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THIS MODULE seeks to instill in students the ability to speak and write with control of the
grammar, vocabulary, mechanics and conventions of Caribbean Standard English usage. Students
should also be able to identify the characteristic formats, organizational features and modes of
expression of different genres and types of writing and speech.
Students should also be able to evaluate the appropriateness of data collection methods and
instruments, including the use of the internet as an electronic resource. They should also create a
portfolio of oral and written work.
RESEARCH METHODS
Research
Research is the systematic process of collecting and analyzing information to increase our
understanding of the phenomenon under study. It is the function of the researcher to contribute to
the understanding of the phenomenon and to communicate that understanding to others. This
chapter explains what research is and what it is not. Eight characteristics of research are presented.
The process of research as a helical cycle is discussed.
Research is a process through which we attempt to achieve systematically and with the support of
data the answer to a question, the resolution of a problem, or a greater understanding of a
phenomenon. This process, which is frequently called research methodology, has eight distinct
characteristics:
1. Research originates with a question or problem. The world is filled with unanswered
questions, unresolved problems. Everywhere we look, we observe things that cause us to wonder, to
speculate, to ask questions. And by asking questions, we strike the first spark igniting a chain
reaction that terminates in the research process. An inquisitive mind is the beginning of research.
There is so much that we do not know that we do not understand! The hope of mitigating our
ignorance lies in the questions we ask and the information we gather and in whose collective
meaning we may find insight. The problem and its statement are important because they are the
point of origin of formal research.
4. Research usually divides the principal problem into more manageable sub-
problems. The whole is composed of the sum of its parts. That is a universal natural law; that is
also a good precept to observe in thinking about one's principal goal in research. We break down
principal problems much more frequently than we realize.
Let's take an everyday problem to see how it breaks down into a number of sub-problems. Suppose
you want to get from your town to a town 50 miles away. Your principal goal is to get from one
location to the other as expeditiously as possible. You soon realize, however, that at the outset some
sub-problems must be considered. Here is a structuralization of the problem and its attendant sub-
problems:
Main problem:
Sub-problems:
It is expedient to reduce the main problem to a series of logical sub-problems that, when resolved,
will resolve the main problem.
8. Research is, by its nature, cyclical; or more exactly, helical. The research process
follows a cycle and begins simply. It follows logical, developmental steps:
a. A questioning mind observes a particular situation and asks, Why? What caused that? How come?
(This is the subjective origin of research.)
b. The answer to those questions becomes formally stated as a problem. (This is the overt beginning
of research.)
d. The data seem to point to a tentative solution of the problem. A guess is made; a hypothesis or
guiding question is formed.
h. The tentative hypothesis is either supported by the data or is not supported; the question is
partially / completely answered or not.
These are methods through which the researcher may get valuable data on a topic that the
researcher needs more information on. Data collection methods may take various forms
1. Questionnaires
These are a collection of questions that the respondents complete on their own. They are used when
factual information is required. A questionnaire is used with all research designs. These are the ways
in which a questionnaire can be administered:
* Face to face
* Via the telephone
* Via the mail
* Via electronic mail
2. Interviews
They are a list of questions administered to the respondent face to face. These can either be
structured or unstructured. The structured interviews comprise a set of precisely formulated
questions, which are asked of a respondent. The unstructured interviews allow the respondent to
respond to a stimulus question. It is very informal and allows for the respondent to speak for as long
as he/she wants. These are used in qualitative research and case studies, but can be useful in
surveys- especially social surveys.
3. Observation schedule
The researcher records observations in terms of a predetermined schedule. This is used in action
research as well as case studies.
These are used to measure attitudes, beliefs and opinions of a respondent. They can be used with all
types of research, but more specifically with surveys and action research.
SAMPLE SELECTION
A researcher who undertakes a survey involving large numbers of people will find it impractical or
even impossible to canvas the views of everyone in that population. He has to then ensure that he
takes a sample of the total population.
The sample is a portion or fraction or subset of the total population. It is assumed that the sample is
homogeneous and that the characteristics found in the sample may reasonably be expected to be
found in the whole.
When generalizations are to be made about the total population this sample should accurately reflect
the opinions, beliefs or choices of the population.
* It must be numerically large enough to correctly reflect the views of the whole population in other
words; it must be sufficient or adequate.
* All segments of the population indicated by relevant variables such as sex, age, social class,
occupation etc. are to be proportionately included in the sample in other words, it must be
representative.
