Comm 117

The Fundamentals of Written English, Comm. 117
Progressive Outline from Friday 25th January 2013 to Friday 3rd May 2013
Session One: Friday 25th January 2013, City Campus at Bretton Hall Building (BHB), Room 330, from 5pm to 8pm, CRN: 26368
Objectives: to improve our critical thinking, to advance grammatical techniques that will enhance our essay writing skills and to more fully appreciate the values we learn daily and how they are still dominated by Eurocentric principles.
1/ Explain course outline and provide e-mail or other contact information for further reference.
Christopher McMaster
Home:
e-mail: e-mail: 2/ Writing Autobiographies
This is your first assignment that must be e-mailed to me before your second class. It celebrates the good things about you and it tells me about your expectations for this class. The following suggestions will guide your effort.
An autobiography is your story that begins with your name, the area in which you live and a brief summary of those with whom you live. This is followed by a brief list of the things you approve and some that you dread. There are obviously things you did that makes you very proud and you should tell us some of these as well as a few of the embarrassments you have had.
Unusual events or exciting trips overseas make great material too. You must end this message by giving at least five things you learnt today in class that will help you in the near future.
3/ Review the parts of speech and their applications to the effective planning, thematic coherence, editing and finally the execution of essays.
There are eight parts of speech into which all Standard English words fit.
They are:
Words Function
1 Nouns Name
2 Pronouns Replace
3 Adjectives Describe
4 Verbs Do or tell
5 Adverbs Modify
6 Conjunctions Join
7 Prepositions Show relationships
8 Exclamations Show emotions
The first rule of Standard English is:
It is the function of a word that determines its part of speech.

This helps us to understand the importance of function. For example the word ‘rock’ is commonly known as a noun as in:
The exquisite rock belonged to Kerese. Or: It was her rock. Or: No rock has been more cherished than Kerese’s.
But consider: a/ The monkeys rock riotously on the thin limb of the balata tree. ‘Rock’ in the previous sentence is a verb. b/ A rock artiste failed his drug test. Several rock inspections revealed defects in the geological survey.
In both sentences of (b) the word ‘rock’ is an adjective.
For example: The read, the wealthy and the fortunate lead stable lives. The word ‘read’ [pronounced red] is a noun in that sentence. Sherrisse’s book explains Hindu and African traditions in Trinidad. The word ‘book’ is a noun in the previous sentence but examine the function of these same words below.
The read students of this school understand the importance of theory. The word ‘read’ is an adjective in that sentence. Derek Walcott’s book reviews were contrasted with Merle Hodge’s book reviews in the lecture. The words ‘book,’ are adjectives in that sentence.
Now examine these functions.
Yesterday, three students read the lyrics of ‘Differentology,’ Bunji’s 2013 calypso.
The word ‘read’ is a verb in that sentence.
Candice and Maria book rooms at guesthouses in Tobago each year for Divali.
The word ‘book’ in that sentence is also a verb.
Is is a verb. The first ‘is’ in that declarative sentence is a noun. The second ‘is’ is a verb and the word ‘verb’ in that preceding sentence is a noun.
Observe how these parts of speech exchange places when we change the full stop into a question mark.
VERB CHART
The tense of the verb is the time that the action/state is performed; the verb type explains the duration or completeness of the action or state.
There are three primary tenses and three primary states: (e.g.; to call)
Tense 1/ Simple 2/ Continuous 3/ Perfect
1. Present he calls he is calling he has called
2. Past he called he was calling he had called
3. Future he will call he will be calling he will have called
NOTE: the past perfect is also called the pluperfect.
4/ Introduce the four major rhetorical modes of discourse and describe their variety, purpose and conventions. The four of the most common rhetorical modes are: exposition, argumentation, description and narration.

5/ Explain the minor rhetorical modes: process analysis, cause & effect, comparison & contrast, illustration, definition and classification / division. These detail the functions, causes, consequences and relationships to other subjects and they provide meanings and explanations for a wide variety of data. They form the core elements of this writing programme.
6/ FOUR Sentence types: Simple, Compound, Complex and Compound-Complex.
7/ Clauses: Similarly a clause is a group of words which contain a finite verb. Clauses are divided into two subgroups: Independent or Principal, or Main clauses and Dependent or Subordinate clauses.
The independent clauses are simple sentences.
For example: All the delicious cashew nuts were eaten by Anicia, before the scrumptious main course of curried rice, stewed carite and baigan, and an array of legumes.
This sentence contains one finite verb, ‘were eaten’ therefore the sentence is a simple sentence.
Similarly, “Go,” is the shortest sentence in English and it is also a simple sentence.
Dependent clauses rely on main clauses for complete coherence.
For example: The calypso, “Witch Doctor,” sung by Machel Montano, competes strongly with “Bubble” by Iwer George.
In that sentence all the words before the verb ‘competes’ is a noun clause because it contains a finite verb ‘sung’ and it can be replaced by a pronoun. Therefore: It competes strongly with “Bubble” by Iwer George.
Adjectival clauses can be replaced with adjectives.
For example: Janelle, who is sitting, is an A-student.
Therefore: Sedentary Janelle is an A-student. Or: Although Janelle is an athlete her sedentary [sed-en-ta-ry] habits slow her down.
Adverbial clauses can be replaced with adverbs.
For example: After Divali is celebrated, Danielle may consume meat.
Therefore: Later, then or subsequently, Danielle may consume meat.

Citations in Academic Writing
Citations identify data read that are either quoted or interpreted and these demonstrate the quantity and quality of all research work. The cross-references justify ideological concepts adopted by researchers as they provide the underpinning principles of writers’ conclusions. Citations act as foundation stones for the construction of any research paper. There are three explicit reasons for research: Firstly it provides provable information that become knowledge for the researcher, it secondly provides specific examples that researchers use to construct arguments and theses and thirdly research provides the mechanisms demanded for citations. Two types of citations are needed for each reference cited: internal and external.
Internal citations refer to the information you create that recognise sources for quoted or referenced material. Each quotation must have an in-text citation. This means that the author’s last name and the page number from which the quotation or paraphrase is taken must appear in the text. That internal reference must also appear in your bibliography. The author's name may either be written in the sentence itself or in parentheses following the quotation or paraphrase, but the page number must always appear in the parentheses, not in the text of your sentence. For example: “The well being and the progress of Europe have been built up with the sweat and the dead bodies of Africans, Arabs, Indians and the yellow race.” (76), Fanon.
External citations refer to bibliographic entries and they generally follow this pattern:
Book: author(s), title, publisher and the year of publication.
Therefore the bibliographic entry for the quotation above will read:
Fanon, Frantz, The Wretched of the Earth. Penguin, England, (1965). Trans. Constance Farrington.
Journal: author(s), article title, journal title and date of publication.
For example: Phillips admitted in an interview:
“Looking ahead now, I feel slightly angry and upset at the fact that I won’t be comfortable bringing up another generation of West Indians who, because of intractable British attitudes, will have to go through the same problems I went through” (Birbalsingh, 41).
The bibliographic entry for the quotation above will read:
Birbalsingh, Frank. “Interview with Caryl Phillips” Caribbean Quarterly, Vol. 37 No. 4. Dec.1991
Newspaper: author(s), article title, name of newspaper, section title and page number(s), date of publication.
Another example is: Victor was explicit, “Violent opposition emerged from the vigilante organisation-the Ku Klux Klan,” in the Express.
Bibliographic entry:
Victor, Rubadiri. “Progress in Spite of Bitter Backlash” Trinidad Express, (np) 18th Nov. 2011.
Web site: author(s), article and publication title where appropriate, as well as a URL, and a date when the site was accessed.
Internal citations for plays supply Act, Scene and line numbers separated by periods: 4.4.52 refers to act 4, scene 4, line 52.
In poems, spaced slashes are normally used to indicate separate lines and parenthetical citations usually include the line number(s).
For example: “They catch his wife with two tests up the beach / While he drunk quoting Shelley with ‘Each / Generation has its angst, but we has none’” (Brown, et al. (32) Walcott, Tales, lines 6-8)
The bibliographic citation for this will read:
Brown, Stewart, Mervyn Morris and Gordon Rohlehr. Voiceprint. Walcott, Derek. “Tales of the Islands: Chapter VI.” Longman, England, 1989.
Citations also use notations that involve the use of sequential numbers in the text which refer to either footnotes (at the end of the page) or endnotes (on a separate page at the end of the paper), which gives the source detail.
The notes system requires full bibliographic referencing, depending on whether the writer has used a full note form or a shortened note form.
For example, an excerpt from the text of a paper using a notes system without a full bibliography could look like this:
“The well being and the progress of Europe have been built up with the sweat and the dead bodies of Africans, Arabs, Indians and the yellow race.”1
The endnote, located either at the foot of the page (footnote) or at the end of the paper (endnote) would look like this: 1. Fanon, The Wretched of the Earth. 76.
Citations with complete bibliographical references are sorted alphabetically by author's last name and called: References, Bibliography, Works cited
Other referencing styles include: American Chemical Society (ACS), American Medical Association (AMA), American Psychological Association (APA), The Chicago Style, Turabian, the MLA (see below)
Modern Language Association (MLA) citations are cross-references to quoted data that are listed alphabetically and double spaced on the last pages of any research paper. They are used to discourage the circulation of errors by providing specific data sources so that readers can authenticate the authority of the information.
References (MLA):
Fanon, Frantz. Black Skin, White Masks. Trans. Charles Lam Markmann. New York: Grove Press, 1967.
--------. The Wretched of the Earth. Trans. Constance Farrington. Harmondsworth, England: Penguin, 1967.
Hodge, Merle. The Knots in English. USA: Calaloux Pub. 1997
James, C. L. R. The Black Jacobins. USA: Vintage Books, 1989
Rodney, Walter. How Europe Underdeveloped Africa. Tanzania: Tanzania Pub. House, 1972
Steinbeck, John. The Grapes of Wrath USA: The Viking Press1939 Discuss Dr. Eric William’s doctorial thesis of 1944 called Capitalism and Slavery which confirmed that the emancipation of the enslaved Africans was an economic decision and not a humanitarian one as we are taught. 9-11 and its several distortions, George Lamming’s edited work- The Enterprise of the Indies and his novel In the Castle of my Skin, Derek Walcott’s play Pantomime as depicting the power of the word, Richard Wright’s classic 1940 called Native Son and the trial of Bigger Thomas. Discuss Shakespeare’s Tempest and the eloquence of Caliban’s poetic lines that led to the wooing of Miranda and his ultimate demise. Alan Paton of South Africa wrote Cry the Beloved Country in 1948 that condemned apartheid in Azania. Nadine Gordimer wrote July’s People in 1970 in the country that boasted the highest standard of living on the planet and she said that white people in Azania all live “lies” for lives.

