For my students of class: Arts, Architecture/Engineering, and German

The texts to be studied for the year ahead would be as listed below:

Novels: Desert Flower by Waris Dirie
Tuesdays With Morrie by Mitch Albom
Falling Leaves by Adeline Yen Mah

Films and Documentary: The Japanese Story
Australia
An Inconvenient Truth (Documentary)


The list would be updated from time to time. Additional text that is deemed suitable would be added to the list as we go on.

thank you.

Derick Tenh

Dear 2010 EALD students

There is an updated version of the novels and movies that has just been passed to me by the WACE council.So please don't purchase Tuesday with Morries or Good Will Hunting.

Instead We are still using Adeline Yen Mah's "Falling Leaves".The movie that has been chosen is Billy Elliot, a British movie.The documentary chosen is "An inconvenient Truth."

Sorry for the inconvenience

Ms. Chan

Please rent or get hold of the movie "Good Will Hunting"(1997) starring Robin Williams and Matt Damon.



What kind of emotional baggage in his past deterred Will from realising his unique potential as a maths genius?

How far do friends and family contribute to the success of the individual?


Clarification

Exercises for 2011 EALD students are marked "supplementary" meaning that these are optional exercises meant for self improvement whereas those marked " holiday homework" or "compulsory" have to be done during the holidays and we'll discuss them in class so please come prepared with notes you've made for the discussion.

BTW,you can read the script of the movie on the IMDB site.type script for the movie "Good Will Hunting"

Enjoy your reading and viewing.

Ms. Chan

1. How do gender roles in the western culture differ from that of their eastern counterparts? Discuss

In Desert Flower there are certain rites of passage that mark the transition from one stage of life to another.What are rites of passage in a traditional culture?
What is the significance of a rite of passage?

Waris Dirie

In Desert Flower,what is the attitude of Waris when it comes to overcoming obstacles in life?
" In the desert, no one accepted the excuse 'I can't".My mother told me to find water,so I had to find water."

This non-fiction novel has touched and changed the lives of millions who has read and learned from it. it is a book that contains life lessons that are not only useful for my students to answer relevant essay questions, but are also applicable to their latter part of life. Not to mention the fact that many of you had come across this book before, and have already read it. hence, the more reasons to further analyse it.

below are quetions for you to ponder over in reading and appreciating the novel:

1. What is the significance of the pink hibiscus plant that sits on the ledge in Morrie's study. How is it a metaphor for Morrie's life, as well as the cycle of life in general?

2. What does Morrie mean by the statement "Love or perish"?

3. Explain Morrie's idea of "detachment." What does "detachment" mean to Morrie, and how does he use it to cope with his disease?

4. What are Morrie's religious values? Does he steep himself in the theology of one religion, or many?

5. How does Morrie's dislike of the media's role in popular culture contradict his willingness to be interviewed by Ted Koppel for the television program "Nightline"?

6. How has Morrie's childhood affected his behavior as an adult? Explain how each of his family members, including his mother, father, stepmother, and younger brother, have affected his development.

7. What reasons does Morrie give for rejecting the mores prescribed by the popular culture. How has he created his own culture, and what values does it consist of?

8. How does Morrie rationalize his thoughts that aging is growth, and not decay, as most people see it?

9. Explain Morrie's relationship with Ted Koppel. What does Morrie see in Koppel that others fail to?

10. Who inspired Morrie's passion for books and education? What inspired his passion for people? Why did he decide to become a professor of sociology?



and some of the memorable quotes that is worth your thoughts:

-- Take my condition. The things I am supposed to be embarrassed about now — not being able to walk, not being able to wipe my ass, waking up some mornings wanting to cry — there is nothing innately embarrassing about them. It's the same for women not being thin enough, or men not being rich enough. It's just what our culture would have you believe. Don't believe it.

-- You see, . . . you closed your eyes. That was the difference. Sometimes you cannot believe what you see, you have to believe what you feel. And if you are ever going to have people trust you, you must feel that you can trust them, too — even when you're in the dark. Even when you're falling.

-- As you grow, you learn more. If you stayed as ignorant as you were at twenty- two, you'd always be twenty-two. Aging is not just decay, you know. It's growth. It's more than the negative that you're going to die, it's the positive that you understand you're going to die, and that you live a better life because of it.

-- After the funeral, my life changed. I felt as if time were suddenly precious, water going down an open drain, and I could not move quickly enough. No more playing music at half-empty night clubs. No more writing songs in my apartment, songs that no one would hear.


and last but not least...

--'The truth is . . . once you learn how to die, you learn how to live.'


happy reading ;)

Coherence in writing essays

Coherence can be created by repeating key terms,pronouns and synonyms.

COHERENCE TECHNIQUES

1. Repeating key terms or phrases.This helps readers stay focused on the subject you are discussing.

Examples:

The use of symbolism in Lisa's short story was fascinating.This symbolism was found throughout the story.

The Concorde is the fastest passenger jet in the world.However,after a terrible crash in 2000,many people wondered if the Concorde was a safe airplane.


2. Using a pronoun to refer to a previous noun or noun phrase.

This method adds coherence by helping readers clearly follow the flow of information.

Examples:

Sally shocked everyone in her family.She decided to become a hot-air balloonist.

The system of checks and balances is used to guarantee that none of the three branches of government has too much power.It promotes equity of power.


3.Using synonyms. Synonyms help maintain coherence by avoiding unnecessary repetition of information.

Examples:

The Olympic Games are played every four years in different countries.This international competition involves thousands of athletes from around the world.

J.D. Salinger became an international success for his book The Catcher in the Rye.This novel touched millions of young people's lives.

Read the following paragraphs.Underline and identify the three coherence devices and write KT (repetition of key term),P (pronoun) or synonym (S) above them.

1. Dr.Louis' lecture took place at 8 pm. last night.His important lecture covered a wide variety of historical topics,including political warfare in Africa and its effects on the local population.This conflict has been going on for more than twenty years,and it will probably continue for the forseeable future.

2. I wonder who the creator of the hourglass was.I wonder how this person changed people's lives by this invention.What did they use it for?Did they appreciate this hourglass or end up resenting it?

3. The TOEFL is a trademarked exam created by Educational Testing Service.This exam evaluates student performance in the skills of listening comprehension,grammar and,more recently,essay writing.These skills are necessary in order to achieve academic success in university settings.The TOEFL is widely used in the United States and Canada,and it is administered through testing centers around the world.

In the novel.Falling leaves by Adeline Yen Mah the following words are used.Find out the meaning of the following words and explain the differences in meaning.


1.earnest/earnings:



2.tenaciously/tenuously:


3. insolent/indolent

4. scathing/scalding:


5.interminably/intermittently


6.disdainfully/disreputably

7.self-effacing/self-indulgent

8.abject/object

9.unintelligible/unintentional


10.incessantly/instantaneously

Vocabulary (Supplementary exercise)

Explain the meaning of the idiomatic/colloquial/simile language in bold.


1. If you think you need money,come directly to me.Money doesn't grow on trees. Pg 51

2. His child has done no wrong.But every day her presence is like a thorn in their side. Pg 86

3. We had to assert ourselves against all odds and when we finally graduate there are few shrinking violets amongst us.Pg207


4. I was the ostracized outsider longing for acceptance;the ugly duckling hankering to return as the beautiful swan. pg210

Attention

For students of the Ausmat 2011 EALD programme, we will be updating the reading list to include a thin biography .

1.Albom Mitch "Tuesdays with Morrie" an old man,a young man and life's greatest lesson.

please finish reading all the three novels during the holidays.

The following is the holiday homework.You will be required to bring it to class on the first week class resumes.Make powerpoint presentation based on the following questions.(3 mins)


With reference to the three novels , Desert Flowerby Waris Dirie, Falling Leaves by Adeline Yen Mah and Tuesdays with Morrie by Mitch Albom.

