Achieve! Level 4 SAMPLE

STUDENTS’ BOOK

4

Dr Paulette Feraria

Achieve!A

A complete English course for

Dr Paulette Feraria Dr Paulette Feraria

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CSEC®English A examinationswww.pearsoncaribbean.com

Achieve! is a print and digital English language course designed specifi cally for the Caribbean learner. This is the fi nal book in the series, delivering comprehensive syllabus coverage for the CSEC® English A examination through its range of interactive components that support students and teachers in the life-long development of English language and literacy skills.

This resource is genre-based so that students are exposed to the components and skill sets required to master the complexities of each type of writing, building on the skills developed through Students’ Books 1–3. Achieve! aims to imbue learners with thecompetence to communicate confi dently and effectively, not only to excel in the CXC CSEC® English A examination, but also in life experiences extending beyond secondary level.

The accompanying Teacher’s Handbook helps with teacher support and differentiation strategies. Log on to www.pearsoncaribbean.com/Achieveto access your digital support resources and to view our wide range of additional English language and literature resources.

About the authorDr Paulette Feraria has many years’ experience as a CSEC® English A teacher and a language arts curriculum specialist in Jamaica. She is currently one of the Chief Examiners for the subject, and lectures in language and literature education in the School of Education, The University of the West Indies, Mona campus, Jamaica. Dr Feraria is also the co-author of other successful language arts textbooks for primary and secondary levels in the Caribbean.

In this series:

•Students’ Books 1, 2, 3 and 4 with companion website

•Teacher’s Handbooks 1, 2, 3 and 4 with CD-ROM and companion websiteA

chieve! A complete English course for CSEC

® English A exam

inations STUD

ENTS’ BO

OK

4 Dr Paulette Feraria

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STUDENTS’ BOOK

4Achieve!

Dr Paulette Feraria Consultants: Daytona Campbell, Gloria Cave, Gavin Emmanuel, Mavis Findlay-Joseph,

Rafer Gordon, Christene Phillips, Gillian Pilgrim-Thomas and Cherri-Ann Sesankar

A01_ACHI_SB4_CAR_1898_PREL.indd 1 01/11/2012 11:38

iii

Contents

Introduction viiScheme of work x

1 Understanding factual writing 2How does the organisation and words shape the meaning of texts 4

Understanding expository text structures Skill 1: Understanding text structure, identifying and interpreting cue words 6Skill 2: Identifying what is relevant and taking note of key points 8Skill 3: Distinguishing between fact and opinion 9Gathering and giving information 10Skill 4: Developing skills in information gathering and giving 12

Word inference – using context clues Skill 5: Using expository text structures in giving information 14Skill 6: Remaining loyal to content and the writer’s point of view 16Skill 7: Writing summaries 18 Review and self assessment 23Things to do 23

2 Using summaries and reports 24

Putting you in the news! 26Summaries, reports and expositions: understanding what they do 26Skill 1: Summarising in minute taking 26Skill 2: Making an eye-witness report: Giving evidence to an Investigator 29Skill 3: Expositions: Giving information or explanations in an ordered manner 30Skill 4: Writing the expository essay 34Skill 5: Writing news reports 38

The ABC of news reporting How news stories work: the fi ve Ws

Skill 6: Writing a feature story – using narrative writing style in reports 42Purpose and audience in feature stories 44Skill 7: Writing press releases 45Skill 8: Writing reports based on fi gures and statistics 46

Reading for information Writing a report on survey data Using tables and diagrams

Review and self assessment 51Things to do 51

3 Understanding the writer’s craft: the nature of literary writing 52 Skill 1: Figuring out fi gures of speech 54Skill 2: Crafting elements of prose 60

Setting Characterisation Understanding the writer’s craft in proseSymbolism

Skill 3: Unravelling the poet’s craft 68Listening to the persona or speaking voice Noticing structure Unravelling meaning

Review and self assessment 72

Things to do 73


iv

4 Writing about writing 74Skill 1: Writing about poetry 76

Motive, meaning and mechanics Setting your goals for this unit

Skill 2: Learning how to use the Writing about writing organiser 78Using personal pronouns: I, me, myself, my, mine

Skill 3: Understanding how language creates mood and atmosphere 82Mood and atmosphere in poetry Mood and atmosphere in pose Achieving parallelism in sentences

Skill 4: Imagery and meaning 90 Skill 5: Understanding structure and meaning 90Skill 6: Writing about the effectiveness of the poet’s craft 92

How to analyse a poemSkill 7: Writing about expository writing – magazine articles 95

Writing about the writer’s intention with supporting evidenceReview and self assessment 99Things to do 99

5 Building the short story 100Skill 1: Building blocks and writing blocks 102

Writing portfolio goalsRough cast and fine plaster: Refining your story-writing style Characters and characterisation ConflictUsing dialogue in a storyActive word choice

Skill 2: Building your short story around a problem in the setting 113Setting From problem in the setting to plot development Conveying mood and creating atmosphere Plot construction

Skill 3: How to integrate the visual/picture stimulus in your story 117Skill 4: Making your portfolio work for you 121Review and self assessment 122Things to do 122

6 From the author’s pen 124Point of view 126Skill 1: Understanding narrative technique or point of view 126

Types of narration in storiesSkill 2: Mastering plot movement 129

Design 1: The triangle effectDesign 2: The domino effectDesign 3: The table-turning (twist) effectDesign 4: The reader satisfaction guarenteed technique

Skill 3: CSEC seven ways of writing a story 133Technique 1: How to integrate the visual/picture stimulus in your story Technique 2: Building a story from its title Technique 3: Building a story from its opening sentence Technique 4: Building a story from its closing sentence Technique 5: Building a story from an incident or series of incidents Technique 6: Building a story from an outline Technique 7: Building a story around a proverb

The meeting of the mind and pen 150Review and self assessment 152Things to do 152


v

7 The camera at work: the descriptive essay 154Looking through the lens 156

Describing a single viewSkill 1: Using the zoom-in, zoom-out camera technique 156Writing through the senses: getting a literary angle 158Skill 2: Using the show-not-tell technique 159

Making the camera work for youSkill 3: Describing people: photos from a funeral 161Skill 4: Using the loaded words technique 165Skill 5: Using the eye-witness account technique 166

Describing an event: Gathering factual and sensory detailSkill 6: Using the language for aesthetic satisfaction technique 167Skill 7: Using imagery in descriptive writing 169Review and self assessment 170Things to do 170

8 Through the mind’s eye 171What can be achieved with the mind’s eye? 172Skill 1: Writing through the senses 173Skill 2: The mind’s eye is a microscope 176

Enlarging details in student writingEnlarging details in the writing of accomplished authors

Skill 3: The mind’s eye is a crystal ball – looking into the future 179Skill 4: The mind’s eye at work in sleep 180Skill 5: Seeing through the eyes of a playwright 183Skill 6: Inspiring through imagery 185

Imagery in lyricsSkill 7: The mind’s eye is a machine – telescopes and x-rays 186

Using your telescopeUsing your x-ray machine


9 Persuasive writing 192The art of persuasion 194Skill 1: Understanding persuasion in advertising 194

Sentence structuresHow do I choose which persuasive device to use?

Skill 2: Engaging an audience – letters to the editor 199Ways of appealingAppeal through reasonFact and opinionAppeal through characterAppeal to emotion

Skill 3: Speeches – don’t argue; build the argument 205PurposeContext

Skill 4: Creating a persuasive essay 211Choosing a topic for a persuasive essayPlanning a speechUnderstanding the structure of a persuasive pieceOrganising detail in a persuasive essay



vi

10 My views matter 218What’s your outlook? 220Persuasion 220Skill 1: Informative and persuasive advertising 221

Persuasive advertisementsAppeals and claims in advertisements

Skill 2: Involvement and presentation in advertising 224Skill 3: Writing articles for submission to youth magazines 227

What's on your mind?Skill 4: Youth in advertisements – preparing persuasive arguments for specific audiences and contexts 229Skill 5: Preparing arguments on global matters that impact the Caribbean region 231

Matters that matterMore matters from the print media


11 Writing for future academic and vocational purposes 236Thinking about you! 238

Step 1: Who am I? Step 2: What do I want to be? Step 3: Where does English fit in to my career?