Discuss also, Noam Chomsky’s two DVD publications: Distorted Morality and send the transcript. The link follows: http://www.youtube.com/watch?v=JBGwx_K_g2o&p=35E4168F018CD9C0&playnext=1&index=24 his Manufacturing Consent. Note how Queen Elizabeth the first wished to pass a law to repatriate Moors (Africans born in Morocco), North Africa, in 1596. See this link: http://www.accessmylibrary.com/article-1G1-147059961/too-many-blackamoors-deportation.html Crick Crack Monkey by Merle Hodge in 1970 explains the trauma of primary school learning. Vidiahar Surajprasad Naipaul is to be introduced with reference to his excellence of his autobiographic, A House for Mr. Biswas, Miguel Street, The Mystic Masseur, Among the Believers (on Islam), An Area of Darkness (on India) and Half a Life (that discouraged me from reading him any more). Note his literary fastidiousness to which Faber and Faber, his publishers, do not edit his manuscripts, they send them directly to be set and printed. Walter Rodney is noted for his role in the 1970 black power uprisings. Quote the following: “David and Alexander Barclay were engaging in slave trade in 1756 and later used the loot to set up Barclays Bank.” This example serves as a direct link between capitalism and European slavery. From page 96 of How Europe Underdeveloped Africa (1972) by Walter Rodney of Guyana (1942-1980). Discuss Errol Maitland of Grenada and Froudacity by John Jacob Thomas. End of session one

Session Two: Friday 1st February 2013, City Campus at Bretton Hall Building (BHB), Room 330, from 5pm to 8pm, CRN: 26368
Review last week’s work
English Language can be categorised into five major components:
1/ Diction including; a) pronunciation [phonology], b) spelling (orthography) and, c) word choice or register selection and style of presentation
2/ Grammar including; a) parts of speech, b) punctuation, c) interpretation of rules
3/ Literary content including; a) figures of speech, b) style, c) culture,
4/ Application [syntax] or choice within frames; sentence and paragraph creation, poetry, essays, stories, letters and reports
5/ Comprehension [semantics] of various data stimulated by the five senses and summary creation in writing, action or orally delivered.
Diction is the general term for words spoken or written. Diction is responsible for: * Denotation is the explicit or literal meaning of the word. * Connotation is an implicit association (emotional or otherwise) which the word evokes. For example, baby is literally an infant but it can imply an adult who is loved or lusted. * Pronunciation is the way we say each word and it is governed by ethnicity, culture and geography among other factors like academic levels, associations and status. * Enunciation is a synonym of pronunciation; it is generally used for a declaration or a proclamation of issues, ideas or facts whereas pronunciation is used to name the way you say a word. For example:
1/ Rehida has not pronounced the word correctly; its pronunciation here is different.
2/ Rehida has enunciated her claims of abuse and she now seeks the justice she enounced.
Grammar is the study of the classification and rules of words, their inflections, syntax and their functions and relations in the sentence. A command of these rules provides users with the necessary instruments to improve their written communications. The correct interpretation of several of these rules is governed by institution and culture. * Punctuation is the act or practice of inserting standardised marks or signs in written matter to clarify meaning and separate structural units.
Literary language in one of the most dominant yet misapplied components of written English. It is popularly used to denote the inclusion of figures of speech and other characteristics of novels, poetry and other creative written and oral work but literary language also includes the techniques of writing style and culture. Cross-cultural writings are as common as oral mimicry of ‘foreign’ tongues. Ferdinand Smith was only eight in 2008 when he sang “By La” with the band Impulse.
Application refers to the learned features of language that influence outcomes and are consciously and unconsciously applied to written data. A register is a subset of a language used for a particular purpose in different social settings. For example the choice of using formal language in interviews and the written formal equivalents in applications and legal documents is viewed as the application of registers. Similarly the use of song, lament, crying and poetry are emotional registers in language application. The size and colour of the font as well as the selection of background types change intelligently as function determines the presentation style and character of the writer.
Comprehension is the one component of English that is most complex since it relies so much on the idiolect of both writers and readers.
Discuss and orally complete this exercise on Concord: Select the correct answer
1/ Our accounting department (receive/receives) a bonus each year.
2/ Maths (challenge/challenges) students in many schools.
3/ Rice and peas (is/are) a very common Caribbean dish.
4/ Rice and peas prices has/have significantly increased.
5/ Student Council elections was/were held earlier this year.
6/ Comm. 117 prepare/prepares us for many written challenges.
Discuss and complete this exercise orally: Antecedents
Adjust invalid antecedents
1/ Drivers who renew his permit on time are sequentially recorded.
2/ Either Crystal or Darael will lend me their books.
3/ If someone tries hard enough they will succeed.
4/ Each member of those rugby teams has their fears of failure.
5/ Students of this class must create his/her plans for effective time management.
Discuss and complete the following exercise orally:
Perspective
Adjust each sentence to a single point of view
1/ You often hear complaints about religion but we never examine our wrong doings through religious principles.
2/ While many of the poor wish to own homes, one must consider the cost of repairs over that of paying rent.
3/ The banks have increased interest rates even though it declared huge profits.
4/ Several businesses have had to retrench its workers during this recession.
5/ We think we are smart, but just examine their bank accounts and we shall have to reassess how we spend.
Précis and Summary Writing
Précis [pray-see]
As academic writers, students will have to retain large amounts of prose along with scientific and other data. English courses and others, which also require close, critical readings ask students to present informed summaries in as cogent a form as possible. A summary or a précis is NOT a personal interpretation of a work or an expression of your opinion of the idea; it is an exact though abridged replica of the work.
How to write a précis? First, you must understand the complete work so that you can abstract the central argument and express it cogently and completely. Next, you must develop the summary exactly as the writer has presented it and condense the work by 75 to 80% of its size. Of course, this is possible when you consider exactly how you "learn" to read the work. The key word here is assimilation. When you read the material, it is probable that you will understand only those parts that have associations within your own experience. How you actually go about writing a précis depends largely on your ability to restate the writer's central ideas after you have assimilated them in those words for a précis and in your words for a summary.
Here are the rules: 1. Introduce the summary. To do this, draft a sentence or clause that succinctly outlines the major thrust of the entire work including its author and title. 2. Read the article several times carefully. 3. Write a précis of each paragraph in which you state the argument and present the logical progression of the argument. 4. Replace the original words with your words. 5. Use reported speech. 6. Combine your paragraphs to accurately represent the original. 7. Reduce or increase your words to the required length.

Do not copy a single sentence from the article. You may use key words and phrases only when you are expressing ideas which are technically precise or when there is really no better way to express the concept.
You have to read the work most carefully, ask questions about the work repeatedly and reach into your own experiences so that you can reshape the writer's concepts in your words without endangering meaning.
When you write research papers and other critical papers, your ability to write a précis or a summary is central to the basics of analysis, synthesis, comparison and other higher order thinking skills, absolutely required for your continued success.
What are the eight steps in writing a summary?

I. Read through the entire extract carefully. Annotate (underline, highlight, asterisk or comment in the margins) as you read.
II. Find the author's main point. Write it down or place some special annotation in the margin of the source material. This is the thesis statement. While it may appear early in the essay it may not be stated until the end.
III. Reread the selection and divide it into sections. Each section may be one paragraph or several paragraphs.
IV. Write a sentence or two that summarises each paragraph. Revise repeated ideas.
V. Write a first draft of your summary, including the following 4 items: 1. In the first sentence or two include: the author's name and a shortened form of the name of the source material and the thesis statement. 2. Examine your summarised sentences for each paragraph or section. Put them in the same order that the author presents them.
3. Put the author's ideas into your own words. However, you may occasionally quote a point directly from the author but you must place quotation marks over the quotes.
4. Add few supporting details, only if they are most significant.
VI. Check your draft against the original piece for accuracy.
VII. Revise the summary to "smooth out" its choppiness.

In other words, link your section summary sentences together with good transitional words or phrases.
VIII. Proofread and spell-check.
In brief include: (i) The title of the source; (ii) The name of the author of the source; (ii) Only the information given and you must keep that order in the body of your summary which paraphrases and condenses the original piece. Include important data but omit minor points and one or more of the author’s main examples or illustrations.
Do not include your own data of any type. You are simply repeating what the source says, in fewer of your own words. The fact that you are using your own words does not mean that you are including your own ideas. When you have summarised the source text, your summary is finished and you should mention that the extract closes with…. Do not add your own concluding paragraph.

Remember the four Bees: Be comprehensive: Isolate all the important points in the original passage. List the points and then review them. Include all the points that are essential. Be concise: Eliminate repetitions, even if the author restates the same points. Be coherent. A good summary is developed from your list of notes and it is not a list of sentences that are loosely strung together in a paragraph. Be independent. Do not simply quote the author. Use your own words to express your understanding of what you have read. Do not introduce your own comments or criticisms into the summary.

Paraphrase
When you paraphrase, you are explaining your source's argument, following its line of reasoning and its sequence of ideas, in your own words. The paraphrase gives the reader an accurate understanding of the extract's position on the topic. The purpose of a paraphrase is to convey the meaning of the original message and to prove that you understand the passage well enough to restate it. Remember, your job is not to prove yourself correct, but to uncover and explain all the facts and arguments involved in the extract.

To paraphrase, first substitute synonyms for the passage's more important terms. These synonyms should be accurate both in denotative and connotative meaning. It does not matter whether you agree or disagree with the extract; it only matters that you demonstrate that you understand what the passage says.
This restatement preserves both the original meaning of the passage and the author's position on the matter. You may fine tune the sentence construction, possibly even adding a phrase here and there to illustrate a point more clearly or show a connection between two ideas.
The paraphrase alters the wording of the passage without changing its meaning. It retains the basic logic of the argument, its sequence of ideas and even the examples used in the passage. Most importantly, it accurately conveys the author's meaning and opinion without necessarily summarising them.
To metaphrase is to give a word-by-word translation or interpretation. Mataphrase techniques are used in poetry analyses.

