2. CONTENTS
Page
1. INTRODUCTION
1.1 Features of the CDs 3
1.2 Target group 3
1.3 Advantages of the approach 4
1.4 How to order CDs 4
1.5 Qualifications of the designer and developer 5
2. CD-ROMS
2.1 First Aid for English Error Correction 8
2.2 First Aid for English focusing on Verb Concord 12
Written feedback from teachers and students 13
(2004) (1998)
2.3 First Aid for Business English 14
2.4 First Aid for Report Writing 17
2.5 First Aid for Righting Writing Wrongs 21
2
3. 1.1 FEATURES OF THE CDs
The focus is on inculcating correct, professional language use
Fully interactive – a wide variety of exercises provides ample practice
Immediate feedback with explanations
Detailed explanations of the principles
Analysis of errors; marks awarded to indicate progress
Functional sound inserts to help with pronunciation (3 CDs)
Easy navigation
Attractive illustrations, variety, novelty and humour make it fun to learn
Based on sound educational principles
Plays on all computers with Windows (a sound card is advisable for 3 of the CDs)
1.2 WHO CAN BENEFIT FROM THE CDs
The CDs are ideal for individualized or group learning interventions:
all who want to improve their skills in written and spoken English generally or
aspects of Business English;
tertiary institutions;
commercial organizations;
the CDs are ideally suited to adult education and can be used most profitably by
organizations wishing to improve the written and oral ability of their employees as
the skills can be practised in the learner’s own time.
An organization can ask its employees who are working on the CDs for screen
prints of their marks in various sections as proof of completion.
1.3 THE ADVANTAGES OF THE APPROACH
Technological innovations, like the use of interactive, stimulating CDs to improve
language skills, have innumerable advantages:
They provide dedicated students with excellent opportunities to improve on rusty
language skills that are not easily addressed through conventional methods. Their
aim, however, is not to take the place of the teacher, but to complement the work
done in classrooms.
Teachers equipped with white boards can use the CDs as a teaching tool.
Individualised instruction and correction is made possible.
The fact that immediate feedback and explanatory support are given, helps to
motivate learners.
More learning styles are catered for; the mind styles of only 25 per cent of learners
are reached by traditional teaching methods.
Learners can work at their own pace and in their own time. They can spend more
time on repetition and revision without fear of being stigmatized. The CDs can also be
used as an easy reference guide to correct usage.
The stand-alone CD can be used by individuals, but also by teachers and lecturers as
it can easily be incorporated into the curriculum. Alternatively, it can be loaded onto
an institution’s system for use by more learners, if a site licence is bought.
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4. The variety of interactive exercises prevents boredom.
Variety, novelty, surprise and humour help to dispel any negative feelings about the
difficulties of learning a second language or grammar principles (grammar is referred
to only to explain principles where necessary).
The use of multi-sensory input in the design of the CDs encourages retention as the
areas of the brain stimulated during intake match those activated during recall, thus
the more brain sites activated, the greater the retention. The use of multi-sensory
channels (visual, auditory and kinesthetic) also aid retention in the long-term
memory, rather than merely in the short-term memory.
Although the Behaviouristic type of approach to teaching (typified by drill exercises)
has long been out of favour, the only way to correct ingrained, fossilized errors is to
provide rules and exercises that can act as monitor when the speaker or writer has to
decide on correct usage.
Motivation for learning is increased when learners take responsibility for their own
learning. David Ausubel identifies six needs controlling the construct of motivation:
the need for exploration, manipulation, activity, stimulation, knowledge and ego
enhancement. The learner can explore the various sections at will, can manipulate
the sequence, is actively involved and stimulated, and has the opportunity to gain
knowledge, proficiency and self-confidence.
1.4 TO ORDER1.4 TO ORDER
Option 1:Option 1: R200 per CD plus R30 postageR200 per CD plus R30 postage
Pay R230 in to: M. SwartPay R230 in to: M. Swart
Standard Bank,Standard Bank,
Code 050610Code 050610
Acc No. 07 714 3280Acc No. 07 714 3280
1.1. Give your name and “CD” as reference.Give your name and “CD” as reference.
2.2. Send proof of paymentSend proof of payment by e-mailby e-mail toto ms6@sun.ac.zams6@sun.ac.za
3.3. Add name, postage address and name of CD required.Add name, postage address and name of CD required.
The CD will be posted to you within two days.The CD will be posted to you within two days.
