Wednesday, May 28, 2014

LITERATURE IN ENGLISH.

LITERATURE   IN   ENGLISH.

INTRODUCTION:
This article is about the art of written work. For the card game, see Literature (card game).
The Classic of Rites (Chinese: ; pinyin: Lǐjì), an ancient Chinese text. Certain definitions of literature have taken it to include all written work.
Literature, in its broadest sense, is any written work; etymologically the term derives from Latin literatura/litteratura "writing formed with letters", although some definitions include spoken or sung texts. More restrictively, it is writing that possesses literary merit, and language that foregrounds literariness, as opposed to ordinary language. Literature can be classified according to whether it is fiction or non-fiction, and whether it is poetry or prose; it can be further distinguished according to major forms such as the novel, short story or drama; and works are often categorised according to historical periods, or according to their adherence to certain aesthetic features or expectations (genre).
Taken to mean only written works, literature was first produced by some of the world's earliest civilizations—those of Ancient Egypt and Sumeria—as early as the 4th millennium BC; taken to include spoken or sung texts, it originated even earlier, and some of the first written works may have been based on an already-existing oral tradition. As urban cultures and societies developed, there was a proliferation in the forms of literature. Developments in print technology allowed for literature to be distributed and experienced on an unprecedented scale, which has culminated in the twenty-first century in electronic literature.

Definition

There have been various attempts to define "literature".[1] Simon and Delyse Ryan begin their attempt to answer the question "What is Literature?" with the observation:
The quest to discover a definition for "literature" is a road that is much travelled, though the point of arrival, if ever reached, is seldom satisfactory. Most attempted definitions are broad and vague, and they inevitably change over time. In fact, the only thing that is certain about defining literature is that the definition will change. Concepts of what is literature change over time as well.[2]
Definitions of literature have varied over time; it is a "culturally relative definition".[3] In Western Europe prior to the eighteenth century, literature as a term indicated all books and writing.[3] A more restricted sense of the term emerged during the Romantic period, in which it began to demarcate "imaginative" literature.[4][5] Contemporary debates over what constitutes literature can be seen as returning to the older, more inclusive notion of what constitutes literature. Cultural studies, for instance, takes as its subject of analysis both popular and minority genres, in addition to canonical works.[3]
The value judgement definition of literature considers it to exclusively include writing that possesses a literary quality or distinction, forming part of the so-called belles-lettres ('fine writing') tradition.[6] This is the definition used in the Encyclopædia Britannica Eleventh Edition (1910–11) when it classifies literature as "the best expression of the best thought reduced to writing."[7] However, this has the result that there is no objective definition of what constitutes "literature"; anything can be literature, and anything which is universally regarded as literature has the potential to be excluded, since value-judgements can change over time.[6]
The formalist definition is that the language of "literature" foregrounds poetic effects; it is the "literariness" or "poeticity" of literature that distinguishes it from ordinary speech or other kinds of writing (e.g. journalism).[8][9] Jim Meyer considers this a useful characteristic in explaining the use of the term to mean published material in a particular field (e.g. "Scientific literature"), as such writing must use language according to particular standards.[1] The problem with the formalist definition is that in order to say that literature deviates from ordinary uses of language, those uses must first be identified; this is difficult because "ordinary language" is an unstable category, differing according to social categories and across history.[10]
Etymologically, the term derives from Latin literatura/litteratura "learning, a writing, grammar," originally "writing formed with letters," from litera/littera "letter".[11] In spite of this, the term has also been applied to spoken or sung texts.[1][12]

Major forms

Poetry

Main article: Poetry
A calligram by Guillaume Apollinaire. These are a type of poem in which the written words are arranged in such a way to produce a visual image.
Poetry is a form of literary art which uses aesthetic and rhythmic qualities of language to evoke meanings in addition to, or in place of, prosaic ostensible meaning.[13] Poetry has traditionally been distinguished from prose by its being set in verse;[a] prose is cast in sentences, poetry in lines; the syntax of prose is dictated by meaning, whereas that of poetry is held across metre or the visual aspects of the poem.[18] Prior to the nineteenth century, poetry was commonly understood to be something set in metrical lines; accordingly, in 1658 a definition of poetry is "any kind of subject consisting of Rythm or Verses".[13] Possibly as a result of Aristotle's influence (his Poetics), "poetry" before the nineteenth century was usually less a technical designation for verse than a normative category of fictive or rhetorical art.[19] As a form it may pre-date literacy, with the earliest works being composed within and sustained by an oral tradition;[20][21] hence it constitutes the earliest example of literature.