EXERCISE
Summarise the following into 120 words:
SCHOOLS IN PAN: 13th January 1995, by Lloyd Best
The great need of our time is not pan in schools but schools in pan. I hope we will agree. Schools in pan in the sense that the whole school system, including the University, finds itself in a crisis it can only escape if it discerns and draws on the potential of the steelband movement as a centre of excellence, a pool of knowledge and a pole of technical innovation and entrepreneurship as well as a magnet of civic mobilisation and social organisation.
My proposal is that much more of the thrust of our investment facilitation and investment promotion should go through the steelband. I mean the steelband actually, as one established centre of excellence and figuratively as any community unit which has the same potential and can serve as a unit of mobilisation. I would like to see Panorama converted into a multi-purpose competition, taking place all year round. Bands will compete at Carnival of course. They will also be judged in other musical competitions during the course of the year: pan ramajay, pan quartets and quintets, pan and piano or clarinet or violin or sax or tabla, etc. Above all the steelbands will be judged on the basis of their success in converting the panyards into centres of education and industry.
Prizes will be given for the streamlining of the physical environment for the different purposes. There can be a drive to involve not only architects, engineers, builders, decorators, etc. but also educators, planners, administrators, and entrepreneurs who will become more than just North Stand enthusiasts. The whole fraternity of supporters can be motivated to expand itself into a cadre which can supply community management and leadership at the district level of Belmont / Laventille and at the municipal level of the city of Port of Spain.
The panyard can have a pan laboratory for experimenting with pan manufacture and tuning, with the whole business of locomotion (moving the band around more conveniently) and with sound management. This can be the basis for teaching physics, engineering, natural sciences and above all it can be applied. The yard can have a language lab for training the members and the supporters Spanish or French or Swahili or Hindi depending on the tours the band is expected to make. The panyard can run a homework centre for mothers connected with the band. With so many people coming for so many purposes all year the yard can have its own restaurant. It can be twinned with farms from which to secure its supplies of meat and vegetables thereby creating business opportunities for supporters as well as forging linkages of interdependence between pan and plantation.
A band can have more than one yard. Separate bands in the same neighbourhood can get together and divide the labour. The homework or day-care centre can be on one spot, the language lab or music centre on another. All the yards will be associated with the system of primary and secondary schools in the local or municipal area. Some bands can have their own tailors and shoemakers to produce their own jeans, tops, shirts and caps. They can have a whole drag-brother section involved in these activities. This is what will justify small business grants and loans from the BDC so that the bands can proceed with the whole range of ventures. The resources of AIM, YESS, YTEPP, the cottage programme and even the URP can be pooled and channelled to optimum usage. The whole purpose of this approach is to make education, entertainment employment and business into an organic and integrated whole.
This is what will make it easy for people, first, to take the risks of entering business and second to find the financial and communal support needed to make their ventures successful. Market outlets will be more readily perceived and more reliable suppliers will be more easily identified. It is in this way that people will be induced to buy local and to keep their money circulating so as to create jobs and opportunities for one another. By wholly valid means this approach will defeat the schemes of trade liberalisation which effectively favour foreign suppliers of most of the goods and services our people consume.
The youth will be motivated to participate, many more talents and resources will be mobilised. It will be much easier for people to perceive the connection between schooling and training on the one hand and starting and running businesses on the other. The business side merits two sets of comments. First of all, Trinidad and Tobago is well placed to sell a whole lot of goods and services to the rest of the world. It can sell almost anything, if the marketing is right. Part of the secret is designer marketing. The name association is why the tours made by the winning bands will not simply be for the purpose of spreading the culture of pan. We want people to come here as tourists and to insist that their pan tuner and their pan tuning come from here regardless of where the hardware is produced.
The important thing is to have people seek endorsements from Bertie Marshall, Ellie Mannette, Boogsie Sharp, Robbie Greenidge, Jit Samaroo, Ken Professor Philmore and Liam Teague. These are Trinidad and Tobago names, recognised as pan celebrities and we shall sell their goods and services. Pan is our primary vehicle of excellence. It has to be our vehicle for promotion and marketing. Those attracted to our pan will be predisposed to purchase our shirts, tops and scarves. Our celebrities do not have to go anywhere. If low wages were paid and long hours worked, will panyard production centres not quickly realise profits. If all bands in Tunapuna join a co-operative or a gayap to produce textiles for export 96 while learning languages, mastering tassa, tabla, piano and violin, spreading computer technology and playing pan is that not the way to beat the unemployment and drug problem? The problem of funding primary, secondary and tertiary education may be solved as well as crime, community security and domestic violence.
It is clear that we cannot compete in big industry. Even in the field of oil and natural gas it is the big companies and countries which have been able to corner the technology and the marketing concerned. For a very small country the investments required are too large and too risky. Without vehicles which will take us into the world of big finance and big markets, we are really non-starters. For that reason we have not so far been able to convert the cash we have made from staple exports as sugar or cocoa or even crude oil and natural gas into sustainable industries dynamic and competitive.
For us the best option is to go into areas where intellect, creativity, ingenuity and human culture are the decisive ingredients; art, literature, music, education, information, etc. using calypso, soca, reggae, chutney, pan and mas, roti, doubles and roast bake will sell along with Brian Lara jeans. Bandleaders can sell to carnivals around the world. Minshall, Hart, Garib, Berkeley and Jason Griffith can be taking orders all year round. Workshops, furnishings, decorations and presentations can be scheduled. The real money is to be made from the cultural services of children’s books in many languages, film, video, audiocassettes and CDs.
The designing, drawing, printing, publishing, story writing, dubbing, singing, dancing, choreographing and photography will require talent, labour and organisation. The thing about the panyard and the mascamp is that they already exist as worlds of enchantment and triumphs. They are magnets of communal mobilisation in addition to being centres of excellence and poles of innovation.
Our people, our young people, will have no difficulty whatsoever in relating to them and in understanding how we may win further success if we started from on that boombay. After all pan start with dustbin.
Abridged by C. McMaster on 18th November 2011
Summary of 120 words
Lloyd Best introduces the concept of Schools in Pan by asserting the centrality and possibilities of panyards to communities. He then recommends that any communal centre will suffice to attract activities like Pan, piano, tabla and or other musics that will compete at these centres which will further utilise the skills available in each region. By-products that employ citizens involving transport, theory or applied learning can evolve into schools, food supplies, garment construction and all their ancillary functions can be added as space, need and resource allow. The object is to create holistic-type community centres that are as multi-faceted as they are multi-utilised. Best suggested marketing these zones’ products and services for local and foreign consumption as their ultimate purpose.
Editorial: Unemployment Rising, 4th April 2009
For much of last week, it was possible to think that the economy was looking up. Various indicators, though weak, were not as bad as expected. The disappointing results from the Group of 20 meeting in London were offset in part by the leaders’ display of seriousness and, in particular, President Obama’s debut on the world stage.
On Friday, reality bit back with the news that the unemployment rate spiked in March, to 8.5 per cent, a 25-year high. The government’s report also showed that employers had shed 663,000 more jobs in March. Nearly two million jobs have vanished this year — 5.1 million since the recession began in December 2007. The ranks of the unemployed now stand at 13.2 million.
There is no longer any doubt that the current recession will be the longest yet in America since World War II. The previous record-holders — the contractions of the early 1970s and the early 1980s — each lasted for 16 months. As of now, the economy already has been in decline for 16 straight months.
The questions now are how much longer the recession will be and how much worse it will get. Measured by the labor market, the answer to both questions is “a lot.” That is because employers will continue to cut jobs as long as the economy is weakening and will resume hiring only once they are sure a recovery is under way. In this recession, the traditional paths to recovery are especially blocked.
Economic rebounds — especially from steep declines — are generally led by recovery in the housing market. This time, housing is unlikely to provide the spark. By prudent estimates, housing sales and prices will not begin to turn up appreciably until 2010 at the earliest.
Economic rebounds are also marked by recovery in the sales of big-ticket items and by a resurgence in exports, both of which are traditionally dominated by automobiles. Consumers and the auto industry alike are too devastated, however, for automobiles to spur recovery anytime soon, either in terms of sales or employment.
In the stimulus bill passed in February, the Obama administration got off to a good start in combating the ravages of unemployment, mainly by bolstering unemployment benefits and health care coverage for the jobless. It is painfully clear, however, that the law’s potential to create or save a few million jobs will not be enough to combat the current scale of unemployment.
More fiscal stimuli will be needed to support more demand and, in turn, more jobs. At the same time, the administration’s early promise to champion middle-class issues and a progressive labour agenda must be realized, rather than eclipsed, as appears to be the case at present. Goals like stronger unions will not change the quality of workers’ economic life overnight, but moving toward them, starting now, will help to renew the hope that proved so fleeting this week. http://www.nytimes.com/2009/04/05/opinion/05sun1.html?_r=1 Summary for COSTAATT Exam May 2009 The recent New York Times editorial “Unemployment Rising” initially explained the parity of the current global economic policies but soon the analysis itemised the dismal reality of US unemployment and the severity of its recessionary conditions. The writer illustrated the protracted duration of the current housing mortgage recovery slump and he explained some of the strategies the US administration has introduced to soften its generally negative impact and to eventually solve the crisis. He concluded with recommendations for fiscal recovery to boost employment, improve labour relations and to re-instil confidence and trust in the modified national economic plans.
End of session two
Session Three: Friday 15th February 2013, City Campus at Bretton Hall Building (BHB), Room 330, from 5pm to 8pm, CRN: 26368
Review last week’s home work- two summaries
EXERCISE
Summarise the following into 150 words:
The Caracol Industrial Park: A Misguided Approach to Economic Development 8th December 2011
The big Haiti news last week was all about the “Invest in Haiti” forum. Predictably, chatter about the event has segmented into two camps. On one side are business enthusiasts who see the forum and the headline-grabbing business park being built in Caracol as a sure source of jobs and growth. On the other are those concerned with social justice, who point out that textile manufacturing in Haiti has historically been plagued by wage and union suppression.
For the most part, these groups are not in dialogue with each other because they focus on different factors. The pro-investment group – Bill Clinton, President Martelly and Foreign Minister Laurent Lamothe – do not discuss worker’s rights and distributive justice issues. Rather, they assume that “growing the economic pie” is sufficient for now: if problems exist with how the pie is divided, those can be addressed later. Meanwhile, those who do focus on justice issues continue to point out (rightly) the historical pattern of industry and investment only benefiting a few is clear. In this piece, we take a different approach to critiquing the industrial development vision represented by the Invest in Haiti forum. The stated goal of those supporting the industrial park in Caracol, as reflected by Bill Clinton’s quote (see below), is to create jobs that will lead to economic growth and development.
“We are here to build a modern economy… and in the process, give Haitians the means to build a modern state.” – Bill Clinton, Nov 30, 2011
The question behind this post is: even if the distributional and justice-related concerns are ignored for the time being, does the vision they have outlined stand up to macro-economic scrutiny? The answer is, unfortunately, a resounding “no.” The remainder of this post explores the macro-economic reasons that this is the case. This unwieldy macro-economic term actually describes a simple concept, best illustrated by example. The ultimate case study of successful backward and forward linkages is the tyre industry in Brazil. The production of tyres in Brazil was a huge boon to rubber plantations.
Eventually, Brazil’s status as a tyre manufacturer attracted auto manufacturers and the three industries grew together, resulting in huge growth rates in Brazil. So what are the prospects for linkages in Haiti? Again, Bill Clinton’s speech is instructive on this point:
“I want to say a special word of thanks to Sae-A and to Chairman Kim for…not only bringing 20,000 jobs to Haiti, but…there were once 100,000 people assembling clothes in Haiti, but they never even had their own textile mill. They’ll have their own textile mill for the first time now,” Bill Clinton, Nov 30, 2011. The fact that Haiti will now have a textile mill differentiates this round of investment from past textile manufacturing efforts. That’s because previously, Haiti had to rely on imported textile materials for assembly and immediate re-export. In other words, the mill opens up the possibility for a backward linkage with cotton growers. However, this would first require revitalizing Haiti’s cotton production, which peaked before the reign of the Duvaliers and has fallen steadily since.
As for forward linkages, there’s not much on the horizon. A 2008 Overseas Development Institute paper entitled, “The Role of Textile and Clothing Industries in Growth and Development Strategies” only discusses backward linkages, with one exception. They vaguely suggest that “business support systems” that develop around the garment industry “may facilitate the transition into higher value added activities.” In other words, unlike with tyres, clothing doesn’t lead to anything of higher value– which is traditionally how emerging industries spark growth–except for by fostering business culture.
The global value chain is, quite simply, the chain of economic relationships that constitute a production process. On one end of the value chain is a cotton grower; on the other, a person wearing a finished clothing product. It’s important to consider “integration” into these chains because there’s lots of research suggesting global value chains are “sticky.” That is, once buyers and sellers at different links in the chain develop relationships, they’re not prone to go shopping around for new relationships to replace them. This phenomenon is described by a recent World Bank paper entitled, “Clothing and Export Diversification: Still a Route to Growth for Low Income Countries?”: These chains initially emerged in the clothing sector in the 1950s and 1960s as buyers in developed countries contracted out production to low-wage developing countries. Over the past four decades these chains have matured and the sourcing networks have spread over a large number of countries…. The mature global chains of today restrict the opportunities that the clothing sector offers developing countries for diversification and growth.

