ENG1105

1. ENG1105 USE OF ENGLISH

2. LESSON 1 • EXPLANATION OF THE USE OF ENGLISH • We operate in a Creole speaking environment where the Standard English Language is not our first language. • The course is designed for undergraduate students who have difficulties communicating their ideas clearly in written Standard English.

3. EXPLANATION OF THE USE OF ENGLISH • It teaches students the basic communicative skills and processes involved in producing writing that is valued in their academic contexts.

4. DISCUSS COURSE OUTLINE AND IMPORTANCE OF TOPICS CHOSEN IN THE COURSE OUTLINE: • Learning a language means being able to understand the structure, form and style of that language. • As such if we are to develop proficiency in a language, Comprehension, Grammar usage and writing are important.

5. WHAT IS COMPREHENSION? • Comprehension is defined as a clear and thorough understanding of the spoken or written word. It is an act (science) of grasping meaning. It also includes the knowledge that is acquired in this way. (Grammar tools)

6. Reading Comprehension is understandingComprehension is important for: • Interpreting a message • Conveying relevant information • Responding appropriately to a requested message

7. Discuss components of a passage Language Structure: Meaning: • Vocabulary • Connotative and Denotative • Implicit and Explicit Organization: • Cause and Effect • Problem and Solution • Comparison and Contrast • Chronological and spatial Passage Read for: • Familiarity • Predictions • Draw inferences (These should be based on passage and not on previous knowledge.) Types of writing: • Persuasive • Narrative • Descriptive • Expository Literary Devices: • Simile • Metaphor • Personification, etc.

8. TYPES OF WRITING: • Writing styles vary according to your purpose for writing. • Narrative: The purpose of narrative writing is to relate an incident or a series of events – type of writing that tells what happens. The order of ideas in a narrative is usually chronological, the order in which events occur in time.

9. Persuasive: The purpose of persuasive writing is to state a view, an opinion and to support it so effectively that the reader will be persuaded to accept the opinion as correct. The supporting details can be given through problem and solution, cause and effect, comparison and contrast and facts and opinions

10. Expository: The purpose of expository writing is to inform or explain or do both. The writing can be developed through facts and examples. The details could be given in chronological order, comparison and contrast.

11. Descriptive: The purpose of descriptive writing is to tell a reader exactly what something looks, tastes, smells, feels, or sounds like – the type of writing that appeals chiefly to the senses. The details may be organized in chronological or spatial order.

12. STRATEGIES USED FOR SUPPORTING MATERIAL • The supporting material in a chapter or essay consists of all the ideas and information used by the writer to develop his topic and support his thesis. Types of supporting materials include:

13. FACTS. A fact is a statement that can be proven or is generally accepted as true. • STATISTICS. Statistics are number facts. • EXAMPLES. Examples are used to clarify the author’s main points. • PERSONAL EXPERIENCE. The writer may cite his/her own experiences to support and develop a point.

14. DEFINITIONS OF TERMS. Key terms are often developed within the body of a text-book chapter. • EXPLANATIONS OF THEORIES. The author may explain his own theory or the theories of others. • QUOTES FROM EXPERTS OR REFERENCES TO RESEARCH STUDIES. The author may support her own ideas or other writers or the results of her own or others’ research.

15. PRESENTATION OF LOGICAL ARGUMENTS. An author may try to convince the reader of his opinion through logical argument. • EMOTIONAL APPEAL. The author will try to influence to the reader by appealing to his/her emotions. This is accomplished through the use of literary devices. • ANECDOTE. The author may use a story or tale for illustration to develop his/ her points.

16. SUGGESTED TOPICS • Hybridization • The Ozone Layer • Freedom of the Individual • What is inflation? • Life without technology • Overcoming anxiety • Music is the greatest of the arts. • The traumas of examination • The question of moral values • The power to change

17. End of Lesson

18. LESSON 2 • PERSUASIVE AND EXPOSITORY TEXTS • Persuasive: The purpose of persuasive writing is to state a view, an opinion and to support it so effectively that the reader will be persuaded to accept the opinion as correct. The supporting details can be given through problem and solution, cause and effect, comparison and contrast and facts and opinions.

19. Strategies for Persuasive texts: • FACTS. A fact is a statement that can be proven or is generally accepted as true. • STATISTICS. Statistics are number facts. • EXAMPLES. Examples are used to clarify the author’s main points. • PERSONAL EXPERIENCE. The writer may cite his/her own experiences to support and develop a point.