Prose

Main article: Prose
Prose is a form of language that possesses ordinary syntax and natural speech rather than rhythmic structure; in which regard, along with its measurement in sentences rather than lines, it differs from poetry.[18][22] On the historical development of prose, Richard Graff notes that "[In the case of Ancient Greece] recent scholarship has emphasized the fact that formal prose was a comparatively late development, an "invention" properly associated with the classical period".[23]
  • Novel: a long fictional prose narrative. It was the form's close relation to real life that differentiated it from the chivalric romance;[24][25] in most European languages the equivalent term is roman, indicating the proximity of the forms.[25] In English, the term emerged from the Romance languages in the late fifteenth century, with the meaning of "news"; it came to indicate something new, without a distinction between fact or fiction.[26] Although there are many historical prototypes, so-called "novels before the novel",[27] the modern novel form emerges late in cultural history—roughly during the eighteenth century.[28] Initially subject to much criticism, the novel has acquired a dominant position amongst literary forms, both popularly and critically.[25][29][30]
  • Novella: in purely quantitative terms, the novella exists between the novel and short story; the publisher Melville House classifies it as "Too short to be a novel, too long to be a short story".[31] There is no precise definition in terms of word or page count.[32] Literary prizes and publishing houses often have their own arbitrary limits,[33] which vary according to their particular intentions. Summarising the variable definitions of the novella, William Giraldi concludes "[it is a form] whose identity seems destined to be disputed into perpetuity".[34] It has been suggested that the size restriction of the form produces various stylistic results, both some that are shared with the novel or short story,[35][36] and others unique to the form.[37]
  • Short story: a dilemma in defining the "short story" as a literary form is how to, or whether one should, distinguish it from any short narrative; hence it also has a contested origin,[38] variably suggested as the earliest short narratives (e.g. the Bible), early short story writers (e.g. Edgar Allan Poe), or the clearly modern short story writers (e.g. Anton Chekhov).[39] Apart from its distinct size, various theorists have suggested that the short story has a characteristic subject matter or structure;[40][41] these discussions often position the form in some relation to the novel.[42]

