Tuesday, April 28, 2015

News Writing: Bringing Life to the Lead



Breaking the Monotony: Summary versus Feature Lead

            Usually, journalistic writing often uses the summary lead (5 Ws - what, who, when, who, where, why) in writing the Lead of the news story. This type "leads" the reader into the story right away. But there should also be variety to avoid being too “straight” or being too “hard” in writing the Lead. To break this predictability but still using the 5 Ws, we can also use the Feature Lead which brings some imagination and life to the story.

For example, these are the initial information about the news:

What – Hurricane Ike
When – Tuesday
Where – U.S and Mexico

So, the summary lead may be written this way:

“Hurricane Ike hit the U.S. and Mexico on Tuesday killing thousands.”

            But using the feature lead, CBS News wrote:

“Hurricane Ike moved into the warm waters of the Gulf and took aim at the U.S. and Mexican coasts Tuesday after bringing down aging buildings in Havana and tearing through western Cuba's tobacco country.” (September 9, 2008)

            Another example, the information are as follows:

Who – Two American Astronauts
When – July 20, 1969
Where - landed on the moon

            A summary lead may be written, thus: 

                      “Two American astronauts landed on the moon on July 20, 1969.”

            But the New York Times, using the Feature lead, wrote:

“Men have landed and walked on the moon.
Two Americans, astronauts of Apollo 11, steered their fragile four-legged lunar module safely and smoothly to the historic landing yesterday at 4:17:40 P.M., Eastern daylight time.” (New York Times, July 21, 1969)

Thursday, April 23, 2015

News Lead: Which style would better "lead" the readers to the story?

Fact:   A serial killer terrorized a town

Lead 1


The people of Townsville are living in fear after a seventh victim of the Townsville Terror was found Monday night at Smith Grade School.

Lead 2

Charlene Simpkins used to be the kind of mom who let her kids walk to the bus stop. She used to leave her front door unlocked so friends could drop in and go for quiet walks alone after dinner. But that all changed when the killer dubbed the Townsville Terror struck in her community.

Tuesday, April 21, 2015

Use of Native Language in Teaching English

Yes, some methods and techniques in language teaching allow the use of the native language (like Arabic) in teaching English.  In the Grammar-Translation Method, where the students are taught to translate from one language to another, the language that is used in the class is mostly the students' native language. Likewise, the native language is used in the Silent Way to give instructions when necessary to help a student improve his/her pronunciation. It is possible that the sounds in the students' native language are similar or identical to sounds in the English language. In Dessugestopedia, native language translation is used to make the meaning of the dialogues clear. Moreover, in Community Language Teaching, literal native language equivalents are given to the transcribed target language to make their meaning clear. [Freeman, D. (2000). Techniques and Principles in Language Teaching. Second Edition. Oxford University Press]

Wednesday, April 8, 2015

The SQ3R Reading Technique for Beginners



SQ3R (survey, question, read, recite, review)
  1. Survey (read the title, sub-titles, heading, sub-headings)
  2. Question (formulate questions about the reading text-Who, what, when, where, why, how)
  3.  Read (first reading) (read and MENTALLY try to answer the questions in b)
  4. Recite (second reading) (ORALLY answer the questions)
  5.  Review (go back to the questions or recall other important details)

ESL vs EFL

ESL versus EFL

What's the difference between English as a Second Language (ESL) and English as a Foreign Language (EFL)? ESL is used when non-English speaking people learn English in an English speaking country. EFL is used when non-English speaking people learn English in a non-English speaking country. English speaking countries include those countries where English is an official language or is widely spoken. Hence, teaching English in the Philippines is ESL but it is EFL in the Sultanate of Oman. How is this important in the teaching of English? ESL and ESL require very different teaching strategies to meet the aims and objectives of the students.

Monday, April 6, 2015

USEFUL VOCABULARY IN DESCRIBING A GRAPH (IELTS)



USEFUL VOCABULARY IN DESCRIBING A GRAPH (IELTS WRITING TASK 1)


(Note:  The candidate should use at least 150 words in describing the graph.)

1.      INTRODUCTION (FIRST PARAGRAPH) (ONE SENTENCE)


Introduction
This graph shows ...
The diagram outlines ...
This table lists ...
This pie chart represents
This line chart depicts ...
This chart breaks down ...

(Note: In the OVERVIEW and the BODY, describe the TRENDS in the paragraph)

The four basic TRENDS are :
 
  •  upward movement 
  •  downward movement 
  •   no movement 
  •  change in direction


2. OVERVIEW (SECOND PARAGRAPH)  - ONE GENERAL TREND IN THE GRAPH (ONE SENTENCE)

3. BODY (MAIN PARAGRAPH) (GRAPH INTERPRETATION) (DESCRIBE IMPORTANT TRENDS)


  • Indicating upward movement


Verbs
Nouns
Transitive
Intransitive

(to) increase
(to) increase
(an) increase
(to) raise
(to) rise (rose, risen)
(a) raise (US), a rise (UK)
(to) push/put/step up
(to) go/be up
(an) upswing

(to) grow
(a) growth
(to) extend, (to) expand
(to) extend, (to) expand
(an) extension, expansion

(to) progress
(a) progression

(to) boom/soar/climb
(a) boom

(to) jump, (to) skyrocket
(a) jump

(to) reach a peak, (to) peak
(a) peak

(to) reach an all-time high




  • Indicating downward movement


Verbs
Nouns
Transitive
Intransitive

(to) decrease
(to) decrease
(a) decrease
(to) cut, (to) reduce

(a) cut, (a) reduction

(to) fall (off)    (fall, fell, fallen)
(a) fall

(to) plunge, to plummet
(a) plunge

(to) drop (off)
(a) drop

(to) go down
(a) downswing

(to) decline
(a) decline

(to) collapse
(a) collapse (dramatic fall)

(to) slump, (to) go bust
(a) slump

(to) bottom out



  • Indicating no movement


Verbs
Nouns
Transitive
Intransitive

(to) keep ... stable
(to) remain stable

(to) hold ... constant
(to) stay constant

(to) stabilize
(to) stabilize
stability


  • Indicating a change of direction


Verbs
Nouns
Transitive
Intransitive

(to) level off
(to) level off/out, to flatten out
(a) levelling-off

(to) stop falling/rising
(a) change
(to) stand at
(to) remain steady


(to) stop falling and start rising


(to) stop rising and start falling


 


  • Indicating the DEGREE or the SPEED of change


 
                                            

 



SAMPLE SENTENCES

1. INTRODUCTION

            The graph shows that….

2. OVERVIEW AND BODY – TRENDS - (DESCRIBE THE GRAPH)


  • Indicating upward movement

       There is a dramatic increase in ….OR
      The _____ increased dramatically from ___ to ___. 

  • Indicating downward movement

     There is a quick decline in…   OR
     The _____ sharply declined from ___ to ___.

  • Indicating no movement

    The ____ remained stable.
    There is stability in ____.

  • Indicating a change of direction

    The ___   stopped falling in _____ but started rising on _____ .
 

 

A look at the mother-tongue-based multi-lingual education (MTB-MLE) curriculum in the Philippines

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