DOCSLIB.ORG

Effects of Reading Tasks on Chinese Efl Students Reading Comprehension) ก : .ก , 267

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Effects of Reading Tasks on Chinese Efl Students� Reading Comprehension) �������������ก�� : ������� ��.�����ก��� ���������, 267 �� EFFECTS OF READING TASKS ON CHINESE EFL STUDENTS’ READING COMPREHENSION Lin Zhou A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in English Language Studies Suranaree University of Technology Academic Year 2008 กกกกก ก กกก กก กก 2551 : กกก กกก (EFFECTS OF READING TASKS ON CHINESE EFL STUDENTS READING COMPREHENSION) ก : .ก , 267 กกก กกกก กกกก: 1) กก; 2) กกก; 3) กกก กก กกกกก กก กกกก 81 ก ก กกก 3 กก ก กก กกกกกก กกก กกก 11 กก กก ก กกก, ก 79 , กกกกก 238 ก กก กก กกกกกกกกก กกก กกก กกก กกก ก กก กก ก กกกกกกก กกกกกก กกก กกก กกกก กก กก ก กก________________________ กก 2551 ก _________________ LIN ZHOU : EFFECTS OF READING TASKS ON CHINESE EFL STUDENTS’ READING COMPREHENSION. THESIS ADVISOR : PEERASAK SIRIYOTHIN, Ph.D., 267 PP. READING WITH SUMMARY WRITING/READING WITH JOURNAL WRITING/READING COMPREHENSION This quasi-experimental study investigated the effects of three reading tasks on Chinese university EFL students’ reading comprehension: 1) reading with summary writing; 2) reading with journal writing; and 3) reading with oral discussion. It also examined the students’ attitudes towards the reading tasks. The participants for this study were 81 Chinese third-year English major students enrolled in the Advanced English Course at Guizhou University, China. The students were from three intact groups. One group was randomly designated as the control group. Each of the other two groups was assigned a different treatment which connected reading and writing. The subjects were assigned to do 11 reading tasks as one of the course requirements. The data used for the study were the students’ scores on a reading comprehension test, written questionnaires with 79 respondents, 238 entries of the student’s written feedback on the reading tasks, and semi-structured face-to-face interviews with 18 interviewees. The comparison of multivariate means between groups at each level showed that the students benefitted more by reading with summary writing than by reading with journal writing or reading with oral discussion. Also, the findings revealed that text types had significantly different effects on reading comprehension and that the III students performed better in expository than in narrative texts. However, the results revealed no significant gender differences. The MANOVA results showed differential effects of the reading tasks across text types in the group of reading with journal writing. Also, the outcomes indicated that the journal writing group had the most positive attitudes. This research suggests that reading-writing connections may improve students’ reading comprehension. The findings have implications for the teaching and learning of English as a Foreign Language in the Chinese context. The dissertation makes recommendations for future research on EFL reading. School of English Student’s Signature: ____________________ Academic Year 2008 Advisor’s Signature: ____________________ ACKNOWLEDGEMENTS I would like to express my sincere gratitude to the many individuals who have supported me in my studies for a doctorate in English Language Studies. I wish to acknowledge first and foremost the instruction and hard work of my dissertation advisor, Dean of the Institute of Social Technology, Dr. Peerasak Siriyothin. Without his guidance and support, this dissertation would have been impossible. I am also grateful to the other members of my doctoral committee from the School of English, Dr. Sarit Srikhao, Dr. Dhirawit Pinyonatthagarn, Assoc. Prof. Dr. Kanit Khaimook, and the external examiner, Asst. Prof. Dr. Apisak Pupipat, for their valuable comments and suggestions. My thanks also go to Assoc. Prof. Dr. Jeremy Ward, Assoc. Prof. Songporn Tajaroensuk, Asst. Prof. Dr. Channarong Intaraprasert, Asst. Prof. Dr. Pannathon Sangarun, Dr. Sirinthorn Seepho, Aj. Peter Bint, and many others in the School of English, who have made possible the expansion of my knowledge and my professional development. I would like to extend my special thanks to Dr. Wang Zhiyun, former Dean of the College of International Studies, Guizhou University, and his wife, Mrs. Xing Xiaomin, who inspired me to start my graduate study at Suranaree University of Technology. My sincere thanks go to Asst. Prof. Dr. Siriluck Usaha, former Chair of the School of English, SUT, for all her help when I was in Thailand. Warm thanks go to two native-speaking English teachers - Aj. Daniel Sackin and Mr. John Mannion - for their availability and willingness to be the proofreaders of this dissertation. V An important contribution to my dissertation came from my home university, Guizhou University, China. I wish to express my sincere thanks to my