Option2:Option2: Unlimited SITE license at R20,000.00 ex vat per
module/CD
Option 3: Unlimited SITE license at R60,000.00 ex vat for
4 modules/CDS or R70,000 for 5.
Contact Marieken Swart by e-mail: ms6@sun.ac.za
or at (+27) 082 4990 862
1.5 QUALIFICATIONS OF THE DESIGNER AND DEVELOPER
Marieken Swart
• M.A. English from University of Stellenbosch, South Africa, 1984
• Nine years high school teaching experience
• Five years as lecturer at Denneoord Teachers’ Training College in Stellenbosch
• Fifteen years experience as lecturer, Department of English, Arts Faculty,
University of Stellenbosch, South Africa
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5. • Twelve years experience as a teaching consultant with Deal Training in “Business
English” and “Meeting Skills and Minute-taking” in Cape Town, South Africa
• Accredited assessor with the Services SETA
• Designer and developer of the following interactive CDs:
1. “First Aid for Righting Writing Wrongs” (2012) Developed for the
Department of Applied Linguistics, University of Stellenbosch, South Africa.
2. “First Aid for English Error Correction” (2011) Site licence bought by the
Department of Applied Linguistics, University of Stellenbosch in 2012
3. “First Aid for Report Writing” (2011)
4. “The Students’ Companion English Grammar CD-Rom for
Grades 10-12” (published by Maskew Miller Longmann
2007)
5. “First Aid for Business English. Writing e-mails, letters and
minutes.” (2008)
6. “First Aid for English focusing on Verb Concord” (2006)
7. “Writing Skills for Literary Studies”
(commissioned by Department of English, University of
Stellenbosch, 2004)
8. “Perspectives on Poetry” (Dept. of English, US, 2002)
9. SAARDHE (S.A. Association for Research and Development in
Higher Education) Multi-Media Prize for “Writing Skills” CALL
programme, 1997.
PUBLICATIONS
“The Effectiveness of WebCT as a progress-assessment tool in English
Studies.” By Lamprecht, S., Nel, G., Swart, M. SAALT Journal for
Language Teaching 2005. (an accredited journal)
“Creative Capstone Computer Projects for Post-graduate Students of
English”, SAALT Journal for Language Teaching 2003. (accredited)
“On Canons and Harlots: Repositioning English.” The English Academy Review. Vol.
17, December 2000. (accredited)
"Collaborative Learning and Group Work Revisited: Coach or Pumpkin?" Per
Linguam. (2) 1999. (accredited)
"Righting Writing Wrongs through Multimedia" Journal for Language
Teaching. Vol. 33. No.1. March 1999. (accredited)
“Accelerated Language Learning in an Intensive LSP (Languages for Specific
Purposes) Teacher Training Programme.” MultiLingual Matters Clevedon:
Multilingual Matters Ltd. 1997.
“Combining Technology and Pedagogy to attain optimal learning in an English L2
Multimedia Programme on Tenses” in EUROCALL 96 conference proceedings.
Szombathely, Hungary.
“Writing Skill Requirements at Tertiary Level.” SAALT Journal for Language Learning.
April 1995. Vol. 29 , No.1.(an accredited journal)
“Reaching the Unemployed and Educationally Disadvantaged in South Africa: an
Intensive LSP Teachers’ Training Programme.” Published in the conference
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6. proceedings “LSP and Teacher Education” of the symposium held at the University of
Edinburgh, 16-18 November 1994.
“The Use of Hyper-and Multimedia in a Computer - Assisted Language Learning
Programme.” SAALT Journal for Language Learning. December 1994. Vol. 28, No.
4. (accredited)
“The BETALL Programmes: Integrated English Business and Thinking Skills.” S.A.
Journal for Entrepreneurship and Small Business. May 1992.
Blanckenberg, H.C., Botha, H.L., Odendaal, M.S., Swart, M., Swartz J.J. 1991. Time
to Fly. Project: English and Thinking. Stellenbosch: UPTTRAIL TRUST.
