Facilitators & Barriers of CommunicationSelecting appropriate mediums, channels and technologiesThis takes place at the level of conceptualization.When a sender decides to encode a message, he or she must take two main things into consideration during this stage – the context and the audience (receiver). These factors influence both choice of medium and choice of channel. The key word here is appropriateness. Choice of medium and channel are directly influenced by the purpose of the message and the intended audience. Ask yourself the following questions when determining levels of appropriateness:

i. Who is my receiver?ii. How best can my message be conveyed?iii. Where is the communication act taking place?iv. What is the situation surrounding the communication act?v. Is my audience one person or several?vi. What medium should I use, oral or written?vii. Should I use technology? If so, which technology would most appropriate?

 Scenario 1Read the scenario below and answer the questions that follow.Greg is ill and has to be away from school for two weeks. His mother encodes a letter to the school principal and sends it out in the mail.

In the above situation,1. How else could Greg’s mother have gotten the message to the Principal?2. Why do you think she chose to write a letter?

Answer: The telephone or email could have been used. She chose the letter because a letter is a more formal medium of communication and can serve as a permanent record.

Facilitators &; Barriers to CommunicationNoise is anything that interrupts or blocks the flow of information. Whenever the understanding of a message is affected, the obstruction is considered a barrier to communication.Some common barriers to communication are:i. A language barrierii. A channel that is inaccessible to the receiveriii. The message is ineffectively encoded or the meaning is ambiguousiv. The medium is inappropriate to the message

Some common facilitators to communication are:i. Choosing a familiar languageii. Using an accessible channel

iii. Ensuring that the medium is appropriate to the messageiv. Using audio/visual aids to enhance the encoding of the message

The Communication Process & The Elements of Communication

Systematic=Step by Step=Process

Communication as a ProcessHuman communication is interpersonal, it is purposive and it is a process.Question: What do we mean by process?Answer: By process we mean that steps have to be taken and in a set/particular order to achieve a desired result/goal. These are the important elements of the communication process:

1. SENDER/ENCODERThe sender also known as the encoder decides on the message to be sent, the best/most effective way that it can be sent. All of this is done bearing the receiver in mind. In a word, it is his/her job to conceptualize.The sender may want to ask him/herself questions like: What words will I use? Do I need signs or pictures?

2. MEDIUMThe medium is the immediate form which a message takes. For example, a message may be communicated in the form of a letter, in the form of an email or face to face in the form of a speech.

3. CHANNELThe channel is that which is responsible for the delivery of the chosen message form. For example post office, internet, radio.

4. RECEIVERThe receiver or the decoder is responsible for extracting/decoding

meaning from the message. The receiver is also responsible for providing feedback to the sender. In a word, it is his/her job to INTERPRET.

5. FEEDBACKThis is important as it determines whether or not the decoder grasped the intended meaning and whether communication was successful.

6. CONTEXTCommunication does not take place in a vacuum. The context of any communication act is the environment surrounding it. This includes, among other things, place, time, event, and attitudes of sender and receiver.

7. NOISE (also called interference)This is any factor that inhibits the conveyance of a message. That is, anything that gets in the way of the message being accurately received, interpreted and responded to. Noise may be internal or external. A student worrying about an incomplete assignment may not be attentive in class (internal noise) or the sounds of heavy rain on a galvanized roof may inhibit the reading of a storybook to second graders (external noise).The communication process is dynamic, continuous, irreversible, and contextual. It is not possible to participate in any element of the process without acknowledging the existence and functioning of the other elements.

Language as A Subset of Communication: The Case of Wild ChildrenIn a previous post, Introduction to Communication Studies, the point was made that humans are not the only beings with a system of Communication and also that 'Language' is the name given to the human system of Communication. Therefore, though babies are born with the ability to communicate, they must be placed in an environment where they are able to acquire language inputs from older humans, otherwise they will not acquire Language. Below is a you tube clip on feral (wild) children, which emphasizes this point.