Types of Sampling
There are two types of sampling: probability and non-probability.
Probability sampling, also known as random sampling, is one way of making sure that the sample
is representative of the population and that the procedure used in your research has validity. It
ensures that no member of the sample is likely to be preferred than another in the selection. The
selection cannot be predicted. Here the researcher's bias is eliminated and the procedure becomes
more consistent and efficient.
Non-probability sampling, also referred to as convenience sampling is used when the total extent
of the population is not known. The researcher selects the sample at his discretion not randomly.
One cannot guarantee validity and the absence of bias in this kind of selection and the results
gathered using this type of sampling may not be totally reliable. However it has some advantages; it
is less expensive and uses less time and resources.
Secondary sources are edited primary sources, second-hand versions. They represent someone else's
thinking.
Primary Sources
Person
Interview
E-Mail contact
Event
Discussion
Debate
Community Meeting
Survey
Artifact
Observation of object (animate and inanimate)
Secondary Sources
Reference Material
Book
CD Rom
Encyclopedia
Magazine
Newspaper
Video Tape
Audio Tape
TV
Primary or Secondary
DISCOURSE TYPES
Types of Discourse
Narrative
When you write a narrative essay, you are telling a story.
Narrative essays are told from a defined point of view, often the author's, so there is feeling as well as
specific and often sensory details provided to get the reader involved in the elements and sequence of
the story. The verbs are vivid and precise. The narrative essay makes a point and that point is often
defined in the opening sentence, but can also be found as the last sentence in the opening paragraph.
Since a narrative relies on personal experiences, it often is in the form of a story.
When the writer uses this technique, he or she must be sure to include all the conventions of
storytelling: plot, character, setting, climax, and ending. It is usually filled with details that
are carefully selected to explain, support, or embellish the story. All of the details relate to the main
point the writer is attempting to make.
A narrative also relates things in history or describes processes. The narrative organizes facts and
presents events at a climatic or dramatic point and by flashback method; it brings the story to the
present time. Narratives focus on settings, characters and events and engage the readers’ attention
because of the elements of suspense, intrigue and excitement.
Descriptive Writing
The use of adjectives, figurative language such as similes, metaphors, alliterations and onomatopoeia
are extremely important as they help to create images to please the senses.
Remember there are five types of imagery and they are named according to the senses to which they
appeal: tactile – touch/feeling, visual images – sight, audible images - hearing,
gustatory –taste, olfactory –smell.
Persuasive writing
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince
the reader to believe or do something. Persuasive writing is often used in advertisements to get the
reader to buy a product. It is also used in essays and other types of writing to get the reader to accept
a point of view. In order to convince the reader you need more than opinion; you need facts or
examples to back your opinion. So, be sure to do the research!
Persuasive writing follows a particular format. It has an introduction, a body where the argument is
developed, and a conclusion. Persuasive writing attempts to convince the reader that the point of
view or course of action recommended by the writer is valid. To accomplish this, the writer must
develop a limited topic which is well defined and debatable, that is has more than one side. It is
important that the author understand other sides of the position so that the strongest information to
counter the others can be presented. In the essay, only one side of the issue is presented.
The verb ‘persuade’ means to convince someone to agree with you or to convince others to accept
your opinion. In order to do this effectively you must be convincing, you must use various methods
to be successful. You may use gestures, various tones of voice, and facial expressions, employ body
language, use diagrams, pictures, graphs, statistics, etc. whatever it takes, you must ensure that you
do it in order to be successful.
To ensure that you write effectively in this area you must employ different techniques/skills, to do
well.
Some techniques include use of: repetition, evidence, analogies, contrast, rhetorical
questions, sarcasm, reliable source of authority, statistics, appeal to emotion, direct
personal appeal, definition or a personal experience, exaggeration, comparisons,
anecdote.
1. Use of evidence – this giving concrete information that can be proven by the source, e.g.
scientific.
2. Use of Analogy – this is the comparison of two things that are similar in certain ways to
illustrate a point.
4. Use of Contrast
5. Appeal to emotion
7. Use of repetition – Repetition is a device in which a word, phrase or sentence is repeated for
emphasis.