In other words, prospects are at best uncertain that Haiti can capture a larger share of textile value chains than it currently commands. While favourable trade preference arrangements may assist Haiti in the short-term gain access to US markets, even that isn’t a sure bet. In the past, duty-free and other tax-exempt statuses haven’t been adequate to lure many manufacturers to Haiti. This is not going to modernize Haiti’s economy. Without forward linkages, there’s no real prospect for diversifying into higher-value sectors.
But even if it’s unlikely for Haiti to break into established global value chains, it already has a place in several in the textile industry. Therefore, enhancing the sector could have a positive welfare effect – if the benefits are distributed in an equitable fashion. And this, of course, brings us back to the political factors discussed earlier. There are, however, other models. Costa Rica, for instance, is one case of a small nation that achieved a foothold in a higher-value industry despite its low-income status. That transition is described in the paper, “Costa Rica’s Development Strategy Based on Human Capital and Technology: How It Got There, the Impact of Intel, and Lessons for Other Countries.” The point isn’t to suggest that this is the right model for Haiti, rather, the point is that there are models from the low-wage, textile-driven development envisioned by Martelly and Clinton, which have proven track records of failure.
EXERCISE
Summarise the following into 120 words:
Transforming the Mou Mou Economy by Sunity Maharaj
Story Created: 18th January 2012
You know the old order is collapsing when the combination of oil at $100 a barrel and gas at average netback prices well above budgeted figures fail to penetrate the enveloping sense of economic paralysis. By our usual standards, the economy should be bubbling, turning over more cash in yet another orgy of consumer spending. Instead the ka-ching ka-ching of cash registers is drowning in a rising chorus of "things tight." Writing in the T&T Review, my colleague Gregory McGuire described the situation as a self-inflicted recession and cited the casual way in which state board appointments had been approached after the 2010 election, sending the country into economic limbo for a full year. Then, before the directorial ink could dry, up came the declaration of a state of emergency with a limited curfew so badly bungled that the whole country shut itself down out of fear of being arrested en masse.
It took the curfew backlash to teach policymakers about the real structure of the economy which, until then, was assumed to be an 8 to 4 operation, conducted through an orderly network of transactions between government and the Chamber of Commerce sector. Lo and behold! What came to light in the darkness of the curfew hours was the power and richness of the informal economy, existing as it has from colonial days in the shadow of the formal economy, largely unnoticed, undocumented, unaccounted for, unregulated and, infinitely, unappreciated. This was the economy of producers of everything, vendors of all things and service providers of every conceivable purpose imaginable, legal and illegal. In every economy of the English-speaking Caribbean, this is the story of the mass of the people, indispensable in the lubrication of the economy, but struggling for recognition as valid and legitimate members of the national business club, unseen producers masquerading as consumers. The policy response to this economy is infused by condescension expressed through a strategy approach that achieves little more than the CEPEP-isation of fledgling industry bristling to make the breakthrough but cut off at the knees in every attempt to stand on its feet. Always, the policy response offers just enough to pacify, never enough to transform.
This is the story of agriculture, the steelband movement, the film maker, the home-lab scientist and the cottage-level industrialist—creators all, innovators many, making products, utilising local content in material, manpower and imagination; what Lloyd Best christened the maroon economy.
And yet, the formal economy remains obsessed, as it has done since Columbus, with resources from everywhere else but here, content to open the gates at the first mou from the flick of any Memorandum of Understanding, when what we really need to understand is why, in a world where survival is increasingly dependent on conquering markets, we happily offer ourselves to be conquered. And yet, with political will, it could so easily be different. In the Caribbean, government is the biggest business in town where much of what passes for a commercial business sector is effectively a satellite business sector in the orbit of the national treasury.

Paralyse the government and the impact on the economy is both dramatic and immediate. Own the government and all is yours. True to one degree or another, all economies are dependent on state activity; what is important here, though, is the size of the space occupied by government and its role as the trustee of income derived from the national patrimony of oil and gas. Because the bigger chunk of state revenue comes from the energy patrimony belonging to all, the issues of equity and transparency in distribution are paramount. Both place a huge priority on engagement and dialogue within a framework that recognises the validity of all interests and the entitlements of all, to a place under our sun.
Here then, is one of the key bases for the social compact that so continues to elude us. The irony is that with the People's Partnership, the electorate may well have got the headline right but the story wrong. A people's partnership is precisely what the country has been questing for all along. Over and over, no matter how disastrous the outcome, it keeps working its way to yet another rendezvous with hope. Listen closely and hear the beating heart of a nation yearning to be born whole. Never before have we so needed the peace of a social compact as we gear up for the withering away of the old and rise of the new order. In this New World, all of us face a future of dramatic change in a world beyond oil and gas. Internet shopping, direct access to information from a smorgasbord [variety] of sources, global services from cyber offices; these and more have transformed the playing field. As the first children of globalisation, we should have the mastery for conquest.

In the early 1980s, we got a glimpse of our capabilities when oil prices collapsed. Government, business and labour might remember it as a time of confrontation, marches and protest. But jostling for space among it all was an outpouring of creative capacity as people, many of them women, did what we have always done: found a way to pay the bills and do something useful while lifting the spirit. The result was a brief but shining outburst of batiks, craft jewellery, original and distinctive fashion, confectionary, foods, music and so on.

Within a decade, it was gone. As oil prices turned upwards and we entered the golden age of the gas economy, this nascent indigenous manufacturing sector was swept away in a tide of imports, as once again, we failed to recognise the potency of a people peddling their dreams of production and financial independence before an unseeing authority obsessed with looking everywhere else but here. As the new order takes shape on the head of the old, the impact could be cataclysmic for any society found to be unprepared. Where to start? As in the politics, so in the economics. We need a partnership for the economy, assembled at a round table of equals, all willing to put their cards on the table, declare their interests and begin to talk. No MOU necessary.

Sunity Maharaj is the editor of the T&T Review and Director of the Lloyd Best Institute of the West Indies. [e-mail]