Linguistic Features of Jamaican Creole (Patois)MODULE TWO (2) : LANGUAGE & COMMUNITYJamaican Creole is considered a language like any other for two basic reasons: 1. It possesses the characteristic features of a language AND 2. It performs the functions of a language.      Below is a brief outline of some of these linguistic features:PHONOLOGY: the sound system of a language. Patois has a sound system independent of English.

Jamaican Creole does not use the 'th' sound but substitutes two other sounds: the 't' sounds as in 'tik' for the English 'thick' and the 'd' sounds as in 'dem' for the English 'them'. Jamaican Creole does not pronounce the 'h' sound at the beginning of English words. Therefore English 'hour' becomes 'our'. Similarly there is the tendency to hyper-correct and pronounce the 'h' sound at the beginning of words that do not require it, therefore English 'egg' becomes 'hegg' and 'exam' becomes 'hexam' and so on.LEXICON: the vocabulary of a language. Although the lexical items of Patois are English based, many are used in non-English ways. Some Patois words that appear to be similar to English words do not carry the same meaning, e.g. 'Ignorant' in Patois means easily angered, very upset and not lacking knowledge (which is the English definition). Another example is 'Belly' that in patois can refer to pregnancy. Some English words are compounded to create nouns not present in English for example 'Foot bottom' for the sole of the feet and 'Eye water' for tears.  Some Creole words are formed by reduplication (base words are repeated to form new words). For example friedi friedi to mean fearful or timid, chati chati to mean talks excessively or out of turn. Some Creole words are adopted from other non-English languages, eg, maroon-Spanish, pikni-Portuguese, unu, (you plural) -IgboGRAMMAR: rules governing the correct use of language Pluralization is signalled by the addition of the 'dem' after the noun eg. The people dem. Or to emphasize the numerical marker- 'de two book dem'. Possession is not signaled, as in English, with the apostrophe 's' suffix but by the word 'fi' as in 'A fi mi handout' Zero Copular construction. A Copular links the subject to the predicate. It is derived from the verb 'to be'. Creole can have a zero copular structure eg. Jane sick for Mary is sick in Englich or Jane de home for Jane is at home.SYNTAX: the proper agreement of words in a sentence Patois mainly uses syntax to highlight certain elements within a sentence while English often uses pronunciation by verbally stressing that which is to be emphasized. For example Creole: Is Susan eat di chicken? versus English Susan ate the chicken? Creole: Is di chickenSusan eat ? versus Susan ate the chicken?

Main Point vs PurposeMODULE ONE   ( 1 ): Gathering & Processing Information The purpose of this post is to clear up a mistake that is often made on the exam. The main point of this post is that there is a marked difference between the main point (main idea) of a piece and the purpose for writing a piece and you will be tested on whether you can make that

distinction. The main point can never be the same as the purpose and vice-versa. Hence, your responses should reflect that you recognize this fact.

Main Point/IdeaThe main point of a piece is the same as the topic/thesis statement. It refers to those words/sentences that capture the essence of the overall piece of writing. The thesis/topic statement is generally found in the first or last sentences of the introductory paragraph.However, sometimes it is not stated and has to be inferredfrom the passage A good thesis statement does two (2) things. First, it tells about an essay's topic. Second, it presents the writer's attitude, opinion, idea or point about that topic. Let us look at some examples:

Example One: 'From King Leopold's Ghost, by Adam Hochschild, 1998'When the Atlantic slave trade began decimating the Kongo, that nation was under the reign of a ManiKongo named Nzinga Mbemba Affonso, who had gained the throne in 1506 and ruled as Affonso I for nearly forty years. Affonso's life spanned a crucial period. When he was born, no one in the kingdom knew that  Europeans existed. When he died, his entire realm was threatened by the slave-selling fever they had caused. He was a man of tragic self awareness, and he left his mark. Some three hundred years later, a missionary said, "A native of the Kongo knows the name of three kings: that of the present, that of his predecessor , and that of Affonso."Ask yourself:a. Who/what do you think the paragraph is about? (Topic)b. What is the writer's attitude, opinion etc about it?