History

The history of literature follows closely the development of civilization. When defined exclusively as written work, Ancient Egyptian literature,[43] along with Sumerian literature are considered the world's oldest literatures.[44] The primary genres of the literature of Ancient Egyptdidactic texts, hymns and prayers, and tales—were almost entirely written in verse;[45] while use of poetic devices is clearly recognisable, the prosody of the verse is unknown.[46]
Different historical periods are reflected in literature. National and tribal sagas, accounts of the origin of the world and of customs, and myths which sometimes carry moral or spiritual messages predominate in the pre-urban eras. The epics of Homer, dating from the early to middle Iron age, and the great Indian epics of a slightly later period, have more evidence of deliberate literary authorship, surviving like the older myths through oral tradition for long periods before being written down.
As a more urban culture developed, academies provided a means of transmission for speculative and philosophical literature in early civilizations, resulting in the prevalence of literature in Ancient China, Ancient India, Persia and Ancient Greece and Rome. Many works of earlier periods, even in narrative form, had a covert moral or didactic purpose, such as the Sanskrit Panchatantra or the Metamorphoses of Ovid. Drama and satire also developed as urban culture provided a larger public audience, and later readership, for literary production. Lyric poetry (as opposed to epic poetry) was often the speciality of courts and aristocratic circles, particularly in East Asia where songs were collected by the Chinese aristocracy as poems, the most notable being the Shijing or Book of Songs. Over a long period, the poetry of popular pre-literate balladry and song interpenetrated and eventually influenced poetry in the literary medium.
In ancient China, early literature was primarily focused on philosophy, historiography, military science, agriculture, and poetry. China, the origin of modern paper making and woodblock printing, produced one of the world's first print cultures.[47] Much of Chinese literature originates with the Hundred Schools of Thought period that occurred during the Eastern Zhou Dynasty (769-269 BCE). The most important of these include the Classics of Confucianism, of Daoism, of Mohism, of Legalism, as well as works of military science (e.g. Sun Tzu's The Art of War) and Chinese history (e.g. Sima Qian's Records of the Grand Historian). Ancient Chinese literature had a heavy emphasis on historiography, with often very detailed court records. An exemplary piece of narrative history of ancient China was the Zuo Zhuan, which was compiled no later than 389 BCE, and attributed to the blind 5th century BCE historian Zuo Qiuming.
In ancient India, literature originated from stories that were originally orally transmitted. Early genres included drama, fables, sutras and epic poetry. Sanskrit literature begins with the Vedas, dating back to 1500–1000 BCE, and continues with the Sanskrit Epics of Iron Age India. The Vedas are among the oldest sacred texts. The Samhitas (vedic collections) date to roughly 1500–1000 BCE, and the "circum-Vedic" texts, as well as the redaction of the Samhitas, date to c. 1000-500 BCE, resulting in a Vedic period, spanning the mid 2nd to mid 1st millennium BCE, or the Late Bronze Age and the Iron Age.[48] The period between approximately the 6th to 1st centuries BC saw the composition and redaction of the two most influential Indian epics, the Mahabharata and the Ramayana, with subsequent redaction progressing down to the 4th century AD.
In ancient Greece, the epics of Homer, who wrote the Iliad and the Odyssey, and Hesiod, who wrote Works and Days and Theogony, are some of the earliest, and most influential, of Ancient Greek literature. Classical Greek genres included philosophy, poetry, historiography, comedies and dramas. Plato and Aristotle authored philosophical texts that are the foundation of Western philosophy, Sappho and Pindar were influential lyrical poets, and Herodotus and Thucydides were early Greek historians. Although drama was popular in Ancient Greece, of the hundreds of tragedies written and performed during the classical age, only a limited number of plays by three authors still exist: Aeschylus, Sophocles, and Euripides. The plays of Aristophanes provide the only real examples of a genre of comic drama known as Old Comedy, the earliest form of Greek Comedy, and are in fact used to define the genre.[49]
Johann Wolfgang von Goethe, German writer and author of the Faust books
Roman histories and biographies anticipated the extensive mediaeval literature of lives of saints and miraculous chronicles, but the most characteristic form of the Middle Ages was the romance, an adventurous and sometimes magical narrative with strong popular appeal. Controversial, religious, political and instructional literature proliferated during the Renaissance as a result of the invention of printing, while the mediaeval romance developed into a more character-based and psychological form of narrative, the novel, of which early and important examples are the Chinese Monkey and the German Faust books.
In the Age of Reason philosophical tracts and speculations on history and human nature integrated literature with social and political developments. The inevitable reaction was the explosion of Romanticism in the later 18th century which reclaimed the imaginative and fantastical bias of old romances and folk-literature and asserted the primacy of individual experience and emotion. But as the 19th-century went on, European fiction evolved towards realism and naturalism, the meticulous documentation of real life and social trends. Much of the output of naturalism was implicitly polemical, and influenced social and political change, but 20th century fiction and drama moved back towards the subjective, emphasising unconscious motivations and social and environmental pressures on the individual. Writers such as Proust, Eliot, Joyce, Kafka and Pirandello exemplify the trend of documenting internal rather than external realities.
Genre fiction also showed it could question reality in its 20th century forms, in spite of its fixed formulas, through the enquiries of the skeptical detective and the alternative realities of science fiction. The separation of "mainstream" and "genre" forms (including journalism) continued to blur during the period up to our own times. William Burroughs, in his early works, and Hunter S. Thompson expanded documentary reporting into strong subjective statements after the second World War, and post-modern critics have disparaged the idea of objective realism in general.

Awards

There are numerous awards recognising achievement and contribution in literature. Given the diversity of the field, awards are typically limited in scope, usually on: form, genre, language, nationality and output (e.g. for first-time writers or debut novels).[50]
The Nobel Prize in Literature was one of the five Nobel Prizes established by the will of Alfred Nobel in 1895,[51] and is awarded to an author on the basis of their body of work, rather than to, or for, a particular work itself.[b] Other literary prizes for which all nationalities are eligible include: the Neustadt International Prize for Literature, the Man Booker International Prize and the Franz Kafka Prize.

Essays

An essay consists of a discussion of a topic from an author's personal point of view, exemplified by works by Michel de Montaigne or by Charles Lamb.
Genres related to the essay may include the memoir and the epistle.

Other prose literature

Philosophical, historical, journalistic, and scientific writings are traditionally ranked as literature. They offer some of the oldest prose writings in existence; novels and prose stories earned the names "fiction" to distinguish them from factual writing or nonfiction, which writers historically have crafted in prose.

Natural science

As advances and specialization have made new scientific research inaccessible to most audiences, the "literary" nature of science writing has become less pronounced over the last two centuries. Now, science appears mostly in journals. Scientific works of Aristotle, Copernicus, and Newton still exhibit great value, but since the science in them has largely become outdated, they no longer serve for scientific instruction. Yet, they remain too technical to sit well in most programmes of literary study. Outside of "history of science" programmes, students rarely read such works.