“Business English for Black Adults in Cape Town’s Khayelitsha and Nyanga.”
System, 1991. Vol. 19, No.3. (accredited)
“Error Correction in English: How to Practise what is Preached. Education Journal.
98:3.
“Cracking the Code: Approaches to the Teaching of Hamlet.” Crux. 1988. 22:4
(accredited)
“Shakespeare Through Suggestopedia?” Per Linguam. 1987. 3:1.
(accredited)
CONFERENCE PAPERS
“Creative Capstone Computer Projects for Post-graduate Students of English” Annual SAALT
Conference, University of Natal, Durban, July 4-6 2002.
“Rising to the Challenge of Metacognitive Development with the Help of WebCT” Annual
SAALT Conference, July 4-6 2001 in Bloemfontein.
“Computer-assisted Instruction of Writing Skills: Myth or Method in 2005?” Annual SAALT
conference, July 1998 at University of Stellenbosch.
“Combining Technology and Pedagogy to Attain Optimal Learning in Multimedia Programmes
on Tenses and Writing Skills.” EUROCALL Conference, August 1996 in Szombathely ,
Hungary.
“Reaching the Unemployed and Educationally Disadvantaged in South Africa: an Intensive
LSP Teachers’ Training Programme.” Conference for Languages for Specific Purposes and
Teacher Training, University of Edinburgh, Scotland, November 1994.
“The Use of Hyper- and Multimedia in a Remedial Computer-Assisted Language
Programme on English Tenses.” Annual SAALT Conference, University of Western
Cape, July 1994.
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7. 2. CD-Roms
2.1 First Aid for English Error Correction
The CD has four main grammar sections that concentrate on typical errors.The CD has four main grammar sections that concentrate on typical errors.
1.1. Verb ConcordVerb Concord
2.2. PronounsPronouns
3.3. TensesTenses
4.4. PunctuationPunctuation
Section 1: Verb ConcordSection 1: Verb Concord
IntroductionIntroduction
An introductory section explains what verb
concord is, why broken concord is prevalent
among English language speakers and writers
and why its eradication is important to
excellence in English.
Verbs and subjects
Learners are frequently unable to recognize
verbs and their subjects. This inability makes
the correction of verb concord errors even
more difficult. This section defines the terms
and. through an exploration of an interesting
topic, provides interactive practice in the
recognition of verbs and their subjects.
Pre-test
The Pre-test consists of 30 exercises that test
the learner’s competence in verb-subject
agreement. At the end of this section a score
out of 30 is given and also an analysis table
showing the learner how many errors were
made in each of the 9 identified concord rules.
Tutorials
The tutorials provide explanations of the 9
rules, each of which is followed by an
exercise of 10 sentences. The graphics and
sound inserts that illustrate the rules have
been designed to make them interesting and
memorable. Whenever an incorrect answer is
given, the rule is explained and the correct
answer is read to condition the ear to correct
use. The learner is encouraged to repeat each
Pre-test exercise
Tutorial on Rule 4
Tutorial on Rule 5Tutorial on Rule 5
7
8. rule as often as necessary to ensure
understanding. Printable notes are available.
Post-test
The Post-test is a randomized repetition of the
Pre-test providing further practice and giving
the learner the opportunity to gauge his/her
improvement. An analysis of the errors made
follows as an indication of the rules of concord
that still need attention.
Interactive exercise on Rule 2Interactive exercise on Rule 2
Section 2: Pronouns
Revision of Pronouns
Typical errors that occur in the use of pronouns
are revised, for example:
• the need for consistency;
• pronoun use after collective nouns;
• problems with pronouns after
“somebody, no one, everything,” etc;
• problems with relative pronouns, e.g.
“which, that, who whom”;
• incorrect pronoun reference.
Test your skill
Learners test their skill in 10 exercises with
immediate feedback, explanations and a
summative score.
Additional exercises
A further 10 exercises are provided.
Printable notes are available.
Revision of pronouns
8
9. Section 3: Tenses
Revision of tenses
• Conjugation of Verbs
This section briefly explains the four principal
parts of verbs. Practice in the correct
conjugation of verbs is provided in five
paragraphs where learners have to choose the
correct form of problem verbs.