colleagues who supported me and made the implementation of my research project possible. I am also indebted to the 81 students who consented to let me use their classes for my investigation. I appreciate the friendship of many individuals both in China and Thailand. My tremendous thanks go to my Ph.D. classmate and roommate Duan Lingli for her warm friendship and support through highs and lows of my work. My heartfelt thanks also go to other Chinese friends - Tian Hong, Huang Hui, Zhang Xin, Zhang Lian, Wang Song, Wang Fei, An Mei, You Chunzhi, Shen Lin, and Ding Xiaolei - who have accompanied me over the years. As an international student, I feel very grateful to my Thai friends - Paisan Boonprakob, Duanporn Sriboonruang, Khajit Foythong, Panida Tasee, Mayuree Siriwan, Thanaporn Pantawee - for their generous help in many ways. I would like to dedicate this dissertation to my beloved mother and father, Sun Shanxiu and Zhou Zushe. Their love and support have been indispensable for maintaining my morale when I met with difficulties in my research. I would also like to thank my sister and brother-in-law, Zhou Jin and Feng Wen; and my nephew, Feng Baige, for their constant support, encouragement and love. Most of all, I would like to extend my immense gratitude to my husband, Zhang Baoya, for his love, caring, understanding, encouragement and support throughout the process, and our beloved son, Zhang Shubo, whose smiles have been the greatest motivation for me to complete this study. Lin Zhou TABLE OF CONTENTS Page ABSTRACT (THAI) ..........................................................................................................I ABSTRACT (ENGLISH)..................................................................................................II ACKNOWLEDGEMENTS............................................................................................. IV TABLE OF CONTENTS ................................................................................................ VI LIST OF TABLES..........................................................................................................XII LIST OF FIGURES ....................................................................................................... XV LIST OF ABBREVIATIONS ...................................................................................... XVI CHAPTER 1 INTRODUCTION ........................................................................................ 1 1.1 Background of the Study......................................................................... 1 1.2 Statement of the Problem ........................................................................ 2 1.3 Purposes of the Study.............................................................................. 5 1.4 Research Questions ................................................................................ 6 1.5 Significance of the Study ........................................................................ 6 1.6 Definitions of Terms ............................................................................... 7 1.7 Outline of the Dissertation ...................................................................... 9 1.8 Summary ............................................................................................... 10 2 REVIEW OF THE RELATED LITERATURE ...................................... 11 2.1 Second/Foreign Language Reading ..................................................... 11 2.1.1 Theories in L2 Reading............................................................. 15 2.1.2 L2 Reading Processing.............................................................. 18 VII TABLE OF CONTENTS (Continued) Page 2.1.3 Issues in L2 Reading ................................................................. 20 2.2 Reading-Writing Connections .............................................................. 27 2.2.1 Bases of Reading-Writing Connections..................................... 28 2.2.2 Principles of Reading-Writing Connections.............................. 34 2.2.3 Research on L2 Reading-Writing Connections ......................... 35 2.3 Writing from Sources ........................................................................... 41 2.3.1 Summary Writing ...................................................................... 46 2.3.2 Journal Writing .......................................................................... 48 2.4 Theoretical Framework for the Study................................................... 52 2.5 Summary............................................................................................... 53 3 RESEARCH METHODOLOGY .............................................................. 54 3.1 Rationale for the Choice of Methodology ............................................ 54 3.2 Participants ..........................................................................................