Discussion: Even though this is an excerpt of the piece, already you should be able to tell that that the main point/idea of the piece is that 'When the Atlantic slave trade began decimating the Kongo, that nation was under the reign of a ManiKongo named Nzinga Mbemba Affonso, who had gained the throne in 1506 and ruled as Affonso I for nearly forty years.' Let us try another one:

Example Two: 'Adapted from Daniel Pendick, Courtesy of  WNET.ORG (http://www.pbs.org/wnet/savageearth/tsunami/index.html)             Though it's true that tsunamis are ocean waves, calling them by the same name as the ordinary wind-driven variety is a bit like referring to firecrackers and atomic warheads both as "explosives." Triggered by volcanic eruptions, landslides, earthquakes, and even impacts by asteroids or comets, a tsunami represents a vast volume of seawater in motion -- the source of its destructive power.            On the open ocean, tsunami waves approach speeds of 500 mph, almost fast enough to keep pace with a jetliner. But gazing out the window of a 747, you wouldn't be able to pick it out from the wind-driven swells. In deep water, the waves spread out and hunch down, with

hundreds of miles between crests that may be just a few feet high. A passenger on a passing ship would scarcely detect their passing. But in fact the tsunami crest is just the very tip of a vast mass of water in motion, as a tsunami can travel great distances with little loss of energy. The 1960 earthquake off the coast of Chile generated a tsunami that had enough force to kill 150 people in Japan after a journey of 22 hours and 10,000 miles.            As the waves in the tsunami reach shore, they slow down due to the shallowing sea floor, and the loss in speed is often accompanied by a dramatic increase in wave height. Tsunamis also flood in suddenly without warning. Tsunami waves usually don't curve over and break, like Hawaiian surf waves. Survivors of tsunami attacks describe them as dark "walls" of water. Impelled by the mass of water behind them, the waves bulldoze onto the shore and inundate the coast, snapping trees like twigs, toppling stone walls and lighthouses, and smashing houses and buildings into kindling.             The contours of the seafloor and coastline have a profound influence on the height of the waves -- sometimes with surprising and dangerous results. During the 1993 tsunami attack on Okushiri, Japan, the wave "runup" on the coast averaged about 15 to 20 meters (50 - 65 feet). But in one particular spot, the waves pushed into a V-shaped valley open to the sea, concentrating the water in a tighter and tighter space. In the end, the water ran up to 32 meters (90 feet) above sea level, about the height of an 8-story office building.

Discussion: In this example taken from the May 2011 CAPE Paper 2, the main point may actually be located in the last sentence of the introductory paragraph. Therefore, the main point is that 'a tsunami represents a vast volume of seawater in motion - the source of its destructive power.'

PurposeThe purpose of a piece of writing is generally evidenced by the type of discourse used (See post on Evaluating types of discourse. )The second example, speaking about tsunamis) evidences mixed discourse types. It utilizes elements of exposition, description and narrative. Readers receive indepth information about tsunami wave formation as well as true to life accounts or anecdotes of tsunami attack. This combination of discourse types aids the writer's purpose which   is   to   alert or educate readers about the destructive power of tsunamis.   Further Reading on 'Purpose': Chapter 10, Writing in English -Hazel Simmonds-McDonald et al

Mistakes to Avoid on   Examinations Avoid stating the main point and the purpose as the same thing. They may be similar in content but how you state it in your responses should be clearly different:The main point is that....

The purpose is to....NOT the main point and the purpose is to...You will score 0 marks if you respond in this way. The examiner will not be able to tell whether or not you recognize the difference between the two concepts.

Expository Speech Checklist (Oral Exam) Conduct an Audience Analysis     Ask yourself:

What do they have in common? Age? Interests? Ethnicity? Gender?

Do they know as much about your topic as you, or will you be introducing them to new ideas? Why are these people listening to you? What are they looking for? What amount of detail will be effective for them?

What tone will be most effective in conveying your message? (E.g. neutral, animated/comedic, assertive, serious etc?)