(Compulsory exercise for all students taking EALD)

Choose any ONE question to answer.(DO NOT GIVE A NARRATION OF THE PLOT OR THEME)


Q1. What attitudes,beliefs or view of the world do the novels put forward?


or


Q2. How would you define " a successful life"? and have the main characters(protagonists) in any one of the three novels achieved " success" according to your interpretation?



EALD Homework

School is over!!!!!!!!!!

The textbook for EALD next year can be purchased from any bookshops.

1. "EAP Now" ! English for Academic Purposes -students' book by Kathy Cox& David Hill
Pearson Education Australia (Upper Intermediate) Blue cover

2. "Desert Flower" by Waris Dirie

Please check this site for posts on holiday homework.There will be a starting test on 5.1.11.

Structure - the way arguments or information is organised.

Structural devices -help you follow structure of an argument,observe how it is developed ,distinguish between main ideas,supporting ideas and examples.

Recursion,repetition,re-emphasis

return to an earlier point to re-emphasise it,illustrate it in a different manner or show how it is true in a different way.

Development

take a point just made and develop it further or tease out the implications

Illustration,exemplification

provide examples of a point being made

Narrative incursion
use narratives to illustrate a point

Transition
a movement from one point to another

Text types

1. Cause and effect
2. Problem -solution
3. Question-answer
4. Comparison-contrast

To those taking the EALD paper tomorrow.

1. Keep to the time allocated for each section of the paper.

2. After the listening section,do the extended writing section first.

3. Read the question carefully,deconstruct it and make a mindmap/outline

4.Engage your brain before you answer,don't put it into reverse gear.

5.Remember to bring a dictionary.

6.For persons of torpor,the less prepared individual and the temporarily misoriented,
here's the once in a lifetime chance to make categorical inaccuracies ,to mutilate and murder the language especially those who are orthographically challenged.Have Serious Fun!!!

Exercise

There is only one metaphor in each of the following sets of three sentences.

Identify it by underlining it in each case.Explain your choice.

1.He was like a devil.
He was the devil incarnate.
He was evil.


2.Her life was hell.
She led a miserable life.
She felt like she was living in hell.

3. All the world's a stage.
The world is full of actors.
The world is like a stage.

4. He was a great leader.
He was a very tall man.
He was a giant among men.

5. She was a rock of sense.
She was very sensible.
She was like a rock.

Question:How does the media play a pivotal role in cultivating the unwarranted gender stereotyping of females,and what are the repercussions of such manifestation?

In an essay,discuss this issue.The points you make must be supported by examples.



This writer uses the 1-3-1 format and gives a succinct answer with a clear POV.


The world today is manipulated by the invisible hand of the media.By using glossy adverts,it's such an easy task to hypnotise the society to buy their products.
And being women,with their naive quest for eternal beauty,they can easily succumb to the tricks of the media.

"Youth in a jar".That's how most of the advertisements portray their anti-aging products with the promises that it can hide wrinkles,revitalise skin to make it more elastic and rejuvenate any signs of aging.To most of the women,they know that such promises were lies but still they end up buying them,spending hundreds of dollars on cosmetics.


This is reinforced by the stereotypical image of women that is being portrayed by the media.Young models,with sleek legs and fair skin and long,smooth hair.All of this goddess images had set an unattainable goal for all women in order to be accepted by the society,and they made it possible by buying their beauty products.

However,in this twentieth century,most women had come to the realization that outer beauty is not everything.The meaning of beauty had been redefined.It's no longer just thick make up with blushed cheeks or long eyelashes.Women nowadays are more attached to the quest of self peace and happiness which will illuminate their inner beauty,a beauty which is much more treasured by men.

The new definition of beauty had helped women to liberate themselves from being slaves to cosmetic products and it helps to boost the self esteem of many women who were afraid because of their ugliness (This writer doesn't attempt to use euphemisms to hide the truth,so pardon him for his insensitive remark when he should have had used a more politically correct term like their plain beauty).They are fat (horizontally challenged/overweight/out of shape) and had braces on their teeth.But that doesn't mean they aren't happy and contented.Doesn't that matter most after all?


( Yup,you've guessed it right,the writer is a male architecture student who believes that beauty is in the eyes of the beholder)

Sample question and synthesis
Language is a window on other worlds. It can either bridge differences or cause miscommunication.
Explain if you agree or disagree with the statement and the issues as suggested in Texts 4 and 5.

Language is a major communication device between humans.Its nature of having different dialects and slangs can cause cross-cultural mishaps and even wars.However,when a common context is achieved,a language can do wonders from bringing strangers together to signing a peace treaty.
I agree with the statement to a certain extent,based on the principle that the right context would patch up the loopholes in a language.The three main points presented in this essay are the ways language bridges differences,the way it causes miscommunication and also how a common context transcends language barriers.
The most common example given to illustrate the way a language brings people together is when a person learns a new language.The learner will get to listen to stories about the native speakers first hand and may even feel close to the speakers.Other than that,tourists in a foreign country will get
to ask questions about the history of the ancient temple if he or she learns the local dialect.I have also been able to get an insight of my Chinese friends’ jokes because I could pick up certain words here and there.Certainly,when two people understand a common language,experiences can be shared and differences in terms of race,country of origin and others can be blurred.

However,what happens when the context is lost in the process of receiving the message?Even people of the same language can fight over the correct categorization of tomatoes.Well,it depends on each person’s belief whether tomatoes are vegetables or fruit.Based on Text 4,the scientific community and the literary academics have a misunderstanding because they are involved in different areas.Each field uses its own jargon or technical words and surely each share inside jokes that the other would not understand.Text 5 also emphasizes the differences in how we communicate.The background and the upbringing of a speaker determines whether or not he or she will understand an analogy.Clearly language needs more than just words to communicate.
One word can convey so many different meanings.People who understand each other achieve this by having the same context when communicating.in Text 4 and 5,the two parties can achieve an understanding if they sit down and talk.Just explain a little bit more and eventually the context will be conveyed.The sciences and arts and humanities are not very different if we see the similarities in the way both areas carry out research to prove a hypothesis.And Dilbert might just need to speak out his thoughts rather than keep it to himself.
To sum up,language is indeed a device to close the differences between two speakers.However,it cannot be used per se and must be complemented by the correct context as it sometimes may cause miscommunication.

Question 1:Novels and documentaries reveal particular attitudes and values of societies.In an essay,discuss this statement with reference to the themes,characters and issues in at least one of the texts and films that you have studied.
Why ‘reveal’?
Genre- Discussion

Introduction:
• Brief introduction to different types of texts and their functions: to inform, to acknowledge, to educate, to entertain…
• Express gratitude, glad/grateful—no more discrimination nowadays, due to upholding of multiculturalism policy.
• Thesis statement: some authors tend to use texts as a tool or medium to expose the readers to some particular attitudes and values of societies due to specific reasons.


1st point

• Topic sentence: authors try to use texts to reveal some issues caused by particular attitudes and values of the societies so that the awareness of the issue could be raised.
• Elaboration:
• Some of the issues had long existed, but left unacknowledged.
• Through vivid description as well as the approaches used by the authors to convey the message to the readers(e.g: tone, linguistic devices, lexis) readers would be able to share the same experience/empathize with the author, will become more concerned about the issue.
• Example from text: ‘Desert Flower’ by Waris Dirie
• Vivid description of the FGM procedure, highlighting the inhuman part of the ‘mutilaton’
• E.g: For writers of autobiographies like Dirie, although English wasn’t her mother tongue, but language did not become a barrier for her to produce a text that recount her horrible experience of living in a male dominated society where females like her are subjected to cruel practices of FGM, rape and arranged marriage, as women are objectify as merely trading commodity. Through the vivid description of her novel ‘Desert Flower’, she managed to shed light on an issue that is dear to her heart—the subjugation of women. The readers, or society in general, might not be a stranger to this issue, but the fact is that it is often overlooked due to the subtlety of its occurrence. By having brave authors like Dirie producing texts that can reach out to every level of the society, bringing the issue to the frontline, forcing the readers to face it head on and to acknowledge……

• Example from text: ‘The Forgotten Woman’
• Shows the ‘truth’ behind the ancient ritual/practice of the Indian culture—discrimination against women, particularly widows.
• Interviews in the documentary provides a clearer and more ‘real’ image of the culture.

