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Introduction To Communication Studies

This document outlines the guidelines and topics covered for an internal assessment in Communication Studies. It discusses three modules that will be examined, which focus on key communication concepts, persuasive language techniques, and applying knowledge to specific tasks. The internal assessment will require students to compile a portfolio on a self-selected theme with sections for an introduction, exposition, reflection, and analysis. Students will create an original work and analyze it based on registers, dialect variation, attitudes to language, or communicative behaviors. The aims of the course are to develop comprehension, evaluation, and organizing skills for different types of academic and professional communication.

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Shavane Davis
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97 views25 pages

Introduction To Communication Studies

This document outlines the guidelines and topics covered for an internal assessment in Communication Studies. It discusses three modules that will be examined, which focus on key communication concepts, persuasive language techniques, and applying knowledge to specific tasks. The internal assessment will require students to compile a portfolio on a self-selected theme with sections for an introduction, exposition, reflection, and analysis. Students will create an original work and analyze it based on registers, dialect variation, attitudes to language, or communicative behaviors. The aims of the course are to develop comprehension, evaluation, and organizing skills for different types of academic and professional communication.

Uploaded by

Shavane Davis
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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INTRODUCTION TO…

COMMUNICATION STUDIES
AND INTERNAL ASSESSMENT
GUIDELINES…
PRESENTER: MS. Z. BANTON
•PAPER 1A
•Multiple Choice
•SECTION A
•MODULE 1
•Close attention will be paid to the notions of ‘source’, ‘primary source’,
‘secondary source’, ‘method’, ‘context’, and ‘challenge’ (in collecting and
analysing data).
SECTION B
MODULE 2
•The following topics will be given special
focus: characterization of Creole vocabulary
and grammar; definitions and illustrations of
‘language’, ‘dialect’, ‘dialect variation’, and
‘register’; and elements of persuasive language.
M O D U L E 3
STUDENTS WILL LEARN TO:
APPLY THEIR KNOWLEDGE TO SPECIFIC COMMUNICATION TASKS

FORMULATE RESPONSES THAT ARE NOT TOO GENERAL IN NATURE, AND DO


NOT TEND TO REGURGITATE TEACHER NOTES

 RESPOND THROUGH EVALUATION, ANALYSIS, AND SYNTHESIS OF


INFORMATION AND SITUATIONS

DEVELOP HIGHER-ORDER SKILLS OF APPLICATION, EVALUATION, ANALYSIS,


AND SYNTHESIS.
PAPER 1B
AURAL COMPREHENSION

• IN THIS SECTION…STUDENTS WILL BE EXAMINED ON…


• Their ability to distinguish between ,‘main purpose’ and ‘main idea’.
• Their use of and distinction between, verbs like ‘inform’ and ‘state’
‘persuade’, ‘warn’, or ‘convince’.
• Their ability to answer according to the parameters of the question.(In no
more than 30 words etc.)
• How well they cite the right examples to support their answers.
• Their ability to quote and paraphrase correctly.
• Teachers are advised to develop lesson plans focused on:
(i) distinguishing main ideas from purposes
(ii) how to cite textual material, or give textual information, that supports a
main purpose
(iii) creation of a statement of purpose in a single sentence
QUESTION 2

• Be able to listen to a passage and identify devices and cite examples of


them.
• Know a variety of literary devices.
• Be able to comment and evaluate literary devices
• Extensive work will be done on evaluating devices and using effective and
clear language to do so
• Explain why particular devices are used in certain literary genres, such as
persuasion, argumentation, description, narration, etc.
• The teacher will be to exposing you formally, to the wide range of literary
devices and to have you explore how they are used by speakers and writers.
PAPER 02
ESSAYS
MODULE 1
THE TASKS IN THIS SECTION INCLUDE…

 Reading a passage and answering questions based on it.