10. Statistic or Fact: Statistics is a mathematical science pertaining to the collection, analysis,
interpretation or explanation, and presentation of data. A fact is defined as something that is
true, something that actually exists, or something having objective reality that can be verified
according to an established standard of evaluation.Sometimes a statistic or fact will add emphasis
or interest to your topic. It may be wise to include the item's authoritative source.
Exposition is a type of oral or written discourse that is used to explain, describe, give information or
inform. The creator of an expository text cannot assume that the reader or listener has prior
knowledge or prior understanding of the topic that is being discussed. One important point to keep
in mind for the author is to try to use words that clearly show what they are talking about rather than
blatantly telling the reader what is being discussed. Since clarity requires strong organization, one of
the most important mechanisms that can be used to improve our skills in exposition is to provide
directions to improve the organization of the text.
The expository category is characterized by facts. In this section students make use of facts, data
from surveys, reports and manuals. There is usually analysis, definition, classification and reference.
A good piece of expository writing begins with a key sentence, which sums up or defines the
subject matter. If your composition is going to be long or elaborate, you can use your introductory
paragraph to make some general remarks, to address the reader, or to indicate the treatment you will
give your subject in subsequent paragraphs.
This section carries much content and so you need to read all that is relevant and can be found on the
various aspects of the module. You may read the following texts which, together, provide adequate
information on this module:
* Grammar, Structure and Style - A Practical Guide to A-Level English by Shirley Russel
DEFINING LANGUAGE
Language is recognized as having two possible interpretations: language and a language. When we
think of language we think of it in a general way.
Language: is the verbal form of human expression. As such, it is therefore confined to a human
context and not extended to any other species. It also relates to a human being's ability to
communicate, verbally and non-verbally, with other human beings as well as with himself. It allows
the transmission of desires, ideas and emotions from individual to individual and within the same
individual. Language is external in the form of sounds and symbols and it is internal as mental
activity
A Language: means any distinct system of verbal expression, distinguished from other such
systems by its peculiarities of structure and vocabulary. That is to say that every language is distinct
from other languages because of these features.
E.g. Spanish, Jamaican Creole, English, French and Chinese are each categorized as a language;
while all who are speakers of these languages, in verbally expressing themselves, use language.
CHARACTERISTICS OF LANGUAGE
1. Human
Where other creatures seem to have communication systems which enable them to perform basic
functions, only the human species has one which allows such complexity and range of performance.
We know of no other species which can express meanings about past or future events, articulate
abstract ideas or construct advertisements.
2. Verbal
Human beings make language. It is first spoken then written. The complex anatomy in the throat and
mouth allows us to modify this vibrating air in order to make the vowels and consonants of speech
and to manipulate its melodies, the intonation system. We have ears to hear what others say as well
as to monitor ourselves.
3.Symbolic
Language has an arbitrary nature. The connection between the things signified (e.g. Objects) and the
words used to signify them, that is the symbol the word 'book' and the symbolized the actual book,
is arbitrary. There is nothing inherent in the word 'book' for us to refer to the object as such.
4.Systematic
Language is rule governed. It follows observable patterns that obey certain inherent 'rules'. To be
fluent in a language requires both a mastery of its grammatical rules and competence in the
appropriate use of the sentences that are structured by those rules.
5.Maturational
6. Non – instinctive
Language is naturally acquired. It is suggested that there is a built-in mechanism which gives human
beings the ability to acquire and learn language; we are biologically conditioned to learn language.
7. Dynamic
Language is not static, it is always changing. Language changes because the lives of speakers change,
for example, as speakers come into contact with other cultures or as new discoveries change their
way of life.
The diagram below should give you a visual image of the Jamaican Language
Continuum
BASILECT is the form of Creole with more African derived features than other forms and is said to
be the first point on the continuum. It is most often spoken in rural areas and by uneducated
persons.
MESOLECT is the form of Creole with more English derived features than the basilect and is said to
be the point on the continuum next to the basilect. It is most often spoken by urban and educated
persons.
ACROLECT is the Jamaican Standard English and it is the last point on the continuum. It is most
often spoken in formal situations.
Undoubtedly this notion that each form is most often spoken by particular persons is debatable as
the increased accessibility of new technological mediums of communication throughout the country
has enabled Jamaicans to choose even more freely any variety they wish to use along the continuum.
CHARACTERISTICS OF CREOLE
LANGUAGES
There are several features of Creoles and Creole-influenced vernacular which make them different
from Standard English. These features may be categorized as grammar, sound, vocabulary and
semantics.