Load more

Recommended publications
  • 1 Quantitative Approaches to Valuation in the Arts, with an Application to Movies Victor Ginsburgh and Sheila Weyers July 2005 1
    Quantitative Approaches to Valuation in the Arts, with an Application to Movies Victor Ginsburgh ECARES, Université Libre de Bruxelles CORE, Université catholique de Louvain and Sheila Weyers Université catholique de Louvain July 2005 Last year I gave several lectures on 'Intelligence and the appreciation of music among animals.' Today I am going to speak about 'Intelligence and the appreciation of music among critics.' The subject is very similar... Eric Satie, quoted by Machlis (1979, p. 124). 1. Introduction The aesthetic evaluation of artworks (paintings, literature, movies, musical compositions or interpreters, etc.) is, and always has been, a very controversial exercise. Philosophers, starting with Plato, are not the only ones who keep arguing about beauty. Mathematicians (including Leibnitz, Euler, Helmholtz, and Weyl), physiologists (Fechner), biologists (Rashevsky, the founder of mathematical biology) or economists (Bentham and others) also tried to contribute to the field, without any obvious pathbreaking or definitive view. We find it convenient to follow Shiner (1996) and distinguish philosophers who suggest that beauty lies in the artwork itself, and those who like Hume (1757, p. 6) believe that "[b]eauty is no quality in things themselves: it exists merely in the mind which contemplates them; and each mind perceives a different beauty." Beauty as an attribute of a work Trying to break an artwork into attributes (also called "properties" by analytic philosophers, and "characteristics" or "qualities" by economists) is as old as Aristoteles, who in his Poetics suggests that an object is defined by the intersection of its essential attributes. Tragedy, for instance consists of six attributes, epic only shares 1 some of these, while comedy consists of the imitation of inferior beings.
    [Show full text]
  • ASL Studies Program Review 2020
    ASL Studies Program Review 2020 AMERICAN SIGN LANGUAGE STUDIES 3 PROGRAM PROFILE 3 INTERNSHIP & PLACEMENT 6 FACULTY & RESOURCES 13 ASSESSMENT PLANNING 19 ASSESSMENT DATA 23 CONCLUSIONS AND RECOMMENDATIONS 29 ACADEMIC COUNCIL REVIEW 30 APPENDIX A 35 Program Review 2019-2020 American Sign Language Studies Program Profile History Start with the history of the program at WWU. Discuss relevant trends and issues dealing with the program and the institution. If a program has one or more concentrations, each concentration should be discussed separately. (300 words or less) The ASL Studies program began as part of the ASL-English Interpreting program at the Woods beginning in 1991 as a 2- year degree program. When the university recieved federal funding in 1993 to expand the current program to a 4-year degree in Interpreting (1995) the ASL curriculum was an integral part of that degree. The university also designed an independent Minor in ASL as an additional foreign language option. The curriculum was redeveloped in 2010 under the supervision of Dr. Barbara Garrett and the ASL curriculum was pulled out as its own BA degree separate from the Interpreting Degree. At this time, there were students who desired an ASL degree to pair with Social Work, Psychology, and Equestrian (mostly) as a way to work directly with nonverbal populations. The program continued in this format until 2018, when program faculty proposed that the ASL Studies major be modified back to a minor program only. The program transitioned back to a Minor in the 2019-2020 catalog. Program Mission Provide the mission of the program and describe how the program supports the university mission.
    [Show full text]
  • Answer Explanations: PSAT/NMSQT 2015 Practice Test #1
    PSAT/NMSQT® Practice Test #1 Answer Explanations Table of Contents: Reading Test Answer Explanations .............................................................................. 1 Writing and Language Test Answer Explanations .................................................... 29 Math Test – No Calculator Answer Explanations ..................................................... 52 Math Test – Calculator Answer Explanations ........................................................... 66 Answer Key .................................................................................................................. 93 User Notes: Please have a copy of the PSAT/NMSQT Practice Test #1 to reference for the passages and other information that form the basis for the questions in the Evidence-Based Reading and Writing and the Math sections of the Practice Test. You can also refer to the test to see the information given to students about math formulas and how to record the student-produced responses. In this document, we have provided the following for each question: • difficulty level • content description • best or correct answer • answer explanation © 2015 The College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. PSAT/NMSQT Practice Test #1 Reading Test Answer Explanations Reading Test Answer Explanations Question 1 The main purpose of the passage is to (A) describe a main character and a significant change in her life. (B) provide an overview of a family and a nearby neighbor. (C) discuss some regrettable personality flaws in a main character. (D) explain the relationship between a main character and her father. Item Difficulty: Easy Content: Rhetoric / Analyzing purpose Best Answer: A Choice A is the best answer. Emma Woodhouse’s life and family are discussed, including the marriage of her governess Miss Taylor who then moves out of Emma’s home.