• Example from text: ‘Bowling For Columbine’ by Michael Moore
• Bring to surface the issue of violation of firearm or gun control- it is common for US citizens to possess firearms, the normalization of weapon possession, lead to the increase in number of murder/massacre in the state.
• Instead of for self-defense, lead to offenses. Make hurting or even killing others all too easy.


2nd Point

• Topic sentence: Authors try to present some particular attitudes and values of society in another way or through another context, as these attitudes and values might be perceived differently or even as being negative due to different cultural context. As a result, the perception or attitude of the text’s consumers towards the mentioned cultures might change. / Authors try to shed different light on pre-conception or attitudes of readers towards a certain culture or community. Reveal sides that are not commonly known to general public, with the objective of….
• Elaboration:
• Different people- different context- different viewpoint on some particular attitudes which might be foreign to.
• Authors/producers of texts might try to challenge or reinforce the stereotypical images of some cultures.

• Example from text: ‘Falling Leaves’ by Adeline Yen Mah
• Shows that the supposedly oriental Chinese community does indeed absorbs and practices western culture and values—challenges the stereotype
• Globalization had formed a universal culture where all cultures are intertwined, esp to the west.
• Example from text: ‘Desert Flower’ by Waris Dirie
• The author highlighted her own culture( the practice, their living conditions, their obligation in everyday life, the values that they hold on to- these descriptions show that the author is happy and contented with her own culture- although others or outsiders might have negative perceptions of the Somali culture: poor living condition, extreme poverty, lack of infrastructure, uncivilized…. But author instead turn the table and criticized the other cultures instead, while defending her own.)


Conclusion

• Texts have different functions.
• They could be powerful and effective if the authors use the right approaches to present their ideas to the readers. It may convey messages that might be lost in the rigmaroles of our daily communication.
• But as readers: should not just read the text—must try to get under the skin of authors and pay attention to the real message wished to be conveyed.

























How to answer questions in Sec 2 –synthesize ideas,compare and contrast.


The question for this section provides a particular focus and direction to candidates.

Candidates are required not to simply identify the overall main ideas of the two texts but more specifically the main ideas about the focus question.It also needs personal experiences and observations.

The better responses synthesized ideas from all texts,using quotes and examples to support the main ideas.
They could compare and contrast points across the texts.

Weaker responses lack balance in their treatment of the two texts,or make only scant reference to one of the text.Some did not refer to the texts and just provided superficial responses of their own opinions and anecdotal evidence.






Question

Compare and contrast the information given in the texts by explaining the changing trends in Australian attitudes to and participation in sport.Refer to your own experience where appropriate.
Setting the background to lead reader to the thesis

When the Olympic torch was finally lit in Sydney in the year 2000,there was no doubt a great sense of pride in the souls of all Australians.What greater honour can a nation have than to be the gracious host of the first Games of the new millennium?
And if that was not enough,Australia’s magnificent display of sporting talents and athletic prowess in various sporting events just about sealed the nation’s status as a sports powerhouse.This perhaps may come as but a small surprise for many Australians,as the very essence of the “Australian identity” is closely linked to sports.

State the thesis and preview of ideas in the body

However,as with all national identities,the Australian attitude and participation in sports is evolving and new trends are emerging which may bring about a great shift in the sports landscape of the nation.

Points are arranged in ascending order of importance with transition linkers

Firstly,there is a shift in which colonial sports,like rugby and cricket are losing their fan base.Instead,the popularity of sports is increasing based upon media coverage.Before the advent of commercialized sport,the popularity of a sport was simply based on the number of people who played it.Yet,the economic theory of Say’s law,in which supply creates its own demand,seems,at present,to be the logical explanation for this growing trend.According to text 6(Standing Committee on Recreation and Sport,2005),quintessential activities to the national identity such as rugby and cricket are not even among the top 10 sporting activities in Australia.Instead wider media coverage over “foreign” sports like basketball and volleyball have provided encouragement to the public,in particular the youth,to engage in these sports.From this,we can see that the mass media acts as a catalyst in transforming national culture and moulding all identities into a single globalised stereotype.
Urbanisation also plays a part in this trend.While the process may be intrinsic,vis,a process that takes place within a country,external forces like globalization and a global supply chain have hastened the rapid development of Australia,hence,profoundly altering its cultural landscape.According to text 5 (Mugford,2001)support for sports is coming more from urban demand,and that”the role of the community and of the rural regions” is dwindling.Thus,the demand for sports which are easy,quick and individualistic,is increasing at an exponential rate.From Text 6,we can see that 4 of the top 10 sports in Australia require nothing more than a pair of decent shoes.Urbanisation has further brought greater emancipation for women,as money,not sex,is king.Female participation in sports throughout Australia is much greater than for men,as depicted in Text 7(Standing Committee on Recreation and Sport,2006)showing overall participation in sports by region and sex.In short,trends in sports participation is gender blind and is being shaped by the urbanization of the country.
By far the greatest impact the Australian sports identity has faced is money.TV rights,advertisement contracts and media moguls have led to a trend where the popularity of sports is largely determined by the amount of money it receives.According to Text 5,individualistic values have creeped into sports and atheletes are being exalted and praised as “the perfect sportsperson”;naturally after signing a contract with Addidas,Nike or any of the other multinational sports corporations.In the globalised world where”money talks” and “money matters”,small town communities with their dimunitive economies have no chance to support their clubs and their struggle to revive the golden age of Australian sports is indeed commendable,but altogether in vain.

Concluding para-summarizes the main points with prediction
“They ruined it-Abramovich,Dubai and oil”,said Arsene Wenger,manager of the world renowned English football club Arsenal.Well respected for having a keen eye for talent,the Frenchman clearly expresses his disappointment in a sporting arena that is no longer based on raw talent and skill.Instead,sports has been commercialized and made into a business,whereby all sports compete against each other for TV coverage,money and recognition,amidst a world that is becoming smaller and smaller,and the differences between genders,nations and cultures becoming increasingly blur.
If Australians do not become aware of this worrisome trend,they may one day lose their very own identity as a people,as a nation,as a sporting powerhouse even.

In a few more days, all of you will be facing the ultimate test... for this year(off course there's more to come in life).

I would like to take this opportunity to wish all of you the best. Know that what matters the most is that you have done your best.


Love,
Derick

Sample questions

1. Novels and documentaries reveal particular attitudes and values of societies.In an essay,discuss this statement with reference to the themes,characters and issues in at least one of the texts and films that you have studied.

2. Australia is a democratic country in which everyone is treated equally and fairly.Write a speech in which you discuss this statement making reference to your own experiences and the knowledge gained from texts where appropriate.


3. Should parents be responsible for their children’s actions?
Create a feature article around this topic.You may support your arguments with relevant examples and evidence from texts you have studied.

4. It is inevitable that cultural traditions must be lost as technology develops.Are tradition and technology compatible? In an essay,present an argument using your own ideas,knowledge and experience.You may support your arguments with examples and relevant evidence from texts you have studied.
5. Inexperience,over-confidence and a tendency to take risks make young drivers more vulnerable on our roads! Write a letter to the editor outlining your views.You may agree or disagree with the writer’s opinion but your points must be supported by examples.