Philosophy

Philosophy has become an increasingly academic discipline. More of its practitioners lament this situation than occurs with the sciences; nonetheless most new philosophical work appears in academic journals. Major philosophers through history—Plato, Aristotle, Socrates, Augustine, Descartes, Kierkegaard, Nietzsche—have become as canonical as any writers. Some recent philosophy works are argued to merit the title "literature", such as some of the works by Simon Blackburn; but much of it does not, and some areas, such as logic, have become extremely technical to a degree similar to that of mathematics.

History

A significant portion of historical writing ranks as literature, particularly the genre known as creative nonfiction. So can a great deal of journalism, such as literary journalism. However these areas have become extremely large, and often have a primarily utilitarian purpose: to record data or convey immediate information. As a result the writing in these fields often lacks a literary quality, although it often and in its better moments has that quality. Major "literary" historians include Herodotus, Thucydides and Procopius, all of whom count as canonical literary figures.

Law

Law offers more ambiguity. Some writings of Plato and Aristotle, the law tables of Hammurabi of Babylon, or even the early parts of the Bible could be seen as legal literature. Roman civil law as codified in the Corpus Juris Civilis during the reign of Justinian I of the Byzantine Empire has a reputation as significant literature. The founding documents of many countries, including Constitutions and Law Codes, can count as literature; however, most legal writings rarely exhibit much literary merit, as they tend to be rather garrulous.

Drama

A play or drama is another classical literary form that has continued to evolve over the years. It generally comprises chiefly dialogue between characters, and usually aims at dramatic / theatrical performance (see theatre) rather than at reading. During the 18th and 19th centuries, opera developed as a combination of poetry, drama, and music. Nearly all drama took verse form until comparatively recently. Shakespeare could be considered drama. Romeo and Juliet, for example, is a classic romantic drama generally accepted as literature.
Greek drama exemplifies the earliest form of drama of which we have substantial knowledge. Tragedy, as a dramatic genre, developed as a performance associated with religious and civic festivals, typically enacting or developing upon well-known historical or mythological themes. Tragedies generally presented very serious themes. With the advent of newer technologies, scripts written for non-stage media have been added to this form. War of the Worlds (radio) in 1938 saw the advent of literature written for radio broadcast, and many works of Drama have been adapted for film or television. Conversely, television, film, and radio literature have been adapted to printed or electronic media.

Other narrative forms

  • Electronic literature is a literary genre consisting of works that originate in digital environments.
  • Films, videos and broadcast soap operas have carved out a niche which often parallels the functionality of prose fiction.
  • Graphic novels and comic books present stories told in a combination of sequential artwork, dialogue and text.

Genres of literature

Literary genre is a mode of categorising literature. The term originates from French, designating a proposed type or class.[52] However, such classes are subject to change, and have been used in different ways in different periods and traditions.

Literary techniques

Main article: Literary technique
A literary technique or literary device can be used by authors in order to enhance the written framework of a piece of literature, and produce specific effects. Literary techniques encompass a wide range of approaches to crafting a work: whether a work is narrated in first-person or from another perspective, whether to use a traditional linear narrative or a nonlinear narrative, or the choice of literary genre, are all examples of literary technique. They may indicate to a reader that there is a familiar structure and presentation to a work, such as a conventional murder-mystery novel; or, the author may choose to experiment with their technique to surprise the reader.
In this way, use of a technique can lead to the development of a new genre, as was the case with one of the first modern novels, Pamela by Samuel Richardson. Pamela is written as a collection of letter-writing correspondence, called "epistolary technique"; by using this technique, Pamela strengthened the tradition of the epistolary novel, a genre which had been practiced for some time already but without the same acclaim.
Literary technique is distinguished from literary device, as military strategy is distinguished from military tactics. Devices are specific constructions within the narrative that make it effective. Examples include metaphor, simile, ellipsis, narrative motifs, and allegory. Even simple word play functions as a literary device. The narrative mode may be considered a literary device, such as the use of stream-of-consciousness narrative.
Literary criticism implies a critique and evaluation of a piece of literature and, in some cases, it is used to improve a work in progress or a classical piece, as with an ongoing theatre production. Literary editors can serve a similar purpose for the authors with whom they work. There are many types of literary criticism and each can be used to critique a piece in a different way or critique a different aspect of a piece.