In a further exercise learners have to practise
identifying the principal parts of 10 difficult
verbs and their pronunciation.
• The Escalator of Time
The main tenses and their functions are
illustrated graphically by placing them on an
escalator that moves from the past to the
future. Two paragraphs are used to illustrate
the tenses within a meaningful context.
• Special Demons
The conjugation and use of confusing verbs (to
lie, to lay, to hang) are illustrated through
interactive exercises.
Reported speech
The use of graphic illustrations and cartoons
illustrates the changes that occur when direct
speech is changed to indirect speech.
Printable notes on tenses are available.
Test your skill
Twenty exercises test the learner’s proficiency
in tenses. Explanations are given and marks
awarded.
Escalator of time
Exercise on reported speech
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10. Research results
Research, conducted at the University of
Stellenbosch amongst first years in 1994
with a similar programme on tenses,
showed a statistically significant
improvement after completion:
Section 4: Punctuation
How punctuation affects meaning
The difference between sentences like the
following illustrates the use of different
punctuation marks:
A woman without her man is nothing.
A woman: without her, man is nothing.
Revision of punctuation
The use of the following punctuation
marks is studied, explained and
tested in 20 exercises:
comma comma-splice
colon semi-colon
full stop hyphen
Revision of apostrophes
The use of the apostrophe is studied, explained
and tested in 10 exercises.
Printable notes on punctuation are available.
Pre-test Results Post-test Results
Group average 75,44% Group average
82,73%
Minimum score 53% Minimum score
60%
(Swart, M. “Combining technology and pedagogy to
attain optimal learning in an English L2 multimedia
programme on tenses” in EUROCALL 96 conference
proceedings. Szombathely, Hungary.)
Revision of punctuation
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11. 2.2 First Aid for English focusing on Verb Concord
Verb concord errors are errors in the agreement between
a verb and its subject
Practice make perfect - Practice makes perfect
The government are considering the issue –
The government is considering the issue
WHAT THE PROGRAMME OFFERS THE LEARNER
INTRODUCTION
An introductory section explains that verb concord is the essential agreement between
verbs and their subjects. Broken concord is the most prevalent error among second
language speakers and writers. Its eradication is important to excellence in English.
SUBJECTS AND VERBS
Most learners are unable to recognize verbs and their subjects. This inability makes the
correction of verb concord errors even more difficult. This section helps with the
identification of verbs and their subjects and through an exploration of the topics
provides interactive practice sessions in the recognition of verbs and their subjects.
PRE-TEST
The Pre-test consists of 50 exercises from a set of 86 randomised sentences that test the
learner’s competence in verb-subject agreement. At the end of this section, a score out
of 50 is given and also an analysis table showing the learner how many errors were made
in each of the 9 identified concord rules.
TUTORIALS
The Tutorials provide explanations of the 9 rules, each of which is followed by an exercise
of 10 sentences. The graphics and sound inserts that illustrate the rules have been
designed to make them interesting and memorable. Whenever an incorrect answer is
given, the rule is explained and the correct answer is read to condition the ear to correct
usage. The learner is encouraged to repeat each rule as often as necessary to ensure
understanding.
11
12. POST-TEST
The Post-test is a randomized repetition of the Pre-test that provides further practice and
gives the learner the opportunity to gauge his/her improvement. An analysis of the errors
follows as an indication of the rules of concord that still need attention.
AVANCED EXERCISES
The final section provides practice in paragraph form of a further 50 examples. These
exercises are more challenging. Each incorrect answer is accompanied by an explanation
and a final score for the section is given.
Feedback on the CD from teachersFeedback on the CD from teachers (2004)(2004)
“This is great fun – and it’s attractive and informative.” (Sarah, Masters student in
English and part-time tutor in the Department)
“I enjoyed it! It’s entertaining and the graphics make the programme lively. I have
always hated verb concord, since I used to find it intimidating, but the programme
makes it interesting and accessible. I like the “Review” option in the “Rules” section.”
