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Fact
vs
fiction
Dahlia
Bartley, Contributor
Happy
New Year! Last year, there were many
challenges and we can only hope that
this new year will provide us with
the opportunity to deal with them
effectively. The success of our nation
will definitely depend upon the positive
work of all its citizens and we must
work together. Let us do what we have
to do to make our country move forward.
What are your plans for making 2008
a better year than 2007? I am reminded
of a quote I came across a few days
ago - "Your Merry Christmas may
depend upon what others do for you...but
your Happy New Year depends upon what
you do for others." We must therefore
do away with such vices as pettiness,
strife, hatred and replace them with
love and care for our fellowmen.
Let
me give you the answers to the test
in the previous lesson.
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1.
A
2. D
3. C
4. C
5. A
6. D
7. B
8. D
9. D
10. D
11. C
12. C
13. C
14. D
15. A
16. A
17. D
18. A
19. C
20. B
21. C
22. B
23. A
24.
C
25.
C
26. A
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Our
lesson will continue with work on
factual writing. Factual writing is
different from other forms of writing
such as the short story and argument.
Since we are concerned with presenting
facts or information, there is no
room for 'flowery language', neither
is there room for your personal comments
or criticisms. I am sure that even
at school you have been asked to provide
reports of one kind or another. Reports
(of an accident or a fight for example),
memoranda, notices, letters to accompany
job applications or letters to organisations,
all convey factual information.
Any
student preparing for the CXC/CSEC
English A examination must be able
to recognise factual information.
Specific objectives as outlined in
the syllabus are:
- to
recognise facts stated explicitly
- to
extract specific information from
what is read or heard
- to
extract implied information
- to
identify stated or implied time
sequence
- to
draw valid conclusions and inferences
from information presented
- to
recognise cause-effect relationships
- to
identify main and subordinate ideas
and trace their development
- to
recognise the difference between
denotative and connotative language
- to
identify passages in which the main
purpose is informative rather than
literary or persuasive
- to
interpret and respond to tables
and pictorial data such as diagrams,
conventional signs and symbols.
Your
ability to give factual information
may be tested in several ways on Paper
2. You may be asked to write, for
example, a report for your principal
based on the following scenario.
Hyacinth
and Colleen are in their school's
tuck shop on June 6, 2007. Hyacinth
accidentally bounces against Colleen
on her way to join the line. Colleen
has already bought her lunch and the
box of orange juice she is holding
in her left hand, spills. Colleen,
in a rage, throws punches at Hyacinth,
who by then has started to apologise
profusely.
As
Hyacinth, in shock, attempts to hold
off her attacker, her hand connects
with Colleen's lunch. The box opens
and pieces of sauce-covered chicken
fly through the air, one striking
an onlooker. Colleen's rage mounts
visibly and incoherent words break
from her trembling mouth.
Hyacinth
has become angry now as a few blows
reach her face. There is already an
ugly bruise under her right eye and
tears of humiliation drip slowly down
her cheeks. Grabbing Colleen, she
shakes her for some minutes.
A
teacher, Mrs. Radcliffe, arrives on
the scene, drawn by the excited screams
of the students. In her usual no-nonsense
manner, she soon brings the matter
under control. Hyacinth, still looking
stunned by the unexpected state of
affairs is soothed by her friends
as she attempts to mumble an explanation.
what
to put in report?
Do
you notice the number of loaded words
that have been used? These would not
be included in your report to the
principal. The date, place of action
and names of the persons involved
must be included. You would simply
give the facts. Do not offer your
form of punishment, either! Why don't
you attempt to write the report?
As
I leave you this week, I share the
following verses with you.
Another
fresh new year is here . . .
Another
year to live!
To
banish worry, doubt, and fear,
To
love and laugh and give!
This bright new year is given me
To
live each day with zest . . .
To
daily grow and try to be
My
highest and my best!
I have the opportunity
Once
more to right some wrongs,
To
pray for peace, to plant a tree,
And
sing more joyful songs!"
Have
a very good year.
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Students
taking notes in a class at Ascot
High School.
-Anthony
Minott/Freelance Photographer
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Dahlia
Bartley teaches at Glenmuir High School.
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