PEOPLE , THEIR OCCUPATIONS----PATTERNS AND VOCABULARY---ENGLISH LANGUAGE O--LEVEL

Professions & Occupations

English Vocabulary.

Below we have a list of different Professions and an explanation of what each person does in that profession.
Accountant - a person that works with the money and accounts of a company.
Actor /Actress - a person that acts in a play or a movie
Architect - a person that designs building and houses.
Astronomer - a person who studies the stars and the universe
Author - They write books or novels.
Baker - They make bread and cakes and normally work in a bakery.
Bricklayer - a person that helps to build houses using bricks.
Bus driver - a person that drives buses.
Butcher - a person that works with meat. They cut the meat and sell it in their shop.
Carpenter - a person that makes things from wood including houses and furniture.
Chef/Cook - a person that prepared food for others, often in a restaurant or café.
Cleaner - a person that cleans/tidies an area or place (such as in an office)
Dentist - a person that can fix problems you have with your teeth.
Designer - a person who has the job of designing things.
Doctor - a person you go to see when you are ill or have some type of health problem.
Dustman/Refuse collector - a person that collects trash/rubbish from bins in the street.
Electrician - a person that works with electric circuits.
Engineer - a person who develops solutions to technical problems. They sometimes design, build, or maintain engines, machines, structures or public works.
Factory worker - a person that works in a factory.
Farmer - a person that works on a farm, usually with animals.
Fireman/Fire fighter - a person that puts out fires.
Fisherman - a person that catches fish
Florist - a person that works with flowers.
Gardener - a person that keeps gardens clean and tidy. They take care of the plants in the garden.
Hairdresser - they cut your hair or give it a new style.
Journalist - a person that makes new reports in writing or through television.
Judge - a qualified person that decides cases in a law court.
Lawyer - a person that defends people in court and gives legal advice.
Lecturer - a person that gives lectures, usually in a university.
Librarian - a person that works in a library.
Lifeguard - a person that saves lives where people swim (at a beach or swimming pool).
Mechanic - a person that repairs machines, especially car motors.

Model - a (usually attractive) person that works in fashion, modeling clothes and accessories.
Newsreader - a person that reads the news, normally on television.
Nurse - a person trained to help a doctor look after the sick or injured.
Optician - a person that checks your eyes and try and correct any problems with your sight.
Painter - a person that paints pictures or the interior and exterior of buildings.
Pharmacist - a qualified person that works with and dispenses medicine.
Photographer - a person that takes photos.
Pilot - a person who flies a plane.
Plumber - a person that repairs your water systems or pipes.
Politician - a person who works in politics.
Policeman/Policewoman - a member of the police force. They (try and) prevent crime.
Postman - a person that delivers mail to your house.
Real estate agent - a person that makes money from selling land for development.
Receptionist - a person that is at the reception (entrance) of a company.
Scientist - a person that works in the science industry. They do many experiments.
Secretary - a person employed in an office who types letters, keeps records etc.
Shop assistant - a person that works in a shop or store selling products.
Soldier - a person who works for the army.
Tailor - a person that makes clothes for others, many times producing exclusive items of clothing.
Taxi driver - a person who drives a taxi.
Teacher - a person that passes knowledge to students, usually at school.
Translator - a person that translates from one language to another.
Traffic warden - a person that patrols areas to check that people do not park in the wrong place.
Travel agent - a person that organises and sells holidays and flights for others.
Veterinary doctor (Vet) - a qualified person that looks after sick animals.
Waiter/Waitress - a person that works in a food outlet, looking after customers and serving food.
Window cleaner - a person that cleans windows, normally the windows of big buildings.

Sunday, May 25, 2014

ANSWERING COMPREHENSION QUESTIONS CORRECTLY -----ENGLISH LANGUAGE----- O---LEVEL.

ANSWERING  COMPREHENSION  QUESTIONS   CORRECTLY---ENGLISH  LANGUAGE  --- O--LEVEL.


PHOTO | FILE Students of Moi Girls High School in Eldoret town tackle their English Paper One exams, during the Kenya Certificate of Secondary Education Examinations that kicked off on October 18, 2011.
PHOTO | FILE Students of Moi Girls High School in Eldoret town tackle their English Paper One exams, during the Kenya Certificate of Secondary Education Examinations that kicked off on October 18, 2011.