6. I Pods- a blessing or a curse
Write a speech on this topic to give to your classmates.

7. Write a feature article for your school magazine on the topic: “Communication in the year 2050.”

8. Nowadays,the demands of school leave too little
time for leisure.
In a letter to the editor,present your views on this statement.

9. The emphasis on the cult of celebrity in the media has a negative effect on young people’s values. Create a feature article around this topic.Ensure that you support your arguments with examples.

10. Sport and drugs shouldn’t mix.Write a speech in which you discuss this statement,making reference to your own experiences and the knowledge gained from texts studied during this course.

11. Migrants in Australia should be encouraged to keep and promote theor own cultural traditions.In anessay,develop an argument that agrees or disagrees with this statement,using your own ideas,knowledge and experience.Refer to texts you have studied .

12. Recent reports in the newspapers have suggested that school balls should be banned.Write a letter to the editor giving your views on this issue.You may agree or disagree with the suggestion but support your point with examples.

13. The subjects that authors explore in their writing can allow us to gain a deeper understanding of ourselves and other people.In an essay discuss this statement with reference to the themes,characters and issues in at least one of the texts you have studied.

What is the comparison of Sophia Loren to a giraffe used to illustrate?

A:the flour that is on her shoulder

Give two negative stereotypes of the elderly
A:walk ugly B:no talking

Ladies and gentlemen

This speech is provided to alert the communities the authorities stay in mind since the damaged and death are not able to be brought back and get fixed,destruction of environment had to be halt.

Ladies and gentlemen

Frustrations overwhelmed but fearless to convey this message.In Canadian,the population lead a wealthy and luxurious lifestyles,wasting and throwing is not uncommon.Yet sharing to the needy is not done.Wealthy nations as Canada are being possesive,sharing meant losing.

The grown ups taught the youngs to be kind to others yet they act opposite as they speak.In this century children are not being able to be hoax,ability to think and analyse are not only superior in adults.Words are spoken and must be realised with promise,think for the future generation,not in terms of material but the environment where all living creatures come from and live in.

Thank you


A symphatic former cow slaughter depicts his everyday chores was to inject pesticides to the cow in order for their fast growing.

Wishing all our students,friends and colleagues Selamat Hari Raya

( Do play hard and study hard)

ms Chan

Section and criteria Time allocated
(minutes)
Marks
available
Percentage of
total exam
Section One: Preparation 15 minutes
Section Two: Interview
Part A: Introductory discussion
• Interaction on familiar topics
approximately
2 minutes
10
Part B: Visual stimulus and focus questions
• Linguistic resources
• Fluency and clarity
• Content (prepared response to visual
stimulus and focus questions)
• Interaction on unprepared questions
• Communication strategies
approximately
3–4 minutes
15
10
10
5
5
Part C: Course discussion
• Linguistic resources
• Fluency and clarity
• Content (course issue/text discussion)
• Content (sociocultural understandings and
analysis)
approximately
5–6 minutes
15
10
10
10
Total 100 25
Instructions to candidates
During the preparation time
1. Prepare your responses to the stimulus item and focus questions/statement and make
notes on the pages provided in this booklet.
During the interview
1. Participate in an introductory discussion with the marker.
2. Talk about the stimulus item and chosen focus questions. You must aim to talk for the
full three minutes.
3. Do not read from your notes.
4. Nominate an issue related to the focus and content of one or both of the Stage 3 units.
5. Participate in a conversation with the marker about the nominated issue, providing
examples from texts you have studied.

Students are encouraged to check the wace website for information about the Year 12 programme .www.curriculum.wa.edu.au.


ENGLISH AS AN ADDITIONAL
LANGUAGE
OR DIALECT
Practical (oral) examination
Stage 3
Time allowed for this practical (oral) examination
Preparation: fifteen minutes
Interview: twelve minutes
Materials required/recommended for this practical (oral) examination
To be provided by the supervisor
One (1) coloured stimulus item
Pages for notes (included in this Preparation Booklet)
One (1) stimulus item with focus questions (included in this Preparation Booklet)
To be provided by the candidate
Standard items: pens, pencils, eraser, correction fluid/tape, ruler, highlighters
Important note to candidates
No other items may be taken into the examination room. It is your responsibility to ensure that
you do not have any unauthorised notes or other items of a non-personal nature in the
examination room. If you have any unauthorised material with you, hand it to the supervisor
before reading any further.
EALD

Video - The IT Crowd - Season 3 Episode 5 , by Cynthia Wilkinson
Find this and other movies exercises in English Exercises .org

Crocodile Dundee and Australian clichés, by Tanagotchi
Find this and other movies exercises in English Exercises .org

The Significance of Science in Society. (Author -Bouabdellah), by Bouabdellah
Find this and other Other printables exercises in English Exercises .org

Paraphrasing/ Rewriting Idioms Activity , by julianablino
Find this and other idioms exercises in English Exercises .org

DEFINITION

Loaded Language – diction that carries with it a heavy emotional charge.

Loaded language usually contains words with strong positive or negative connotations that unfairly frame words into limited or biased contexts. The words you choose should clarify the truth of a situation, not misdirect your audience by unfairly describing or biasing the audience’s interpretations.

EXAMPLE 1
1. Fair Language: “You have asked for my views on the man named Mr. Smithers. He has been a valued employee here for years. If you can find a position for him in the management sector of your company, I will be pleased.”
Loaded Language: “You have asked for my views on that creature named Smithers. He has been a clinging nuisance here for ages. If you can find a crevice for him in the woodwork of your sweatshop, I will be relieved.”
Using words like “crevice” and “relieved” imply meanings that might otherwise not be evoked with more fair language. A person may despise his opponent’s views, but he still has the responsibility to communicate the opponent’s points fairly. After all, if everybody argued using lies and misrepresentations, we would not get very far, now would we?


Generalizations


One kind of generalization that can be hard to identify, interpret, or test is the reification. To reify means to treat a vague general term as if it were a CONCRETE, even living, thing. Reifications tend to obscure important questions about RESPONSIBILITY ,COST AND BENEFIT. In addition, they are frequently used to demean or demonize entire groups of people. We encounter reifications every day. Here are a few headlines from a major metropolitan newspaper. See if you can identify some generalizations.
• Drug Company did not act on AIDS Virus Warning
• City and Union Extend Strike Deadline
• Chinese Police Detain Wife of Political Prisoner
• Clinton Calls on UN to Cut Back on Waste
These are story headlines, and, in most cases, in the body of the story, we learn who in the drug company failed to act, which city and union officials extended the strike deadline, and so forth. Sometimes, however, these vital details never emerge.
Consider a column we found on the commentary page of a local newspaper with the headline: "UN should clean up its act." The columnist charges that "... the UN's bureaucracy has long ago forsaken its commitment to Article 100 of the [UN] Charter." (Article 100 forbids UN staffers from seeking or receiving instructions from any government.) He denounces "UN apparatchiks [who] have tried to cover their trail . . ." and charges that "The UN bureaucracy . . . inhabits a culture of paranoia, fearful always that a powerful member country or a powerful block of countries is looking over their shoulder." [Emphasis added.] There are over 20,000 UN employees working worldwide at many different jobs, but the reader is encouraged to lump them all together as "apparatchiks" (a derisive term for Soviet-era bureaucrats) and "the UN bureaucracy." Some UN employees may well deserve such labels; but most must surely be worthy and do admirable work. Consider, as an example, those who sacrificed their lives attempting to bring food and medicine to besieged Bosnians. Do they deserve such labels?