Skill 1: The personal essay – why I choose this career 246Skill 2: Filling out application forms 249

Application formsReferees

Skill 3: Writing a résumé or curriculum vitae (CV) 252The different types of résuméDeveloping your résuméThe language of résumé

Skill 4: Writing a letter of application/covering letter 258The aim of a letter of applicationUnsolicited letters

Next step – the interview 262Review and self assessment 265Things to do 265

12 Grammar mechanics and usage 266Section 1: Understanding 268

Nouns and pronouns Verbs Adjectives and adverbs Homophones and homonyms How to use context clues to work out the meaning of words

Section 2: Expression 287Sequencing of tenses The flashback The subjunctive mood Clauses Avoiding sentence fragments and run-ons


13 Mock examination 294Paper 1: Mock examinations A–D 297Paper 2: Mock examinations E–H 328

Appendix 1 A review of punctuation and capitalisation 351Appendix 2 Glossary 355Index 361


vii

Introduction

You can Achieve! Achieve! is a four-level print and digital English language course designed specifi cally for the Caribbean learner. Spanning lower secondary and CSEC, Achieve! delivers comprehensive syllabus coverage through its range of components that support students and teachers in the improvement of long-term English language and literacy skills.

What makes Achieve! A CSEC English A Course for the Caribbean Learner so great? Th e student book is genre-based so that students are exposed to the components and skill sets required to master the complexities of each type of writing. Th is approach is intended to build on the skills that students have been honing as they progress through Student Books 1–3. Th e ultimate aim is to achieve mastery of these skills that are relevant not only to excelling in the CXC CSEC® English A examination, but also to life experiences that extend beyond the secondary level. Th is book aims to imbue students with the competence to communicate confi dently both orally and in writing when using Standard English.

Each unit capitalises on all the elements of the eff ective language learning classroom by incorporating listening, speaking, reading, viewing and writing activities and learning opportunities. Each type of writing is treated in two separate units. Th ese off er students the opportunity to fi rst be fully immersed in the specialised language and writing requirements, before moving on to experimenting and shaping their unique writing styles. Th is two-fold method will help students to delve into practical English language as used in authentic life situations. Th ey will explore their own voices through discussion and experimentation and learn how this can be shared in an eff ective manner through an appropriately chosen medium.

Th e mechanics of language, grammar and vocabulary, are not only imbedded within each unit, but are also the focus of a unit, so that students who require additional support are quickly able to and easily access that assistance. Th e scheme of work in this book provides a quick reference guide that helps students to identify and navigate these topics.

Th ere is also a consistent infusion of literature, language appreciation, media and cross-curricular skills development. Th ese are included with the deliberate aim of exposing students to varied writing styles, which can serve as models for writing, but which also provide a wealth of vicarious experiences for students to draw on as they fi nd their voices. Students are expected to use these as the springboard that launches them into the exciting world of writing with confi dence and communicating their


My views matter 225

WR

ITER

'S S

UP

PO

RT

KIT Involvement techniques and presentation devices

If an advertisement doesn’t get the attention of its intended audience, it won’t get the advertiser’s message across and/or sell the product. Therefore advertisers use various involvement techniques and presentation devices to attract the audience, send their message and prompt the audience to pay for their products. Let’s consider some of the common techniques and devices.

• Visual images are a favourite. Many create a mood of excitement, power, sexuality, romance and so on.

• Colours are just as widely used to catch the eye. They may be bold, soft, solid, graded – however the advertisement designer thinks fit.

• Lettering is often varied in size and style to attract the audience with its variety and to reinforce the message of the advertisement.

• The words urge the audience to take advantage of what is being offered before it is too late. Typical phrases include ‘for a limited time only’, ‘send now’ and ‘while stocks last’.

• Samples allow the audience to try the product, and cut-outs such as stickers and coupons offer rewards like free or discounted products or chances to win competitions – all to encourage audience involvement and desire for the product.

• Catchy music and sounds capture the attention in radio and television advertisements.

• As the recruitment officer of the Challenger’s Youth Group in your community you want to increase the membership. Create an advertisement that is geared toward that purpose.

• There is a new mobile phone provider in your country, Cellular Communications. They have offered a large cash prize for any young person who can create a print advertisement to introduce them to their community. Create that advertisement for Cellular Communications.

While writing, keep the following in mind.1 What product is being advertised?2 Have you identified the intended audience? How

did you arrive at this audience as your focus?3 Think about which persuasive techniques and

presentation styles you want to use. Why will these be effective for your purposes?

4 Outline the basic message of the advertisement.5 Think about which desires you want the

advertisement to appeal to.

Skill 2: Involvement and presentation in advertisingIn this section you will consider the visual elements of an advertisement: how they are presented and the techniques advertisers employ to involve you as an audience or consumer.

224 Unit 10

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Writing about writing 99

Review and self

assessment

• Have you achieved them all completely, or perhaps only in part? With a partner, talk about what you need to do to meet your objectives in full. If you have achieved an objective that your partner has struggled with, try to explain what you did that was different and could help him or her.

• Examine the list of techniques identifi ed at the beginning of this unit. Which ones would you say you have mastered? Which technique would you like to practise more at? Discuss these as a class. Are there any areas you could work on together, or in small groups?

• How has your writing journal progressed? If you haven’t managed to add at least three pieces, make that your priority.

Re� ecting on your writing

• Revisit the goals you set at the beginning of this unit. How would you rate yourself?

Things to do

Extending your writing

1 Personal writing One of the advantages of studying how a writer writes is that the experience helps to

improve your own writing. Now you have the opportunity to write about a subject or topic of your choice. You may write in poetry or prose. Here are some topics to start with if you cannot think of anything to write about:

• a personal experience such as the death of an old relative• peoples’ attitudes towards striving for success• nature: the beauty of it; its effect on man.

2 Poetry ‘writeback’ Find a poem that deals with a topic that you think you have a different response to. Do a

‘write back’. Use the same style but choose words and images that convey the opposite meaning, or reveal a different attitude.

Very confi dent Quite confi dent Not very confi dent

Writing about writing 9998 Unit 4


viii

thoughts eff ectively. With that in mind, every section emphasises the importance of student activity and encourages independent learning.

Th is independence is vital for success in the English A examination. A student who is secure in his or her skills base and practised in working both creatively and independently will be more confi dent in the formal examination situation. To this end, a unit devoted to practice papers for the English A examination is provided. Th ese can be worked on in a whole-class or individual context.

While Achieve! A CSEC English A Course for the Caribbean Learner off ers comprehensive and systematic treatment of language, and of skills development, the emphasis on this course is very much on fl exibility. Achieve! has been developed so that it can be adapted for use with a wide variety of students and classes. Th e accompanying Teacher Guide will help with diff erentiation strategies and advice.

Your guide to the student book featuresA detailed contents list helps teachers to navigate their way through the text clearly, to plan lessons and to prepare students for what they will be studying within a lesson. Features and activities throughout the text span individual, paired and group work for a variety of approaches to ensure students have enough practice.• Each unit begins with a comprehensive opening spread to explain:

– What the syllabus requires: this uses the technical language of the syllabus to enable students to become familiar with key terms and phrases, and to understand exactly what is required of them in the examination

students can pause and refl ect on the unit through the review and self assessment

students are invited to build on their learning at the end of each unit in things to do

writer’s support kit boxes highlight crucial elements of particular writing skills


ix

– What the examiners say: by providing real examiner criticism of particular skills, students are informed about difficult areas – and reassured that these are things they will be taught about in order to avoid repeating the errors themselves

– What this unit does for you: this draws on the technical syllabus requirements but uses more familiar language so students can anticipate what they will be studying within the unit, and understand how they will achieve the syllabus requirements

– Setting your goals: students are given suggestions for personal goals but encouraged to take control of their own learning from the beginning by assessing their own weaknesses and incorporating these into their personal goal plan. They are given the opportunity to review these goals at the end of each unit.

• A wide range of Caribbean and international reading passages are included, from literary extracts and poetry to non-fiction and media texts.

• Vocabulary development is embedded within each unit. Students are encouraged to maintain and utilise their vocabulary notebooks throughout the course.

• Oral skills are developed through regular pair and class discussion opportunities. They are used to aid comprehension of a skill, to share knowledge and to provoke debate of personal views on given topics.