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The Comprehension question is usually set in Paper Two. It is the first question in the paper. In most cases, the comprehension passage addresses topics on emerging (contemporary) issues in the society.
The passage can be got from newspapers, magazines or even text books.
The student is expected to develop effective reading skills that will help him/her answer comprehension questions effectively. The student must read and understand the passage.
To perform well in this question, the candidate is expected to know the different types of questions asked under the comprehension passage. This knowledge will help the student prepare well in advance.
These questions can be broadly divided into:
  • Factual questions
  • Inference questions
  • Questions on summary and note making
  • Questions on grammar and sentence structure
  • Questions on vocabulary
  • Factual questions
These are questions based on facts or ideas from the passage. They are recall type of questions. The student is expected to recall/remember what he/she has read.
When answering recall type of questions, the student is expected to use words and phrases from the paragraph that contains the answer. The candidate should then zero in on the sentence that contains the answer i.e. the sentence that answers the question.
Before a student starts answering comprehension questions, he/she must first understand the passage. There are questions that will require the student to show his/her understanding of the passage.
INFERENCE QUESTIONS
These are questions that are not lifted directly from the passage. The student is expected to infer from the details given in the passage. These questions include:
i. Application questions where the student is expected to relate what has been read in the passage to a different situation.
ii. Questions that require the student to make judgement on the ideas that have been presented in the passage.
Questions on summary and note-making.
a) Summary writing
In summary writing, the student is required to give information from the passage in a given number of words. The student must write complete sentences. The required information must be written in continuous prose. In this question all the rules of grammar must be observed: rules on tense, punctuation, spelling etc.
The students should stick to the instructions given in the question.
Let us look at the phrases that can be used in summary writing questions and see how students should tackle them:
i) In about 50 words, describe the characteristics of fake phones.
The student must count the number of words he/she will use to answer this question. In this question, “In about 50 words”, the student should not go beyond 55 words and not below 45 words. An allowance of 5 words is given as the maximum or minimum number of words to use. Nothing is marked beyond the maximum number given.
ii) In not more than 50 words describe the characteristics of fake phones.
Unlike the first question, this one expects the student to use a maximum of 50 words. Nothing is marked beyond this. Students are therefore expected to read and understand the question.
b) Note-making
The student’s answer here must be in point form. Unlike in summary writing, in note-making, the answer is not given in continuous prose. There must be an indicator that these are notes. To show that they are notes, the student should use numbers, letters, hyphens, bullets, etc. THERE MUST BE SOMETHING TO INDICATE THAT THEY ARE NOTES. A student who does not make notes is penalised.
QUESTIONS ON GRAMMAR
The student will be expected to answer a question or two on grammar and sentence construction. The grammar questions are based on sentences from the passage.
The student might, for example, be asked to rewrite a sentence, add a question tag. In this question, knowledge of English grammar is required. All the rules of grammar must be observed. Any grammatical mistake is penalised. No mark is awarded for answers that have grammatical mistakes — wrong punctuation, wrong tense, wrong spelling, etc.
QUESTIONS ON VOCABULARY
These are questions that test the student’s ability to give the meanings of words and expressions. In this question, the candidate should give the meaning of words and expressions in the context in which they have been used. Give the contextual meaning of the words or expressions.
The meaning of the words/expressions must be given in the same tense as the word in question. For example, give the meaning of the following word as used in the passage:
Trudging: Walking slowly
The meaning of the word is given in the same tense as the word in question. Students should take note of this. For a student to answer vocabulary questions correctly, he/she must first understand the passage.
All questions must be answered in the tense in which they are asked.
Students might be asked to give the attitude of the writer towards his/her subject matter. The student is expected to make judgements based on the ideas presented in the passage. Answers to such questions are not got directly from the passage.
Examples of comprehension questions:
i. According to the writer, who are the real leaders? (recall question). It can be got direct from the passage.
ii. With illustrations, describe the attitude of the writer towards the leaders. (evaluation question) Student must make judgement based on ideas presented in the passage.
iii. In note form identify the deficiencies of leadership. (Note-making) Must be in point form.
iv. “You will never be a leader until people see you as such,” he said. (rewrite in reported speech) (Question on grammar)
v. What do you think the writer means by the statement, “He saps the energy of his staff.” (Inference question)
To answer comprehension questions effectively:
  • The student must read and understand the passage.
  • The answers must be given in the correct tense.
  • Use complete sentences when answering your questions.
  • Questions on note-making must be in point form.
  • Summary writing must be in continuous prose.
  • Give the meaning of words using the tense of the word in question.

COMPREHENSION AND SUMMARY ------ ENGLISH LANGUAGE ---O----LEVEL.

COMPREHENSION   AND    SUMMARY-----ENGLISH    LANGUAGE  O--LEVEL.