20. EXPLANATION OF THEORIES. The author may explain his own theory or the theories of others. • QUOTES FROM EXPERTS OR REFERENCES TO REASEARCH STUDIES. The author may support her own ideas or other writers or the results of her own or others’ research. • DEFINITIONS OF TERMS. Key terms are often developed within the body of a text-book chapter.

21. PRESENTATION OF LOGICAL ARGUMENTS. An author may try to convince the reader of his opinion through logical argument. • EMOTIONAL APPEAL. The author will try to influence to the reader by appealing to his/her emotions. This is accomplished through the use of literary devices. • ANECDOTE. The author may use a story or tale for illustration to develop his/ her points.

22. Expository: The purpose of expository writing is to inform or explain or do both. The writing can be developed through facts and examples. The details could be given in chronological order, comparison and contrast. • Strategies for Expository texts: • FACTS. A fact is a statement that can be proven or is generally accepted as true. • STATISTICS. Statistics are number facts. • EXAMPLES. Examples are used to clarify the author’s main points.

23. PERSONAL EXPERIENCE. The writer may cite his/her own experiences to support and develop a point. • DEFINITIONS OF TERMS. key terms are often developed within the body of a text-book chapter. • EXPLANATION OF THEORIES. The author may explain his own theory or the theories of others.

24. QUOTES FROM EXPERTS OR REFERENCES TO REASEARCH STUDIES. The author may support her own ideas or other writers or the results of her own or others’ research. Through these various strategies various questions are derived to gain a better understanding of the passage and the writer’s intention.

25. Levels and types of questions • Meaning -contextual clues (in the context) • Facts/ recall - these are often stated in the text • Implied - these are often inferred (questions that ask about the writer’s attitude, point of view, tone) • Effectiveness - these are questions about literary devices.

26. Opinion – these are questions that would test the readers’ summary skills. The readers are asked to assess the text and give an answer through his /her knowledge. • Application - here the readers are asked to assess the writer’s craft. • Evaluation - here the readers are asked to make judgement.

27. My parents were hardly seated in the Brimlow’s kitchen, and my father was still wondering how to open the unpleasant business, when the sound of a key in the front door was heard. Luther was not alone. He came into the kitchen pale and trembling and with him was a tall, well-dressed man who looked in a thoroughly black humour.

28. Luther licked his lips and explained that this was Mr Armroyd, the stockbroker 5 who employed him. Mr Armroyd began without preliminary: “I’m saving the police a job by bringing your son along myself, Mr Brimlow.” Luther immediately began to babble: “I can explain everything, Mother. It’s all a mistake. It wasn’t theft. It was nothing but borrowing.”

29. It was at once to his mother that he appealed. Poor old Brimlow from the first was hardly in the picture. 10 Mrs Brimlow did not lose her self-possession. Her narrow cunning face sharpened, and she said: “I think you and your husband ought to leave us, Mrs Pentecost.” My father answered her sharply: ‘I’m not so sure about that, Mrs Brimlow.’ And turning to Mr Armroyd, he Added:

30. ‘My wife and I – we live next door – have just come in here to settle some matters that concern this young man. They may be related to what you have to say, and if we have your permission, 15 we shall stay. Mrs Brimlow, sniffing danger like a vixen, cried: ‘I won’t have it! This is my house, and who stays in it is my business – not MrArmroyd’s or anyone else’s.

31. MrArmroyd said in a sharp reminding voice: Mrs Brimlow, I told you that I brought your son along rather than permit the police to do it. If you are unreasonable, I shall have to change my mind. Then it 20 won’t be a question of your next-door neighbour knowing what has happened, but of everybody knowing it.

32. Questions: • How many people were in the kitchen with Luther? • Explain the word ‘hardly’ in ‘hardly seated’ and ‘hardly in the picture’ • Luther calls his theft borrowing. What is the real difference between these two actions? • In what two ways does the author compare Mrs Brimlow to a fox?

33. Questions: • What is the main idea in paragraph 1? • Quote the single word which explains what has happened(Lines 7-8). • Quote three words or phrases which show that Luther was afraid. (Lines 3, 4 and 7) • In what way could MrArmroyd be said to be less severe than one might have expected? • What does the statement Luther ‘licked his lips’ suggests?

34. Mrs Brimlow was one of those fools who will not see reason. ‘You can say what you like,’ she shouted. ‘I don’t believe a word of it. Our Luther’s a good boy, and a hard-working boy, and a clever boy. What about your own letters? Haven’t you written to say how good he was, more than once?’