• A wide range of writing tasks is offered covering the spectrum of writing skills required by the CSEC English A syllabus. These writing tasks follow comprehensive and step-by-step skill development, following the belief that students must:– learn the principles of the skill, before they can– analyse the skill, then once understanding that skill they can – apply the skill.

• Language and literature cannot be separated, because literature is language used in its most effective and creative way. Achieve! includes all that is currently ‘best’ and most appropriate for the students to read – and that includes literature both with a capital L (great writers) and with a small l (effective writing).

• Annotated passages encourage discussion and opinion as students improve their reading and comprehension skills.

What else is in the Achieve! course?

• Comprehensive Teacher Handbooks with accompanying resource CD-ROM to help you deliver effective, tailored and differentiated learning to your students. The CD-ROM provides interactive activities, worksheets and templates to further enhance your students’ learning.

• Companion website including a wealth of resources for teachers and students, including audio recordings of literature pieces, interactive spelling and grammar practice, story building exercises and many additional activities to complement your textbooks. Log on to www.pearsoncaribbean.com/Achieve to see more:

Username: Achieve_studentPassword: b8dkpea4


x

Scheme of workSkills Reading/stimuli Language in action Writing Speaking and listening Writer’s support kit Things to do

Unit 1: Understanding factual writing p. 2

1 Understanding text structure, identifying and interpreting cue words

2 Identifying what is relevant and taking note of key points

3 Distinguishing between fact and opinion4 Developing skills in information gathering

and giving5 Using expository text structures in giving

Information6 Remaining loyal to content and the writer’s

point of view7 Writing summaries

Expository texts on Trinidad and TobagoMagazine article: ‘Walking on brand-name air’Statements of fact and opinionMagazine article: ‘How Barbados honours its nationals’Biography: Bob MarleyInformation text: Benefits of carsInformation text: The history of comic booksArticle: ‘The benefits of having to repeat a year level’Principal’s speech

Cue wordsFacts and opinionWord inferenceParaphrasingUsing a thesaurus for synonymsImplied meaning and verbal irony

Writing paragraphs using different text structure patternsRewriting opinion as factGiving information about the Caribbean as a tourist destinationGiving biographical information in a paraphrase or summaryWriting to make comparisonsWriting about cause and effectWriting about problems and solutionsSummarising to keep authorial intentionWriting equivalent sentencesIdentifying and summarising implied views

Opportunities for peer discussion, criticism and feedback on drafts of work

Paraphrasing and paragraph functionStrategies for holding the ideas in your summary together: conjunctions, transitions and language quality

Write a report of accident to an insurance companyWrite a recipeWrite an account of new line of clothesWriting an account of customer dissatisfactionWriting a procedure for opening a bank account

Unit 2: Using summaries and reports p. 24

1 Summarising in minute taking2 Making an eye-witness report – giving

evidence to an investigator3 Expositions – giving information or

explanations in an ordered manner4 Writing the expository essay5 Writing news reports6 Writing a feature story – using narrative

writing style in reports7 Writing press releases8 Writing reports based on figures and

statistics

Discussion: the dialogue of an environmental club meetingScenario: An accident on King StreetClassified advertisementsExtract from an essay: ‘What we sow and what we reap: Problems in the cultivation of Male Identity in Jamaica’News itemsNews feature stories: ‘Jewish St Marteen: Who knew?’, ‘Who really discovered St Lucia?’ and ‘Belize – a relic of Mayan civilisation’ Tables and statisticsReport on survey data

SynthesisingUsing short formsTransitional phrasesAccuracy, brevity and clarity

Taking notesWriting minutesWriting reportsWriting noticesGiving instructions in contextWriting classified advertisementsWriting an expository essayWriting headlines, leads and news summariesWriting a news feature storyWriting a press releaseWriting reports

Presenting a news reportClass discussion: accident scenarioGroup discussion: creating reportsGiving oral reportsPromotional talk

Taking notesWriting short sentences and using transitions to build paragraphsFeatures of a statistical report

Creating a class newspaper

Unit 3: Understanding the writer’s craft: the nature of literary writing p. 52

1 Figuring out figures of speech2 Crafting elements of prose3 Unravelling the poet’s craft

Poem: ‘Dawn is a fisherman’Poem: ‘Fog’Poem: ‘From the sea’Extracts from the novel Frangipani HouseExtract from short story ‘An honest thief’Extract from Hard TimesPoem: ‘Nooligan’Poem ‘Casting Down Arms’Poem: ‘An even shape’

Analysing figures of speech: metaphor, simile, personification, onomatopoeia, pun, alliterationLiterary effect through repetition Denotative and connotative languageCreating irony and suspenseSymbolismIdentifying persona in poetry

Writing about a poet’s use of figurative languageWriting using literary devicesAnalysing structure, voice symbolism and irony in literary works

Class discussion of figurative languageClass and small group discussion on social commentary of poetry

Glossary of literary terms

Analysing a poemFinding more poetry to enjoy


xi

Skills Reading/stimuli Language in action Writing Speaking and listening Writer’s support kit Things to do

Unit 1: Understanding factual writing p. 2

1 Understanding text structure, identifying and interpreting cue words

2 Identifying what is relevant and taking note of key points

3 Distinguishing between fact and opinion4 Developing skills in information gathering

and giving5 Using expository text structures in giving

Information6 Remaining loyal to content and the writer’s

point of view7 Writing summaries

Expository texts on Trinidad and TobagoMagazine article: ‘Walking on brand-name air’Statements of fact and opinionMagazine article: ‘How Barbados honours its nationals’Biography: Bob MarleyInformation text: Benefits of carsInformation text: The history of comic booksArticle: ‘The benefits of having to repeat a year level’Principal’s speech

Cue wordsFacts and opinionWord inferenceParaphrasingUsing a thesaurus for synonymsImplied meaning and verbal irony

Writing paragraphs using different text structure patternsRewriting opinion as factGiving information about the Caribbean as a tourist destinationGiving biographical information in a paraphrase or summaryWriting to make comparisonsWriting about cause and effectWriting about problems and solutionsSummarising to keep authorial intentionWriting equivalent sentencesIdentifying and summarising implied views

Opportunities for peer discussion, criticism and feedback on drafts of work

Paraphrasing and paragraph functionStrategies for holding the ideas in your summary together: conjunctions, transitions and language quality

Write a report of accident to an insurance companyWrite a recipeWrite an account of new line of clothesWriting an account of customer dissatisfactionWriting a procedure for opening a bank account

Unit 2: Using summaries and reports p. 24

1 Summarising in minute taking2 Making an eye-witness report – giving

evidence to an investigator3 Expositions – giving information or

explanations in an ordered manner4 Writing the expository essay5 Writing news reports6 Writing a feature story – using narrative

writing style in reports7 Writing press releases8 Writing reports based on figures and

statistics

Discussion: the dialogue of an environmental club meetingScenario: An accident on King StreetClassified advertisementsExtract from an essay: ‘What we sow and what we reap: Problems in the cultivation of Male Identity in Jamaica’News itemsNews feature stories: ‘Jewish St Marteen: Who knew?’, ‘Who really discovered St Lucia?’ and ‘Belize – a relic of Mayan civilisation’ Tables and statisticsReport on survey data

SynthesisingUsing short formsTransitional phrasesAccuracy, brevity and clarity

Taking notesWriting minutesWriting reportsWriting noticesGiving instructions in contextWriting classified advertisementsWriting an expository essayWriting headlines, leads and news summariesWriting a news feature storyWriting a press releaseWriting reports

Presenting a news reportClass discussion: accident scenarioGroup discussion: creating reportsGiving oral reportsPromotional talk

Taking notesWriting short sentences and using transitions to build paragraphsFeatures of a statistical report

Creating a class newspaper

Unit 3: Understanding the writer’s craft: the nature of literary writing p. 52

1 Figuring out figures of speech2 Crafting elements of prose3 Unravelling the poet’s craft

Poem: ‘Dawn is a fisherman’Poem: ‘Fog’Poem: ‘From the sea’Extracts from the novel Frangipani HouseExtract from short story ‘An honest thief’Extract from Hard TimesPoem: ‘Nooligan’Poem ‘Casting Down Arms’Poem: ‘An even shape’

Analysing figures of speech: metaphor, simile, personification, onomatopoeia, pun, alliterationLiterary effect through repetition Denotative and connotative languageCreating irony and suspenseSymbolismIdentifying persona in poetry

Writing about a poet’s use of figurative languageWriting using literary devicesAnalysing structure, voice symbolism and irony in literary works

Class discussion of figurative languageClass and small group discussion on social commentary of poetry

Glossary of literary terms

Analysing a poemFinding more poetry to enjoy


xii


Unit 4: Writing about writing p.74

1 Writing about poetry2 Learning how to use the Writing about

Writing organiser3 Understanding how language creates mood

and atmosphere4 Imagery and meaning5 Understanding structure and meaning

6 Writing about the effectiveness of the poet’s craft

7 Writing about expository writing – magazine articles

Poem: ‘The Teacher’Poem: ‘Hate’Poem: ‘Mid-Term Break’Prose ‘The funeral’Poem: ‘Grampa’Poem ‘Hot Summer Sunday’Poem: ‘ i will lift up mine eyes...’Poem: ‘Letter 1’Expository article: ‘The Power of One’Article: ‘Get in your (diamond) ring!’

