MODULE I✅
The NIE Principle
When we are discussing techniques and/or strategies, we do three things:
Name: Technique/strategy used in extract
Illustrate: by providing the passage’s example shown and write it out (the expression, phrase or sentence)
Explain:
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The structure of the Essay
Introduction
* Discuss the writer’s purpose
* Comment on language techniques or Organizational strategies
* Effectiveness of the writer
* Tone in achieving his purpose
Body
* Illustrate and explain THROUGHOUT ALL BODY PARAGRAPHS
Conclusion
* Restate main idea
* Summarize the sub-points
* Comment on the writer’s purpose taking into consideration if his purpose was achieved.
INTRODUCTION;✅
1. Main Point and Writer’s Purpose
This is where you use the ‘Elementary frame’. You MUST use starting lines such as The main point is… and The writer’s purpose is to…
The Main Point — this is what the text is about / “What is the text saying?”
Example: In a passage about the effects of climate change, the main point might be: "Climate change is significantly impacting global weather patterns and ecosystems."
The Writer’s Purpose — why the author wrote the passage / “Why is the text saying it?”
Reflects the intent, such as to inform, persuade, entertain, or explain. It answers the question, "What does the author want the reader to do, feel, or understand?"
In the same passage about climate change, the writer's purpose might be: "The writer’s purpose is to inform/highlight/illustrate/convince readers about the dangers of climate change and encourage them to take action to mitigate its effects.". Flesh out the answer more; use the NIE Principle.
ORGANIZATIONAL STRATEGIES and/or LANGUAGE TECHNIQUES
1. Organizational Strategies (2 or 3)✅
Don’t just name them! State the full phrase and then… What are they and how do they help the piece? How do they support the writer’s purpose and the main point?
—Organizational Strategies—
Example are:
* Use of statistics
* Sub-headings/Topical
* Compare & Contrast
* Cause and effect
* Expert Opinion
* Problem and Solution
* Foreshadowing
* Flash forward
* Flashback
* Time sequence
* Definitions
* Examples
* Chronological order
* Ascending and descending order
* Classification
* Order of importance
* Simple Listing
* Numbered Listing
* Textual Evidence
2. Language Techniques (2 or 3)✅
Don’t just name them! State the full phrase and then… What are they and how do they help the piece? How do they support the writer’s purpose and the main point?
Weak Response:
The writer uses metaphor to bring his point across. (Vague explanation)
Better Response:
The writer uses a metaphor in paragraph 4 when he states, “no black popstar …has broken through in the past decade” to emphasize that it is very difficult for dark skinned persons to penetrate the barriers to success in certain fields. (Fully fleshed out explanation and response)
—Language Techniques—
Figurative devices used by the writers to drive their message.
1. Euphemism; used to replace harsh words or phrases with more mild or polite expressions.
Example: Instead of "He died," one might say, "He passed away."
Instead of "He's fat," one might say, "He's full-figured"
2. Oxymoron; combines two seemingly contradictory or opposite words to create a paradoxical effect.
Example: "Virtual reality"
"Act naturally"
"Bittersweet”
3. Paradox; a statement that appears to contradict itself, but upon further rumination, either reveals a deeper meaning or actually makes sense in the context of the statement, such as the examples that are listed below using the organizational strategy of simp\
Example: "The more you learn, the less you know."
"Less is more."
4. Synecdoche; a part of something is used to refer to the whole, or the whole is used to refer to a part.
Example: Part for the whole: A part of something is used to represent the entire thing. For example, "All hands on deck" uses "hands" (a part of a person) to refer to the whole person.
Whole for the part: The whole thing is used to represent a part of it. For example, "The United States won gold in the 4x100 meter relay" uses "The United States" to refer to the athletes representing the country.
5. Pathetic fallacy; human emotions or characteristics are attributed to non-human elements of nature, such as objects, animals, or weather.
