CAPE Communication Studies IA
Please note that the example of Language/Dialectal Variation used in the Expository piece is "Jamaican Creole" and may not be a suitable example for other countries. Thank you.
Communication Studies Internal Assessment SAMPLENyahJohnson
This Communication Studies IA sample is to be used as a guide to CAPE level (grade 12) students. The theme of this internal assessment is Social Media and Beauty.
CAPE Communication Studies IA
Please note that the example of Language/Dialectal Variation used in the Expository piece is "Jamaican Creole" and may not be a suitable example for other countries. Thank you.
Communication Studies Internal Assessment SAMPLENyahJohnson
This Communication Studies IA sample is to be used as a guide to CAPE level (grade 12) students. The theme of this internal assessment is Social Media and Beauty.
This School Based Assessment was made to fulfill Samantha's Entrepreneurship Course for the Caribbean Advanced Proficiency Examination. Please do not plagiarize this document in any way. This is solely for the purpose of helping others to improve their grades as a Caribbean student.
This I.A was an investigation into a manufacturing company HEXAGON CHEMICALS in South Trinidad.
This I.A should be able to help student who are now going into this subject for Advanced levels (CAPE) because this subject was recently released in 2015 so I hope my SBA helps anyone who needs it.
This paper seeks to serve as a guide to unconscious CAPE students who could use a push or central idea of what a Caribbean Studies internal assessment should look like.
This is my Management of Business Internal Assesment hat i scored very high on. I would like to share this with you to give a little guidance to you.
I also have Communication Studies, Sociology and Entrepreneurship Unit IA Sba also available.
you can contact me at - erica5dacas@gmail.com
Entrepreneurship unit 2 IA Dejon HarrisDejon Harris
I did extremely well on this IA and I wanted to share it with other students who might have difficulty in completing i. I hope it will be helpful to someone who's doing unit 2
ALSO, CAN YOU GUYS SUBSCRIBE TO MY YOUTUBE CHANNEL
https://www.youtube.com/channel/UCAnTpjKrAWT_RspyeCYiXIQ?view_as=subscriber
This School Based Assessment was made to fulfill Samantha's Entrepreneurship Course for the Caribbean Advanced Proficiency Examination. Please do not plagiarize this document in any way. This is solely for the purpose of helping others to improve their grades as a Caribbean student.
This I.A was an investigation into a manufacturing company HEXAGON CHEMICALS in South Trinidad.
This I.A should be able to help student who are now going into this subject for Advanced levels (CAPE) because this subject was recently released in 2015 so I hope my SBA helps anyone who needs it.
This paper seeks to serve as a guide to unconscious CAPE students who could use a push or central idea of what a Caribbean Studies internal assessment should look like.
This is my Management of Business Internal Assesment hat i scored very high on. I would like to share this with you to give a little guidance to you.
I also have Communication Studies, Sociology and Entrepreneurship Unit IA Sba also available.
you can contact me at - erica5dacas@gmail.com
Entrepreneurship unit 2 IA Dejon HarrisDejon Harris
I did extremely well on this IA and I wanted to share it with other students who might have difficulty in completing i. I hope it will be helpful to someone who's doing unit 2
ALSO, CAN YOU GUYS SUBSCRIBE TO MY YOUTUBE CHANNEL
https://www.youtube.com/channel/UCAnTpjKrAWT_RspyeCYiXIQ?view_as=subscriber
Choose ONE question from the supplied list of topics (see below) a.docxmccormicknadine86
Choose ONE question from the supplied list of topics (see below) and write a 1,200 word essay in response to that question. Your essay might discuss, analyse, argue, expose or apply a problem or idea in the text, or it might take a combination of these approaches. The type of essay that you write will partly depend on the question you choose, so choose wisely.
Your essay will focus primarily on ONE text from the course.
You should come up with a title for your essay.
Use a minimum of TWO academic sources from beyond the course to support your discussion or case. (You may refer to more than two but be careful not to overload your essay with too many sources.)
You may briefly refer to other set course texts in passing but you cannot write on such texts at length.
This is a formal piece of work which needs to comply with the conventions of academic orthography (including correct spelling, capitalisation, punctuation, paragraphing, quotations and citation).
Your essay must use Chicago, MLA or APA referencing.
You have a 10% leeway on the word count with this assignment. (Your essay can be up to 10% under or 10% over.) The word count excludes the information supplied in footnotes and/or in the bibliography or list of works cited and should be noted at the end of the essay.
You may include carefully chosen images or diagrams if these assist you in developing your essay’s case.