Using metaphor and simileConsidering humour in poetryHow the persona contributes to meaning and motive in poetryUsing first person and third person narrationTransitional words and phrasesRhythm, rhyme and alliteration in poetryCreating mood and tone through cumulative word choiceImplicit meaning in expository writing

Keeping a journal: personal experiencesUsing a Writing about Writing organiserChanging first person to third person narrationAnalysing word choice, expression and imagery in poetry and proseWriting using parallelismComparing and contrasting two poemsAn essay on imagery and structure or attitudes towards class in ‘i will lift up mine eyes...’An essay analysing language and imagery in ‘Letter 1’Writing about meaning in expository articles

Group discussion on meaning of poetry, literary devices used by poets and how they reveal their intention

Functions of pronouns related to talking and writing about oneselfUsing transitions in comparison and contrast

Free creative writing: poetry or prose‘Write back’ responding to a poem’s topic to which you have a different response

Unit 5: Building the short story p.100

1 Building blocks and writing blocks2 Building your short story around a problem

in the setting3 How to integrate the visual/picture

stimulus in your story 4 Making your portfolio work for you

A range of original descriptive pieces to prompt and challenge students as they create their own original work – and analyse those examples given.Extract from ‘A short journey’Photo stimuli to be ‘read’ and used as prompts for writing

Using descriptive detail to add appeal and interestAnalysing the elements of a story: opening, conflict, plot, character and endingUnderstanding the purposes of dialogueDirect and indirect characterisationUsing imagery and simile

Enhancing character outlines with descriptive detail and vivid languageAdding detail to create mood and atmosphere in a story opening Developing a plot from an initial problem; creating a setting and atmosphere for a storyWriting a story from an image stimulus

Opportunities for peer discussion, criticism and feedback on drafts of original writing

How to write a good storyCharacterisation ‘Fine plaster’ techniques

Create characters using the five techniques in characterisationCreate atmosphere in scenariosWrite a story using one of the characters or scenarios developed above

Unit 6: From the author’s pen p. 124

1 Understanding narrative technique or point of view

2 Mastering plot movement3 CSEC seven ways of writing a story when

using: • visual/picture stimulus • a set opening sentence • a set closing sentence • a given outline • an incident as stimulus • a given title • a proverb as stimulus

A range of original descriptive pieces to prompt and challenge students as they create their own original work – and analyse those examples given.Independent choice of three short stories for analysis – the choice and use of narrative styleAn annotated student plan to guide and inform students’ own workA plot flowchart to show how events trigger subsequent events and build to a climaxExtract from Stone HavenExtract from Things Fall ApartExtract from The Year in San FernandoExtract from Frangipani House

First-, second- and third-person narrationUsing mind maps to analyse symbolism, setting, character and climaxApplying methods of direct and indirect characterisation introduced in Unit 5 Considering tense choice for effect in story writingHow to identify and use cues in creative writing stimuliAnalysing metaphor in proverbs

Writing paragraphs using first- and third-person narrationCreating story plans using four different plot structuresUsing tables or mind maps/webs to plan and organise story plotsWriting story outlines that detail character, conflict, location, chain of events, climax or twist and conclusionCreating a story plan using a puddle diagramFleshing out a story plan using a fishbone diagramWriting a story:• from a choice of given titles• using a given opening sentence• using a given closing sentence •from a given event or series of events•from a given outline•from a given proverb

Opportunities for peer discussion, criticism and feedback on drafts of original writingWorking in groups of three to coach and support each other during a story-writing activityTelling a peer a story plan for a proverb

Giving constructive criticismHandling time in short story writing

Writing and submitting a story to a local newspaperPublishing a class anthology of storiesSharing stories with peers and hot-seating to find out how different students create their stories


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Unit 4: Writing about writing p.74

1 Writing about poetry2 Learning how to use the Writing about

Writing organiser3 Understanding how language creates mood

and atmosphere4 Imagery and meaning5 Understanding structure and meaning

6 Writing about the effectiveness of the poet’s craft

7 Writing about expository writing – magazine articles

Poem: ‘The Teacher’Poem: ‘Hate’Poem: ‘Mid-Term Break’Prose ‘The funeral’Poem: ‘Grampa’Poem ‘Hot Summer Sunday’Poem: ‘ i will lift up mine eyes...’Poem: ‘Letter 1’Expository article: ‘The Power of One’Article: ‘Get in your (diamond) ring!’

Using metaphor and simileConsidering humour in poetryHow the persona contributes to meaning and motive in poetryUsing first person and third person narrationTransitional words and phrasesRhythm, rhyme and alliteration in poetryCreating mood and tone through cumulative word choiceImplicit meaning in expository writing

Keeping a journal: personal experiencesUsing a Writing about Writing organiserChanging first person to third person narrationAnalysing word choice, expression and imagery in poetry and proseWriting using parallelismComparing and contrasting two poemsAn essay on imagery and structure or attitudes towards class in ‘i will lift up mine eyes...’An essay analysing language and imagery in ‘Letter 1’Writing about meaning in expository articles

Group discussion on meaning of poetry, literary devices used by poets and how they reveal their intention

Functions of pronouns related to talking and writing about oneselfUsing transitions in comparison and contrast

Free creative writing: poetry or prose‘Write back’ responding to a poem’s topic to which you have a different response

Unit 5: Building the short story p.100

1 Building blocks and writing blocks2 Building your short story around a problem

in the setting3 How to integrate the visual/picture

stimulus in your story 4 Making your portfolio work for you

A range of original descriptive pieces to prompt and challenge students as they create their own original work – and analyse those examples given.Extract from ‘A short journey’Photo stimuli to be ‘read’ and used as prompts for writing

Using descriptive detail to add appeal and interestAnalysing the elements of a story: opening, conflict, plot, character and endingUnderstanding the purposes of dialogueDirect and indirect characterisationUsing imagery and simile

Enhancing character outlines with descriptive detail and vivid languageAdding detail to create mood and atmosphere in a story opening Developing a plot from an initial problem; creating a setting and atmosphere for a storyWriting a story from an image stimulus


How to write a good storyCharacterisation ‘Fine plaster’ techniques

Create characters using the five techniques in characterisationCreate atmosphere in scenariosWrite a story using one of the characters or scenarios developed above

Unit 6: From the author’s pen p. 124

1 Understanding narrative technique or point of view

2 Mastering plot movement3 CSEC seven ways of writing a story when

using: • visual/picture stimulus • a set opening sentence • a set closing sentence • a given outline • an incident as stimulus • a given title • a proverb as stimulus

A range of original descriptive pieces to prompt and challenge students as they create their own original work – and analyse those examples given.Independent choice of three short stories for analysis – the choice and use of narrative styleAn annotated student plan to guide and inform students’ own workA plot flowchart to show how events trigger subsequent events and build to a climaxExtract from Stone HavenExtract from Things Fall ApartExtract from The Year in San FernandoExtract from Frangipani House

First-, second- and third-person narrationUsing mind maps to analyse symbolism, setting, character and climaxApplying methods of direct and indirect characterisation introduced in Unit 5 Considering tense choice for effect in story writingHow to identify and use cues in creative writing stimuliAnalysing metaphor in proverbs