Example: ………………..For example, in literature, if a storm is raging when a character is feeling angry or upset, or if the sun is shining brightly when a character feels happy, this would be an example of pathetic fallacy. It helps convey mood and emotion more vividly to the reader.
3) Credibility of the information presented/how it could be enhanced (better XYZ) (4 - 6 SENTENCES) ✅
Based on:
* SOURCE – Who is providing the information? Is it a reputable website, academic journal, expert, or a random blog?
* AUTHOR – Does the author have qualifications or experience in the subject area?
* EVIDENCE – Does the information include facts, data, and sources that back up its claims?
* BIAS – Is the information balanced, or does it seem one-sided or trying to persuade emotionally?
* DATE – Is it current and up-to-date, especially if the topic changes quickly (like science or tech)?
Example: The credibility of the article is generally strong, as it was published by The Guardian, a well-known and respected news organization. The author has a background in environmental journalism, which adds expertise to the discussion on climate change. The article includes data from reputable sources such as the Intergovernmental Panel on Climate Change (IPCC), which supports its arguments with scientific evidence. Additionally, it presents multiple perspectives, showing an attempt at balanced reporting. However, the publication date is from 2019, which means some data may be outdated considering how quickly climate science evolves. Despite this, the article remains a reliable source for understanding general trends in climate change communication.
4) Validity of the information presented (4 - 6 SENTENCES) ✅
* Factual Accuracy – Is the statement based on verified facts? Are those facts true and supported by reliable data?
* Evidence – Does the statement include strong, relevant, and up-to-date evidence to support its claim?
* Logic – Does the reasoning behind the statement make sense? Are there any logical fallacies, like false assumptions or exaggerations?
* Balance – Does the statement consider multiple sides or perspectives, or is it overly one-sided?
CONCLUSION; ✅
Used to answer the final question or questions which usually follow it. Restate the main idea of your essay or thesis statement – that language techniques, organisational strategies and tone are all essential elements in the writer’s quest to achieve a particular purpose
MODULE II
INTRODUCTION
BODY PARAGRAPHS
CONCLUSION
You should Include: (Usually TWO…)
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* Language Registers
* Verbal and Non-Verbal behaviours/communication aka communicative behaviours
—NON-VERBAL—
1. Kinesics — body movements used to communicate.
Such as leaning or pressing your fingers against your lips to tell others to be quiet can regulate conversations, illustrate verbal points and reduce anxiety.
Examples are smiles, frowns and pacing up and down.
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2. Proxemics; study of how people use space and distance.
Examples are standing closer to someone who’s about to share something private, cultural differences as individuals may maintain more significant distance to convey respect and avoid discomfort in one country such as the USA, while in China, closer as a sign of warmth and friendliness physical contact
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—Paralinguistic—
3. Paralanguage/Vocalics; involves the use of voice variations or sound to communicate emotional state, sincerity or verosity.
Examples are pitch, tempo and loudness.
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4. Chronemics; study of how people use and perceive time.
Examples are how one perceived adherence to deadlines and schedules.
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5. Artifacts; objects that convey messages about you
Examples are clothes, jewelry and make-up.
—VERBAL—
1. Oral communication refers to the spoken word and is the use of any spoken linguistic symbols to accomplish sending a message.
Examples include face to face conversations, meetings and public addresses.
2. Written communication refers to info conveyed through writing.
Examples include e-mails, letters, text messages and essays.
* Features of Caribbean English Creole
* grammar (syntax)
* sound (phonology)
* vocabulary (lexicon – words, and semantics – meanings)
Grammar ✅
Grammar is part of the system of rules that govern a language.
Creole languages are governed by a different system of rules from Caribbean Standard English.
These are realised in the different characteristics of grammar outlined in your syllabus and reviewed below.
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—Characteristics of Grammar—
FEATURE
English Creole (EC)
Caribbean Standard English (CSE)
Pluralisation
Various ways of expressing
plurality –
for example, simple plural /dem/ “Di boy dem”;
zero plural marking of generic nouns and with numbers/quantifiers – for example, “Cow give milk”, ten bag/some bag;
reduplication – for example, buk buk buk.