    [Show full text]
  • Sustainable Messaging in Film: a Survey of a College Community Chelsea Faught Western Kentucky University, [email protected]
    Western Kentucky University TopSCHOLAR® Honors College Capstone Experience/Thesis Honors College at WKU Projects Spring 2019 Sustainable Messaging in Film: A Survey of a College Community Chelsea Faught Western Kentucky University, [email protected] Follow this and additional works at: https://digitalcommons.wku.edu/stu_hon_theses Part of the Anthropology Commons, Environmental Studies Commons, and the Film and Media Studies Commons Recommended Citation Faught, Chelsea, "Sustainable Messaging in Film: A Survey of a College Community" (2019). Honors College Capstone Experience/ Thesis Projects. Paper 796. https://digitalcommons.wku.edu/stu_hon_theses/796 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Honors College Capstone Experience/ Thesis Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. SUSTAINABLE MESSAGING IN FILM: A SURVEY OF A COLLEGE COMMUNITY A Capstone Project Presented in Partial Fulfillment of the Requirements for the Degree Bachelor of Arts with Honors College Graduate Distinction at Western Kentucky University By Chelsea L. Faught April 2019 ***** CE/T Committee: Professor Ashley Stinnett, Chair Professor Ted Hovet Copyright by Chelsea L. Faught 2019 I dedicate this thesis to the 7.5 billion people out there in the world (myself included). We all have a commitment to leave this world better off than it was for the sake of future generations. Whether it is recycling a piece of paper on the ground or eliminating meat from your diet, or working to create programs and activism efforts, sustainability starts with us. We may feel hopeless at times and not see the impact of our actions, but one small act makes a difference, I promise.
    [Show full text]
  • Interview with James Bevel Table of Contents | Add to Bookbag
    Washington University Digital Gateway Texts home Home Search Browse Bookbag Help Interview with James Bevel Table of contents | Add to bookbag Interview with James Bevel Production Team: C Interview Date: November 13, 1985 Interview Place: Chicago, Illinois Camera Rolls: 552-556 Sound Rolls: 1523-1524 Interview gathered as part of Eyes on the Prize: America's Civil Rights Years (1954- 1965). Produced by Blackside, Inc. Housed at the Washington University Film and Media Archive, Henry Hampton Collection. Editorial Notes: Preferred citation: Interview with James Bevel, conducted by Blackside, Inc. on November 13, 1985, for Eyes on the Prize: America's Civil Rights Years (1954-1965). Washington University Libraries, Film and Media Archive, Henry Hampton Collection. These transcripts contain material that did not appear in the final program. Only text appearing in bold italics was used in the final version of Eyes on the Prize. INTERVIEW FILM PRODUCTION TEAM: Camera Roll 552 FILM PRODUCTION TEAM: Sound Roll 1523 QUESTION 1 INTERVIEWER: 1963 WAS THE UH, CENTENNIAL OF THE UH, EMANCIPATION PROCLAMATION AND STARTED THE YEAR GOV. WALLACE PLEDGED ALABAMA TO SEGREGATION FOREVER. AS YOU PREPARED FOR BIRMINGHAM, DID THOSE THOUGHTS KIND OF ENTER YOUR MIND, THOSE OTHER EVENTS? James Bevel: Well, it, uh, it does, but um, I guess by ‘63 we were um, pretty confident that we had developed a science that would allow us to, to eradicate uh, segregation in that it was incongruent, you know with the basic tenant of our Constitution. So, you know, as I hear that statement, the statement that Wallace made that uh, segregation is forever, um, we had tested the science of non-violence in other cities and we knew that it was comparable, incompetent to deal with their problem.
    [Show full text]
  • MINUTES - SHOREWOOD BOARD of TRUSTEES Committee of the Whole Meeting January 7, 2019
    MINUTES - SHOREWOOD BOARD OF TRUSTEES Committee of the Whole Meeting January 7, 2019 1. Call to Order President Rozek called the Committee of the Whole meeting of the Village Board to order at 6:08 p.m. in the Committee Room. 2. Statement of Public Notice Clerk Bruckman stated that the meeting had been posted and noticed according to law. 3. Roll Call President Rozek called the roll. Present: Trustees Davida Amenta, Michael Maher, Ann McKaig and Wesley Warren. Trustees Bockhorst and Carpenter where excused Others Present: Village Manager Rebecca Ewald, Public Works Director Leeann Butschlick, Assistant Public Works Director Joel Kolste, Finance Director/Treasurer Mark Emanuelson 4. Presentation – Automated Meter Infrastructure. Tom Nenning P.E. with City Water Works presented the slide show included in the January 7, 2019 Village Board packet. In 2013 the Public Service Commission (PSC) ordered municipalities to reduce their non-revenue water (NRW, is purchased water from Milwaukee Water Works and sold to the Village of Shorewood). Meters are required by PSC to be replaced every 20 years because the majority of Wisconsin is ground water; which is high in minerals. Mr. Nenning explained 44% of the meters in the Village of Shorewood are 20 years or older. The replacement of the meters was originally to occur in 2016 and was placed on hold. Mr. Henning explained if the Village is going to update the meters it should update the meter reading system and marry the two systems together. Also, one of the highest cost to the project is getting into the resident’s home.