Formatting:
Your essay needs to be typed in a plain, 12-point font (Times New Roman, Garamond, Bell MT, Arial or Calibri) with 1.5 or double spacing. Pages should be numbered and the word count should be noted at the end of the essay.
Evaluation criteria:
The following criteria will be used in grading your submission:
· Is the essay written in a formal register?
· Does it make correct and consistent use of orthographic conventions such as spelling, punctuation and capitalisation?
· Is it correctly formatted?
· Does it meet the overall word count (plus or minus 10%)?
· Does it respond directly to the essay question?
· Does it demonstrate thoughtful understanding of this question?
· Are the ideas clearly-expressed and well-organised and well-developed?
· Is there a visible thesis which is linked to a line of discussion or argument running through your essay?
· Does the essay cite the required number of sources in appropriate ways?
Learning objectives:
This essay task is designed to develop and test your ability:
· To write a well-structured essay in lucid English prose
· To identify and engage with academic sources from beyond the course reading list
· To reference all cited work and present coursework according to the specifications of an assignment
It supports the following course outcomes:
· to grasp the purpose of a text, its audience and the case it makes
· to read and respond to academic and non-academic texts that deal with a range of topics
· to understand the effects produced by different types of grammatical and stylistic expression within your own writing and t ...
Reading Questions for January 23rd Name Packet of short readi.docxsedgar5
Reading Questions for January 23rd Name:
Packet of short readings on code-switching, various authors.
Vocabulary: Code-switching, Crossing
1. Have you ever code-switched, even if it’s just between a more casual and a more formal way of speaking? If you do so often, pick one example and briefly describe it. What was your reason for doing so—does it match the reasons listed in the first article (‘Five Reasons Why People Code-Switch’)?
2. The third and fourth articles (from The Washington Post and the Guardian) both shed further light on the reasons why people might code-switch and also some of the perils. What are some of the downsides or social dangers of the practice?
3. In class I described crossing as the linguistic version of cultural appropriation, but Sociolinguist Ben Rampton, who coined the term, had a somewhat different – and perhaps more optimistic—take on the practice. How did he interpret the social meaning of crossing?
4. What is the social significance of the ‘white voice,’ according to Boots Riley, director of the film ‘Sorry to Bother You’? Is it meant to be a straightforward, accurate representation of how actual white people talk, or is there something more?
[From the NPR blog Code Switch:]
Five Reasons Why People Code-Switch
April 13, 201312:26 PM ET
Matt Thompson
Monday, April 8, marked the launch of Code Switch, our new blog covering race, ethnicity
and culture. To commemorate the blog's launch, all week we solicited stories about
code-switching — the practice of shifting the languages you use or the way you express
yourself in your conversations.
People sent us hundreds of stories illustrating the many ways we code-switch and the
many reasons for doing it. Five of those motivations came up again and again in the
stories we read:
1) Our lizard brains take over: The most common examples of code-switching were
completely inadvertent; folks would slip into a different language or accent without even
realizing it or intending to do it. One such story came from Lisa Okamoto, who told us
she was born and raised in Los Angeles by two parents from Japan, a place she's visited
all her life. This trip was particularly memorable (warning, profanity euphemisms
ahead):
If you ever watched the original Ring movie, I think you will understand this: the Japanese take horror stories
pretty seriously, but in a very creepy quiet way. I find Japanese horror movies and haunted houses to be ten
times scarier than the American counter-part.
I went back to Japan with a friend during the summer of 2009, the height of haunted house season in Japan.
(The Japanese have this concept that the summertime is the best time to tell scary stories, because the chill you
feel from fright will cool you down during the humid months.) My friend loves scary stories, and she wanted
to go into a haunted maze when we were visiting Yokohama. I protested and protested but eventually she
convinced me to go t.
Essay 1 Response Essay for Amy Tan’s Mother Tongue” cullenrjzsme
Essay 1: Response Essay
for Amy Tan’s “Mother Tongue”
Directions:
Write a response essay for “Mother Tongue” by Amy Tan (the essay is attached if you need it). The
specific writing topic is on the top of the next page.
Process:
We will be writing essay 1 in stages, and you will have feedback for each stage.
The Steps:
1. Write your Introduction rough draft (Week 2)
2. Write your Body paragraph rough draft (Week 3)
3. Conclusion rough draft (Week 3)
4. Write Draft 2 (Week 4)
5. Draft Workshop (on iLearn—Week 4)
6. Write Final Draft (Week 5)
Basic Guidelines:
• Follow the format we learned about in class (reproduced below)—where you have an
introductory paragraph, 2-4 well-developed body paragraphs, and a conclusion.
