower-middle

classes. Within the context ofCreole languages,mesolects only appear in instances of a

post-Creole speech continuumwherein speakerscode-switchbetween various

mesolectal levels within the continuum depending on context.

Inlinguistics,a basilect is adialectof 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 anacrolect.In certain speech

communities, acontinuumexists between speakers of aCreole languageand a related

standard language.Basilects typically differ from the standard language in

pronunciation, vocabulary, and grammar, and can often develop into different

languages.
http://comm-ss.blogspot.com/search/label/caribbean%20languagehttp://comm-ss.blogspot.com/search/label/caribbean%20languagehttp://comm-ss.blogspot.com/search/label/caribbean%20languagehttp://comm-ss.blogspot.com/search/label/creolehttp://comm-ss.blogspot.com/search/label/creolehttp://comm-ss.blogspot.com/search/label/creolehttp://comm-ss.blogspot.com/search/label/module%202http://comm-ss.blogspot.com/search/label/module%202http://comm-ss.blogspot.com/search/label/module%202http://comm-ss.blogspot.com/search/label/worksheethttp://comm-ss.blogspot.com/search/label/worksheethttp://comm-ss.blogspot.com/search/label/worksheethttp://comm-ss.blogspot.com/2007/11/worksheet-6.htmlhttp://comm-ss.blogspot.com/2007/11/worksheet-6.htmlhttp://comm-ss.blogspot.com/2007/11/worksheet-6.htmlhttp://en.wikipedia.org/wiki/Register_%28linguistics%29http://en.wikipedia.org/wiki/Register_%28linguistics%29http://en.wikipedia.org/wiki/Register_%28linguistics%29http://en.wikipedia.org/wiki/Spoken_languagehttp://en.wikipedia.org/wiki/Spoken_languagehttp://en.wikipedia.org/wiki/Spoken_languagehttp://en.wikipedia.org/wiki/Register_%28linguistics%29http://en.wikipedia.org/wiki/Register_%28linguistics%29http://en.wikipedia.org/wiki/Register_%28linguistics%29http://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Acrolecthttp://en.wikipedia.org/wiki/Acrolecthttp://en.wikipedia.org/wiki/Acrolecthttp://en.wikipedia.org/wiki/Basilecthttp://en.wikipedia.org/wiki/Basilecthttp://en.wikipedia.org/wiki/Creole_languageshttp://en.wikipedia.org/wiki/Creole_languageshttp://en.wikipedia.org/wiki/Creole_languageshttp://en.wikipedia.org/wiki/Post-creole_speech_continuumhttp://en.wikipedia.org/wiki/Post-creole_speech_continuumhttp://en.wikipedia.org/wiki/Code-switchhttp://en.wikipedia.org/wiki/Code-switchhttp://en.wikipedia.org/wiki/Code-switchhttp://en.wikipedia.org/wiki/Linguisticshttp://en.wikipedia.org/wiki/Linguisticshttp://en.wikipedia.org/wiki/Linguisticshttp://en.wikipedia.org/wiki/Dialecthttp://en.wikipedia.org/wiki/Dialecthttp://en.wikipedia.org/wiki/Dialecthttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Acrolecthttp://en.wikipedia.org/wiki/Acrolecthttp://en.wikipedia.org/wiki/Acrolecthttp://en.wikipedia.org/wiki/Post-creole_speech_continuumhttp://en.wikipedia.org/wiki/Post-creole_speech_continuumhttp://en.wikipedia.org/wiki/Post-creole_speech_continuumhttp://en.wikipedia.org/wiki/Creole_languagehttp://en.wikipedia.org/wiki/Creole_languagehttp://en.wikipedia.org/wiki/Creole_languagehttp://en.wikipedia.org/wiki/Standard_languagehttp://en.wikipedia.org/wiki/Standard_languagehttp://en.wikipedia.org/wiki/Standard_languagehttp://en.wikipedia.org/wiki/Creole_languagehttp://en.wikipedia.org/wiki/Post-creole_speech_continuumhttp://en.wikipedia.org/wiki/Acrolecthttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Dialecthttp://en.wikipedia.org/wiki/Linguisticshttp://en.wikipedia.org/wiki/Code-switchhttp://en.wikipedia.org/wiki/Post-creole_speech_continuumhttp://en.wikipedia.org/wiki/Creole_languageshttp://en.wikipedia.org/wiki/Basilecthttp://en.wikipedia.org/wiki/Acrolecthttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Register_%28linguistics%29http://en.wikipedia.org/wiki/Spoken_languagehttp://en.wikipedia.org/wiki/Register_%28linguistics%29http://comm-ss.blogspot.com/2007/11/worksheet-6.htmlhttp://comm-ss.blogspot.com/search/label/worksheethttp://comm-ss.blogspot.com/search/label/module%202http://comm-ss.blogspot.com/search/label/creolehttp://comm-ss.blogspot.com/search/label/caribbean%20language