    [Show full text]
  • Religion and Film Part I: History and Criticism
    Centre for the Study of Communication and Culture Volume 23 (2004) No. 4 IN THIS ISSUE Religion and Film Part I: History and Criticism Terry Lindvall Visiting Lecturer, Duke Divinity School AQUARTERLY REVIEW OF COMMUNICATION RESEARCH ISSN: 0144-4646 Communication Research Trends Table of Contents Volume 23 (2004) Number 4 http://cscc.scu.edu 1. Introduction . 3 2. Film History and Religion . 4 Published four times a year by the Centre for the Study of A. Pre-cinematic Studies . 4 Communication and Culture (CSCC), sponsored by the B. Religious Film Histories . 5 California Province of the Society of Jesus. C. Roman Catholics and the Legion of Decency . 5 Copyright 2004. ISSN 0144-4646 D. Secular Film Histories and Religion . 7 E. History of Christian Filmmaking . 9 Editor: William E. Biernatzki, S.J. 3. Film Criticism and Religion . .10 Managing Editor: Paul A. Soukup, S.J. A. Critical Texts of Avoidance and Discrimination . .11 B. Assimilation and Syncretism Subscription: of Religion and Film . .14 Annual subscription (Vol. 23) US$45 C. Engagement and Dialogue of Religion and Film . .15 Payment by check, MasterCard, Visa or US$ preferred. D. Catholic and Protestant Imaginations . .18 For payments by MasterCard or Visa, send full account E. Biblical Spectaculars and the Jesus Films . .19 number, expiration date, name on account, and signature. F. The Christ Figure . .22 G. Representational Studies . .23 Checks and/or International Money Orders (drawn on H. Feminist and Cultural Criticism . .24 USA banks; for non-USA banks, add $10 for handling) I. Auteur Criticism . .27 should be made payable to Communication Research J.
    [Show full text]
  • Digital Democracy
    Rhode Island College Digital Commons @ RIC Master's Theses, Dissertations, Graduate Master's Theses, Dissertations, Graduate Research and Major Papers Overview Research and Major Papers 5-2008 Digital Democracy Kathryn Larsen Rhode Island College Follow this and additional works at: https://digitalcommons.ric.edu/etd Part of the American Film Studies Commons, Broadcast and Video Studies Commons, Communication Technology and New Media Commons, Film and Media Studies Commons, and the Mass Communication Commons Recommended Citation Larsen, Kathryn, "Digital Democracy" (2008). Master's Theses, Dissertations, Graduate Research and Major Papers Overview. 23. https://digitalcommons.ric.edu/etd/23 This Thesis is brought to you for free and open access by the Master's Theses, Dissertations, Graduate Research and Major Papers at Digital Commons @ RIC. It has been accepted for inclusion in Master's Theses, Dissertations, Graduate Research and Major Papers Overview by an authorized administrator of Digital Commons @ RIC. For more information, please contact [email protected]. DIGITAL DEMOCRACY: HAS NEW DIGITAL TECHNOLOGY ALTERED THE AVAILABILITY OF INDEPENDENT DOCUMENTARIES TO PBS STATIONS? By Kathryn Larsen A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts with a concentration in Media Studies The School of Arts and Sciences Rhode Island College May 2008 Abstract The mission of public television clearly states that its primary goal is to fulfill the needs of the community. One way to achieve this goal is by providing programming that encourages a dialogue and local participation. Has the accessibility of more affordable digital production equipment and desktop video editing systems democratized the quantity and quality of independent documentaries submitted to PBS (Public Broadcasting Service) stations for broadcast? This question was examined from three perspectives: 1) the PBS station, 2) the independent filmmaker, and 3) the public television program distributor.