What might offend or distance them?             

 Practice the Speech before a friend or in front of the mirror            After you have completed the task, ask yourself the following questions: Which pieces of information are clearest?

Where did I connect with the audience?

Where may listeners be confused about my description or explanation?

Where may the listeners become bored?

Where did I have trouble speaking clearly?

Did I stay within my time limit? (5 MINUTES)

 Complete speech outline with references

General Tips1. Practice the Attention Getter (i.e Short story, Quote, Poem etc, related to the topic, used to grab audience’s attention before beginning speech)2. Help audience to listen and stay focused. Avoid lengthy sentences, use humour where appropriate)3. Use only the most significant and relevant examples when explaining/describing/informing.4. Utilize transition words (E.g. firstly, secondly, In concluding, In closing etc)5. Ensure that body language/posture during speech is not distracting and that you are neatly attired

Literary devices commonly used in Paper 1A (Listening comprehension)

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

lawyer’s 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 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 I’m so hungry.

REPETITION

Uses repetition of either words, phrases or even a whole sentence. E.g

What if I don’t make it, what if I can’t pass, what if I fail

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.P O S T E D B Y M I Z J O H N A T   1 0 : 1 2 P M

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

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

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)P O S T E D B Y M I Z J O H N A T   8 : 5 9 P M

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

- 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

presentation here

Labels: exposition, presentation, SBA

P O S T E D B Y M I Z J O H N A T   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

Research using the internet

The 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)

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)

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 A T   6 : 3 0 A M

The expository presentation for CAPE Communication Studies Internal AssessmentWhat 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 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 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 don’t 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

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.

For example (in note form)

Returning migrants

YES culture shock

3 ways

Honeymoon

Rejection

Conformist

NO assimilation

Solutions

Programme – promote overseas, keep in touch,

Information - government

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 A T   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

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 Government’s 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 his thesis 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 Bank’s Supergrowth

Bond which compares its rate of interest to other savings institutions

in St Vincent in last week’s 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.ht

ml

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 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.P O S T E D B Y M I Z J O H N A T   7 : 3 6 A M

Gathering data in research - an evaluation of reliability and validityPrimary 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 reliability andvalidity.

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 accuracy and credibility of 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?”

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. 

Publisher – Is 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 Institution – If 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 method – Could 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.

Validity – Is the data true?

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 accuracy and bias. 

To evaluate accuracy we can look at several aspects of the data

Currency – When 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.

Relevance – Does 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 collection – Was the data collected by reliable methods? Was it

accurately recorded?

Sample size – Was 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.

Replicable – Do 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 bias we can look at:

Representation – Does 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 bias – Has 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 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 women’s perspective on

sexual equality may differ from a man’s 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 source’s 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 A T   7 : 2 0 A M

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

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 A T   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 Checklist for the Portfolio - the Reflective and Analytical elementsReflective 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

(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

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

P O S T E D B Y M I Z J O H N A T   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 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?

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 retroflexion…

what 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.

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

P O S T E D B Y M I Z J O H N A T   6 : 4 6 A M

Language: registersAn 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

spoken language whose character falls somewhere between the

prestige of the acrolect 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 lower-middle classes. Within the context of Creole languages,

mesolects only appear in instances of a post-Creole speech

continuum wherein speakerscode-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

different language. A basilect represents the opposite end of the scale

of linguistic formality from an acrolect. In certain speech

communities, a continuum exists between speakers of a Creole

language and 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 )P O S T E D B Y M I Z J O H N A T   6 : 4 4 A M

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.

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 A T   6 : 3 3 A M

Language: dialects and registersLanguage 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 "code switching." Code-switching

is a term in linguistics referring to alternation between two or

more languages, dialects, or language registers in the course

of discourse between 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 A T   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.

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.

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.

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 A T   6 : 1 7 A M

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).

Labels: caribbean language, language, module 2, variety

P O S T E D B Y M I Z J O H N A T   6 : 1 4 A M

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.