Writing paragraphs using first- and third-person narrationCreating story plans using four different plot structuresUsing tables or mind maps/webs to plan and organise story plotsWriting story outlines that detail character, conflict, location, chain of events, climax or twist and conclusionCreating a story plan using a puddle diagramFleshing out a story plan using a fishbone diagramWriting a story:• from a choice of given titles• using a given opening sentence• using a given closing sentence •from a given event or series of events•from a given outline•from a given proverb

Opportunities for peer discussion, criticism and feedback on drafts of original writingWorking in groups of three to coach and support each other during a story-writing activityTelling a peer a story plan for a proverb

Giving constructive criticismHandling time in short story writing

Writing and submitting a story to a local newspaperPublishing a class anthology of storiesSharing stories with peers and hot-seating to find out how different students create their stories


xiv


Unit 7: The camera at work – the descriptive essay p. 154

1 Using the zoom-in, zoom-out camera technique

2 Using the show-not-tell technique3 Describing people: Photos from a funeral4 Using the loaded words technique5 Using the eye-witness account technique6 Using the language for aesthetic

satisfaction technique.7 Using imagery in descriptive writing

Photo stimuli to analyse using zoom-in, zoom-out camera techniqueExtract from A High Wind in JamaicaExtract from The PearlExtract from A House for Mr BiswasPoem: ‘Colours of Nature’

Prepositions and prepositional phrasesUsing imagery and figurative language to appeal to the sensesUnderstanding and using loaded words for impactFactual detail and sensory detailUsing the present tense Adverbial and adjectival phrases

Writing to convey a specific spatial locationComparing the writing styles of established authorsWriting using careful descriptive language choices to create a single effectResponding to a story by writing about and expanding its charactersWriting a series of found poemsUsing a photo stimulus for a piece of descriptive writing that captures the mood and atmosphere of carnival


Organising details using spatial, logical, importance and chronological orderEye-witness descriptionGrammar in use: using prepositional phrases to add detailsWriting a found poem

Creative prompts for writing a 400–450 word description

Unit 8: Through the mind’s eye p. 171

1 Writing through the senses2 The mind’s eye is a microscope3 The mind’s eye is a crystal ball – looking

into the future4 The mind’s eye at work in sleep5 Seeing through the eyes of a playwright6 Inspiring through imagery7 The mind’s eye is a machine – telescopes

and x-rays

A range of original descriptive pieces to prompt and challengePoem: ‘Until I saw the sea’Extracts from Things Fall ApartAct 2, Scene 2 from Julius CaesarExtract from To Kill a MockingbirdSong: ‘I believe I can fly’Image: from Escape to Last Man PeakImages: tourist brochure photos for the Caribbean

Sensory vocabularyPersonification in poetryConveying mood through languageCreating dialogue from prose descriptionUsing sensory vocabulary to persuade

Writing about a first-hand experience to convey its sensory elements to the readerImproving student samples of workExpanding a passage from Things Fall ApartWriting news/sports commentary to convey atmosphere A description of Julius Caesar using literary devices Creating a play: writing a synopsis and casting linesWriting a play script for the extract from To Kill a MockingbirdResponding to a song: creative writing and song writingDescriptive essay practiceResponding to images: writing character profiles; writing persuasively; demonstrating sensory, descriptive language

Reading original work aloud to the classListening for effective vocabulary to use in their own workWorking in small groups to write the play-script for To Kill a MockingbirdPerformance of songsGroup discussion of skywriting messages

How to write the script for a play from a situation in a novel

Considering personal ambition through a piece of self-analysis

Unit 9: Persuasive writing p. 192

1 The art of persuasion2 Understanding persuasion in advertising3 Engaging an audience: letters to the editor4 Speeches: don’t argue; build the argument5 Creating a persuasive essay

Flyer: Secret Garden SpaLetter to the editor: teenage drivingSpeech: ‘Tribute to a Dog’Extract from Martin Luther King’s speech ‘I have a dream’Extract from Barack Obama’s Presidential election victory speech

Persuasive language devicesUsing different sentence structuresUsing fact and opinionConnotative and denotative language

Rewriting a piece to add interest through an increased variety of sentence structures, persuasive techniques and connotative languageCreating a persuasive leafletBeginning speech-writing: demonstrating three different persuasive techniquesImproving student work: opening and concluding essay paragraphsCreating PEE paragraphsWriting a persuasive essay or speech

Peer review and exchange of workGroup discussion of a speech: juror activityPair discussion of ‘I have a dream’Group presentation of speeches

Building the persuasive essay piece by piece: 1) What was learned from advertising2) What was learned from letters to the editor3) What was learned from speeches

Essay practice: a selection of topics to address in a persuasive response


xv


Unit 7: The camera at work – the descriptive essay p. 154

1 Using the zoom-in, zoom-out camera technique

2 Using the show-not-tell technique3 Describing people: Photos from a funeral4 Using the loaded words technique5 Using the eye-witness account technique6 Using the language for aesthetic

satisfaction technique.7 Using imagery in descriptive writing

Photo stimuli to analyse using zoom-in, zoom-out camera techniqueExtract from A High Wind in JamaicaExtract from The PearlExtract from A House for Mr BiswasPoem: ‘Colours of Nature’

Prepositions and prepositional phrasesUsing imagery and figurative language to appeal to the sensesUnderstanding and using loaded words for impactFactual detail and sensory detailUsing the present tense Adverbial and adjectival phrases

Writing to convey a specific spatial locationComparing the writing styles of established authorsWriting using careful descriptive language choices to create a single effectResponding to a story by writing about and expanding its charactersWriting a series of found poemsUsing a photo stimulus for a piece of descriptive writing that captures the mood and atmosphere of carnival


Organising details using spatial, logical, importance and chronological orderEye-witness descriptionGrammar in use: using prepositional phrases to add detailsWriting a found poem

Creative prompts for writing a 400–450 word description

Unit 8: Through the mind’s eye p. 171

1 Writing through the senses2 The mind’s eye is a microscope3 The mind’s eye is a crystal ball – looking

into the future4 The mind’s eye at work in sleep5 Seeing through the eyes of a playwright6 Inspiring through imagery7 The mind’s eye is a machine – telescopes

and x-rays

A range of original descriptive pieces to prompt and challengePoem: ‘Until I saw the sea’Extracts from Things Fall ApartAct 2, Scene 2 from Julius CaesarExtract from To Kill a MockingbirdSong: ‘I believe I can fly’Image: from Escape to Last Man PeakImages: tourist brochure photos for the Caribbean

Sensory vocabularyPersonification in poetryConveying mood through languageCreating dialogue from prose descriptionUsing sensory vocabulary to persuade

Writing about a first-hand experience to convey its sensory elements to the readerImproving student samples of workExpanding a passage from Things Fall ApartWriting news/sports commentary to convey atmosphere A description of Julius Caesar using literary devices Creating a play: writing a synopsis and casting linesWriting a play script for the extract from To Kill a MockingbirdResponding to a song: creative writing and song writingDescriptive essay practiceResponding to images: writing character profiles; writing persuasively; demonstrating sensory, descriptive language

Reading original work aloud to the classListening for effective vocabulary to use in their own workWorking in small groups to write the play-script for To Kill a MockingbirdPerformance of songsGroup discussion of skywriting messages

How to write the script for a play from a situation in a novel

Considering personal ambition through a piece of self-analysis

Unit 9: Persuasive writing p. 192

1 The art of persuasion2 Understanding persuasion in advertising3 Engaging an audience: letters to the editor4 Speeches: don’t argue; build the argument5 Creating a persuasive essay

Flyer: Secret Garden SpaLetter to the editor: teenage drivingSpeech: ‘Tribute to a Dog’Extract from Martin Luther King’s speech ‘I have a dream’Extract from Barack Obama’s Presidential election victory speech

Persuasive language devicesUsing different sentence structuresUsing fact and opinionConnotative and denotative language

Rewriting a piece to add interest through an increased variety of sentence structures, persuasive techniques and connotative languageCreating a persuasive leafletBeginning speech-writing: demonstrating three different persuasive techniquesImproving student work: opening and concluding essay paragraphsCreating PEE paragraphsWriting a persuasive essay or speech

Peer review and exchange of workGroup discussion of a speech: juror activityPair discussion of ‘I have a dream’Group presentation of speeches

Building the persuasive essay piece by piece: 1) What was learned from advertising2) What was learned from letters to the editor3) What was learned from speeches