    [Show full text]
  • Nova News, September 1979 Nova University
    Nova Southeastern University NSUWorks Nova News NSU Early Publications 9-1-1979 Nova News, September 1979 Nova University Follow this and additional works at: https://nsuworks.nova.edu/nsudigital_novanews NSUWorks Citation Nova University, "Nova News, September 1979" (1979). Nova News. 63. https://nsuworks.nova.edu/nsudigital_novanews/63 This Newsletter is brought to you for free and open access by the NSU Early Publications at NSUWorks. It has been accepted for inclusion in Nova News by an authorized administrator of NSUWorks. For more information, please contact [email protected]. Celehrating its 15th year as a leader in higher edu~atton. • OJ!4 Nova University September, 1979 Exciting Events Mark Start Of New Year Student Association LLI Begins Ex~iting 15th Anniversary Mark Your Co/endor- A comparative legal seminar focusing on matters of lnter-American concern in the Is Off And Running New Season ~resident' s Report areas of labor law. criminal law. family law. Question: how do you get a group of The Lifelong Learning lnstitutl! (for­ and taxes. investments and tran~actions, students of widely diverse backgrounds, merly ihe Institute for Lifelong Awareness) Completed will be held at the Pier66 Hotel, Fort lau­ interests. ages. locations, positions and is in for an exciting year, offering (as usual) derdale. Sept. 10-13. Call Ron Gralf, at personalities, who happen to go to the same a host of stimulating, enriching non-credit "The Report of the President on the 15th 522-2300 for details. school. to feel a sense ofidentity and close­ courses to the community. Anniversary of Nova University'" -a Dook ness with that school and with one another? The Nova University Community The first cycle of courses started the which details Nova's solid record of Singers begin the new season's rehearsals achievement, its growth, development and Answer: by forming an organization week of September 17: the second starts · Tuesday, Sept.
    [Show full text]
  • Planets, Earth, Moon, and Sun
    SOL 4.2 Motion, Kinetic Energy, Friction 4. A person pushes a box as shown. What is the push most Released Test Questions (2002-2012) likely to change? Compiled by SOLpass – www.solpass.org (2008 test – question 3) a. The size of the box b. The mass of the box Motion c. The color of the box d. The position of the box Kinetic – Potential Energy 1. To describe this car’s motion, a student should use its — 5. What kind of energy do all moving objects have? (2007 test – question 9) (2009 test – question 12) a. direction and speed a. Light energy b. mass and volume b. Solar energy c. speed and color c. Kinetic energy d. volume and direction d. Renewable energy 2. An object is traveling north at a speed of 12 kilometers 6. Which labeled part in per hour. Which characteristic of the object is being this picture has described? evidence of kinetic (2011 test – question 9) energy? a. Matter (2008 test – question 39) b. Motion a. 1 c. Volume b. 2 d. Temperature c. 3 d. 4 7. Which of these has kinetic energy? (a) (2007 test – question 27) 8. Which of these best shows kinetic 3. Two moving boats are photographed from above at 3:00 energy? ( c ) p.m. and 3:15 p.m. Which statement correctly compares (2004 test – question 22) their motion? (2010 test – question 22) a. They are traveling in the same direction at equal speeds. b. They are traveling in opposite directions at equal speeds. c. They are traveling in the same direction, and boat 2 has a greater speed.
    [Show full text]
  • Literature (English) June 2015 Principal Examiner Report for Teachers LITERATURE (ENGLISH)
    Cambridge International General Certificate of Secondary Education 0486 Literature (English) June 2015 Principal Examiner Report for Teachers LITERATURE (ENGLISH) Paper 0486/11 Paper 11 Poetry and Prose Key Messages Successful answers featured: ● a relevant and carefully argued response to the question ● detailed knowledge supporting the points made ● careful commentary on the writer’s choice of words and on the effects created ● an individual and perceptive personal response. Successful answers avoided: ● long introductions summarising the whole of the answer in advance ● long conclusions repeating what has already been said ● giving a great deal of unneeded biographical information ● commenting on how the use of commas and colons adds to the mood and tone of a poem ● commenting on rhyme schemes and verse forms without relating them to the question ● using the passage to answer the discursive question on a text. And most significantly they avoided: ● using the poem or passage as an Unseen exercise. General Comments Many candidates wrote developed and informed responses showing clear engagement with both prose and poetry. They knew they had to support with textual evidence and were often keen to explain what the writers were aiming to do. This was the first June session for the new specification and it was clear that candidates had responded well to the two question format, since there were very few rubric errors and very few examples of rushed or incomplete final answers. The style of the questions was the same as in previous years, but all the poems were printed on the paper, which candidates apparently found of benefit. In the prose section there was no change to the passage-based questions; the most radical change was that candidates did not have their texts with them since this is now a closed book examination.
    [Show full text]
  • University International
    INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method of “sectioning” the material has been followed. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete.
    [Show full text]