Friday, August 28, 2009

LANGUAGE

Language can be recognized as having two possible interpretations: language and a language.

When we think of language, we think of it in a general way and we define it as the verbal form of human expression. It is confined to a human context and not extended to any other species. Therefore, we can conclude that language refers to a natural ability which all normal human beings have.

However, when we speak of a language, we think of it in a specific way and we define it to mean any distinct system of verbal expression, distinguished from other such systems by its peculiarities of structure and vocabulary. Thus concluding that a language is a specific version used by some people who normally live in the same community.

The Syllabus

The syllabus consists of three modules.

Module One: Gathering and Processing Information

Module Two: Language and Community

Module Three: Speaking and Writing

Monday, August 24, 2009

THE ANALYTICAL SECTION

The analytical section requires that students complete an analysis of one of the pieces presented under the reflective section of portfolio or they may select an appropriate piece from another source.

The piece selected should allow for analysis of all the following areas:
-The Registers used;

-Dialectal Variations, which may come in the form of Standard English, Creole, Rastafarian, Foreign, Erudite or Profane English;

-Attitudes to Langauage: this may come in the form of shame, pride, confidence, ridicule or scorn.

-Communicative Behaviours are largely seen in the non-verbal elements. For example, vocalics, proxemics, artifacts, movements, chronemics and the use of the senses.

The analytical piece that is selected must relate to their theme that was selected for the reflective pieces. Tha analysis of the piece should not exceed 350 words.

REFLECTIVE SECTION

The reflective section of the portfolio requires that students produce TWO samples of original work which should not exceed 1200 words. Samples produced should cover TWO literary genres and may include one piece of oral work which should be an audio or video tape. Audio or video tape if used should run for 3-5 minutes. Students must ensure that the two pieces created must relate to the theme selected.

Each literary genre includes a number of sub-forms that you may use. The most common ones are :

Poetry: lyric, sonnet, ballad, dramatic monologue, epic, elegy, limerick, haiku, ode etc.

Prose: short stories, expository or argumentative essays, parable, allegory, fable, biography, autobiography, diary and journal entries, etc.

Drama: Radio plays, screen plays, skits, comic strips, cartoons etc.

Students should provide a rationale for this section of the portfolio. The rationale should seek to give details of the students inspiration, intended audience, the situation and the purpose for the pieces.

Your inspiration includes what or who influenced or motivated you to select the theme you have chosen.

Your intended audience is geared at a particular group, gender or sector and this will influence your tone and language choice.

The situation is sometimes referred to as the context for which the portfolio pieces are intended. The specific situation or context for which the portfolio entry is intended and reasons given as to what features of the message are appropriate for the situation or context. For example, if your entry is a public service warning you will need to say just what the conditions are in the community that make such a warning necessary. Another example could be a diary entry which may be aimed at hiding ones feeling. It is recommended that students specifically identify the context of the presentation such as a rally, international forum, conferences, prize giving functions, publications for local audiences etc. You must decide what forum you would like to see your pieces published in. Your pieces could be published in the newspaper, school magazine, or the Teen Herald.

The purpose of the piece must be clearly stated. The purpose is what you hope to achieve by writing these pieces. Some purposes are to express sympathy, give a compliment, make a request, condemn or to encourage others.

THE EXPOSITORY

The expository section of the portfolio is orally presented and examined. The duration should be no more than 10 minutes per students.

Students' presentation should include:
-An explanation of the topic and their personal interest in it;
- A discussion of the issues raised and the challenges experienced by the students in exploring the selected topic;
-An evaluation of the source, context and the medium or channel and the reliability and validity of information gathered;
-A conclusion.

Students may also bring to the examination room a cue card with headings related to their presentation.

INTERNAL ASSESSMENT

Students are reminded that they MUST complete their Internal Assessment. The internal assessment is done in the form of a portfolio on a theme that is selected by the students and approved by the teacher. The portfolio should have an introduction that identifies the theme selected and shows how it relates to the student's academic, work-related and personal interest.

The portfolio should be organized under three major headings. The headings are Expository, Reflective,and Analytical Section.

Message to Teachers and Students

As we approach the start of the new school year I wish for you all that is good. I hope that we will have a productive year as we work together. Let's hope that you will find the information very educational and useful in your preparation for your examination. As educators let us remember that the best teacher is one suggests rather than dogmatizes, and inspires his listeners with the wish to teach himself. Let this be our driving force behind all that we may set out to achieve for this school year. It is my hope that all our students will be successful in their exams and that they will become role models as the enter the job market or one of our tertiary institution. May God bless you all. Mrs. Ricketts