(Liezel, part-time tutor in the Department)
“I think it’s really colourful, engaging and interactive. The idea of the pre- and post-test
is also great as students can see how useful the programme has been and monitor how
much they have learnt.” (Janine, part-time tutor)
“This is an excellent programme and most important, I really enjoyed doing it. One gets
carried away and I never felt it was de-humanising. Cleverly presented, particularly the
alternation between rules and interactions.” (Juel, ex- English teacher)
Feedback from first-year studentsFeedback from first-year students (1996)(1996)
“I found it very learning and it helped me a great deal. I also found that I could learn
from my mistakes and not be penalized. It took some time to get used to the idea of
seeing infront of my eyes that I am wrong. Furthermore I now know my most general
falts, and thanks to this programme I can now be able to recognize them in advance
before I make them. Everything was exceptionally learning.”
“I like the fact that there is pictures and diagrams which helps you to remember better
and makes it more fun. And it doesn’t waste your time with useless information.”
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13. “The computer programme was a new experience for me and the effort that was put in it
was clearly visible. I would describe it as a very stimulating part of the course and more
time may be spent on it.”
“I think it extremely successful in encouraging students to work at their own problem
area while having fun.”
Feedback from third-year students in Food Science (2004)
“Good. It does take a while to work through, but I actually didn’t get bored which is a
good thing. I found it very helpful. I actually didn’t know quite a few of them so for me
this was all knew. And the cartoons made it all the more interesting.”
“Most of the rules you learn in first language, but it helps because you forget some of
them over time.”
“Worth the effort. Helps to focus on common problem areas. It sums up all you need to
know about concord in one program with easy instructions to follow.”
“I find it very helpful because it showed everything I have problems with. The cartoons
make it less formal that can help you to relax and just focus on the work. All 9 rules
posed to be a problem for me. I wrote it down and would definitely help me in the future
as I now have one single document to learn it from.”
“I think it is a very good way of testing the knowledge. Being English speaking I can’t
pinpoint a certain part where I went wrong, but I identified the concord errors we make
when we speak casually on a daily basis. I never actually knew they were errors until the
programme.”
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14. 2. CD-ROMS
2.3 First Aid for Business English
Writing e-mails, letters and minutes of meetings
Screen extract: Letters, typical errors Screen extract: Letters, parallel structures
WHAT THE PROGRAMME OFFERS THE LEARNER
Writing E-mails
• Helpful hints on writing professional e-mails
• E-mail conventions: do’s and don’ts with examples
• Using the correct register and tone, with exercises
Writing Letters
• Revision of letter writing
In each section a faulty letter is used as an example. A variety of activities
and examples illustrates and inculcates the principles. Marks are awarded
in exercises.
o Letter 1: using standard register rather than officialese
o Letter 2: using participles, sentence structure, punctuation and
word choice correctly
o Letters 3 and 4: using effective paragraphing and style.
• Test of 25 exercises to gauge skill in and knowledge of letter
writing.
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15. Screen extract: exercise on correct word choice Screen extract: score on word
choice exercise
Writing Minutes
• Note-taking
• Helpful hints on how to take notes in a meeting
• How to use abbreviations in note-taking
• How to use a template
• Six practice sessions in note-taking:
1. A paragraph on Albert Einstein is read. The participant types notes on
the screen and then compares his/her personal notes with those
suggested.
2. Note-taking practice as in 1 on the origin of Coca Cola.
3. Note-taking practice as in 1 on the development of the microwave oven.
4. Notes of minutes of a meeting. A transcript of a section of the minutes is
presented on the screen. As a practical exercise in note-taking, the
participant has to identify the key words and facts by clicking on the
words. The model answers are shown on screen.
5. Second section of minutes as in 4.
6. Third section of minutes as in 4.
• Writing minutes
• Formatting and layout: illustrated by examples
• Tense in minutes:
1. Exercises in correcting incorrect tense in
minutes
2. Guidelines on how tenses change in minutes
3. Ten exercises in using the correct tense with
feedback.
• Active and passive voice:
1. Guidelines for using the active rather than the
passive voice in minutes
2. Ten exercises in using active voice in minutes
with feedback.
• Writing motions: examples of how to write up motions
• Parallel structures:
1. Guidelines on using parallel grammatical
structures in itemized minutes
15
16. 2. Exercises in using parallel structures with
feedback.