Comprehension is defined as the level of understanding of a text. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text. .[1]
Proficient comprehension depends on the ability to recognize words quickly and effortlessly.[2][3] If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read.
Many educators in the USA believe that students need to learn to analyze text (comprehend it) even before they can read it on their own, and comprehension instruction generally begins in pre-Kindergarten or Kindergarten. But other US educators consider this comprehension approach to be completely backward for very young children, arguing that the children must learn how to decode the words in a story through phonics before they can analyze the story itself.
During the last century comprehension lessons usually comprised students answering teachers' questions, writing responses to questions on their own, or both.[citation needed] The whole group version of this practice also often included "Round-robin comprehension", wherein teachers called on individual students to read a portion of the text (and sometimes following a set order). In the last quarter of the 20th century, evidence accumulated that the read-test methods assessed comprehension more than they taught it. The associated practice of "round robin" comprehension has also been questioned and eliminated by many educators.
Instead of using the prior read-test method, research studies have concluded that there are much more effective ways to teach comprehension. Much work has been done in the area of teaching novice readers a bank of "comprehension strategies," or tools to interpret and analyze text.[4][5] There is not a definitive set of strategies, but common ones include summarizing what you have read, monitoring your comprehension to make sure it is still making sense, and analyzing the structure of the text (e.g., the use of headings in science text). Some programs teach students how to self monitor whether they are understanding and provide students with tools for fixing comprehension problems.
Instruction in comprehension strategy use often involves the gradual release of responsibility, wherein teachers initially explain and model strategies. Over time, they give students more and more responsibility for using the strategies until they can use them independently. This technique is generally associated with the idea of self-regulation and reflects social cognitive theory, originally conceptualized by Albert Bandura
On tests like the SAT, students are asked to perform certain tasks designed to assess their cognitive abilities. Understanding the significance of the terms used to describe these procedures is as important to the administrator of the exam as it is to the student taking it. Knowing the difference between comprehension and summary is essential to ensuring that proper instructions are given and received.
COMPREHENSION:
The act of comprehending is defined by Webster's Collegiate Dictionary as "the capacity of the mind to perceive and understand." For example, in comprehension a specific passage, to assess one's comprehension would be to ask questions regarding details of the plot, or to inquire about specific facts. Comprehension is focused merely on the content of the item, none of these facts are applied to exterior topics (which would fall morso under summary).
Comprehension has the following meanings:
• In general usage, and more specifically in reference to education and psychology, it has roughly the same meaning as understanding.
• Comprehension comprehension measures the understanding of a passage of text
• Comprehension (logic), the totality of intensions, that is, properties or qualities, that an object possesses
o Comprehension (or comprehensiveness), in Anglicanism, the theological inclusiveness and liturgical breadth thought to be integral to the definition of the tradition
o Comprehension in set theory, another name for the axiom schema of specification (or more specifically, the axiom schema of unrestricted specification)
o List comprehension, in computer science, an adaptation of mathematical set notation to represent infinite lists
SUMMARY:
A summary, synopsis, or recap is a shorter version of the original. Such a simplification highlights the major points from the much longer subject, such as a text, speech, film, or event. The purpose is to help the audience get the gist in a short period of time. In the normal course of events a summary or synopsis is normally written by the summariser using his or her own words to sum up the salient points of an article, text, speech, etc. Summary is defined as the process of separating material or objects into separate elemental constituents. In other words, analyzing a car would include exploring the engine, the interior, the transmission, the electrical system, the wheels, windows and everything else that becomes a part of the whole car. Summary explores the relationship of the parts to the whole system, and then derives meaning from these relationships.
In amost all cases : a written summary is an encapsulation of another person's work. Writers of such summaries are allowed to quote salient points without infringing copyright fair use and in addition are usually expected to rely on their own words to form the greater part of the summary, rather than merely copying text. Written summaries starts with a lead, including title, an acknowledgement of the original author, text type, and the main idea of the text. It has a clearly arranged structure and is paraphrased with new words without quotations from the text. A summary has no dramatic structure and is written in present tense or historical present. In summaries, only indirect speech is used and depictions are avoided. Summaries of scientific books or dissertations present the major facts in scientific language while also being mindful of the non scientists' need to understand concepts. In addition, summaries may also include reviews where a critic or reviwer outlines the various significant points of a book, article, text, film etc.
Summary in nonfiction
Nonfiction summaries serve to familiarize the reader with the subject matter of an entire work in a short space of time. They are written in a balanced and objective way, mirroring the genre’s aim to portray actual events from the author’s point of view. Generally, nonfiction summaries do not offer analysis or assessment.
Summarizers use nonfiction guidelines mentioned above, but also provide numerical ratings and evaluations of the titles covered. Shorter, more concise nonfiction summaries are called abstracts. They are approximately five pages, thus longer than scientific abstracts.
Comprehension is Perception.
Upon comprehension or observing a section of text or an event, your comprehension is a reflection of your ability to remember exactly what was said. Facts are of utmost significance, and knowledge of details proves your high level of comprehension. This memory is then applied to develop an summary.
Summary is Comparison.
Once everything is comprehended, the individual can analyze these terms. Summary is a method of comparison and referential assessment. The act of summary depends on a relative statement, through which the individual explores her comprehension of the item. While comprehension would ask, "What year was the Declaration of Independence signed?", summary would ask, "What significant impact did the signing of the Declaration of Independence have on global economics?"