VERBS
Words that express some form of action or state are called verbs. Verbs do not have number so it is impossible to have singular or plural verbs.
Consider the following conjugation of the verb “to think”:
Singular Plural
I think We think
You think You think
He/she or it thinks They think
If we observe both columns it is easy to see that the verb form ‘think’ occurs in each column and since all verbs can be conjugated similarly it is valid to conclude that verbs do NOT have number. They just agree with their subjects and this agreement is called concord. Their inflection or change process in form is known as conjugation, which involves alterations according to the person and number of their subjects (who and how many performed the action).
Verbs identify tense or time like the present; the preterite or past tense, pluperfect (past perfect); imperfect, progressive or continuous tense.
Certain words, derived from verbs but not functioning as verbs, are called verbals. In addition to verbal nouns, or gerunds, participles can serve as adjectives (the written word) and infinitives often serve as noun phrases, (to err is human). A participle is partially a verb and partially a noun or adjective which is why it is called a participle.
A verb is a word that does an action or tells of a state.
For example: Madonna and Aaron type thousand of words each day, (does typing). Sharla considered the proposal and dismissed its false claims, (states of mental activity).
Notes on Agreement or Concord:
Introductory phrases like- together with, accompanied by and prepositional phrases (in brackets below) often mask the subjects and writers are tempted to falsely and inaccurately adjust the verb form.
For example: The intention (of the hikers) is -not are- to complete the hike in record time. The subject is ‘intention’ which is an abstract singular noun.
Another example is: Leston and Jonathon, in the next competing boat, were –not was- swiftly overtaking us. The plural compound subject is ‘Leston and Jonathon’ and the verb form required is ‘were’ not was.
Similarly clauses may separate the subject from the verb: The comics I read on Sunday to Ondeng were –not was- a variety of traditional and abstract conventions. ‘Comics’ is the plural subject. Note how the plural ‘comics’ is considered as singular in the preceding sentence therefore it is placed in inverted commas.
Collective nouns like: A class of unruly adults disturbs –not disturb- the northern block of the university.
Subjects like: Neither the pot nor the spoon was –not were- soiled; are singular subjects. None, no one, anyone, someone, either and, neither are singular too- as in: Either of the boxers is to be crowned. Neither of them is guilty.
There is and there are require their objects (bracketed) to determine their applications. There are too many (words) in that sentence. There is (one) brick left.
CATEGORIES OF VERBS
1. Transitive verbs require objects. She saw him coming. Rashad bought five guavas. They enjoy themselves.
2. Intransitive verbs do not require objects. He walks slowly. They live. Men think. Animals survive easily.
3. Ditransitive verbs take both direct and indirect objects. Candice gave Aneicia doubles. Camille asked us for patience. The Parang brought Keisha great joy.
The Voice of the verb can be one of the following:
1. Active Voice, when the subject executes the action expressed by the verb. Examples: We teach Latin. Granny really loves Jenelle.
2. Passive Voice is when the subject is acted upon by the object. Examples: Latin was taught by us. Jenelle was really loved by her granny.
There are four moods that are associated with finite verbs and three moods associated with non-finite verbs.
A finite verb is a verb with a subject.
1. The indicative mood presents the action or the state of the verb as being real and certain. Example: She was here yesterday. Cassia demanded an apology.
2. The subjunctive mood presents hypothetical actions or the states of the verb as being unreal. The subjunctive expresses a wish, a command, or a condition contrary to fact. * Conditions contrary to fact: "If I were a rich man." (I teach English; I am not rich.) We use ‘were’ instead of the expected ‘was’:
"If this were any heavier [but it's not, a condition contrary to fact], I couldn't lift it"; "If she were to say that [but she did not], I'd leave." * Suppositions: "If I were to tell you the truth."; "Be that as it may." * Wishes: "I wish she were six inches taller." * Demands and suggestions: "I insist he leave"; "I suggest he leave." * Necessity or importance: "It's essential that he arrive on time." * Unfulfilled prayer requests: Let there be peace. Thy kingdom come.
The subjunctive mood as it refers to demands and desires uses the base form of the verb without inflections. It is used after only a handful of words such as: "demand," "request," "suggest," "ask," "plead," "pray," "insist" and so forth.
Examples:
* I demanded that Shadow stay as I even wanted him to sing. I pray that Wayne wake up before sunrise. * In its "were" form the subjunctive is used to express a hypothetical situation. “I would be afraid too, if I were she.”
Also: We saw (verb of perception) him jump into the river.
3. The conditional mood expresses the possibility of real action or state of the Verb.
Example: Could you tell me the time, please? May we assemble here?
4. Imperative, expresses an order, direct advice, a recommendation, a suggestion, etc. Example: Go home. Look out.
Infinitive or root: to be, to determine, to learn:
Verbs which are usually followed by the infinitive: afford | agree | appear | arrange | ask | attempt | care | choose | claim | come | consent | dare | decide | demand | deserve | determine | elect | endeavour | expect | fail | get | guarantee | hate | help | hesitate | hope | hurry | incline | intend | learn | long | manage | mean | need | offer | plan | prepare | pretend | promise | refuse | resolve | say | seem | tend | threaten | want | wish
For example: * Maria can't afford to go to the calypso competition. * Danielle bargained to focus more on karate than on kung fu. * Children should learn to express themselves much more confidently. * The cricketers resolved to fix the problem in Kingston.
Gerunds and infinitives are verb forms that act like nouns. Gerunds can also follow prepositions as in;
“Amadi saved Mark from drowning.” “Jean insists on learning new words.”
A gerund is a noun formed by using the present participle form of the verb.
An infinitive is the root verb that follows the preposition “to”.
Some verbs can take either the gerund or the infinitive with no loss of meaning.
For example: With the verb ‘start’- "It started to rain." or "It started raining." Both sentences have the same meaning.
Sometimes the use of the gerund or infinitive changes the meaning of the sentence.
For example: With the verb remember - "I remembered to do my homework". or "I remembered doing my homework."
In the first sentence the person remembered that he had some homework first and then did it. In the second sentence the person did the action first and then remembered doing it. Other uses of the Gerund include: * Christianne adores reading your books. * They anticipated winning the election. * Jameila dislikes going to public fetes. * We postponed making any decision in the meeting. * Arion quit smoking last December. * Do you recall seeing someone like that?
2. Participles: present participle = root-think and ‘ing’ therefore thinking. This form also creates a Gerund or a verbal noun.
Past participle: the past tense form which agrees with the auxiliary ‘have.’ Example: swum, thought, gone, done, brought and performed.
Verbs are also segregated into Principal Verbs and Auxiliary Verbs.
Principal Verbs are verbs that can stand alone but need auxiliary verbs to form some of their tenses.
Examples: He calls his mother often. He has called Areatha. They call it Soca.
Verb to speak: I shall speak to him. Dorie spoke to Patrice for two hours.
The Tense of the verb is the time that the action/state is performed.
There are four primary tenses and three primary states: (e.g.; to go) The simple present tense is used to express: 1. A habitual activity: He goes to bed at nine o’clock every night. They play tennis regularly. She swims at the club three afternoons a week. 2. A statement of fact or a universal truth: He told the child that the world is round. Joel learnt yesterday that hydrogen is the lightest gas. Fatima explained that the sun is much larger than the earth. 3. Commentaries, especially in sports: Dwight Yorke kicks the ball to Russell Latapy. Latapy passes it to Dennis…and Dennis scores. 4. Literary criticism: The poem is well-written.
The Present Continuous Tense is used for: 1. An activity that is still going on at the time of speaking or one which is of short duration: She is singing in the bathroom for the first time. My gardener is watering the crotons. My neighbour’s baby is crying loudly. 2. A temporary activity: I am living in Penal for the months of the hurricane. She is enjoying the festive atmosphere. He is attending an intense training course.
The continuous tense is also called the progressive or the imperfect tense.
The Present Perfect Tense is used for: 1. A past activity which shows completion: I have worked in Tobago and I shall do so again if I am asked. The doctor has treated such cases before, so you can take his advice. He has read a lot of books on astronomy, so he is knowledgeable on the subject. 2. A past activity but at some recent indefinite time: He has finished reading the novel. The child has completed his homework. She has sat her music examination twice. 3. Questions referring to the indefinite past: Have you ever been to South Africa? Has her father agreed to the marriage? Have they bought the tickets to St Kitts? 4. With “already” and “not yet” statements: He has already eaten. She has not yet practised the solo she learned yesterday. My friend has already purchased a costume from All Stars. My uncle, however, has not yet bought his costume. 5. With “since” and “for” statements: I have not heard from Sunity since January. He has known my brother since his schooldays. She has been in Japan for three months. Her sister has been ill for weeks.
The Present Perfect Continuous Tense is used for: 1. An activity which is initiated in the recent past and is continued to the present 2. They have been playing football all morning (and still are). 3. I have been thinking continuously about it (and still am). 4. She has been working hard at it (and still hasn’t finished).
It is also necessary to note that the present, past and past participles of the following verbs have the same spelling, such as bid, broadcast, hurt, thrust, set and spilt.
Using Tense and Verb Forms Correctly 1. I saw (past) him (object) go (infinitive w/out prep.) into the house. 2. He made her cry. (Note: Venezuelans say ‘to cry’) 3. We heard her sing. 4. She helped him (to) revise his work.
The past participle comes after the verbs “to be” and “to have.” 1. It has to be eaten raw. 2. They were to have played till eleven pm.
Auxiliary Verbs form the moods and tenses of other verbs. The auxiliaries are: 1. To be- is, are, am, was, were, be, been 2. To have- has, have, had 3. To do- does, do, did
Auxiliary verbs also help to form tenses: 1. They are watching the film. This forms the present continuous tense. 2. He has been picked for the job. This forms the present perfect tense (passive). 3. They had completed all of their homework. This forms the past perfect tense.
As Modal or Defective verbs they are:
Can, could, may, might, must, will, would, shall, should and ought.
This remarkable and unusual set of verbs is never inflected with that "-s" ending of the third person singular. They point to situations either imaginary in the future, or an imaginary situation to be warned or forbidden.
They are usually described as working in tandem with the preposition "to" that is suppressed in all of them except "ought to...." Their negative forms require the adverb ‘not’ as an addition like- shall not and their contracted forms like- mightn’t is used in direct speech but only ‘cannot’ is a compound word.
A defective verb is a verb with an incomplete conjugation. Defective verbs cannot be conjugated in certain tenses, aspects or moods. Therefore, these defective auxiliaries do not accept each other as objects. Additionally, they do not regularly appear as participles.
For example, “can” lacks an infinitive, future tense, participle, imperative and gerund. Those missing aspects, however, can be expressed by using the appropriate forms of ‘to be’ and ‘able to.’ So, while I could do it and I was able to do it are equivalent, one cannot say “I will can, I have canned or canning do it,” but would still be able to say I will be able to, I have been able to and, being able to do it. Likewise, the role of must, which like can/could has only a present and a past tense (which is also must), can be filled in by to have plus to. This way, one can say things like he will have to clean the room next week, which would be impossible to do with must.
The defective verb “ought” was etymologically the past tense of owe (the affection he ought his children), but it has since split off, leaving owe as a non-defective verb with its original sense and a regular past tense (owed).
Beyond the modal auxiliaries, beware is a full-fledged defective verb of English: it is used as an imperative (Beware of the dog) and an infinitive (I must beware of the dog), but very rarely or never as a finite verb, especially with inflectional endings (*bewared, *bewares). Another defective verb is the archaic quoth, a past tense which is the only surviving form of the verb quethe, "to say" (related to bequeath). Certain other verbs are defective only in specific constructions.
We can see the one example "ought to" as a special case which is better realigned with the modals "need..." and "dare..." which always use the "to" before the root verb. Need and dare are used as Modal Auxiliaries in the following examples: 1. The recruit need not wear a uniform at the moment. 2. Dare Aquilis defy the orders of the Imam?
The modal auxiliaries ‘need’ and ‘dare’ can also be used as main verbs: 1. I shall be surprised if Aquilis dares to defy the orders of the Imam. 2. The recruit needs no uniform at the moment.

Impersonal verbs in English
Impersonal verbs such as rain and snow share some characteristics with the defective verbs in that conjugations such as I rain or they snow are not often found; however, the crucial distinction is that impersonal verbs are "missing" certain forms for semantic reasons — in other words, the forms themselves exist and the verb is capable of being fully conjugated with all its forms (and is therefore not defective) but some forms are unlikely to be found because they appear meaningless.
Nevertheless, native speakers can typically use and understand metaphorical or even literal sentences where the "meaningless" forms exist, such as: I rained on his parade.
Contrast the impersonal verb rain (all the forms exist even if they sometimes look semantically odd) with the defective verb ‘can’ (only I can and I could are possible):
I rain I can
I rained I could
I am raining *I am canning (not a possible conjugation)
I have rained *I have could (not a possible conjugation) to rain *to can (not a possible conjugation)
Auxiliary verbs are also necessary to make or indicate questions, negative intentions, permission and requests: 1. Can you wait a while? (Question) 2. I cannot afford to buy that dress for you. (Negative) 3. You shall be given access to the building. (Permission) 4. May I come in? (Request)
In addition, when used by themselves these auxiliary verbs have double characteristic of being principal verbs.
Examples: Verb to have: I have a guitar. To be: They were happy.
Verbs could be:
1. Regular, if they add (ed), to form tenses
Example: to ask - asked - asked; to call - called - called.
2. Irregular, if they have particular or unusual forms for past tenses.
Example: to put - put - put; to be; am, was and been.
NOTE: To lie - lay - lain (lying) = Intransitive Verb
Examples: He always lies down after lunch. We saw her lying on the couch.
To lie - lied -lied is a regular verb, with the meaning "to tell untrue things." Lie is also a noun. The first lie caused all the confusion.
To lay - laid - laid = Transitive Verb- Examples: The hen lays the eggs. The dinner plates were laid on the table?
Present: I lie to escape detention. (lying to tell a falsehood)
Past: I lied to my mother.
Past Participle: I have lied under oath in court.
Present: Safiya and Denisha lie to watch the news on TV. (lying to recline)
Past: I lay on the bed but could not sleep.
Past Participle: He has lain in the grass to await his sister.
Present: Elizabeth and Mickel lay the cloth themselves. (laying to put, place)
Past: I laid the baby in her cradle before she cried.
Past Participle: We have laid the dishes on the table.
After laying down his weapon, the soldier lay down to sleep.
Will you lay out my clothes while I lie down to rest?