• Writing resolutions and mock minutes:
1. Guidelines on writing effective resolutions
2. Participants use the notes taken in note-taking to
write up the sections of the minutes.
Feedback and model answers are given.
Screen extract: menu for writing minutes Screen extract: Exercise on note-taking in minutes
16
18. RESEARCH
After completing this section
you should be able to:
• Plan and conduct research
for a report carefully and
effectively
• Evaluate the references
• Use index cards
• Avoid plagiarism
• Reference citations in the
text of the report
• Acknowledge sources
correctly in the Bibliography
and References sections.
Main menu of formal report writing
Illustration of use of reference cards
Effective Language Use
Objectives
• To ensure that writing is
clear, correct, concise and
courteous
• To eliminate the most
common errors made in
reports with the use of
prepositions, punctuation,
tenses and word choice
• To avoid sentence fragments,
run-on sentences and
incorrect modifiers
Menu of Language Use
18
19. • To use stylistically sound
parallel structures
• To structure topic sentences
and effective paragraphs
• To achieve coherence in
paragraphs
• To ensure cohesion between
paragraphs
Effective language use
sample screen
Use of connectives to
achieve coherence in writing
Exercise on word choice
Exercise on coherence
Logical reasoning
Objectives
• Arouse awareness of the
need for careful, logical
reasoning
• Avoid emotive words in
reports
• Structure persuasive
arguments
• Use legitimate Appeal to
Authority
• Reject abuse or personal
attacks
• Avoid logical fallacies like
Generalisations, False
Cause, Either-or- fallacies,
How to assess advantages and disadvantages in a report
19
20. etc.
• Assess advantages,
disadvantages and
consequences of
recommendations
• Test skill in logical reasoning.
Exercise from test on logic
Marieken Swart was commissioned by the University of Stellenbosch through the
Department of Applied Linguistics to design and develop an additional CD: “First Aid
for Righting Writing Wrongs” after a needs analysis had been done. This CD was
completed at the end of 2012 and has been used by the Department since Feb.
2013.
It focuses on correcting errors in sentence structure (avoiding fragments, run-on
sentences and dangling modifiers) and using stylistic devices such as parallel
structures, coherence, cohesion and effective paragraphing to improve writing skills.
It is currently used by the Department in addition to First Aid for English Grammar
that was acquired by them in 2012 as an extra resource for correcting poor language
skills. Marieken Swart retains the copyright to all the CDs.
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21. 2. CD-Rom
2.5 First Aid for Righting Writing Wrongs (2012)
An aid to clear, coherent and fluent writing through
effective Sentence Structure and Paragraphing
CD-Rom designed and developed by
Marieken Swart
M.A. English, Stellenbosch
ms6@sun.ac.za
Cell: 082 4990 862
The aim of this CD-Rom is to
• address the need identified in tertiary students in 2011 at the University of
Stellenbosch for additional aid in the recognition and correction of errors in
syntax and paragraphing
• provide individualised attention to structural errors in writing
• provide sufficient practice to inculcate the principles and eliminate fossilised
errors
• allow active participation in and responsibility for learning
• raise awareness of stylistic devices that enhance writing
• provide a cost-effective, learning resource beneficial to both the learner and
the educator
• function as an additional teaching resource to deal with writing skill
inadequacies for which there is seldom time in the curriculum at tertiary level
• relieve the pressure of constant marking and assessment
.
The CD consists of
• two main sections on Sentence Structure and Paragraphing: 12 Tutorials and
11 Tests
• approximately 200 exercises each with immediate feedback and explanations
• attractive, colour-coded screens with relevant illustrations to arouse interest
and enhance recall
• printable score screens for each test reflecting the marks attained by students,
their student number and the date of completion. These can be e-mailed to the
tutor as proof of completion and competence level.