• Be sure to address all three parts of the Writing Topic.
• Minimum length: 2 full pages of writing
• Use MLA format for your essay.
Introduction
(approximately 2/3 of a page
in MLA style)
• Demonstrate your reading comprehension by providing a
thorough response to Q1 (the 1st question of the essay topic).
• Then, as the last sentence of the introduction, state your thesis
(answer Q2--the 2nd question of the essay topic).
Body paragraphs:
(Each body paragraph is
approximately 2/3 of a page
in MLA style)
• Support your thesis with 2-4 body paragraphs, each focused on
one clear main point/topic. Address the third part of the essay
topic (Q3).
• Use SPECIFIC examples from your experience, observations,
and/or other readings.
• Use the TEET model for each body paragraph (Topic sentence,
specific Example(s), Explanation of the topic's significance,
Thesis connection).
Conclusion:
(approximately 1/3 page in
MLA style)
• Remind the reader of your main ideas
• Help readers care about the topic.
Writing Topic
What are the “different Englishes” Tan discusses, and how does she view them? Do you
believe that having the ability to speak in “different Englishes” is an essential and/or enriching
ability? To support your position, be sure to use specific evidence taken from your own
experience, observations, or reading.
Amy Tan is an American writer whose novels examine family relationships, especially those of mothers and
daughters. She has written several bestselling novels, such as The Joy Luck Club and The Kitchen God’s Wife.
Tan has a BA and MA from San Jose State University.
Mother Tongue
by Amy Tan
I am not a scholar of English or literature. I cannot give you much more than personal
opinions on the English language and its variations in this country or others. I am a writer. And
by that definition, I am someone who has always loved language. I am fascinated by
language in daily life. I spend a great deal of my time thinking about the power of language—the
way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the
tool of my trade. And I use them all—all the Englishes I gr ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. What is the Language Analysis?
The language analysis is an assessment of a
piece of communication for the use of
language conventions.
For the purpose of your I.A. the specified
pieces of communication are:
A short story
A poem
A drama piece/play
3. What is the Language Analysis?
The specified pieces of communication
which will be written by you the candidate
will be assessed for:
Language Registers
Dialectal Variations
Attitudes to Language
Communicative Behaviours
4. Requirements
The analysis should not exceed 350 words.
The sample of work must be original.
The analysis should address two (2) of the
language conventions.
A second copy of the reflective piece should
be placed in the appendix of the portfolio.
Additionally, the sections used in the analysis
should be colour coded and a key provided at
the bottom of the page.
5. Marking Criteria
The language analysis is assessed by the
examiner for:
Content: the analysis of the two elements
selected.
(8 marks)
Expression: clarity and fluency of the analysis
with control of grammar and syntax (5
marks)
Organization: contains an introduction, proper
development, conclusion and coherence (5
marks)
6. The Language Conventions
Language Registers
Dialectal Variations
Attitudes to Language
Communicative Behaviours
7. Language Registers
Refer to the kind of English appropriate to a
particular purpose or situation.
They refer to the formality/informality and tone
that are correct for a specific context.
The suitability of a register is dependent on:
The audience
The subject-matter
The medium
The writer’s attitude toward the content
8. Types of Registers
Formal – used in formal social settings, almost
always involves the use of S.E.
Casual – used in non-formal settings, usually
marked by slangs and ellipses.
Intimate – used between people who are very
close, has minimal sentence structure, ellipsis,
non-verbal elements, specialized words and
phrases.
9. Types of Registers
Consultative – used in situations where the
listener is required to give some form of
continuous feedback based on info provided
by the speaker.
Frozen – for use in print and public speeches
where no direct response is expected from the
reader or listener.
10. Dialectal Variation
This refers to the spoken and written
differences in the use of language within a
speech community.
Speech related variation within the Caribbean
may all be located on the Creole continuum.
12. Dialectal Variation
In commenting on dialectal variation the
student needs to be aware of the different
types of English used and spoken in the
Caribbean. These include:
Foreign English
Radio & Television English
Erudite English
Colloquial English
Rasta English
Profane English
13. Attitudes to Language
Attitudes to the varieties of English spoken in
the Caribbean result from a number of factors
including historical and social ones.
Crucial to the attitude one adopts are two
considerations:
The association of Education
Formality and good taste with Standard English
and the question as to whether Creole English is
fitting and appropriate for certain uses.
15. Communicative Behaviours
This refers to communicating impressions to
others without being aware of doing so
(unconscious) and without even wishing to do
so (inevitable).