Plurality marked mostly with
the suffix –s for example, the
boys; cows give milk; ten bags/ some bags, a lot of books.
Double negative construction
Multiple negatives allowed –
for example, mi no want notn
fram nobadi.
Multiple negative not
allowed – for example, I do not want anything from anyone.
Past tense
Non-stative verbs unmarked for simple past tense, while statives have preverbal markers – for example, “mi cook wan” vs “mi did
want wan.”
Non-stative and stative verbs
marked – “I cooked one” vs “I wanted one.”
Prepositions
/a/ or null preposition used
interchangeably for ‘to’ and ‘at’ – for example, John did go (a) [go to] school; John de (a) school [is at].
‘To’ and ‘at’ not
interchangeable – for example, John went to school; John is at school.
Word order for
interrogatives and
declaratives
No inversion or insertions in
questions – for example, “Him hungry.” vs “Him hungry?”
Inversion/insertions in
questions making them distinct from statements – for
example, “He is hungry.” vs “Is he hungry?”
Phonology (sound)✅
This is the sound system of a language. English Creole has a sound system independent of Caribbean Standard English. This means that the pronunciations of English Creole words are not influenced by Caribbean Standard English.
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—Characteristics of phonology—
FEATURE
English-Creole
Caribbean Standard English
Consonant clusters
Many consonant clusters
reduced – for example, fren,
sinake.
Many consonant clusters are
not reduced – for example,
friend, snake
Hypercorrection
/h/ is added or dropped – for
example, hegg, ed.
/h/ is not hypercorrected – for
example, egg, head
Final consonants
Some final consonants are
deleted – for example, bou, wa.
Final consonants are
pronounced – for example,
about, what.
Vocabulary ✅
Here we’re looking at the language’s words (lexical items) and their meanings (semantics).
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—Characteristics of Vocabulary—
FEATURE
English-Creole
Caribbean Standard English
Shared word but different
meanings
Miserable – ill tempered;
ignorant – ill-tempered.
Miserable – wretched;
ignorant – lacking knowledge
Same form but different
functions
“Does” used to mark habitual
aspect, for example, “Mi doz
talk to he sometime.”
“Does” is the third person
singular present tense of the
verb “do”.
* Grammatical features of/Reasons for Dialect variety
Dialect
The variety of language characteristic of a particular group of people.
The Caribbean has a rich variety of dialects, which can generally be divided into two main categories: Creole dialects and Standard English dialects. These can be further subdivided into regional varieties.
a. Caribbean English Creole (CEC) Dialects
Caribbean English Creole is the result of the historical and cultural experiences of the region. It incorporates words and structures from various languages, including African languages, English, Spanish, Portuguese, and Indigenous languages.
Each Caribbean country has its own distinct variety of Creole, often referred to as Patois, but the term "Creole" is preferred because it reflects the language’s development from contact between different language groups.
Some of the major varieties include:
* Jamaican Patois/Creole
* Known for its use of vowel shifts, consonant reductions, and unique grammatical structures.
* Example: "Mi a go" (I am going).
* Trinidadian Creole
* Has a distinctive rhythm and intonation, with influence from both African and Indian languages.
* Example: "Ah go" (I will go).
* Belizean Creole
* A mix of English and African language features, with some Spanish influence.
* Example: "I wah go" (I want to go).
* Guyana Creole
* Derived from English, but heavily influenced by African and East Indian languages.
* Example: "Me deh yah" (I am here).
b. Standard English Dialects
Standard English dialects are spoken by those who use Caribbean Standard English (CSE), which is based on British English but adapted for Caribbean contexts. It follows the grammar, syntax, and vocabulary rules of English, though it may still feature regional nuances in accent and pronunciation.