Essay practice: a selection of topics to address in a persuasive response


xvi


Unit 10: My views matter p. 218

1 Informative and persuasive advertising 2 Involvement and presentation in

advertising3 Writing articles for submission to youth

magazines4 Youth in advertisement – preparing

persuasive arguments for specific audiences and contexts

5 Preparing arguments on global matters that impact the Caribbean region

Advert: Suave skin creamAdvert: Win $10,000!Advert: Flower ForestAdvert: Orchid WorldPoster: ‘I can’t hear you – SPEAK UP!’Magazine cover: The Big QAbstinence posterNewspaper article ‘Cost of food still rising’Selection of opening sentences from magazine articles

Using language to convey a message in advertisingAppeals and claimsUsing persuasive devicesGiving opinion in a convincing and persuasive manner

Creating an advertisementImproving an advertisementWriting a magazine articleWriting a letter to a local newspaper in support of an abstinence driveDesigning a poster for an HIV awareness campaignWriting a letter to launch your HIV awareness campaignWriting an essay about a global issueUsing opening sentences as stimuli for an expository essay

Group discussions – voicing opinions and giving reasons for opinion

Involvement techniques and presentation devices

Write and submit an article to local newspaper, either alone or working in small groups

Unit 11: Writing for future academic and vocational purposes p. 236

1 Thinking about you2 Academic writing3 The personal essay – why I choose this

career4 Filling out application forms5 Writing a résumé or curriculum vitae6 Writing a letter of application/covering

letter7 The interview

A variety of student examples of personal statements, résumés and applications for analysisPoem: ‘Hold fast your dreams’Academic writing extracts: humanities, business, science and lawRésumés: Chronological, functional and advanced examples

Formal modes of address and vocabularyThe language of applications and résumésIdentifying jargon in academic writingUsing specialist languageUsing active statements

Creating a personal mindmapImproving a student’s personal statementWriting your own personal statement and mission statementRewriting academic extracts into accessible text for non-specialistsWriting using specialist language from your career of choiceWriting a personal essayCompleting an application formWriting your own résuméImproving a letter of applicationWriting a letter of application responding to an advertisementWriting your own letter of application

Class discussion of how Standard Caribbean English is used in the workplacePeer interviews – acting as interviewer and intervieweePeer and class review of the interview process

Personal statementsThe personal essayTips on completing an application formThe résumé: write it rightThe format of a letter of applicationWhat to expect in an interview

Application form swapshopWorking as a team to research a careerUsing criticism constructively

Unit 12: Grammar mechanics and usage p. 266

This unit acts as an extended writer’s support kit, offering guidance in the core areas of grammar and expression in Caribbean Standard English. Activities at the end of each section ensure students are able to practise the principles they have learned. Punctuation and capitalisation is supported in Appendix 1.

1 Understanding grammar and mechanics 2 Expression in grammar and mechanics • Nouns and pronouns • Sequencing of tenses • Verbs • The flashback • Adjectives and adverbs • The subjunctive mood • Homophones and homonyms • Clauses • Using context clues to work out the meaning of words • Avoiding sentence fragments and run-ons

Unit 13: Mock examination p. 294

Students will gain confidence for their examinations through familiarity with realistic exam papers. This unit provides four exams each for Paper 1 and Paper 2. They can use them as whole papers, or focus on areas of weakness by selecting appropriate questions for practice.


xvii


Unit 10: My views matter p. 218

1 Informative and persuasive advertising 2 Involvement and presentation in

advertising3 Writing articles for submission to youth

magazines4 Youth in advertisement – preparing

persuasive arguments for specific audiences and contexts

5 Preparing arguments on global matters that impact the Caribbean region

Advert: Suave skin creamAdvert: Win $10,000!Advert: Flower ForestAdvert: Orchid WorldPoster: ‘I can’t hear you – SPEAK UP!’Magazine cover: The Big QAbstinence posterNewspaper article ‘Cost of food still rising’Selection of opening sentences from magazine articles

Using language to convey a message in advertisingAppeals and claimsUsing persuasive devicesGiving opinion in a convincing and persuasive manner

Creating an advertisementImproving an advertisementWriting a magazine articleWriting a letter to a local newspaper in support of an abstinence driveDesigning a poster for an HIV awareness campaignWriting a letter to launch your HIV awareness campaignWriting an essay about a global issueUsing opening sentences as stimuli for an expository essay

Group discussions – voicing opinions and giving reasons for opinion

Involvement techniques and presentation devices

Write and submit an article to local newspaper, either alone or working in small groups

Unit 11: Writing for future academic and vocational purposes p. 236

1 Thinking about you2 Academic writing3 The personal essay – why I choose this

career4 Filling out application forms5 Writing a résumé or curriculum vitae6 Writing a letter of application/covering

letter7 The interview

A variety of student examples of personal statements, résumés and applications for analysisPoem: ‘Hold fast your dreams’Academic writing extracts: humanities, business, science and lawRésumés: Chronological, functional and advanced examples

Formal modes of address and vocabularyThe language of applications and résumésIdentifying jargon in academic writingUsing specialist languageUsing active statements

Creating a personal mindmapImproving a student’s personal statementWriting your own personal statement and mission statementRewriting academic extracts into accessible text for non-specialistsWriting using specialist language from your career of choiceWriting a personal essayCompleting an application formWriting your own résuméImproving a letter of applicationWriting a letter of application responding to an advertisementWriting your own letter of application

Class discussion of how Standard Caribbean English is used in the workplacePeer interviews – acting as interviewer and intervieweePeer and class review of the interview process

Personal statementsThe personal essayTips on completing an application formThe résumé: write it rightThe format of a letter of applicationWhat to expect in an interview

Application form swapshopWorking as a team to research a careerUsing criticism constructively

Unit 12: Grammar mechanics and usage p. 266

This unit acts as an extended writer’s support kit, offering guidance in the core areas of grammar and expression in Caribbean Standard English. Activities at the end of each section ensure students are able to practise the principles they have learned. Punctuation and capitalisation is supported in Appendix 1.

1 Understanding grammar and mechanics 2 Expression in grammar and mechanics • Nouns and pronouns • Sequencing of tenses • Verbs • The flashback • Adjectives and adverbs • The subjunctive mood • Homophones and homonyms • Clauses • Using context clues to work out the meaning of words • Avoiding sentence fragments and run-ons

Unit 13: Mock examination p. 294

Students will gain confidence for their examinations through familiarity with realistic exam papers. This unit provides four exams each for Paper 1 and Paper 2. They can use them as whole papers, or focus on areas of weakness by selecting appropriate questions for practice.

Create a writing checklistPeer-editing


Understanding

factual writing1

You need to obtain factual information accurately, and in doing so demonstrate the following skills and abilities:1 recognise facts that are clearly stated2 identify and be able to select information that is implied3 extract specifi c information from what you hear or read4 select only what is relevant from a body of information5 draw conclusions from information presented6 draw inferences from what is not explicitly stated7 show relationships between cause and effect8 interpret information from pictorial communication such

as graphs, tables9 identify and trace the development and presentation of

ideas in factual accounts.

What the syllabus requires

• Candidates do not demonstrate that they understand the information they have read and do not seem to understand formal and factual language.

• Candidates show an inability to summarise information.• A lack of understanding of, and inability to interpret,

statistical information is common. • An overall weakness is failing to give information

accurately.

What the examiners say

Let us begin this writing course with some facts.

Students in high schools across the Caribbean all want to achieve and excel. You are one of these students who intend to succeed.

Factual writing gives information. This information comes in various forms of writing: reports, contracts, wills and testaments, newspapers, lea� ets, reference and other non-� ction books and other news magazines. Using factual writing is a major aspect of the CSEC English A course of study, but before you can write a factual piece yourself, you must � rst understand the mechanics of factual writing. This unit will help you dissect examples of information texts so that you can understand the underlying skills needed to create them. You will go on to write your own factual pieces in Unit 2. This unit concentrates on paraphrases and summaries. These skills are also essential for transactions in everyday life.

2 Understanding factual writing 3


You will practise and become good at the following skills:• working with a variety of texts to develop an understanding of

how the organisation and words shape the meaning of texts• developing skills in vocabulary work and the mechanics of

writing to improve your performance in factual writing• demonstrating and mastering various information gathering

skills• developing skills in information giving in the writing of

summaries.