EXERCISE Verbs: Fill in the correct passive verb.
Example: Peter _____ a letter each day. (to write) = A letter is written by Peter.
1. The words ------- by the teacher today. (to explain)
2. We ------- a letter the day before yesterday. (to send)
3. This car ---------------- . It's too old. (not/to steal)
4. This street ------- because of snow. (already/to close)
5. A new restaurant -------------- next week. (to open)
6. He ---------------- to the party yesterday. (to invite)
7. The blue box -------- by anyone. (can/not/to open)
8. I ---------- the book by my friend today. (to give)

EXERCISE B
Fill in the verbs in brackets in the Future Perfect. Example: He ______ (to pack) the suitcase by tomorrow. Answer: He will have packed the suitcase by tomorrow.
1. Anil (to repair) his bike by next week.
2. We (to do) the washing by 8 o'clock.
3. She (to visit) Pakistan by the end of next year.
4. I (to finish) this baigan and curried Carite by 6 o'clock.
5. Samuel Selvon (to leave) by next week.
6. She (to discuss) this tragedy with her mother by tonight.
7. The police (to arrest) the murderer in about one month’s time.
8. They (to write) their final essays by tomorrow.
9. Paolo (to manage) the swimming teams in Venezuela by then.
10. If we can do that recording- then we (to fulfil) our mission.

ANSWERS for EXERCISE 4
1. The words were explained by the teacher today.
2. We were sent a letter the day before yesterday.
3. This car won't be stolen. It's too old.
4. This street has already been closed because of snow.
5. A new restaurant will be opened next week.
6. He was invited to the party yesterday.
7. The blue box can't be opened by anyone.
8. I am given the book by my friend today.

ANSWERS for EXERCISE B
1. Anil will have repaired his bike by next week.
2. We shall have done the washing by 8 o'clock.
3. She will have visited Pakistan by the end of next year.
4. I shall have finished this baigan and curried Carite by 6 o'clock.
5. Samuel Selvon will have left by next week.
6. She will have discussed this tragedy with her mother by tonight.
7. The police will have arrested the murderer in about one month’s time.
8. They will have written their final essays by tomorrow.
9. Paolo will have managed the swimming teams in Venezuela by then.
10. If we can do that recording - then we shall have fulfilled our mission.

Some Irregular Verbs
Present Past Past Participle arise arose arisen awake awoke awoken be was, were been become became become begin began begun blow blew blown break broke broken burst burst burst choose chose chosen come came come cut cut cut do did done drink drank drunk drive drove driven eat ate eaten fall fell fallen fly flew flown forbid forbade forbidden forget forgot forgotten forgive forgave forgiven freeze froze frozen give gave given go went gone grow grew grown
Present Past Past Participle hide hid hidden hurt hurt hurt know knew known let let let lie lay lain quit quit quit ride rode ridden ring rang rung rise rose risen run ran run see saw seen seek sought sought shake shook shaken sing sang sung speak spoke spoken spring sprang sprung steal stole stolen swim swam swum take took taken tear tore torn throw threw thrown wake woke (waked) woken (waked) wear wore worn write wrote written
End of session three
Session Four: Friday 22nd February 2013, City Campus at Bretton Hall Building (BHB), Room 330, from 5pm to 8pm, CRN: 26368
Review last week’s home work- two summaries
Writing Paragraphs
A paragraph is a collection of related sentences that develop a single topic. A paragraph should contain each of the following: Unity, Coherence, A Topic Sentence, and Adequate Development. All of these traits overlap. Using and adapting them to your individual purposes will help you construct effective paragraphs.
Unity: The entire paragraph should concern itself with a single topic. If it begins with a one major point of discussion, it should not end with another or wander within different ideas in great detail. The examples stated must relate directly with the specified point and all other sentences must unite the idea to the example, even when the example is an exception. Unity includes a consciousness of tense and person and writers must control pronoun use and ensure that antecedents are consistent in number and gender with the pronouns used. When these ideas on a single topic, examples, explanations and grammatical elements cohere, unity is achieved.
Coherence is the technique that makes the paragraph easily understandable to a reader. Writers can help create coherence in their paragraphs by creating logical links. This means that the order of the sentences must strengthen the point that is elaborated by an example whose relevance is either immediately apparent or whose applicability is subsequently made ostensible and not have the reader double-guessing to bind the central point to an extension, explanation or an added description. Topic sentences aid coherence.
A topic sentence is a sentence that indicates, in a specific way, the idea or thesis with which the paragraph is going to deal. Not all paragraphs have clear-cut topic sentences, despite the fact that topic sentences can occur anywhere in the paragraph. An easy way to make sure your reader understands the topic of the paragraph is to put your topic sentence near the beginning of the paragraph. For example this paragraph begins with a topic sentence and each paragraph here ends with a link sentence that reinforces the developmental totality of the essay. This totality must relate thematically to the thesis statement that governs the whole production. Your essay’s title is that thesis statement or it can be a statement that prompts a thesis statement by asking questions whose responses become thesis statements.

ADEQUATE DEVELOPMENT IS IMPORTANT

The topic must be fully written and adequately explained. This varies from paragraph to paragraph, depending on the writer’s purpose, but writers should be aware of paragraphs that only have two or three sentences. These paragraphs cannot be fully developed if they are that short and because most essays require examples to underscore points made, short sentences strongly suggest that severe omissions are being made. The following are some methods to make sure your paragraphs are well developed: * Define terms in the paragraph * Use examples and illustrations * Cite data facts, statistics, evidence, newspaper articles details etc. * Examine written or popular oral statements by named persons * Use an anecdote or story or allusion that drives home the point * Compare and contrast people, conditions or ideas * Evaluate causes and reasons, present and past * Examine effects and consequences * Analyse the topic * Describe the topic * Offer a chronology of an event (time segments) The Reading Process - The Writing Process - Writing the Essay - from process to product
Our parlance is Trinidadian and it is as efficient as Standard English in local communication. We do NOT speak bad English and as such students are taught Standard English as a second language.
The Reading Process
Everyone reads for a reason and that reason determines what is read. More important than simply reading is culture because culture gives words meaning. For example: 1. A visitor to Trinidad reads a street sign that says cross now and is almost run over. A passer-by explains that the red stripe painted across the words means ‘do not’ but his culture has no such symbol. 2. A Trinidadian visits some English friends and is offered a drink. He says, “Thanks” and does not get the drink. Explaining it later, another friend then clarifies that for the English, ‘thanks’ means ‘no thanks’ and ‘please’ means ‘yes please’ so that his refusal was cultural. 3. Prescriptions are often misread. What does; ‘take three teaspoons a day’ mean; all three at once, during a 12 hour day, a 24 hour day, before-after or between meals? 4. Thinking the word ‘deleterious,’ which means ‘harmful’ is a compliment can change what the following sentence intends. “The deleterious gentleman offered the lady a lift home and she shyly accepted.” Perhaps the reader erroneously thought that ‘delectable’ or ‘delicious’ or the two combined produced a better-person word. (The hint to its meaning is the word ‘delete’ that recommends rejection.)

Regardless of their origins accurate reading is essential to precise comprehension.
Pre-reading is the first step in reading. It establishes what is to be read based on availability and the experience of the reader. Even today with the Internet and a plethora of electronic reading data available many people experience severe problems to accurately source material. A typical example is the habit we have of calling friends for addresses we can easily obtain in a telephone directory.
Secondly we determine whether we skim for what we want, like a name in a directory, or whether we deep read one or several passages. Depending on the purpose, we can memorise the appropriate data, write it down, apply it to the circumstance or reinterpret it to fit into our transactions.
In order to maximise the benefits of the information read it should be slowly and carefully read and reread. Any words that we are unsure of must be fully checked in a dictionary bearing in mind that some words carry two opposite meanings.
For example the word ‘literally’ means ‘precisely’ as in: “There were literally maggots in the milk.’ However when we say that there were ‘literally millions of people at the Divali Nagar concert’ the writer is being hyperbolic. The words “mad, crazy, bad, sick” can be both good and evil. To ‘recover’ can mean to cover again- “I re-covered the sugar bowl to keep out the flies.’ or it could mean to discover or locate- “I recovered the sugar bowl from behind the stove.”
See “Antagonyms” on the Internet.
Usually the things read, stay with us, but for the sake of accuracy and especially for the sake of academic writing, readers must cite or record the source of research data.
The Writing Process:
Like reading, writing can be ambiguous if the writer is careless, foreign or possesses poor diction. Writers must be researchers who know what the finished product should be and for whom the product is intended. Writers must date, label and paginate all material whether formal or informal. Because ideas come easily once it is always wise to jot down initial ideas before you commit to writing.
Once that is done these jottings must be translated before they become incoherent and their brilliance lost. From these brainstormed ideas, research and critical assessments must follow so that a thesis statement delineating an overarching objective to your ideas can emerge. From this statement the writer must plan the entire paper. This is called applying the methodology or the ‘how’ the writer plans to develop and conclude the identified task. Here grouped jottings become paragraphs and the first draft is created. Editing, which includes spell checks, omission identification, excess elimination and a thorough evaluation of the readability of the whole, is done next. Because we are human it is wise to edit the edited work as errors can be created while we edit.
The final written paper must aesthetically match the conditions for its creation. Experience teaches all writers to have someone not connected with the production to read and comment on the work. These recommendations cover all essays, evaluation reports, poems, lyrics, drama, letters, observations, event planning, biographies and any other category of writing except ransom notes; that is a specialised course.
The Reading / Writing Connection:
Reading is to writing what dancing is to feet. This aphorism relates how both skills are inextricably linked. If no one writes there will be nothing to read. If no one speaks we will exist like branches or leaves on trees. Reading in the inhalation and writing the exhalation of data and, like oxygen tanks, books extend the process by containerising ideas for further analysis.
Today computers are reducing libraries into chips at a pace that is defying the literacy and accessibility rate of the portions of the world which most need it. We learn so that all that we say is informed by verifiable information and if we teach that precept we may be able to solve our own disputes more speedily. If we examine what Lloyd Best and Sunity Maharaj recommend in Schools in Pan and the Mou Mou Economy contributions, we can imagine the steel orchestras of tomorrow having their own acoustically designed theatre-panyards that seat thousands in environments we still dream of creating. Whatever happens, a vision of life without reading is too distant yet to dismiss so the Standard remains and the agony of getting the right phrase, word or order will persist and teachers will continue to earn.
End of session four