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(Additional reading: West Indians and their language

Worksheet 6

1. According to Roberts, which two territories are linguistically notorious?

2. Which English speaking Caribbean country has fewest Creole features?

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?

5. According to Roberts which territories use the wi tag?

6. Which country does not use does to indicate habitual?

7. What linguistic difficulty does this traditional joke in Jamaica illustrate? The

indignant schoolmaster reprimanding his pupil with, hemphasise your haiches, you

hignorant hass.

8. A feature prominent in Barbadian speech is strong retroflexionwhat does this


28/35

mean? Give an example.

9. When a Grenadian or Trinidadian uses it have as in the following example: It have a

man in town. What does it have mean?

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.

11. Translate the following English Creole statements to standard

Di two pikni dem a fight.

Dis a fi mi buk.

Tantie bex causen say mi tan too long a maakit.

Im tek tik lik di gyrl inna she head.

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


Language: registers
http://comm-ss.blogspot.com/search/label/caribbean%20languagehttp://comm-ss.blogspot.com/search/label/caribbean%20languagehttp://comm-ss.blogspot.com/search/label/caribbean%20languagehttp://comm-ss.blogspot.com/search/label/creolehttp://comm-ss.blogspot.com/search/label/creolehttp://comm-ss.blogspot.com/search/label/creolehttp://comm-ss.blogspot.com/search/label/module%202http://comm-ss.blogspot.com/search/label/module%202http://comm-ss.blogspot.com/search/label/module%202http://comm-ss.blogspot.com/search/label/worksheethttp://comm-ss.blogspot.com/search/label/worksheethttp://comm-ss.blogspot.com/search/label/worksheethttp://comm-ss.blogspot.com/2007/11/worksheet-6.htmlhttp://comm-ss.blogspot.com/2007/11/worksheet-6.htmlhttp://comm-ss.blogspot.com/2007/11/worksheet-6.htmlhttp://comm-ss.blogspot.com/2007/11/worksheet-6.htmlhttp://comm-ss.blogspot.com/search/label/worksheethttp://comm-ss.blogspot.com/search/label/module%202http://comm-ss.blogspot.com/search/label/creolehttp://comm-ss.blogspot.com/search/label/caribbean%20language


29/35

An acrolect is aregisterof aspoken languagethat is considered formal and high-style.

The term mesolect refers to aregisteror range of registers of spokenlanguagewhose

character falls somewhere between the prestige of theacrolectand 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 lower-middle

classes. Within the context ofCreole languages,mesolects only appear in instances of a

post-Creole speech continuumwherein speakerscode-switchbetween various

mesolectal levels within the continuum depending on context.

Inlinguistics,a basilect is adialectof 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 anacrolect.In certain speech

communities, acontinuumexists between speakers of aCreole languageand a related

standard 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 )


Worksheet 5Look 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

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.
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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:

....................


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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


Language: dialects and registers

Language is systematic or rule governed. Although this is true, it is also true that there is

often variation in the actual use of any language. All users of the same language do not

necessarily use it in the same way. Often the same speaker may use the same language in

different ways depending on a number of factors.

A dialect is a variant of a language. If it is associated with a geographically isolated

speech community, it is referred to as a regional dialect. However, if it is spoken by a

speech community that is merely socially isolated, it is called a social dialect. These

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
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"code switching." Code-switching is a term inlinguisticsreferring to alternation between

two or morelanguages,dialects,orlanguage registersin the course ofdiscoursebetween

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


Worksheet 4 - LanguageWorksheet 4a True or False?

1. Language is the human ability to use certain forms for thinking, speaking, enjoyment

and aesthetic pleasure.