What this unit does for you

Here are some goals you should try to achieve:• become more familiar with the formal and factual language

used in factual writing• improve my summary writing skills• understand the different types of factual writing and how their

content differs• improve my ability to recount/report information coherently

and accurately.Add any other personal goals you wish to achieve. Use the syllabus requirements and the examiner comments to guide you.

Setting your goals



6 Unit 1

Activity 1 Identifying cue words

1 Read each of the paragraphs about Trinidad and Tobago again.2 For each passage, list the cue words used by the writer that tell you that he or she

is, for example, making a comparison, sequencing information, showing cause and e� ect or describing and outlining problems and solutions

3 Complete a table like the one below. � e � rst analysis has been done for you.

Text structure pattern Cue words and phrases

Comparison both, similar, on the other hand

Sequencing information

Cause and effect

Describing

Problems and solutions

Remember to update your vocabulary book with new words and phrases you learn. You can also make notes about cue words and phrases to help you remember how to use these.

Skill 1: Understanding text structure, identifying and interpreting cue words Now each of these text structures can be identifi ed in other types of passages because of certain cue words the writers use.

Here are some examples of how cue words operate:

Twins are often said to be more alike in their appearances than their personalities. They have the same shoe size, have similar tastes but develop different values and attitudes as they grow older.

These cue words tell us that the writer is using a compare and contrast text structure.

The environment’s worst enemies are pollutants that increase as it tries to replenish. Man’s daily activities contribute to the crisis; although he depends on the environment for survival, he depletes the natural resources that will sustain it.

These cue words tell us that this passage is about cause-and-effect relations.

Understanding factual writing 7


6 Unit 1

Activity 2 Using cue words in paragraphs

Here are some facts about Caribbean music. Use these ideas to write paragraphs that are structured like the ones used to give information about Trinidad and Tobago on page 4.Remember to use the cue words that carry out the purpose of the paragraph. For example, if you wish to write a paragraph that compares and contrasts the music, some key cue words are: alike, similar, on the other hand and so on.

Toots and the Maytals

Calypso music has long been the soundtrack for the

Carnival Season in Trinidad and Tobago.

� e reggae music of Jamaica and the Afro-Caribbean traditions of various other islands are some of the most popular genres of music in the world.

Soca music is a popular form of Caribbean music. It is a blend of traditional calypso and Indian rhythms.

Calypso music is rhythmic and has clever, catchy lyrics.

and Indian rhythms.

Bruckdown is a form of Belizian music. It is a broken-

down calypso with a mento strain.

Mento is the early folk music of Jamaica.

Dancehall is a genre of Jamaican music that consists of DJ rapping over a reggae-like beat or rhythm.

Rocksteady music became

popular in Jamaica in the 1960s.

Toots and the Maytals, Justin Hinds and the Dominoes and Alton Ellis are popular artistes of the rocksteady era.

� e Mighty Sparrow made Calypso popular in the Caribbean.

Calypso music was made popular in the

United States by Harry Belafonte.

Bob Marley made reggae music popular around the world.



22 Unit 1

Extending your writingJust before we move to Unit 2 where we will be focusing on writing reports, be mindful that all the skills you have learned in this unit will provide a good foundation for the writing you will be engaged in.

Writing factual accounts is something that we do in everyday life. Here are some occasions that could lead to writing such accounts. Choose one of them and use what you have learned during this unit to create your own factual piece of writing.

• You are the driver of one of the cars involved in a motor vehicle accident. Write a report of the accident to your insurance company.

• You had some friends over for lunch and they have not stopped asking you for the recipe for your tasty ‘All-in-cans delight’. Write the recipe down for them.

• A new line of clothes for teenagers is now setting the trend. Write an account of the discovery and its impact on wearers.

• You are a sales representative in a department store. A customer returns an iron that was damaged when it fell. While the warranty is not up, you cannot replace the iron based on the nature of the damage. The customer is dissatisfi ed. Write an account of this incident for your manager.

• You are a representative in the customer service department of a commercial bank. Write out the procedures for opening a bank account.


• Revisit the goals you set at the beginning of this unit. How would you rate yourself?


Review and

self assessment

• Have you achieved them all completely, or perhaps only in part? With a partner, talk about what you need to do to meet your objectives in full. If you have achieved an objective that your partner has struggled with, try to explain what you did that was different and could help them.

• Examine the list of techniques identifi ed at the beginning of this unit. Which ones would you say that you have mastered? Which technique would you like to practise more? Discuss these as a class. Are there any areas you could work on together, or in small groups?

Extending your writing

Things to do

Very confi dent Quite confi dent Not very confi dent



STUDENTS’ BOOK

4

Dr Paulette Feraria

Achieve!A


Dr Paulette Feraria Dr Paulette Feraria

mmpplleettee EEEEEEEnngglliiss

CSEC®English A examinations

www.pearsoncaribbean.com

Achieve! is a print and digital English language course designed specifi cally for the Caribbean learner. This is the fi nal book in the series, delivering comprehensive syllabus coverage for the CSEC® English A examination through its range of interactive components that support students and teachers in the life-long development of English language and literacy skills.

This resource is genre-based so that students are exposed to the components and skill sets required to master the complexities of each type of writing, building on the skills developed through Students’ Books 1–3. Achieve! aims to imbue learners with thecompetence to communicate confi dently and effectively, not only to excel in the CXC CSEC® English A examination, but also in life experiences extending beyond secondary level.

The accompanying Teacher’s Handbook helps with teacher support and differentiation strategies. Log on to www.pearsoncaribbean.com/Achieve to access your digital support resources and to view our wide range of additional English language and literature resources.

About the authorDr Paulette Feraria has many years’ experience as a CSEC® English A teacher and a language arts curriculum specialist in Jamaica. She is currently one of the Chief Examiners for the subject, and lectures in language and literature education in the School of Education, The University of the West Indies, Mona campus, Jamaica. Dr Feraria is also the co-author of other successful language arts textbooks for primary and secondary levels in the Caribbean.

In this series:

•Students’ Books 1, 2, 3 and 4 with companion website

•Teacher’s Handbooks 1, 2, 3 and 4 with CD-ROM and companion website

Achieve! A com

plete English course for CSEC®

English A examinations STU

DEN

TS’ BOO

K 4 D

r Paulette Feraria

CVR_ACHI_SB4_CAR_1898_CVR.indd 1 05/10/2012 10:58

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Typewritten Text

Not for distribution without prior permission from Pearson Education

TEACHER’S HANDBOOK

4

Dr Paulette Feraria

Achieve! Acc


mmmpppllleeetttee EEnggll


www.pearson.com/caribbean

You can Achieve! Achieve! is a print and digital English language course designed specifically or the Caribbean learner. This is the final book in the series, delivering comprehensive syllabus coverage for the CSEC® English A examination through its range of interactive components that support students and teachers in the life-long development of English language and literacy skills.

This handbook contains reduced pages of the Students’ Book, together with general support for lesson planning and class instruction, additional activity ideas and differentiation strategies – your easy reference handbook during lessons. Access your digital support resources on the accompanying CD-ROM and by logging on to http://caribbean.pearson.com/achieve.

About the authorDr Paulette Feraria has many years’ experience as a CSEC® English A teacher and a language arts curriculum specialist and examiner in Jamaica. She currently lectures in language and literature education in the School of Education, The University of the West Indies, Mona campus, Jamaica. Dr Feraria is also the co-author of other successful language arts textbooks for primary and secondary levels in the Caribbean.

In this series:

• Students’ Books 1, 2, 3 and 4 with companion website

• Teacher’s Handbooks 1, 2, 3 and 4 with CD-ROM and companion website

Achieve! A com


English A examinations TEA

CHER’S H

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4 Neville G

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CVR_ACHI_TB4_CAR_1935_litho_CVR.indd 1 16/01/2013 13:14

SAMPLE


Skill 1: Understanding text structure, identifying and interpreting cue words� is is a skill that has to be developed throughout this book. Students will deepen this skill as they are exposed to di� erent genres of writing (for example, they will study text structure in poems, advertisements, speeches, stories, etc.). Remind them constantly of this important skill.

Look at these di� erent meanings of the word cue and make a link with cue words in writing: • an action or event that is a

signal for something else to happen;

• to give someone a sign that it is the right moment …

• …for them to speak or do something, especially during a performance.