Grammar: Within Creole grammar, for example, nouns, verbs and pronouns are not treated in the
same way in which they are in Standard English [SE].To illustrate plurality as in the noun 'books', in
Jamaican Creole [JC] plurality is shown by the use of the word 'dem' as in 'buk dem'. (Polard: 1993)
Sound: The creole sound does not use the "th" sound this is usually substituded by the letter 'd".
The "h", or "ing" sound is normally not pronounced. To illustate sound formation in Jamaican Creole
[JC] we generally hear the words "dem" "tief ", "comin" and "ungry".
Vocabulary: Most of the vocabulary used in the Jamaican Creole [JC] can only be found in that
language. To illustrate this we often find words such as "nyaam" and "pickney".
Semantics: In the Jamaican Creole [JC] words that are used may be shared with Standard English
[SE] however they have different denotative and connotative meanings. To illustrate this the word
"ignorant" in Standard English [SE] may refer to someone who is lacking in knowledge, while in
Jamaican Creole [JC] it refers to someone who gets easily upset/angry.
LANGUAGE IN SOCIETY
language is used in various forms and capacity within our society today. These factors give rise to the
issues which perpetuate the prevailing attitudes, both negative and positive, to language in Jamaica
and some other territories in the Caribbean. The following are some of the factors affecting
language:
1. SOCIAL FACTORS:
* Interaction with peers
* Media
* Interaction with others [different age groups]
* Structure of the society cultural plurality [several cultural groups existing in the same
environment
2. ENVIRONMENTAL FACTORS:
3. HISTORICAL FACTORS:
4. EDUCATIONAL FACTORS:
5. ECONOMIC FACTORS
6. GEOGRAPHIC LOCATION
References:
Polard, Velma 1993, From Jamaican Creole to Standard English. A handbook for Teachers,
Caribbean Research Centre, New York: Medgar Evers College.
Roberts, Peter 2002. West Indians and their Languages, Cambridge
University Press.
Reading, writing, speaking and listening are the four ways in which we use communication and you
should be able to express your self in speaking and writing with precision, accuracy, clarity and
fluency. Essentially, for communication to take place, both writing and reading skills must be
employed. Similarly, speech communication does not end with speaking. For communication to
effectively take place, the receiver/audience must employ listening skills.
It is important, then, for you to be able to not only write and speak effectively, but also to read and
listen effectively. Without effective communication skills, we are at a disadvantage in situations that
involve other people.
COMMUNICATION PROCESS
Communication has been defined as the process of people interacting through the use of messages
[Zeuschner: 1997]. Also it has been referred to as the process of human beings responding to the
symbolic behaviour of other persons.
Ø A close observation of them reveals that communication is a process [not an event], it involves
people, it involves interaction among people and it involves the use of messages.
Ø All communicative events involve content and relationship. Content refers to the substance of the
message while relationship tells of the receiver and sender and how they perceive their interaction.
Ø Finally, communication happens in a setting or context and it is from such that much meaning is
derived. Context may be defined as a culture, location or a relationship.
Within the process of communication there are five primary elements, because communication is a
process, there are certain elements of this process that are present in every communication act.
These elements must be involved in order for communication to take place:
*Senders/Sources/Encoders
* Receivers/ Decoders
* Messages
* Channels and Mediums
* Feedback
2. Message
This is the content of the communication process. Before the communication process begins, there
must be an idea or body of knowledge that needs to be communicated
3. A. Medium
This is the method that someone chooses to convey her message. Will you use e-mail? Speech?
Gestures? A poster?
B. Channel
Channel is closely associated with medium. This is the means by which your message is conveyed.
For example, an e-mail is a medium, whereas the internet is a channel; speech is a medium, but
radios and loudspeakers are channels; gestures are a medium, your hands act as their channel;
finally, a poster may be your medium, but the poster-board and ink are your channels.
5. Feedback
After the receiver interprets the sender’s message; she then provides feedback to the sender. This is
the receiver’s response to the message and is essential in that it alerts the sender to whether or not
the message has been accurately/effectively received and interpreted.
Communication is described as a process because there are certain stages that it must follow in order
for effective communication to take place. If any of the steps are neglected communication will not
take place. The process is both cyclical (going in a circle/cycle) and transactional (has to be
performed).