 Writing an essay of no more than 500 words stating the writer’s purpose,
discussing strategies and language techniques used, and evaluating the
reliability of the information presented.
 Being specific in your responses and not ramble off your foci.
 Knowing the difference between “main purpose” and “main idea”
CONTINUED

 Writing critical analysis and deconstruction of


expository/argumentative discourse.
 The teacher will be focusing on how to craft answers that
value specificity, economy of expression rather than
generality and verbosity.
MODULE 3
Effective essays should have an excellent introduction and an effective
conclusion.
There should also be organized paragraphs, thematic cohesion between and
within these paragraphs, as well as the use of transitional devices such as ‘in
addition’, ‘furthermore’, ‘also’, ‘firstly’, ‘secondly’, ‘conversely’, or
‘simultaneously’.
To earn the maximum marks for ‘expression’, candidates are usually
expected to have a strong command of English and some degree of elegance
and fluency in their writing.
This paper is not predictable and so there is the need to read questions
carefully and to be prepared to integrate concepts from other Modules as the
question requires.
INTERNAL
ASSESSMENT GUIDELINES and CRITERIA…
…
 Each candidate will compile a portfolio on a theme selected determined by the candidate
and approved by the teacher.
 The portfolio should be internally coherent and be organised under four sections:

General Introduction- 12 marks

Exposition-16 marks

Reflection-14 marks

Analysis-18 marks
GENERAL INTRODUCTION…
o This section should be no more than 200 words…
o It should relate to the other three sections, identifying the theme,
the rationale behind that theme, and its relevance to the
candidate’s academic, professional/work-related and personal
interest.
• This section of the portfolio will be orally presented.

• The duration should be no more than 10 minutes per candidate.

• The topic should be current.

• At least two pieces of related material should be collected on this topic.

EXPOSITION • The following things should be featured in the oral presentation:


 A discussion of the issues raised and the challenges
experienced in exploring the selected topic.
 An evaluation of the effect of source, context and
medium (or channel) on the reliability and validity of
information gathered.
(Candidates may bring to the examination room a single
cue card 4’ by6 with headings (and nothing else)
related to their presentation. Teachers must ensure
that each student’s card is free of additional
information.
 A candidate will create ONE sample of original
work which should not exceed 800 words.
 The sample created should explore one literary
genre.(PLAY, DOCU-DRAMA, DOCUMENTARY,
SONG, POEM, NARRATIVE, etc)

REFLECTION  The sample created must relate to the selected


theme.
 For this sample, candidates should write a preface
of no more than 200 words, specifying:

a) The purpose

b) The intended audience

c) The context
 The analysis in this section should not exceed 350
words.
 Candidates must analyse the sample created under
Reflection.
 The analysis should address TWO of the
ANALYSIS following:

a) Registers

b) Dialectal variation

c) Attitudes to language

d) Communicative behaviours
• To demonstrate understanding of the different types of
communication relevant and appropriate to social, academic,
professional and vocational needs.

• Apply comprehension skills of analysis and critical evaluation to

AIMS OF TERM a wide range of written material.

•
ONE
Appreciate the appropriateness of data collection methods,
including the use of the Internet.

COMMUNICATION • Appreciate the use of summary skills in writing notes from

STUDIES- summaries.

•
MODULES 1 AND •
Evaluate examples of written and spoken communication.

Use different forms, media, channels and technologies of


3. communication to maximize effective communication in specific
contexts.

• Demonstrate organizing competencies in oral and written


communication.
Describe the mental and social
processes involved in writing

Use appropriate organising and


AIMS formatting strategies in producing
specific types of written communication
CONTINUED
Distinguish between the characteristics
of different kinds of writing

Develop a coherent pieces of writing.


Definition of communication
Principles of Communication
Communicative competency
Model/ Process of communication
TOPICS TO
Forms and context of communication
BE
Non-verbal and verbal communication
COVERED
… Communication process
Writing process
Public speeches
Research process…
The End

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