Name Calling

Many people would not directly insult those who disagree with them. Such people often pride themselves on either their civility or objectivity. Nonetheless, they often subtly insult their opponents not by focusing on the argument but by questioning their opponents' character or motives. In evaluating competing sides of a controversial issue, look for terms that delegitimate interests (rob them of their legitimacy). Whose interests they invalidate can be quite revealing. For example, in "The Tilt to the News: How American Journalism Has Swerved from the Ideal of Objectivity," The World and I (December 1993), H. Joachim Maitre denounces the alleged liberality of National Public Radio (NPR). He cites as an example NPR's correspondent at the Supreme Court, Nina Totenberg, for her "stubborn effort to prevent Clarence Thomas from being confirmed as a justice of the Court." He might have said "intensive," "tireless," or "persistent" effort. "Stubborn" delegitimates her actions without giving reasons as to why he thinks she was wrong.

Emotions And Persuasion

However irrelevant they might be when it comes to factual claims or the logic of an argument, feelings still play a particularly crucial role in persuasion. In fact, Aristotle classified emotional appeals (pathos) as one of the most effective means of influencing others.
Some appeals to emotion are uncalculated, coming from disputants who are emotionally wrapped up in the issue themselves. But others emanate from practiced publicists or cunning propagandists who play on emotions as skillfully as a virtuoso plays the piano. We should be wary of this. Some classic appeals to emotion that you should watch out for follow.

Appeals to Envy

Envy, we are told, is one of the seven cardinal sins. And it is all too common. A Danish proverb asserts, "If envy were a fever, all the world would be ill." Perhaps this is why appeals to envy are so seductive. Essentially, a disputant appealing to envy will try to manipulate you into accepting an argument because of jealousy of the other person. Loaded language is a key indicator that an appeal to envy is being made. In analyzing controversies, be alert for loaded words or phrases that might be used to trigger and exploit envy.
The table below contains a sample of loaded words that appeal to envy. Compare the terms that capitalize on envy in the left column with their more neutral alternatives in the right column.
Loaded Words That Play on Envy / Alternative, More Neutral Words
------------------------------ -------------------------------
fat cat / wealthy
favored / prosperous
haughty / cultured
snobbish / educated
conceited, stuck-up / self-confident
pushy / assertive
aggressive / in control
power mad / masterful

Appeals to Fear

Fear as a self-protective response is perfectly reasonable. But this same emotion can cloud judgment. And, as in the case of envy, fear can be played upon. Some possible indicators that fear is being appealed to are terms like those in the left-column below rather than those in the right-column.
Loaded Words Appealing to Fear / Alternative, More Neutral Words
------------------------------ -------------------------------
bully / assertive
aggressive/ self-confident
sneaky / cautious
underhanded / circumspect
secret / discreet
surreptitious / watchful
out-of-control / spontaneous
impulsive / freewheeling
rash / instinctive
reckless / carefree
The point is that the same essential trait or behavior can be referred to in a way that plays on our feelings-in this case, fear.

Appeals to Hatred

Hatred is strangely seductive, and zealots of every stripe seem to need a devil. Hitler, for instance, demonized the Jews, and it served Stalin's murderous purposes to incite hatred for "wreckers" (of the revolution) and so-called enemies of the people.


Loaded language is particularly effective in triggering hate. For example, there seems to be a nearly endless supply of nasty words that promote and exploit hatred for particular racial, ethnic, or religious groups. These are all too commonly known, and we omit a chart of examples for the sake of good taste. Bear in mind, however, that there are subtler loaded words that also play on hatred.

Here are some code words used to trigger revulsion: welfare queen, bleeding heart, fascist, extremist, international banker, one-worlder, tree-hugger, union buster, puritan, bureaucrat, shyster, and draft dodger. Of course, there are many, many more.

Appeals to Pride

Pride is another of the so-called seven deadly sins-the one, we are told, that most surely separates a sinner from the grace of God. Often we can spot appeals to pride by looking for characteristic indicator phrases like the following:

• Any educated (or intelligent, upstanding, healthy) person knows that...
• A person with your background (education, breeding) can't help but see that...
• You will be proud to know that. . .
An inverse appeal to pride plays on our fear of seeming stupid. Persuasion professionals are well aware of this and cleverly use it to their advantage. To make you feel alone and stupid in your opinions, for instance, they might commission a poll with loaded questions; then release the findings to the press. Essentially they are saying "Look at all the people who agree with us. You must be wrong." Be alert for such maneuvers.

Slogans

Slogans are vague statements that typically are used to express positions or goals. They characteristically conceal potential conflict while promoting broad but only shallow consensus. Because of their vagueness, they are easy to agree with; but we often later find that others interpret them in ways we find objectionable.
Slogans are not so vague as to be meaningless. On the contrary, slogans are powerful persuaders precisely because they do mean something. Crucially, however, what that something is differs dramatically from person to person.
Consider the following:

• Statements difficult to disagree with: "Take a bite out of crime!"; "Support our troops!"; "Preserve the environment!"; "Say 'No!' to drugs!"
• Key terms with multiple interpretations: "law" in "The law is too soft on criminals" and "peace" in "peace-keeping force" or "peace-loving nations."
• Statements commonly used at political rallies: the "New Deal," "Contract with America," or "with liberty and justice for all."
• Statements used by the media: "The Trial of the Century," "Deficit Reduction," "Liberals," and "Conservatives."

Pseudo Solutions

When a real solution to an urgent problem is not forthcoming, many arguers offer pseudo solutions, vague generalizations that sound convincing and incite people to a cause but say little more than "Let's solve this problem by doing something that will solve this problem." That's pretty safe advice, but with these solutions, arguers are really avoiding the possibility of failure, evading details, and neglecting to talk about who will shoulder the cost. Real-solution proposals, on the other hand, require the risk of failure, saying exactly what is to be done, and, often as not, wrestling with issues of cost.
To distinguish pseudo solutions from potentially workable ones, use the "Can it fail?" Rule. This involves asking, Can the solution fail? "No" identifies pseudo solutions. "Yes" identifies real possibilities.


Consider the following problems and paired "solutions." The "a" items are pseudo solutions. The "b" items are real proposals. Can you see why?
PROBLEM /SOLUTION
------- --------
1. That party is too noisy. / a. Quiet it down.
b. Call the cops.

2. Kids aren't doing homework. /a. Motivate them.
b. Assign lunch detentions.

3. Trains are seldom on time. / a. Improve on-time performance.
b. Purchase more locomotives.

4. Government is wasting money. /a. Improve fiscal efficiency.
b. Decentralize purchasing.

5. Too many are using illegal drugs. /a. Teach them to say "No!" to
drugs.
b. Spend 10 percent more on
drug education.


Presuppositions
Controversies may rest not on deliberate misinformation but on the incorrect assumption that the fundamental sources of knowledge that we depend on are functioning well. It is this presupposition of their trustworthiness that supports our arguments. For instance, consider the following presupposition shared by disputants on either side of the controversy "Should Marijuana Be Legalized as a Medication" from Taking Sides: Clashing Views on Controversial Issues on Drugs and Society, Second edition (Guilford, CT: Dushkin, 1996, pp. 135-143). Professor Lester Grinspoon argues that marijuana has proven beneficial to patients suffering from various medical problems. He feels that the federal government is unjustifiably prohibiting its use. Eric Voth, a medical professional, counters that marijuana has no real medical benefits and its use should be prohibited. Underlying both of their arguments is the presupposition that adults cannot be permitted to treat their own bodies as they choose. A libertarian who worries about governmental restrictions on personal liberty would immediately recognize this deep assumption and challenge it. The point here is that controversies rest on presuppositions that may in themselves be challenged.

Role of language in media bias


Mass media, despite its ability to project worldwide, is limited in its cross-ethnic compatibility by one simple attribute -- language. Ethnicity, being largely developed by a divergence in geography, language, culture, genes and similarly, point of view, has the potential to be countered by a common source of information. Therefore, language, in the absence of translation, comprises a barrier to a worldwide community of debate and opinion, although it is also true that media within any given society may be split along class, political or regional lines.