The event begins with the conceptualization/thinking of the message and this is the sender's role
as the originator of the message. In addition, after the sender has thought of the message, it is the
sender's task to encode the contents of the message (putting it in a form that the receiver can
understand). After which the sender selects the medium (what form it will
take) and channel (what device will be used) through which the message will be sent so that the
receiver will be able to receive it. The receiver's role is chiefly to receive the message and
to decode it which shows that the message was received. After which the receiver will try
to interpret/understand the message sent to him/her. The receiver will then provide
afeedback/answer to the sender. Without this feedback communication has not taken place.
It is very important for you to understand that both the sender and the receiver conceptualize,
encode, select medium and channel, decode, interpret and provide feedback in all communicative
events.
Facilitators and Barriers to Communication
Barriers: Often during communicative events there is some sort of interference or blockage to
interaction. These are commonly referred to as barriers to communication and may be internal or
external in nature.
External barriers include: noise from a lawn mower, gestures, attire, posture, chatting, spilled
beverage on a page and choice of words.
Facilitator: These are factors that may influence the effective conveyance of messages positively or
negatively. Anything that helps to ensure an effective transfer of messages is called a facilitator to
communication. Anything that hinders this effectiveness is a barrier to communication
FORMS OF COMMUNICATION
In general, human beings communicate using two main forms: verbal communication and non-
verbal communication. There are two main ways in which human beings communicate verbally,
that is, through speech and writing.
Verbal communication, simply put, is any form of communication that uses words in order to
convey meaning or transmit messages. Essentially, verbal communication is either speech or
writing. There are four main skills that human beings put into practice when engaging in verbal
communication: reading, writing, speaking and listening. Any verbal communication involves at
least two of these skills.
Language is the one thing that all four verbal communication skills have in common; it is a
specifically human form of communication that uses symbols to represent ideas and concepts.
Non-Verbal Communication is the form of communication that does not involve the use of
speech or writing. In effect, non-verbal communication is the use of voice, space, objects, movement,
time and the five senses to convey meanings that without using words. Because the types of non-
verbal communication focus on physical actions and manipulations to convey meaning, they are
often referred to as communicative behaviours.
Vocalics: refers to the use of voice in communicating messages. This does not include actual words,
but modulations in tone of voice, rate of speech, pitch and non-verbal utterances. Because vocalics is
often used in conjunction with speech communication (i.e. – verbal), it is often referred to as
paralanguage.
Proxemics: is the use of space to communicate. Standing close to someone may indicate that you
like her; likewise, changing seat during an exam may indicate that you suspect your neighbour of
cheating or some sort of discomfort.
Artifacts: are objects that convey some sort of message about you. These include clothes, jewellery,
home decorations, book bags etc.
Movement: incorporates several movements of the body – eye contact, facial expressions, posture
and gestures all communicate information. Failing to meet eye contact when speaking to a parent
may indicate nervousness, shame or the possibility of untruthfulness; sitting straight in a chair could
indicate attentiveness.
Chronemics: refers to the use of time. By being early for class you show respect for the teacher and
fellow classmates; similarly, a teacher who arrives consistently late for class is exhibiting a lack of
respect for her students and profession.
The five senses: (sight, hearing, touch, taste and smell) are also used in non-verbal
communication. For example, a normally good cook who over-salts a dish for her cheating spouse
may be using taste to indicate her unhappiness or displeasure.
There are also six functions of non-verbal communication. That is, we use non-verbal
communication for six main reasons.
ii. Reinforce: We also use non-verbal communication to reinforce or complement our verbal
communication. Pounding your hand onto a table when arguing may reinforce whatever point you’re
making.
iii. Regulate: is used mostly in conversation to control the flow of messages. Raising your hand to
answer or ask a question in class helps to regulate the communication going on in the room.
CONTEXTS OF COMMUNICATION
Communication takes place in a variety of settings or contexts. The context is the
setting/environment, place where communication takes place. The following are various contexts
where communication may take place.
Intra-personal: Communicating within one’s self. E.g. Thinking, daydreaming, solving problems,
imagining. Also includes all physical feedback mechanisms, such as sensations of hunger, pain,
pleasure.
Interpersonal: The interaction of two or more people. The one-on-one setting, direct contact of
one person with another person. E.g. interviews, conversations, intimate communication.
Academic: This communication takes place in an educational setting where persons communicate
mainly to disseminate educational information. E.g. Lecturer speaking to a class, essays, research
paper, internal assessment.