2. Language is common to all living things.

3. A language is used by a particular community.

4. Language is acquired at birth.

5. The rules for one language always apply to another.

6. An infant will speak as a native tongue whatever language it is exposed to during the

first few weeks of life.
http://en.wikipedia.org/wiki/Linguisticshttp://en.wikipedia.org/wiki/Linguisticshttp://en.wikipedia.org/wiki/Linguisticshttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Dialecthttp://en.wikipedia.org/wiki/Dialecthttp://en.wikipedia.org/wiki/Dialecthttp://en.wikipedia.org/wiki/Register_%28linguistics%29http://en.wikipedia.org/wiki/Register_%28linguistics%29http://en.wikipedia.org/wiki/Register_%28linguistics%29http://en.wikipedia.org/wiki/Discoursehttp://en.wikipedia.org/wiki/Discoursehttp://en.wikipedia.org/wiki/Discoursehttp://comm-ss.blogspot.com/search/label/caribbean%20languagehttp://comm-ss.blogspot.com/search/label/caribbean%20languagehttp://comm-ss.blogspot.com/search/label/caribbean%20languagehttp://comm-ss.blogspot.com/search/label/dialecthttp://comm-ss.blogspot.com/search/label/dialecthttp://comm-ss.blogspot.com/search/label/dialecthttp://comm-ss.blogspot.com/search/label/languagehttp://comm-ss.blogspot.com/search/label/languagehttp://comm-ss.blogspot.com/search/label/languagehttp://comm-ss.blogspot.com/search/label/module%202http://comm-ss.blogspot.com/search/label/module%202http://comm-ss.blogspot.com/search/label/module%202http://comm-ss.blogspot.com/search/label/registerhttp://comm-ss.blogspot.com/search/label/registerhttp://comm-ss.blogspot.com/search/label/registerhttp://comm-ss.blogspot.com/search/label/varietyhttp://comm-ss.blogspot.com/search/label/varietyhttp://comm-ss.blogspot.com/search/label/varietyhttp://comm-ss.blogspot.com/2007/11/language-dialects-and-registers.htmlhttp://comm-ss.blogspot.com/2007/11/language-dialects-and-registers.htmlhttp://comm-ss.blogspot.com/2007/11/language-dialects-and-registers.htmlhttp://comm-ss.blogspot.com/2007/11/language-dialects-and-registers.htmlhttp://comm-ss.blogspot.com/search/label/varietyhttp://comm-ss.blogspot.com/search/label/registerhttp://comm-ss.blogspot.com/search/label/module%202http://comm-ss.blogspot.com/search/label/languagehttp://comm-ss.blogspot.com/search/label/dialecthttp://comm-ss.blogspot.com/search/label/caribbean%20languagehttp://en.wikipedia.org/wiki/Discoursehttp://en.wikipedia.org/wiki/Register_%28linguistics%29http://en.wikipedia.org/wiki/Dialecthttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Linguistics


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7. The stages of acquisition of language in Spanish children and Chinese children are the

same.

8. English is a prestigious language because it is inherently superior to other languages.

9. Language is centered in the brain.

10. Intelligence is measurable independent of language and culture.

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.
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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


Language varietyAll 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

along with French.

It must be remembered that many of the Europeans who came to the Caribbean

territories were themselves speakers of non standard dialects of English.

(Required reading: Writing in English Chapters 1-4).
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Labels:caribbean language,language,module 2,variety


Language - its origins and characteristicsMany animal and even plant species are said to communicate with each other. Humans

are not unique in this capability. However, human language is unique in being a

symbolic communication system that is learned instead of biologically inherited.

Symbols are sounds or things which have meaning given to them by the users.

Originally, the meaning is arbitrarily assigned. For instance, the English word "dog"

does not in any way physically resemble the animal it stands for. All symbols have a

material form but the meaning can not be discovered by mere sensory examination of

their forms. They are abstractions.

A major advantage of human language being a learned symbolic communication system

is that it is infinitely flexible. Meanings can be changed and new symbols created. This is

evidenced by the fact that new words are invented daily and the meaning of old ones

change.

Languages evolve in response to changing historical and social conditions. Some

language transformations typically occur in a generation or less. For instance, the slang

words used by your parents were very likely different from those that you use today. You

also probably are familiar with many technical terms, such as "text messaging" and

"high definition TV", that were not in general use even a decade ago.

* Additional reading: Writing in English Chapters 1-2
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