• e-learning based on sound educational principles
• an Authorware programme comprising187,781KB (takes about 6 hours to
complete)
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22. • 8 months’ work to plan and design the content and programme in Authorware
(Commercial):
Contents
Sentence Structure Paragraphing
Tutorials
1. The Basics
2. Sentence Fragments
3. Dangling Modifiers
4. Run-on Sentences
5. Parallel Structures
6. Style: Economy and
Variety
Tests
20 exercises
10
20
20
20
20
Tutorials
7.Topic Sentences
8. Coherence
9. Structural Development
10. Paragraph Unity
11. Introductions
12. Conclusions
Tests
20 exercises
20
10
5
20 revision
exercises
Description and illustration of content
Sentence Structure
1. The tutorial on The Basics lays the foundation for writing effective sentences. It
explains briefly how to recognize subjects and verbs in sentences and the
difference between a phrase, a clause and a complete sentence. The 20-exercise
test provides practice in identifying subjects, verbs, phrases, clauses and
complete sentences. Many students use fragments or phrases and subordinate
clauses instead of full sentences in their academic writing.
2. The section on Fragments addresses the frequent error of using incomplete
phrases and clauses instead of full sentences in writing, e.g. Studies
demonstrating that pets give the elderly a sense of security and companionship.
Which may help them overcome loneliness or Hoping to hear from you soon..
The tutorial is followed by 10 exercises that inculcate the principles taught and, as
in all tests, by a screen that reflects the date, student’s name, student number
and marks.
3. Danglers concentrates on the identification and correction of a variety of dangling
modifiers, e.g. Parents want to know what their children are doing at university for
their own satisfaction. Humour is often used to arouse and maintain interest. A
22
23. test of 20 questions improves student competence.
4. Runaways deals with the identification and correction of comma-splice errors,
e.g. Last week we had a great idea, we went to see Dracula and then went out for
a bite, and with lengthy sentences that run on indiscriminately and illogically. The
skill is honed in 20 exercises.
5. Parallels raises awareness of the importance of using parallel or grammatically
similar words, phrases and clauses in sentences to achieve clarity, balance,
rhythm and logic in syntax, e.g. How you live your life is just as important as
wanting to make a lot of money – improved to – how much money you make.
6. Style focuses on economy in writing, on omitting unnecessary words, avoiding
the passive voice and using active verbs rather than noun phrases. The section
also illustrates and tests the value of using a variety of sentence structures to add
interest and emphasis to writing.
23
24. Paragraphing
7. Topic Sentences explains the need for and tests the recognition of topic
sentences in each paragraph. This section will aid both the reading and writing
skills of students as the key concept of paragraphs is highlighted. (In a second-
year university class of 74 students, only 9 had heard of the concept.)
8. The tutorial on Coherence focuses on the importance of using connecting devices
and signal words to provide writing with fluency and logical progression. Through
a variety of exercises in the tutorial and the 20 question test, students are taught
the function and use of various kinds of discourse markers.
9. Structural Development introduces and tests the different developmental
techniques that can be used to structure clear, well-planned and stylistically
satisfying paragraphs, e.g. chronology, cause and effect, effect and cause,
problem to solution, statement to illustration, etc.
10. Paragraph Unity highlights the need for coherence between the paragraphs in
an essay through the use of discourse markers, pronouns and repetition of key
words, ideas and theses.
24
25. 11. Introductions illustrates a variety of introductory techniques that provide an
essay with clear, effective structure, interest, thematic unity and logical
development, e.g. use of thesis statements, anecdotes, quotations, definitions
and funnel structures.
12. Conclusions emphasises the importance of establishing a unifying connection
between introductions and conclusions through the use of a variety of techniques
such as restatement of the thesis, the inverted funnel, memorable quotations,
etc. The final 20 revision questions, test the student’s recall and understanding
of the main writing principles dealt with in the programme.
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26. From a feedback questionnaire completed by 48 second-year Arts students in
October 2012 at the University of Stellenbosch, the responses can be summarized
as follows:
1. 43 out of 48 responded positively to the programme, while 5 responded
negatively.
2. 39 out of 48 said that they had learnt much from it, while 9 responded
negatively.
3. 45 rated it satisfactory (16), good (21) and excellent (8); 4 rated it barely
satisfactory.
4. 28 students said that they preferred being taught writing skills on computer; 19
preferred classroom tuition.
5. 65 responses found the topics and material used: interesting (24), humorous
(4), informative (22), stimulating (15); 9 negative responses were recorded
(unsuitable – 1, irrelevant to my interests – 3, boring – 5).
Summary compiled by Marieken Swart on 5 November 2012.
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