35. MrArmroyd’seyebrows shot up, and Luther said suddenly: ‘Oh, leave it alone, Mother. You’ll do no good.’ But already Mrs Brimlow was rummaging in a dresser drawer, and she brought out three letters 25 headed with the name of MrArmroyd’s firm. Luther made a snatch for them, but Armroyd intervened quickly and took the letters.

36. He gave a sweeping glance through all three, folded them carefully, and put them into his pocket. ‘These interest me enormously,’ he said. ‘It seems to me, Mrs Brimlow, that your son will go far – in one direction or another. Picking from the petty cash is common enough with boys of his sort and at his age, but such a neat bit of forgery is unusual.’ He looked with renewed interest at Luther, who was white and quaking.

37. 30‘Are you such a poor stick,’ he asked, ‘that you must bolster yourself up like this even to your own parents?’ There could be no doubt now, even in Mrs Brimlow’s mind. She put her arms round her son and shrieked at MrArmroyd, ‘You leave him alone! You slave-driver. You stingy old devil! Is it any wonder the poor boy steals when you pay him a wage I’d be ashamed to give to a washerwoman?’

38. Questions: • What feeling is implied in the statement MrArmroyd’s eyebrows shot up (line 23 ) • Why did MrArmroyd feel like this? • What was wrong with the letters? • What further information are we given in this section about the crime of which Luther was suspected in section 1?

39. Questions: • Explain: (i) go far (line 28 ) (ii) bolster yourself up (line 31 ) • In what way was MrArmroyd’s reaction to the letters different from what might have been expected?

40. 35MrArmroyd intervened sharply, ‘Mrs Brimlow, I came here to tell you that for a long time your son has been stealing considerable sums of money. I have learned from you that he is also a forger. Now listen to me, if you can stop your tongue clacking for a moment. I’m surprised that one or two things haven’t struck you. Your son dresses expensively for his situation.

41. He travels first class on the railway. I’ve seen him at lunchtime in rather expensive restaurants entertaining a young lady. This young man has got to 40 be cleared out of Manchester. He’s flying a bit too high, even though I recently increased his salary to a rate higher than is usually paid. But I imagine he hasn’t told you that. However, I did it, and I’ll tell you why.’ He slapped the pocket containing the forged letters.

42. ‘If I had written these letters they would have said just about what your son said of himself. He has shown exceptional insight into my business. If you like, I’ll gratify Mrs Brimlow’s vanity and say frankly that he’s a prodigy. He could have gone a long way 45 with clean hands. But in my office, he’s not going any way at all with dirty hands. Not in Manchester as far as I can prevent it.’

43. Questions: • Quote the single word or phrase of not more than four words which most clearly shows that: 1) Luther was guilty of more than one theft. 2) MrArmroyd’s loss had not been light. 3) Luther’s tastes were not in keeping with the sort of job he held. 4) MrArmroyd found what Mrs Brimlow said distasteful. 5) Luther was highly intelligent at work.

44. Questions: • In what way had MrArmroyd shown a very considerate attitude to his employee? • Explain: (i) struck (ii) flying a bit too high(iii) clean hands.

45. Questions: • VOCABULARY • My father was still wondering how to open the unpleasant business. • open means start to talk about • ‘open’ means ‘start to talk about’ • investigate • first mention

46. a tall, well-dressed man who lookedin a thoroughly black humour. • In a very angry mood • In an angry mood • With a dirty face • With a completely dirty face • Luther licked his lips. • Hungry • Thirsty • Nervous • Frightened

47. Luther immediately began to babble • accuse • complain • dribble • cry like a baby • Poor old Brimlow – was hardly in the picture. The writer uses ‘poor’ to show us that…. • Brimlow was not a rich man • Mrs Brimlow’s husband had no money • He felt sorry for Mr Brimlow • He sympathized with Brimlow

48. Mrs Brimlow did not loseher self-possession. • the things she owned • control of herself • everything she possessed • the furniture which belonged to her house • Mrs Brimlow - cried: ‘I won’t have it!’ • own • possess • allow • permit

49. Mrs Brimlow wasrummagingin a dresser drawer. • hiding • concealing • searching • sitting • He gave asweepingglance through all three letters • quick and going from top to bottom rapidly • cautious and avoiding anything unpleasant • angry and expecting to see bad things • interested and noticing all details

50. Picking from thepettycash is common enough……. • loose • small • business • commercial • ……such aneatbit of forgery is unusual. By using ‘neat’ here, MrArmroyd showed that… • he respected care people • he admired Luther’s handwriting • he somewhat admired Luther’s skill • he realized that the crime was very serious