16. Communicative Behaviours
The elements are:
Vocalics
Proxemix
Artifacts
Movement
Chronemics
Our Five Senses
18. Tee took longer than usual to get dressed.
Her hand lingered around her puffy nipples
as she slipped on her raffia brassiere and
the tension in her G-string confirmed that her
delicate curves were now fuller. Weeks ago
she had began noticing that every time she
smelled the car fumes at the club she
wanted to puke. Now these changes. At
least Miss D had not noticed. The men who
frequented the “Plum Plum Night Club” in
Jones Town had only praise for her
increasing voluptuousness.
19. “A wha so? Browning you look sawsy!”
“Mi say di likkle gal bubbly yu see man… she can ride
my boat any time.”
The broke-pocket regulars would lust from a distance
or run the occasional rude joke with her. Other patrons
– the owners of Bimmers and Escalades – also came
to savour the sassy little number from St. Thomas.
Sometimes she would let them buy her drinks and
when she felt like it she would go with them;
sometimes to the back streets and back seats of their
cars, sometimes to their expensive homes in Cherry
Gardens. Conrad always insisted on taking her to a
hotel. At their second conversation when he asked her
why they called her Tee, she told him it was short for
Nefertiti.
20. “That’s a special name for an African Princess,” he told
her and from that time she was his special. In his
company, she relished his polished way of speaking to
her and the little gifts he often ‘surprised’ her with.
Once, after one of their Thursday ‘appointment’, he had
given her a genuine “Gucci timepiece”. He would never
force or rush her like some of the others. Now with
things as they were, she had to tell Conrad. She had
heard he was from a well to do family, had been to
university abroad and now worked with an investment
bank in New Kingston. She had tried to learn more
about him but such attempts always ended in the same
way.
22. Writing the analysis
Organize your essay by having
An introduction: this can contain a synopsis of
the written piece as well as the two language
conventions to be analyzed.
The body: this should be two paragraphs at least;
one for each convention
The conclusion: this should say how the
conventions identified functioned in the overall
piece.
23. Writing the Analysis
When analyzing your piece of communication, you can
follow this simple three step process.
1. State the Convention and the specific element
within it that you will be analyzing E.g. Language
Registers – Intimate Register
2. Give an example of the element E.g. ‘Alright Pookie
Poo’
3. Analyze the element, by looking at its function, the
effect it had, the information it gave etc. E.g. The
use of the specialized term ‘Pookie Poo’ serves to
highlight the closeness of the relationship between
Ricardo and Sandy.
24. Analyzing Registers
In the extract from “The Dancing Princess” the writer
utilizes a number of Language Registers. One such
register is the c a s ua l re g is te r. Evidence of this is seen
when the patrons said “A wha so? Browning you look
sawsy!”
“Mi say di likkle gal bubbly yu see man… she can ride my
boat any time.” The patrons use Jamaican Creole and
speak in a casual tone to Tee because of the type of job
she does. Because she is an exotic dancer, the patrons
did not feel that it was necessary to speak to her in a
formal or respectful manner. Also, the fact that they are
likely from the area, which is an inner city community,
means that they are more likely to speak in Creole.
25. Analyzing Dialectal Variation
Throughout the extract, different characters use
a variety of language forms. The a c ro le c ta l
variety is used by Conrad when he speaks to
Tee. “It’s not about me baby” and “It’s all
about you princess”. This variety is expected as
Conrad is from a well to do family and is
educated. He uses the a c ro le c t as he is also
trying to impress and assuage Tee and this type
of variation makes him seem more sincere. It is
also in stark contrast to the crude language of
the other men; hence, Tee is led to believe that
she and Conrad are in a relationship.
26. Analyzing Attitudes to
Language
A positive attitude towards Standard English is
shown by Tee. This is seen where Tee says
about Conrad’s language that she “relished
his polished way of speaking to her”. This
shows that Tee takes pleasure in hearing
Conrad speak the Standard English and
prefers this type of language which she
associates with his superior status. This is in
contrast to the other patrons who speak creole
and who she refer to as “broke-pocket”.
27. Analyzing Communicative
Behaviours
The writer of the extract utilizes the
Communicative behaviours artifacts, movement
and our five senses in the piece. The use of
artifacts is seen in Tee’s description of the gifts
given to her by Conrad as well as the things he
owns. He gives her a genuine “Gucci
timepiece” and he drives a ‘Bimmer’. He can
also afford to take her to a hotel whenever they
meet. These artifacts serve to strengthen the
idea of Conrad as a rich/well to do man who has
some amount of influence over Tee.