REFERENCES
• Browne & King (2004). Self-Editing for Fiction Writers: How to Edit Yourself into Print. New York: Harper Resource. pp. 12, 117.
• Card, Orson Scott (1988). Character & Viewpoint. Cincinnati, OH: Writer's Digest Books.
• Marshall, Evan (1998). The Marshall Plan for Novel Writing. Cincinnati, OH: Writer's Digest Books. pp. 143–165.
• Selgin, Peter (2007). By Cunning & Craft: Sound Advice and Practical Wisdom for fiction writers. Cincinnati, OH: Writer's Digest Books. p. 38.

Friday, May 2, 2014

PHYSICS FORM SIX SYLLABUS .


PHYSICS SYLLABUS FORM 5  -6
PHYSICS COURSE OBJECTIVES AND TARGET LEARNERS
It is expected that at the end of this course, Students should be able to:
- Acquire the appropriate skills in science and technology
- Apply the physics knowledge obtained in solving physical problem
- Explain, interpret and demonstrate physic concepts, principle and laws.
CHOICE OF INSTRUCTIONAL MATERIALS
The study material for this course are not contained in one book.
However the following books can be used:
Nelkon and Parker
Advanced Level Physics (Fifth Ed)
Brophy
Fundamental of Electronics
Physics for Secondary Schools Book V and VI
Jenkins E.N.
(An Introduction for Radioactivity).
Tom Duncan
A'Level Physics
Tom Duncan
Electronics for Today
Bennet Modern Physics
Stephenson
Mechanics and Properties of Matter
In addition to this, a list of recent books suitable for this course will be published from time to time.
In selecting instructional and study materials, the teacher is expected to apply his or her academic professional knowledge and skills in judging the suitability of the book.
METHODS OF TEACHING AND LEARNING
A physics teacher is advised to employ "activity teaching methods" and problem solving approach. In the former method, the students should be encouraged to participate actively in:
observing, hypothesising, inferring, classifying, predicting. experimentation, collecting and interpreting data and drawing conclusion. I on the other hand, problem solving approach include discovery, student projects and education visits excur­sions. However, the teacher will be free to use any other teaching method (e.g. exposure teaching method) considered effective according to certain circumstances in promoting learning.
The teacher are advised to administer formative tests at the end of each topic in the syllabus in order to diagnose the learning problems of their students. The results of these test should be used to provide group or individual remedial instruction when­ever necessary. Annual examinations will serve as a means of indentifying the topics or sub-topic which need further teaching improvement.
FORM  VI  - TOPICS
1. ELECTROSTATICS
        a. Coulomb’s law
        b. Electric field intensity
        c. Electric potential
        d. Van de Graaf generator
        e. Capacitance 
2. CURRENT ELECTRICITY
       a. Electric conduction in metals
       b. Conduction of electricity electrolytes
       c. Electric conduction in gases
3. ELECTRO-MAGNETISM
      a. Magnetic  fields
      b. Magnetic properties of  materials
      c. Magnetic forces
      d. Induced emf
      e. f.a.c. theory 
4. ELECTRONICS
     a. Energy bands in solids
     b. Semiconductors
     c. Transistor 
5.  STRUCTURE OF THE ATOM
     a. Electron
     b. Bohr’s model of the hydrogen atom
     c. Light amplification by stimulated emission of radiation (Laser) and magnetic amplification by stimulated emission of radiation (maser)
     d. Quantum Physics 
     e. Nuclear Physics
6. GEOPHYSICS
    a. The atmosphere  
    b. Earth quakes and volcanoes  
      c.  Magnetic field of the earth