Some examples include:
* Trinidadian Standard English
* Jamaican Standard English
* Barbadian Standard English
Example 1:
The extract demonstrates clear dialect variation through the contrast between characters who speak in Caribbean Creole and those who use Standard English. Beena and Ramgolall use features of Creole, such as “Me na know” and “You come home spen’ holiday, na?” which reflect local speech patterns common in rural Caribbean communities. Their language omits auxiliary verbs and uses simplified structures, adding authenticity and grounding the story in its cultural setting. In contrast, Geoffry and Stymphy use Standard English, indicating their formal education and possibly a more urban lifestyle. This switch between dialects highlights social and generational differences, while also enhancing the realism of the characters’ interactions.
Example 2:
The poem "We Are Vessels" uses Caribbean dialect, particularly a variety of Jamaican or Trinidadian Creole, to reflect authenticity and cultural identity. Phrases such as “doh know,” “I tell allyuh,” and “He dive under the bed” show features like dropped auxiliary verbs, Creole vocabulary, and speech rhythm unique to Caribbean oral storytelling. This variation brings the speaker’s voice to life, making the message more relatable and grounded in real community experiences. It also contrasts informal speech with the poem’s serious themes of purpose, identity, and wasted potential, making the social commentary more impactful and accessible to a Caribbean audience.
* Appropriateness; tone, register, audience and content
1. Tone:
Evaluate whether the tone fits the purpose of the text.
For example, if it's a formal essay or academic writing, an overly casual or humorous tone might not be suitable. On the other hand, if it's a casual blog post or a speech, a more informal or lighthearted tone might be acceptable.
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2. Register:
Determine whether the register matches the situation.
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3. Audience:
Comment on whether the tone, register, and content are suitable for the target audience.
For instance, using slang or colloquial language might be appropriate for a younger audience, but not for an academic audience.
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4. Content:
Assess whether the content is relevant, suitable, and aligns with the purpose and audience. Is the content engaging and appropriate for the intended readers or listeners? Is it clear and well-presented?
Example: A passage discussing politics might not be appropriate in a children's book, but could be very relevant in an adult-oriented news article or debate.
* How a video presentation could enhance something in the extract/passage
Example: May/June 2015
(iii) how a video presentation could enhance the comedic effect of the extract.
* A video presentation can significantly enhance the comedic effect of an extract by adding visual and audio elements that make the humor more clear and engaging. While written text might rely on the reader’s imagination to interpret jokes, a video allows for facial expressions, gestures, and tone of voice that bring those jokes to life. For example, a character’s exaggerated reactions or awkward pauses can make a moment far funnier than it would seem on paper. The timing of a joke—such as a perfectly placed pause or sudden shift in mood—is also more controlled in video, helping punchlines land more effectively. Additionally, sound effects and background music can build tension or exaggerate silliness in ways that add to the humor. These features work together to turn written comedy into a full sensory experience, making the extract more entertaining and easier for the audience to understand and enjoy.
Example: May/June 2014
(c) How a video presentation would enhance the message of the poem
* A video presentation would enhance the message of the poem Vessels by bringing its metaphors and emotions to life through visuals and sound. The poem compares people to different types of vessels, like glass and clay pots, to explore how some embrace purpose while others waste their potential. A video could show these objects symbolically—a cracked glass, a rum bottle, or a pot full of food—making the meaning more immediate and powerful. Voice tone, music, and acting could also highlight the contrast between humor and seriousness, especially in the scene with the man hiding under the bed. Altogether, the video would help the audience better connect with the poem’s themes of identity, purpose, and self-worth.
MODULE III✅
This is an essay response in which you demonstrate your knowledge of customizing a message for a target audience.
Customize a message – to create a message that appeals to the interests, ability, knowledge, age, preferences, gender etc. of a specific group or individual.
Target audience – the individual or group to whom the communication message is intended to reach.
As such, in creating a message for your target audience you are most times asked to focus on a combination of the following: rhetorical appeals, promotional strategies, dialectal (language) variations, language register, digital media technology.
Message Points
What are the message points?