~ ~ ~ ~ ~ ~ ~ ~ ~ ~
Language may also be seen as a political factor in mass media, particularly in instances where a society is characterized by a large number of languages spoken by its populace. The choice of language of mass media may represent a bias towards the group most likely to speak that language, and can limit the public participation by those who do not speak the language. On the other hand, there have also been attempts to use a common-language mass media to reach out to a large, geographically dispersed population, such as in the use of Arabic language by news channel Al Jazeera.


~ ~ ~ ~ ~ ~ ~ ~ ~ ~
Many media theorists concerned with language and media bias point towards the media of the United States, a large country where English is spoken by the vast majority of the population. Some theorists argue that the common language is not homogenizing; and that there still remain strong differences expressed within the mass media. This viewpoint asserts that moderate views are bolstered by drawing influences from the extremes of the political spectrum. In the United States, the national news therefore contributes to a sense of cohesion within the society, proceeding from a similarly informed population. According to this model, most views within society are freely expressed, and the mass media is accountable to the people and tends to reflect the spectrum of opinion.
~ ~ ~ ~ ~ ~ ~ ~ ~ ~


Language may also be a more subtle form of bias. Use of a word with positive or negative connotations rather than a more neutral synonym can form in the audience's mind a biased picture. An extreme example would be idea using the phrase "freedom fighters" instead of "insurgents." The former phrase creates an image of a noble struggle, while the latter conveys the idea of violent terrorists. A more value neutral term might be "soldiers", but even that word carries its own connotations.


Use of loaded language

Here's an example, from fair.org (fairness and accuracy in reporting), from Newt Gingrich, who was a prominent conservative and critic of Bill Clinton in the 1990s. He's writing about the use of language to persuade and influence public opinion, essentially this was a memo to Republican candidates, an instruction book for politicians and political candidates about how to attack democrats and their policies in the press, or fend off attacks:
"As you know, one of the key points in the GOPAC (a Republican Party committee to support and raise money for GOP, or Republican candidates [GOP stands for 'Grand Old Party') tapes is that "language matters." In the video "We Are a Majority," Language is listed as a key mechanism of control used by a majority party, along with Agenda, Rules, Attitude and Learning. As the tapes have been used in training sessions across the country and mailed to candidates, we have heard a plaintive plea: "I wish I could speak like Newt."
That takes years of practice. But we believe that you could have a significant impact on your campaign and the way you communicate if we help a little. That is why we have created this list of words and phrases.
This list is prepared so that you might have a directory of words to use in writing literature and mail, in preparing speeches, and in producing electronic media. The words and phrases are powerful. Read them. Memorize as many as possible. And remember that, like any tool, these words will not help if they are not used....


Contrasting Words


Often we search hard for words to help us define our opponents. Sometimes we are hesitant to use contrast. Remember that creating a difference helps you. These are powerful words that can create a clear and easily understood contrast. Apply these to the opponent, their record, proposals and their party.
decay... failure (fail)... collapse(ing)... deeper... crisis... urgent(cy)... destructive... destroy... sick... pathetic... lie... liberal... they/them... unionized bureaucracy... "compassion" is not enough... betray... consequences... limit(s)... shallow... traitors... sensationalists... endanger... coercion... hypocrisy... radical... threaten... devour... waste... corruption... incompetent... permissive attitudes... destructive... impose... self-serving... greed... ideological... insecure... anti-(issue): flag, family, child, jobs... pessimistic... excuses... intolerant...
stagnation... welfare... corrupt... selfish... insensitive... status quo... mandate(s)... taxes... spend(ing)... shame... disgrace... punish (poor...)... bizarre... cynicism... cheat... steal... abuse of power... machine... bosses... obsolete... criminal rights... red tape... patronage


(Okay, here are the 'good' words):
Use the list below to help define your campaign and your vision of public service. These words can help give extra power to your message. In addition, these words help develop the positive side of the contrast you should create with your opponent, giving your community something to vote for!
share... change... opportunity... legacy... challenge... control... truth... moral... courage... reform... prosperity... crusade... movement... children... family... debate... compete... active(ly)... we/us/our... candid(ly)... humane... pristine... provide... liberty... commitment... principle(d)... unique... duty... precious... premise... care(ing)... tough... listen... learn... help... lead... vision... success... empower(ment)... citizen... activist... mobilize... conflict... light... dream... freedom... peace... rights... pioneer... proud/pride... building... preserve... pro-(issue): flag, children, environment... reform... workfare... eliminate good-time in prison... strength... choice/choose... fair... protect... confident... incentive... hard work... initiative... common sense... passionate
So, next time you listen to a politician's speech, listen and see how many of these words pop up. It doesn't matter whether they're true characterizations or not, or whether they unfairly smear the opponent--what matters is the ability to influence the public and win elections. Remember the third propaganda statagem--appeal to emotion. Scare 'em to death, and then offer them warm fuzzies in the form of your own solution to a problem!


The quote was from Hermann Goering, said during the Nuremburg trials after World War II. Goering was Adolph Hitler's Reichsmarschall in Nazi Germany. Actually, there was some controversy over whether Goering ever said this. There is an excellent website, www.snopes.com, that discusses this quote--it is an excellent site for debunking many of those bad emails you get that sound fishy.

Want to put together your own phony grassroots campaign? Arianna Huffington, author of Pigs at the Trough (a look at corporate welfare and public corruption), has provided a handy table for you (I've added a few things). Just mix and match, and make your own!
Center for economic fairness
Coalition for reasonable solutions
Citizens in favor of sensible resolution
Consumers demanding sound justice
The Society for equitable equality
Americans for just accountability
Oregonians for fair economy
Mothers for spirited alternatives

top of page
________________________________________
Media and deception
Deception is possible in all forms of communication--language allows lying, for instance. On the Internet, a 14 yr-old can pose as a supermodel in a chat room, or 45 yr-old pedophile as a 14 yr-old. TV relies on deception, unreality . . . reality TV may be the worst of this--they are as slickly produced as any TV show, and usually the age range of the actors is what, 22-25? Isn't that what reality is all about? Stranding extremely attractive men and women on an island, filming the bejeebers out of them, and watching them scheme and connive their way down to a million-dollar winner? What kind of viewership would one expect from a 'Survivor' show where families living below the poverty line discuss their strategies for living on fixed incomes while losing their rent subsidies and having to re-certify for food stamps and Medicaid?? What about radio? What are we getting? Do we know much about the voices at the other end? And newspapers? In some cases, stories that appear are actually press releases sent out by a company (promoting a new product, for instance), but they are presented as news.

ALL CLASSES (EALD)

NOTICE

Because the oral EALD exam has been brought forward by 1 week (end of Sept-early Oct) and the 2 public hols on 27/8 and 31/8,Mr Derick and I have set 2 lectures to cover the topic of literary analysis of Boy(tales of childhood).


Friday 20.8.10
Venue: ( LT5)

Time:2.30-3.30


Saturday 21.8.10
Venue:LT5

Time: 9-11.30

( Sample questions will be answered so please bring along your novel,the notes, a dictionary and one laptop per group of 6).


This will be the last face to face lecture that will mark the completion of Unit 3B.

The following week will be the practice sessions for the oral exams.


Thank you.



Regards
Ms. Chan

IMPORTANT ANNOUNCEMENT


The mock oral exam for EALD Unit 3B has been fixed as follows


Starts on 2/9/10 (Thursday) and ends on 8/9/10 (Wed).

Those who have bought flight tickets have to see Mr. Derick personally to see if they have an exam scheduled .
They must show the evidence such as the actual copies of flight tickets.