Session Five: Friday 1st March 2013, City Campus at Bretton Hall Building (BHB), Room 330, from 5pm to 8pm, CRN: 26368
Review last week’s home work- two summaries
Summarise the following passage in no more than 125 words.
Who me? Feuding? No way!
Mariah Carey says there's currently no feud between her and fellow new, “American Idol,” judge Nicki Minaj. Judges Carey, Minaj, Keith Urban and Randy Jackson and host Ryan Seacrest attended a press conference in New York on Monday after auditioning singers for the Fox music reality TV series. Fox announced Sunday that Minaj and Urban would join Carey and Jackson as judges on "Idol," following Jennifer Lopez and Steven Tyler’s exits in July. The 12th season of "Idol" airs in January.
Carey tried to quell rumours about her quarrelling with Minaj by saying they've only been together two days and "a feud takes a little longer to happen." All the judges burst into laughter. Minaj says the new "Idol" judges are "getting along wonderfully, darling." Minaj and Carey collaborated on a remix of Carey's song "Up Out of my Face" in 2010.
The 42-year-old multiple Grammy Award-winner Carey confessed that she's "never been a fan" of singing competition shows. When asked why TV watchers should view "Idol" ahead of another Fox show, "X Factor," which boasts Britney Spears and Demi Lovato as judges, Carey simply pointed at herself. Saying that she was “bringing to the table years of experience, writing songs, performing," she said she wants to help “those who dream of careers in music, even if they don't get to move on to the next round on the show.”
Minaj, who has had multiple hits on the Billboard charts and two platinum albums, said she's been through a lot since she came on the scene in 2009 and she wants to give the contestants a reality-based perspective on the music industry. “I would love to be able to tell the contestants honestly and truthfully what they can really expect,” the Trinidad and Tobago-born singer said “and sometimes you have to tell people, ‘Hey, you really might not want to be in this.’” Minaj, who returned to her native land in August to shoot the video for her latest hit single, “Pound the Alarm,” has worked with such popular artistes as Kanye West and Barbados-born Rihanna. After authoring her first rap at the age of 12, she went on to delve into acting at La Guardia High School of Music and Art, the school that inspired the movie Fame.
Determined to make it in the music business she took on back-up singing roles for New York City rappers. Soon, she began writing her own material. Dirty Money CEO Fendi came across Minaj's MySpace page, loved what he heard and immediately signed her to his label.
Comm. 117 Wednesday Summary Exam model answer
Mariah Carey refutes allegations of a dispute with newly appointed Nicki Minaj, begins the anonymous article, “Who Me…” that details these “American Idol” music-competition judges’ current relationship, but the sarcastic laughter of all the judges dispelled both that refutation and Minaj’s subsequently condescending assertion of their co-operation. The elder, Carey, claims that she dislikes that role but boasts that because of her extensive experience she makes the sacrifice for the talented hopefuls. Minaj claims that she had many trials and that her role offers hands-on experience for contestants to assess their own disposition for a career choice. The article closes with a description of Minaj’s current professional activities swift rise to fame after her Internet video was discovered by a promoter who employed her.
Comparison and Contrast Essays:
The comparison/contrast essay asks you to make connections between ideas, issues, people, places or things; engage in critical thinking and go beyond mere description or summary to generate interesting analyses. When you reflect on similarities and differences, you gain a deeper understanding of the items you analyse, their relationships to one another and what is most important about them. In some cases, comparison / contrast is only part of the essay.
Writers begin by comparing and / or contrasting two or more things and then use what they learn to construct an argument or evaluation. For example: * Choose a particular theme, such as leadership, love, death, or nature and consider how they are treated in two calypsos, movies or books. * How do the different pieces define and describe leadership, death or nature? * Compare several accounts of leadership. What do they imply about our leaders collusion in their own demise? Discovering similarities and differences
Making a Venn diagram or a two-column chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some partially overlapping circles, one circle for each item you're considering. In the central area where they overlap, list the traits the two items have in common.
Assign each one of the areas that doesn't overlap; in those areas, you can list the traits that make the things different.
To make a chart, identify the criteria you want to focus on in comparing the items. Along the left side of the page, list each of the criteria. Across the top, list the names of the items. You should then have a box per item for each criterion; you can fill the boxes in and then survey what you have discovered. As you create points of comparison always consider the assigned task. Use the questions reporters traditionally ask: Who? What? Where? When? Why? How? If you're talking about objects, you might also consider general properties like size, shape, colour, sound, weight, taste, texture, smell, number, temperature, duration and location.
To construct a comparison of two historical periods or events writers must identify when they occurred and how long the events or periods endured. Compare each event providing similarities in both and then contrasting their differences naming the significant people, places and the events they influenced. Compare and contrast the relationships formed against any psychological value of the identified eras. Locations signify physical barriers, possibilities and posit the dominant ideologies that governed these territories. History creates circumstances that dictate future events so that these comparisons may relate the subsequent developments or retardations.
Contrast two ideas or theories
When theories are compared their primary element must be those who created the theories and under what circumstances. Their users, opponents and defenders often circumscribe the directions taken after their proclamations. How and to whom they were proclaimed provide plausible evidence of authenticity that can culminate with their current statuses. Writers may even subscribe to projections that align themselves to their continued propagations if these are known.
Writing and art have long histories of comparison and contrast. It is therefore incumbent on the authors of these essay types to clearly identify the edition or source of the data compared, the themes depicted, their forms, tones, moods, eras, purposes, functions, for narratives: what plot, characterisation, setting, genre and manipulations as with the multiplicity of pre-1500 editions of the Christian Bible called the Incunabula. Writing is as biased today as it was yesterday unless we subscribe to the belief of our continued moral degeneration so that comparisons are easier and popular because writing is self-replicating.
Can people be more contrasted and compared than writing or are those intersections almost concentric? Invariably their names, birth details and claim-to-fame referents the reasons for the essays.
Gender, race, class, relationships, personalities, histories, occupations, beliefs, creations, progeny, popularity, influences and recorded activities form just crests of the waves of possibilities open to writers of these essays.
Writers must control their data to prevent overload without direction. Writers must decide to compare and contrast selected categories of assembled data and present them in a prearranged order. Because some comparisons are trivial and even irrelevant, writers must be weary of adding details to pad their work.
Suppose that you are writing a paper comparing two novels. The fact that they both use Calson type is not going to be relevant, nor is the fact that one of them has a few illustrations and the other has none. Literature is more likely to focus on categories like: characterisation, plot, writing style and language among others. However, if you are writing a paper on typesetting or on how illustrations are used to enhance novels, the typeface and presence or absence of illustrations will be absolutely critical to your paper. Sometimes a particular point of comparison or contrast might be relevant but not interesting.
If you are writing a paper about Kurt Allen’s 2013 song, “Political Sin Phony” and Bunji Garlin’s “Differentology," pointing out that they both have little in common except that both are sung by male Trinidadians make their differences stark.
The thesis of your comparison/contrast paper is very important. For example, "This paper will compare and contrast two calypsos that are similar in some unusual ways and different in others that are easily overlooked." Or "Kurt Allen and Bunji Garlin are similar in many ways, but they have three major differences." Or you might say, "Allen and Garlin’s songs have built in appropriateness and portentousness (predictability) to today’s entertainment standards. Although this thesis is fairly specific and does propose a straight-forward comparison, you will be expected to do much more analysis. One might also wonder why the writer chose those two particular calypsonians—why not Kizzie Ruiz, Devon Seales, or Bally? Here is a possible revision of that thesis: “Allen and Garlin’s songs are different wake up calls to citizens and supporters alike. Since 1962 we seem to be going downhill when we measure the performances of our successive leaders. Further other singers do not stress the severity of the consequences of bad management for our children and artistes.”
If you write item by item, begin by saying everything you have to say about the first calypso you are discussing, then move on and make all the points you want to make about the second calypso (and after that, one singer, one show and so on). You might be able to fit all of your points about each item into a single paragraph, but it is more likely that you will have several paragraphs for each artiste.

Using our cited calypsonians as examples, after the introduction, you might have a paragraph about their earlier songs, their applications and their popularity then.
Another paragraph can focus on the history of our colonial leadership and yet another from that stage to the current state. Then you will have similar paragraphs about the other artiste followed by your conclusion. The danger of this item by item organization is that your paper may become a list of points about one item, then a certain number of points about another and it will not read like an essay.
These essays compare or contrast two or more things very directly, rather than just listing their traits and leaving it up to the reader to reflect on how those traits are similar or different and why those similarities or differences matter. If you use the subject-by-subject format, you will need a very strong, analytical thesis and the paper will require at least one other paragraph which ties all of your different points together.
A subject-by-subject structure can be a logical choice in which you use one item (fetes) to better understand another item (politics). For example, you might be asked to compare a known topic like section 34 with a document about the 2010 emergency proceedings. You should then give a brief summary of the current ideas about section 34 and devote the rest discussing how those points are similar to or different from the historic data.
Rather than addressing things one at a time, you may wish to write one point of comparison at a time. There are two main ways to do this. You might, in a single paragraph, discuss how a certain point of comparison or contrast relates to all the items you are discussing. For example, you might describe, in one paragraph, what the problems are in both calypsos; in the next paragraph, you might compare the rhythm and musical structure available; in a third, you might contrast the atmospheres of the two eras. You may devote a whole paragraph on how each point relates to each item. For example, you may have a paragraph about the clientele that supports Allen, followed by a paragraph about the clientele that supports Garlin. You will then do two more paragraphs discussing the next point of comparison and contrast—like the delivery styles of each singer.
There are no hard and fast rules about organising a comparison / contrast essay. Be aware of the placement of your different points and be sure that your reader can easily tell what you are doing. If you are writing a comparison / contrast as an argument, keep in mind that the last point you make is the one with which you are leaving your reader. For example, if you argue that Allen is less popular than Garlin, you should end with a contrast that leaves Garlin sounding good, rather than with a point of comparison that you have to admit makes Allen look better.
If you have decided that the differences between them are most important, you should end with the differences—and vice versa.
You might have a topic sentence like one of these: * Compared to Allen, Garlin is quite a performer. * Like Garlin, Allen offers fresh topics from original perspectives. * Despite their thematic differences, both are fairly easy to appreciate.

“Compare and contrast the place where you live with the place you will like to live” by Tricia Yearwood at COSTAATT on Wednesday 22nd October 2008.
My home, part of a townhouse complex of twelve, is perched atop a hill overlooking Petit Valley and some of Diego Martin including the highway between the two and the lush, luxuriant mountain on the opposite side. The home of my dreams has always been a beach house set far away from the busy world. While these two domiciles share similarities my beach house is set apart by three fundamental elements.
My Petit Valley home and the beach house are similar in that they are both built under the warmth of the Caribbean sun, sharing the cool sea breezes that roll across this tropical island: Trinidad. They both also constantly offer glimpses of nature’s mesmerising beauty. The former real home sits opposite an almost still fully tree-furnished hill. From my cosy balcony, the essence of the undulating hillside-verdancy, top recurrently covered in cloud and mist alternating with the brilliance of sunny, blue skies discourages movement. Yet from that balcony I sit and I frequently imagine a beach-house lulling on a stretch of tanned sand, lined with white foaming salt-water, back-dropped with a haze of blue-green sea-sky. Both offer virtually palpable, pulsating characteristics of nature.
Nature, however, forms the first fundamental difference between the two sites. Nature is competing fiercely with an exploding population in Petit Valley. Traffic, congestion and persistent construction choke the remnant verdure that tops the now de-vegetated hillocks with carbon-monoxide, slush and cement dust. Roads, highways and other infrastructure have ingloriously carved themselves into the aching landscape. There is a constant and overbearing sense of hustle and bustle associated with polluted city life here. The beach house is set with no urban development. Nature is preserved and life is more peaceful.