Writers use cue words at the right moment to signal that they are about to do something: illustrate a point; give a solution a� er outlining a problem; tell us why something is happening and its e� ects etc.

Photo: the twins� is is an excellent opportunity for picture discussion to deepen students’ understanding of similar and di� erent (compare and contrast). Focus on the visual di� erences (what students see in the picture) as well as what the inferences (something that can be concluded based on the information we have).

Visual di� erence: One boy is slightly taller

Inference: � ey have the same shoe size, have similar tastes, but develop di� erent attitudes and values as they grow older.


ANSWERS


comparison Both, similar, on the other hand

Sequencing information Originally, after, then

Cause and effect As a result, although, still, because

Describing Another (sign), for example

Problems and solutions to solve, another suggestion, still another suggestion, to try to ensure

Activity extension: Paragraph functionsIt would be useful to extend the discussion: talk about how cue words and phrases reveal text structure as well as indicate paragraph functions

Paragraph 1: shows what (and how) Trinidad and Tobago have in common

Paragraph 2: traces the history that accounts for the diversity of the islands

Paragraph 3: (linked to paragraph 2) gives an account of one diversity and outlines the e� ects

Paragraph 4: describes another aspect of Trinidad and Tobago’s diversities

Paragraph 5: outlines problems and possible solutions.

Activity 2

Using cue words in paragraphsBefore doing this activity – remind students of how information should � ow from paragraph to paragraph.1 Read all the sentence strips 2 Before students begin to write,

let them number and group the sentences and say why they have grouped them in these ways

3 Students should set a SMART writing goal: Examples i to write a paragraph that

describes Jamaican musicii to write a paragraph that

contrasts calypso musiciii to write about Trinidadian

and Jamaican music and show what they have in common.

Notice that setting these goals is one way of showing that the students have read and understand the information in the sentence strips4 Students will then move into

linking the ideas/sentences using appropriate cue words.

5 Encourage students to make the appropriate changes to sentences as in the example below.

Sample paragraph of contrast

Calypso music has long been the soundtrack for the Carnival season in Trinidad and Tobago. The music is rhythmic and has clever, catchy lyrics. On the other hand, Bruckdown, a form of Belizean music, is a broken-down calypso with a mento strain. ‘The Mighty Sparrow’ made Calypso popular in the Caribbean but it was Harry Belafonte who made it popular in the United States.

6 Unit 1



is, for example, making a comparison, sequencing information, showing cause and eff ect or describing and outlining problems and solutions.

3 Complete a table like the one below. Th e fi rst analysis has been done for you.




Cause and effect

Describing


Skill 1: Understanding text structure, identifying and interpreting cue words Now each of these text structures can be

identifi ed in other types of passages because of

certain cue words the writers use.

Here are some examples of how cue words

operate:







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6 Unit 1






Th e reggae music of Jamaica and the Afro-Caribbean traditions of various other islands are some of the most popular genres of music in the world.







Rocksteady music became popular in Jamaica in the 1960s.

Toots and the Maytals, Justin Hinds and

the Dominoes and Alton Ellis are popular

artistes of the rocksteady era.

Th e Mighty Sparrow made Calypso popular in the Caribbean.






01_Unit_1_pp002-023.indd 6-7 22/01/2013 14:06

SAMPLE


Skill 1: Understanding text structure, identifying and interpreting cue words� is is a skill that has to be developed throughout this book. Students will deepen this skill as they are exposed to di� erent genres of writing (for example, they will study text structure in poems, advertisements, speeches, stories, etc.). Remind them constantly of this important skill.

Look at these di� erent meanings of the word cue and make a link with cue words in writing: • an action or event that is a

signal for something else to happen;

• to give someone a sign that it is the right moment …

• …for them to speak or do something, especially during a performance.

Writers use cue words at the right moment to signal that they are about to do something: illustrate a point; give a solution a� er outlining a problem; tell us why something is happening and its e� ects etc.

Photo: the twins� is is an excellent opportunity for picture discussion to deepen students’ understanding of similar and di� erent (compare and contrast). Focus on the visual di� erences (what students see in the picture) as well as what the inferences (something that can be concluded based on the information we have).

Visual di� erence: One boy is slightly taller

Inference: � ey have the same shoe size, have similar tastes, but develop di� erent attitudes and values as they grow older.


ANSWERS


comparison Both, similar, on the other hand

Sequencing information Originally, after, then

Cause and effect As a result, although, still, because

Describing Another (sign), for example

Problems and solutions to solve, another suggestion, still another suggestion, to try to ensure

Activity extension: Paragraph functionsIt would be useful to extend the discussion: talk about how cue words and phrases reveal text structure as well as indicate paragraph functions

Paragraph 1: shows what (and how) Trinidad and Tobago have in common

Paragraph 2: traces the history that accounts for the diversity of the islands

Paragraph 3: (linked to paragraph 2) gives an account of one diversity and outlines the e� ects

Paragraph 4: describes another aspect of Trinidad and Tobago’s diversities

Paragraph 5: outlines problems and possible solutions.

Activity 2

Using cue words in paragraphsBefore doing this activity – remind students of how information should � ow from paragraph to paragraph.1 Read all the sentence strips 2 Before students begin to write,

let them number and group the sentences and say why they have grouped them in these ways

3 Students should set a SMART writing goal: Examples i to write a paragraph that

describes Jamaican musicii to write a paragraph that

contrasts calypso musiciii to write about Trinidadian

and Jamaican music and show what they have in common.

Notice that setting these goals is one way of showing that the students have read and understand the information in the sentence strips4 Students will then move into

linking the ideas/sentences using appropriate cue words.

5 Encourage students to make the appropriate changes to sentences as in the example below.

Sample paragraph of contrast

Calypso music has long been the soundtrack for the Carnival season in Trinidad and Tobago. The music is rhythmic and has clever, catchy lyrics. On the other hand, Bruckdown, a form of Belizean music, is a broken-down calypso with a mento strain. ‘The Mighty Sparrow’ made Calypso popular in the Caribbean but it was Harry Belafonte who made it popular in the United States.

6 Unit 1



is, for example, making a comparison, sequencing information, showing cause and eff ect or describing and outlining problems and solutions.

3 Complete a table like the one below. Th e fi rst analysis has been done for you.




Cause and effect

Describing


Skill 1: Understanding text structure, identifying and interpreting cue words Now each of these text structures can be

identifi ed in other types of passages because of

certain cue words the writers use.

Here are some examples of how cue words

operate:








6 Unit 1






Th e reggae music of Jamaica and the Afro-Caribbean traditions of various other islands are some of the most popular genres of music in the world.







Rocksteady music became popular in Jamaica in the 1960s.

Toots and the Maytals, Justin Hinds and

the Dominoes and Alton Ellis are popular

artistes of the rocksteady era.

Th e Mighty Sparrow made Calypso popular in the Caribbean.






01_Unit_1_pp002-023.indd 6-7 22/01/2013 14:06

SAMPLE

TEACHER’S HANDBOOK

4

Dr Paulette Feraria

Achieve! Acc


mmmpppllleeetttee EEnggll


www.pearson.com/caribbean

You can Achieve! Achieve! is a print and digital English language course designed specifically or the Caribbean learner. This is the final book in the series, delivering comprehensive syllabus coverage for the CSEC® English A examination through its range of interactive components that support students and teachers in the life-long development of English language and literacy skills.

This handbook contains reduced pages of the Students’ Book, together with general support for lesson planning and class instruction, additional activity ideas and differentiation strategies – your easy reference handbook during lessons. Access your digital support resources on the accompanying CD-ROM and by logging on to http://caribbean.pearson.com/achieve.

About the authorDr Paulette Feraria has many years’ experience as a CSEC® English A teacher and a language arts curriculum specialist and examiner in Jamaica. She currently lectures in language and literature education in the School of Education, The University of the West Indies, Mona campus, Jamaica. Dr Feraria is also the co-author of other successful language arts textbooks for primary and secondary levels in the Caribbean.

In this series:

• Students’ Books 1, 2, 3 and 4 with companion website

• Teacher’s Handbooks 1, 2, 3 and 4 with CD-ROM and companion website

Achieve! A com


English A examinations TEA

CHER’S H

AN

DBO

OK

4 Neville G

rant

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Achieve! Level 4 SAMPLE