Message points refer to information relating to the who, what, where, when and how of facts that are communicate to the audience to achieve the writer’s purpose.
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* (6) Appropriateness; tone, register, audience and content of what you’re saying
Example: The composition is very important as it brings to the listeners/readers the harms of nuclear waste in Caribbean society. It is very persuasive and informative and uses a conversational tone. The tone is also very pleasant and the register is formal thus making it appeal to everyone. The readers are therefore made to understand the main point of my composition, and the overall purpose of my composition. Not only that, they would also act towards it and do something about it.
(5) Rhetorical Appeals
* Logical or Logos Appeal✅
Use evidence, facts, and rational arguments to persuade the audience.
Key Elements of Logos:
1. —Data and Statistics: Presenting measurable evidence to support claims.
2. —Logical Reasoning: Using well-structured arguments with clear cause-and-effect relationships.
3. Definition/Explanation: Clear explanations enhance understanding and support logical conclusions
4. —Examples and Case Studies: Providing real-world examples to demonstrate the validity of a point.
For example:
* "Studies show that businesses using energy-efficient technologies reduce costs by up to 30% annually." (Statistics)
* "If we increase the public transportation budget, we can reduce traffic congestion and decrease air pollution in urban areas." (Logical Reasoning — Cause and Effect)
* "Solar panels work by converting sunlight into electricity through photovoltaic cells, providing a renewable energy source that reduces reliance on fossil fuels and decreases carbon emissions." (Definition/Explanation)
* "Countries like Sweden and Germany have successfully reduced their carbon emissions by investing heavily in renewable energy sources such as wind and solar power." (Examples and Case Studies)
* Emotional or Pathos Appeal✅
Pathos seeks to persuade the audience by appealing to their (different types of) emotions, values, or beliefs. It aims to evoke feelings that align with the speaker’s message.
Key Elements of Pathos:
* Stories and Anecdotes—: Sharing personal or relatable stories to create empathy.
* Imagery and Language—: Using vivid descriptions or emotionally charged words.
* Tone and Delivery—: Adjusting vocal tone, facial expressions, and body language to evoke emotion.
For example:
* COMPASSION—: "Imagine the heartbreak of a child going to bed hungry, not knowing when their next meal will come—together, we can make sure no child has to face that pain."
* HOPE—: "With your support, we can create a future where every student has access to the education they deserve, unlocking their true potential and changing lives for generations to come."
* FEAR—: "If we don’t take immediate action to reduce pollution, our children could face a world where clean air and safe drinking water are no longer a given."
* Credibility or Ethos Appeal✅
Ethos refers to the credibility or trustworthiness of the speaker or writer. It involves convincing the audience that the communicator is knowledgeable, honest, and reliable.
Key Elements of Ethos:
Authority: The speaker’s expertise or credentials in the subject matter.
Character: Demonstrating integrity, honesty, and goodwill toward the audience.
Reputation: Using past achievements or associations to build trust.
• reference to authority figures such as celebrities, knowledgeable experts or respected public officials who can make the audience trust the initiative
For example:
—Expertise—
* "Dr. Michelle Harper, a leading cardiologist with over 20 years of experience, recommends this medication for managing heart health."
—Celebrity Endorsement—
* "Professional chef Gordon Ramsay uses these knives in his own kitchen, proving their exceptional quality and durability."
"Academy Award-winning actor Leonardo DiCaprio advocates for environmental conservation, lending his credibility to the fight against climate change."
—Authority—
* "As a certified personal trainer, I can assure you that this workout plan is designed to maximize your results safely and effectively."
—(Moral) Character—
* "As a lifelong advocate for education, I have dedicated my career to ensuring every child has access to quality learning opportunities."
—Reputation—
* "Our law firm has been trusted by clients for over 50 years, delivering successful outcomes in thousands of cases."
(1) ✅Promotional Strategies
All forms of communication media and activities aim to achieve specific goals by informing or persuading a target audience to act or consider participation after exposure to a communication event.