Small-group: Interaction between 4-6 people. It is one of the most important communication
settings and exists everywhere. It requires the following conditions: Leadership, Equal sharing of
ideas, Peer pressure, Roles & norms, Focus on a common goal.
Public communication: When one person talks to several others and is the dominant focus of the
communication. E.g. speaker and an audience – speech, debate, general devotion. Defining
characteristics: One person is identified as the primary sender of messages and others function
primarily as receivers of those messages.
Mass communication: This communication begins to function when a message needs help to get
from its source to its destination. Some form of medium is needed to connect the sender to receiver.
Media may be print (newspaper/magazine), electrical (radio, television, video), or electronic
(computer modem)
SPEAKING: is the vocalized form of human communication through the use of uttered sounds for
auditory communication. It is based upon the syntactic combination of lexicons and names that are
drawn from very large vocabularies.
WRITING: is the representation of language in a textual medium through the use of a set of signs
or symbols such as letters that express some meaning.
TYPES: Expository speeches, Conversations, Face –to face, Interview, Meeting, Oral
Briefing, Public address, Oral Presentation, Telephone Call, Conference, Training
Session etc.
Advantages
Direct medium of communication
advantages of physical proximity and usually, both sight and sound of sender and receiver;
allows instant interchange of opinion, views, attitudes – instantaneous feedback
easier to convince or persuade
Allows for contribution and participation from all present.
Disadvantages
More difficult to hold ground in face of opposition
Advantages:
Disadvantages
Simmons-McDonald, Hazel et al. Writing in English: A Course Book For Caribbean Students,
Section 1, Ian Randle Publishers, 1997.
MODULE 1
Gathering and Processing Information
MODULE 2
Language and Community
MODULE 3
Speaking and Writing
Candidates are assessed both externally and internally. The external assessment of the course has
two written papers (Paper 01A, Paper 01B and Paper 02) * Note that Paper 01 has two parts) while
the internal assessment requires the candidates to complete a Portfolio on a selected theme.
THE PORTFOLIO
The portfolio is a combination of an oral and a written assignment. It is based on the skills learnt in
all three modules in the course. The entries in this portfolio have a theme or a main idea which is
made evident in all of them (entries). Your theme ought to be an area which is of interest to you.
The portfolio should be internally coherent and organized under three major headings:
Expository
Reflective
Analytical
The Expository section will be orally presented and examined, the Reflective will require the
candidate to produce one sample of original work and the Analytical will be an analysis of the
original piece.
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 Jamaica. Returning migrants or returnees are a group within
the population of Jamaica 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.
Thesis Statement: Returning migrants experience 5 phases of adjuststment when 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 Jamaica specifically to focus on culture shock because I am
a child/wife/husband/sister of a returning migrant. I currently pursuing a course 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.
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 your presentation. It uses the organisational pattern of
process analysis.
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
Questionnaires – time consuming, identifying sample,
Other sources - no central data on returnees, newspaper articles useful
Academic research not on St Vincent
For this aspect of the presentation you need to discuss your research. The two sources 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.
For example
Secondary sources:
academic text books and journals,
local and international newspapers and magazines,
web sites: international public organisations e.g. Peace Corps
Primary sources
interviews of experts in Jamaica
questionnaire of returning migrants.
The Experience of Return Migration: A Caribbean Perspective, Joan Phillips and Reliable Denis
Conway, Ashgate Press, London 2005
Author expert PhD Social Anthrop. Specialized Caribbean writer – Canada
Publisher: reputable, specialist academic main interest Social research
Valid Recently published Problem no reference to Jamaica
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
Returning migrants
YES culture shock
3 ways
Honeymoon
Rejection
Conformist
NO assimilation
Solutions
Programme – promote overseas, keep in touch,
Information - government
· 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
(a) Cover sheet with name, candidate number, center, center number, territory and teacher's name
(b) Introduction to theme and reasons (personal, academic or other) for choosing the theme.
(c) 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.)
(d) One piece of reflective (creative) writing of 1 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). This piece can be taped or videoed but the tape for video must be 3 to 5
minute long, and there must be a script for this tape/video.
(e) Conclusion. In the conclusion the student should reflect on his/her process in writing and
his/her opinions.
* 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 language or what do certain language
types symbolize in societies)
With regard to taped or videoed submissions, the script must conform to the word limit and should
be submitted along with the tape.