The actual oral exam for EALD is fixed on 30/9/10 and 1/10/10. No CHANGES will be entertained.



Regards
Ms. Chan and Mr Derick

Advantages of multilingualism/Linguistic diversity

1. children have exposure to another culture so rather than thinking there's only one way to everything,learners stay open to everything,learners stay open to possibilities as they know from the start that different peopple do things differently.And that it's alright.It's not a better way of doing things,it's not worse.It's just different.

2.multilingual learners build bridges to new relationships because they have the capability,they can talk to diverse people,they build different sorts of relationships and they can be the bridge between two people who can't talk and understand each other-they can actually translate and help out.

3.They have economic advantages-they are more in demand in a globalized working environment where languages are the only barriers when geographic barriers are no longer barriers to doing business.

4.more flexible and divergent thinking.Kids who grow up with several languages think differently.They know from the start there could be more than one word to one concept.so their minds stay more flexible

5. boosts the self esteem and self identity of a child.The child sees himself or herself as a language or culture bridge.

Disadvantages

1.a bilingual child starts speaking 3-6 months later than a monolingual child

2.a temporary moxing of languages as the child mix up different words ferom different languages into one sentence.this is normal until 4 years old.

3. extra academic workload-extra effort


Multilingualism in cyberspace

1. language -foundation of communication between people and is part of their cultural heritage.Language has far reaching emotive and cultural associations and values rooted in their literary,historical,philosophical and educational heritage.so the users language should not be an obstacle to accessing the multicultural heritage available in cyberspace.The harmonious development of the information society is only possible if availability of multilingual and multicultural information is encouraged.

2.In 2000,more than 50% of internet users were not English speaking.This % has not stopped growing.In March 2003,over 60% of users had a home language other than English.
Cyber surfers are categorized aacording to their mother tongue.Spanish speakers include users in Spain,Latin America,those in the US or Morrocco but the dominance of English as the main language of international exchange is unlikely to change.

3.It is suggested that local communities on the Web should first use their own language to circulate information but if they wish to make it vailable to the global community,the information can be translated into English.This linguistic diversity is important to freedom of thought and the survival of Modern Man.

Language is a part of culture and culture is a part of language. Presentation of an argument in a way that sounds fluent and elegant in one culture may sound clumsy and circular by members of a different culture.Language involves more than knowledge of grammar and lexis but also features of the culture such as tone of voice,appropriate topic of conversation and non verbal language.

It's not only what you say but when you say it and how you say it.

Write the outline for the essay questions.


1. Is the UN Declaration of human rights universal meaning that it is equal or the same for all nations,cultures,religions and class or is it a subjective concept dependent on the values,beliefs and assumptions of a particular nation,culture,or the power of a dominant culture. Discuss .

2. How does a language reflect our differences with others or can it be a tool for global unity?
Discuss.


Your answer can be based on printed and non printed texts,and your own observations.


Refer to intercultural communication in "The Japanese Story",""Water", "The Forgotten Woman","Australia", "The Rabbit Proof Fence", "Provoked","Until Death Us do Part"

Novels like " Falling leaves", " Waris Dirie-Desert Flower","Boy-Tales of Childhood"

Textbook-Pg 130 -becoming a critical reader,Pg 204 -Minority languages ,International language,Pg 213 -Universal second language education,Pg 233 -Cross-cultural communication

Assessment Task 6

Task 6 :Persuasive Speech

Assessment type: Production (written) and (oral)

Outcomes : : Outcome 4:writing
Outcome 1:speaking

Context : Contemporary issue

Task Duration :40 mins. (drafting and writing) (to be completed during class time) (dictionaries can be used but do not bring in any extra notes)
5 mins. (presentation of persuasive speech)

Marks : 100marks

Weighting :20%



Task



Read and view text on the UN Universal Declaration of Human Rights and the consequences of its violation to all parties involved. Pick ONE of the articles of the Declaration and write a persuasive speech


Instruction:

1. Make notes to reflect the key points

2. Spend 10 minutes on drafting a mind map or outline of the speech.

3. Write a persuasive speech on a single page A4 size paper. (do not write on both sides of the paper-we will deduct marks for those exceeding the word limit)

4.Your speech should persuade the audience of the need for attitudinal change on the issue of human rights.

5. You should present a sophisticated,coherent and well-organised speech.

6. You should employ a wide variety of rhetorical devices effectively.

7.The speech demonstrates considerable accuracy in a wide variety of grammatical forms and punctuation.

8.Use an extensive and appropriate lexical resource,including idiomatic expressions, and an appropriate register.

9. Submit the speech (to be written during class time)and keep the copy of the outline/mind map and be prepared to make the speech based solely on the outline/mind map.

10. Caution: Practise reading out the speech to make sure that the delivery time does not exceed 5 minutes.You will be penalised for exceeding the time limit.



Save your best for last. End the speech with a memorable quote.

Light up the Bishop's nose



The break up of the Hot Metal


object as accessories



Plush ,blush brush
or Bristles n pipe

Here is something to blow your mind.

Create a montage that mixes everyday objects with natural objects.Use Photoshop to do the mix and match or just take pix and digitally alter them to create a new way of looking at the same old,same old stuff.

Please read/view any 2 of the following texts for assignment 5 before your EALD classes.



Feature films

1. Provoked starring Aishwarya Rai + Naveen Andrews
2. Water directed by Deepa Mehta

Documentaries

1.The Forgotten Woman directed by Dilip Mehta
2.Till Death Us Do Part directed by Vita Lusty


Comic

1.Dragonslippers by Rosalind B Penfold ( will be viewed during class time)


Novel (biography)

1. Desert Flower by Waris Dirie


Carry out your own research to find out more about the themes,plots and representation of widows,abused people or cultural practices that discriminate gender,race or culture

Topic: Cultural Practice and Gender Discrimination

Task : Compare and contrast the approach used to present the issue of gender discrimination through different texts that you have read and view. e.g: How the stereotype of females is portrayed. How How cultural background are demonstrated as a key factor in contributing to discrimination towards women. How the gender roles in the western culture differe from that of their eastern counterparts? In a group of three to four members, present your findings in the form of a powerpoint.

Marks: 50 marks
Weighting: 10%

Outcome: Reading, viewing and writing

Task Duration: 15 Minutes for each group

Intructions:

In groups of three to four, create your own parody of commercials, one that will not only get the audience's attention but will subvert the original purpose of the commercial.

You are allowed to refer to a maximum of 3 commercials.

Your sketch shoul not exceed 10 minutes. Most good parodies are funny, but funny isn't essential here; grim and provocative parodies work nicely as well.


The key is to point out a deeper truth, something missing from the commercials, or else to turn the meaning of the commercials in on itselves. Ideally, your parody should be more than a joke; it should make some sort of critical political/cultural/social statement.


Whether the issue is related to the environment, health, labor, media concentration, or another cause, you might want to do some research to bolster your point. Make sure that the criticism of the product or the ad is clear.

Before you settle on an idea, ask yourself: Would the viewers understand it? You may illustrate your parody with a sketch.

Please download and bring in the original commercials to be shown before your parody sketch. A complete script for thesketch is to be submitted in hard copy to the lecturer before the presentation.


Have fun! ;)

http://www.tv411.org/lessons/cfm/reading.cfm?str=reading&num=4&act=3&que=1

Persuasive language is used in advertising to promote the sales of products.
An effective advertisement would use colloquial language, stock phrases ,emotive words and word play to capture the attention of readers.

A good advertisement would sell the plus points of the product like its unique features,highlight the benefit of the product to users and the superiority of the product compared to its competitors.

Some products use empty weasel words or snob appeal or celebrity appeal or facts /statistics or urgency to act /kairos to lure buyers.

Use words to seduce the reader.Use words to whet the appetite of the reader to make a beeline to the shop to buy the product.Use words to make the reader drool,itch and die to get hold of the product.