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Seminar / Debates / Lecture / Meetings / Town Hall
Role play / Dramatization
Videos / Audio Visual media – PowerPoint, podcast
Posters / Flyers / Charts
Brochures / Booklets / Leaflets / E-mails
Songs / Jingles / Raps / Chants / Dub or Reggae poetry
Radio, television and internet advertisement
Promotional novelties and incentives (memorabilia)
Promotional events – fairs, walks/runs
Celebrity or expert testimonial or endorsements
Social Media networking / messaging / webinar
Ctrl + I = ADULT Strategies Ctrl + B = CHILDREN/STUDENT Strategies
DIALECTAL VARIETIES
Suitable dialectal varieties include: —
1. Creole English – Acrolect, mesolect or basilect
2. Standard English —
3. Colloquial English —
4. Foreign English —
5. Rasta English —
6. Erudite English —
7. Radio and Television English
(2)✅ Language Registers
Style of speaking/writing used in particular situations, ranging from very formal to very informal.
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1. Formal or Academic
* Used in a formal setting such as lectures, ceremonies, talking to a stranger or an email
* Almost ALWAYS Standard English
* Grammar is closely organized and complex sentence structures are used
* no contractions of words (eg. don't, can't, won't etc.)
2. Informal or Casual
* Used when you're talking to friends and acquaintances in a non-formal setting, like when you're just liming wherever using yuh slang and ting.
* Sentence fragments, fillers (you know, well i mean, uhhh, huh, eh?)
* Meaningless word fillers (semantically empty words) (eg. thingamajig, and stuff)
3. Consultative
* Used when the listener is expected to give some feedback based on the information provided by the speaker. For example a doctor's visit, therapy session with your shrink, a meeting or an email
* complete grammatical forms and sentences
* avoidance of elaborate terms and slang
* friendly intonation
4. Intimate
* used between people who are very close, like close friends, lovers, teammates
* non-verbal communication (shrugs, eyebrow raising, elbow nudging, chin pointing)
* private vocabulary (inside jokes)
* minimal sentence structure
* heavy use of stress and intonation, sometimes exaggerated
5. Frozen
* Used for things that don't change, they're the same each time you read/speak them. They're frozen. Stuck. Not moving. Examples are like treaties and wedding/funeral services (dearly beloved we are gathered here today....)
* no response from listener is expected
* Used in contracts or official documents
(3)✅ Defining Digital Media Technology
—What are digital media technologies?—
Digital media is any form of media that uses electronic devices such as smartphones, tablets, laptops, etc. for distribution through the Internet.
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Digital media technologies which may be mentioned include:
• — laptop computers or tablet computers and smartphones their applications —
• — audio visual digital projectors
• — document cameras or digital cameras
• — On-line message boards, forums and portals
• — Electronic bulletin boards
• — Video/audio streaming
• — Post on specific social media platforms – FaceBook, Tiktok, Instagram, Whatsapp (DO NOT SAY SOCIAL MEDIA by itself, you must mention the specific social media platform)
(4) ✅Organizing your Essay response
Introduction
* Hook
* Background Information
What is in the prompt?
* Thesis Statement
This is an explanation of how you would use verbal and non-verbal elements to influence your audience’s decision.
If the question asks for Rhetorical Appeals (Pathos, Ethos, Logos) you explain how you would use them in your speech as well.
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Body Paragraphs
Label the answers accordingly:
eg. (a) This would be your answer for the first question.
(b)
* Begin each paragraph that captures the talking part
* End each paragraph with a statement that sums up your talking point
* Use different techniques: rhetorical questions, emotive language, logos, ethos, pathos, humour, anecdotes, using personal pronouns.
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Conclusion
* End on a high
* Reiterate you talking points
. . . . . . . .2
* Challenge your audience
* End with impacting statement
Essay Rubric
* Content = 10 marks
* Organization = 7 marks
* Expression = 8 marks
Total — 25 marks (for each essay)