Persuasive Informercial (informative commercial)

The Hair-Met

1.Introduction: Are you sick of "helmet hair"?Does your ponytail get in the way of your bike riding safety? If so,then the Hair-Met is exactly what you need!

11.Body
A. Introduction of Product
1. Unlike regular helmets,the Hair Met keeps you specifically in mind!
2.Studies show that the majority of average bike riders will sacrifice their own safety by not wearing a helmet,so that they don't ruin their hairstyle.
a. Most female riders would like their long hair up off their neck and back.
b.Even male riders with longer hair complain of the heat and sweat that a normal helmet creates.
3.Multi-Tour De France winner,Lance Armstrong strongly endorses the Hair Met for anyone looking to control their hairstyle while having safety to their ride.
a. Wore the Hair-Met in a race last year ,and enjoyed the extra coolness.
b. Both of his daughters won't leave home without their Hair-Met!
Transition: You may be thinking,"I already have a helmet."Why should I go out and purchase another?Let's see what the product has to offer,so you can make one of the best safety decisions of your life.

B. Description of Product

1. Materials used
a. State of the art padding and casing allows for comfort,while stabilizing your head in a fall or crash.
b.The chin strap allows easy adjustments,so as not to restrict your range of motion.

2.Why ours and not theirs.
a.Unlike regular helmets,the Hair-Met allows your hair to pass through multiple holes that have been strategically placed around the helmet.
b.Regular helmets do not offer this!
c. Our products also comes in multiple colour options,allowing you to coordinate your Hair-Met with any biking attire.

i. List of colours
ii.Pattern options
iii.Designs for guys and gals!

3. Consumer Benefit

a.Your hairstyle will stay in one place,without the need to carry extra hair accessories for unruly touch-ups after riding.
b. Not only is it comfortable for women and young girls,but men of all ages can enjoy a gentle breeze flowing through a normally hot and sticky encasement.
c. Look and feel your best while being safe in this new state of the art design!

Transition: Think this sounds too good to be true?Wait until you hear the price!

C. Introduction of Price

1. Product price
a. Normal helmets only last a few years before a child desires to look better and feel better while on their biking adventures,and this can end up costing too much for the average household.
b.The Hair-Met can be all yours for just four easy payments of 19.99!
2.If you buy now,we will throw in two interchangeable decorative chin straps.
3.Contact info
a. Call us at 1-800- HAIRMET
b. Find more info and products online at www. ORIGINAL HAIRMET.com
Transition: If you're puzzled on how to get out and about without ruining your new hair do,be sure to order your very own Hair-Met!

D. Summary of Sales Pitch

1. No one enjoys showing up at their friends' house or their workplace with hair that has been matted down under a crummy old helmet. Ride with ease,by adding a Hair-Met to your routine!
2. Remember,if you don't buy today,you could be experiencing unnecessary anguish over a ruined hairstayle or sweat that has left your hair unattractive and unmanageable.
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• Work out the audience,context and purpose of an advertisement
• Divide the advertisement into sections to highlight differences and similarities and highlight key words and phrases
• Consider the techniques the writer uses to try and persuade the reader about ideas and attitudes
• Comment on the patterns of words,patterns of imagery and descriptive language
• Comment on phrasing,syntax,abstract nouns and adjectives

use of informal questions

the way the text offers the reader a possible lifestyle( an aspirational approach)

the way in which the text offers the reader choices and possibilities,

reassurance,

the use of technical jargon,

the use of buzz words

Literary aspects

narrative

characters

setting


theme

signs

genre



1. Narrative (the story,story line,what the story line is based on;binary oppositions;disruption of an equilibrium and how a new equilibrium sets in)

2.Characters(heroes,villains,helpers,main characters,supporting characters,and how characters function and contribute to our understanding of the story)

3.Setting (physical environment in which filming occurs,indoors or outdoors setting and its significance)

4.Theme (general statement about the subject)

5.Signs ( anything perceptible that has significance beyond its usual function or meaning;an object,a sound,a person,an act,a colour)

6.Who is telling the story?Why is it being told? Does it appear to have a purpose?

7.How does it construct meaning? (narrative structures using flashback or predictions)

8.How does it represent its subject-with reference to the social,cultural or historical context.(representation,use of stereotypes,representation of the past)

9. Who are the characters in the film and how are they represented?

10. What is the film's setting? (historical,socio-cultural context)

11. What are the main plot elements?

12. From whose point of view is the story told? (adult,child,powerful,oppressed,marginalized,conqueror)

Collage

As a group of 3, make a collage after viewing the movie "Australia" and "Rabbit Proof Fence". Compare and contrast the media representations of stereotypes in both feature films.

You may use white mahjong paper,black sugar paper and cut outs of pictures obtained from web sites like IMDB or from movie reviews.You can use your creativity in making symbolic representations of the themes in the movies like actual objects or paper models pasted onto the collage.( Read the task sheet given carefully.The table with the list of points should be included in the collage.The points can be hand-written or typed.)

* A collage is a work such as a literary piece composed of both borrowed and original material.



Suggested reading


Tips on how to watch movies intelligently and critically

Viewing a film critically and attentively means to realize cinema with greater thought and awareness.

The feature film is the most NATURALISTIC of all fictional forms.Film tries to hide the idea that it is a film,whereas a lot of plays consciously remind the audience that they are watching a play.

Film aims to create an illusion of absolute reality,yet its construction methods are highly artificial.

A film is made out of sequence;it is highly edited,and each camera shot(visuals) and the sound track control exactly what everyone in the audience sees and hears at any given moment.

High production cost must yield return on capital investment.Therefore MAINSTREAM films,at least,aim at a MASS-MARKET audience,are largely conventional,made within popular GENRE categories to suit popular taste.Thus film is more likely to appeal to current fads and fashions,and to reflect and reinforce the values of mass audience in order to satisfy and gratify,rather than to challenge them,make too much of an intellectual demand,or take them into unknown,dark or disturbing waters.

Given the limitation of running time(usually 90-120 minutes),alongside this need for mass appeal,film must often resort to comparatively crude,blatant,obvious and simplistic methods so that audiences will grasp meaning and effect instantaneously.Fine detail and depth of treatment is harder to achieve in this medium.


Many films have a print source,ie.they are adaptations of novels,plays,biographies or historical events.Print must be translated into visual image and action,as the success of the film medium is dependent on such ingredients.It is difficult to translate the levels of meaning contained in the metaphorical language levels that is the subtlety and rich ambiguity of words.Films can mostly translate metaphor into literal representations.

You need to be able to make use of normal language to describe graphically what is seen and heard in selected sequences from the film in order to demonstrate how the film maker has treated that particular sequence of visuals and sound track so as to communicate meaning and effect.

As a FICTIONAL form,like the NOVEL,SHORT-STORY and PLAY,feature film unfolds in narrative form:EXPOSITION,DEVELOPMENT,CLIMAX AND CONCLUSION.

The manipulative process of giving or withholding information,and surprising the audience is an element common to all forms of story-telling.In film,EXPOSITION is usually much reduced,with expository material and contextual information being supplied as quickly,as dynamically as possible,embedded in the action.

The sequence of story telling on film is different from other narrative forms,due to the nature of filming.Rather than continuous rolling,film is an assemblage of separate TAKES ,or SHOTS.There will be a variety of both short and long takes,which are assembled in an order that allows the audience to make connections between them in order to make the story unfold in a meaningful way.This method of telling is called MONTAGE.Films often exploit the freedom montage offers them to assemble,or paste together a whole sequence of seemingly unrelated shots so as to build up a meaning and a tension,and to play with the audience's expectations and surprise elements.Montage effectively exploits the impact of CONTRASTS through JUXTAPOSITIONS.