In fact this highlights the second fundamental difference between the homes and that is noise pollution. Blaring ungainly music, horns, angry shouts and the din of many unhappy humans daily echo the arrival and aural incursions of new and the progeny of old burgesses to this once-tiny community. Visitors are amazed at the volume of neighbouring televisions, stereos and radios that penetrate what should be soundproof walls. One of the most attractive reasons for living in a beach house is the absence of that racket. Most beach-house owners agree that they live where they do for the soothing sounds and sights of the ocean.
Sunrise in this valley was prayer-like with serenity and heavenly in splendour. The morning sun here is now permanently off-set by the massive apartment blocks that have mushroomed like quadrilateral fungi on this side such that the nightlights drown the opacity of the fading darkness. By the time the sun scales those oppressive Babel-like walls most residents are already tangling with the unwelcoming cables of traffic to the capital. Sunset too is viewed from the tinted air-conditioned comfort of your own vehicle or worse to the stultifying heat in a maxi-taxi where fellow travellers delight in loudly sharing one-sided conversations over the ever-present entertainment of local radio stations. Dawn at the seaside offers a tantalising reminder of our puny stature as humans. The sun-orb transforms the black star studded sky into ever changing hues of grey-blue that become magically lemon and then yellow as the ocean reflects the life giving rays that warms and energises. Sunset sedates and metamorphoses a torrid evening in a cocoon of Caribbean tapestry that ends too quickly for a relaxed observer. The breezes of the night select the right temperature so that no one considers installing noisy air-condition units. To the lullaby of the lapping waves and the audible swishing of palm fronds, sleep is easy.
The final difference is the requirement to standardise as opposed to the freedom to change. Townhouse owners, by contracts they sign, cannot make structural adjustments to their residences. Therefore the natural desire to extend, adjust and redesign can never be satisfied. This is not so on the waterfront; porches, sheds, entertainment areas, external showers, children recreation centres and jetties are only samples of the possibilities that do not even threaten nature. While the Petit Valley home represents city life and the busy environment that accompanies such a lifestyle, the beach house fulfils the dream of reconnecting with nature, relaxing and secluding oneself if only to endure another term of suburban survival.
Exam One: Summary

End of session five
Session Six: Friday 8th March 2013, City Campus at Bretton Hall Building (BHB), Room 330, from 5pm to 8pm, CRN: 26368
Return exam scripts and review them
Process Analysis Essays
Process analysis presents a chronological sequence of steps that explains how something like playing cricket is done, how something like a hurricane happens, or how readers can do something like build a cupboard.
There are two types of Process Analysis essays, the Informational category and the Directional or the Instructional category of process essay.
I. An informational process explains the way something happens so that the reader can understand the steps and the results more clearly but it is not necessarily intended for the reader to duplicate. Examples: how a bill becomes a law, how an egg becomes a chicken, how political events affect the price of food, how corruption is diagnosed, how a snocone vendor profits or how a computer's central processing unit functions.
II. An instructional or directional process offers instructions or directions that readers can follow in order to duplicate the process.
Examples: how to build a doghouse, how to repair a crab trap, how to train a dog to sit, how to hike to Matelot, how to improve reading comprehension.
Note: the information is presented as a sequence of items that must be considered in a particular order. A process analysis emphasizes how something is done.
Techniques to plan a process analysis essay: 1. First choose an interesting process that you understand fully from your experience or observation. 2. Be sure your topic is neither too complicated nor too technical for your readers. Being too simplistic is just as bad. 3. Make a list of all the steps in the process. 4. Know for whom these instructions are being gathered 5. Organize the steps in sequence, classifying major and minor steps if necessary. 6. Ensure that you have not omitted any steps. 7. Sort these steps into paragraphs. 8. Write your first draft. 9. Write an introduction that clearly identifies the process, the preparation and the background. 10. Explain the significance of the process, how readers would benefit from following the directions or from learning the sequence. 11. For an instructional process, assure readers that they can indeed duplicate the process. 12. At the beginning, mention any equipment or information readers need in order to understand or to initiate and duplicate the process. 13. Introduce and explain all the steps in the process, giving specific examples where appropriate. 14. Warn readers about dangers or pitfalls (for example, "both rain and dust will ruin the metallic finish so that drying must be done in an area protected from them. 15. Use one consistent mood and person. 16. Imperative mood gives commands in the present tense: “Next, turn the key to the right while reciting the words ‘she cannot hear me.’” 17. Indicative mood makes statements: "Next, the magician turns the key to the right while reciting the words ‘open, sesame’" or "Next, you should turn the key to the right" 18. Write a conclusion in which you re-emphasize the benefits, describe the finished product or process, and draw whatever other inferences are appropriate. No steps are to be introduced here. 19. Edit your draft carefully for clarity of expression, logical organization, adequate explanations, unity, and coherence.
Process Analysis Topic Suggestions * dieting or cheating on a diet or on exercising * treating a large wound * planning a particular type of party * teaching a named skill * operating a camera, or another device like i-pod, PSP... * operating a particular tool- manual saw, electric drill, torque wrench * playing a simple instrument * winning a particular game, playing a particular sport or game * buying an automobile * establishing a budget saving money, wasting money * choosing a school, passing a course * avoiding work, choosing a career, resigning a job, preparing for an interview * building an online model like Sims, Farmville or the Age of Empires * making a particular decision, like marrying, getting pregnant, buying a house * making a compost heap, re-potting a houseplant, transplanting a tree * milking a cow or goat * making a good impression on a new boss, old priest, jilted friend * overcoming stage fright, presentations, group work, failure * giving up a bad habit, cocaine, abuse, stealing, cheating * finding a spouse * choosing a gift for a particular person, avoiding a shopping rush * how to dress a very restless child for a named outing, * how to tell a child where babies come from * getting rid of an undesirable person

Create a sample essay either from the list above or from your own resources.
A Sample Process Analysis by C. McMaster
How to remain rich and powerful The rich plunder the Earth’s wealth and use the labour, intelligence and ignorance of the poor to become richer. The USA is no different from Rome, England or apartheid South Africa in its measures to sustain power. On the eleventh of September 2001 the godless Bush administration added to the evil of Man when it attacked itself and blamed the Arab world which, in part, collaborated in the plot. They used their technology, armed services, the media and the trust of the unlearned masses to create an alibi for Afghanistan and Iraq’s invasion and subsequent exploitation. Technology allowed them to pilot two unidentified aircrafts into the World Trade Centre towers in New York City instead of the Indian Point Energy Centre, a nuclear power just thirty miles from the towers. Technology allowed them to vaporise these towers within two hours of the impact of these planes. Also destroyed by implosion was a 47-storey complex called Building 7 that housed the US Secret Service, the FBI and the Security Exchange Commission that was currently investigating fraudulent trade practices of the President.
This major event distracted from the badly orchestrated attack on the Pentagon at which no authenticated large-aircraft debris was found and at which also the damage is inconsistent with the explanations of the damage. The final segment claims that United Airlines flight 93 crashed in Shanksville Pennsylvania, but no wreckage, no bodies, no luggage exist to ratify that claim. However, a UA 93 is claimed to have landed in Cleveland Hopkins Airport in Ohio at 11.44 am with a bomb.
Advanced technology must account for the lack of external wreckage created by the towers’ resistance to the aircrafts, the apparent use of Directed Electromagnetic Energy Weapons to pulverise concrete and steel as well as to broadcast the event and to seemingly mismanage military intervention. Armed services have been the backbone of capitalism that is disguised as colonialism, imperialism and now globalisation. Assassinations and genocide masked as other things help greedy insatiable tyrants to reign by remote control.
On the 13th of June 1942, the US government created the Office of Strategic Services (OSS) that became the Central Intelligence Agency (CIA) in 1947. Combining elite erudition, limitless funding and a ruthless determination to sustain superpower status was the principle adopted by the rich who feed armies to enforce their megalomania and dominate USSR communism. Recorded military and CIA influenced acts are chronologically listed below.
Assassinations include: Patrice Émery Lumumba on the 17th January 1961 for supporting communism, President John F. Kennedy on 22nd November 1963 for attempting to shut down the CIA, Malcolm X on February 21st 1965 for promoting black power, Che Guevara on the 9th October 1967 for anti-capitalistic acts, Martin Luther King on 4th April 1968 for promoting black power, Robert Kennedy on 5th June 1968, Walter Rodney in Guyana on the 13th June 1980, Bob Marley on 11th May 1981for rising black consciousness, Thomas Sankara of Burkina Faso on 15th October 1987 for defending democracy and Tupac Amaru Shakur on the 13th September 1996 for creating black consciousness. U.S. Genocidal attacks include: Tulsa, Oklahoma, 1st June 1921-Black Wall Street; Guatemala in 1952 for the United Fruit Company’s exploitation, Cuba on 16th April 1961 the Bay of Pigs for supporting communism, Vietnam from 1965 to 1975 Operation Phoenix, Nigeria October 1966 to the present for oil, East Timor on the 28th Nov 1975 fiscal loss by Portugal, Sudan from September 1983 to the present for oil, Grenada on the 25th October 1983 for supporting communism, Panama on 20th December 1989 with Manuel Noriega in an alleged anti-drug Operation Just Cause, Rwanda 6th April 1994 for at least 100 days to establish their-mocracy, Afghanistan from 7th Oct 2001 as a pretext to invade Iraq, Iraq from 20th March 2003 to the present for greed. Iran, Sudan have oil related conflicts and Syria is currently (2012) experiencing US aggression for its part of the Arab Spring upheavals against despotic regimes. It is important to note that all these countries are Islamic, fully or in part.
These acts demonstrate that the rich will use any means necessary to enjoy their luxuries that are paid for by the rest of humanity. The reported distortions of these criminal activities are equally supported by the judicial systems funded by the rich and these judiciaries refuse to support any international tribunals like the United Nations or its adjunct the International Court of Justice (ICJ). If the media is the voice of the people then how come the Occupy Wall Street voices are ignored? The www.911truth.org site, the documentaries like Painful Truth, Loose Change, In Plane Sight, Judy Wood’s site and the plethora of others that seek justice for the overabundant distortions, blatant lies and commission omissions that are recorded, assessed and debated on the Internet can get no air time on US mainstream media. The masses are therefore still surreptitiously silenced. One of the core instruments of democracy is the active participation of the masses who have sacrificed body and soul to obtain the right to vote as a mechanism to equate social, political and economic imbalances. They too have laboured to sustain their welfare and those of the body politic yet it is they, who are being marginalised, incarcerated and sometimes killed for the good of evil. The complicity of the media in 9-11 including the suppression of flight data recorder expert, Dennis Cimino’s refutation of flight AA 77 data fabrication by National Transportation Safety Board (NTSB) and other events abrogates those sacrifices and portends the destruction of civility as it has been taught.
It is clear that if we want to become rich and powerful we must first use terror, lies and invasions to colonise weaker territories. Next we must extort whatever wealth exists in those territories by guile, by brute force and/or by corruption. We must then use that wealth to upgrade our standard of living, our technologies and our military powers to sustain that superior image and position. The next obvious step is to manipulate those available technologies to the maximum possible, command those most powerful armies and use or abuse the media and judiciary so that ambiguity and doubt dominates those unethical, fraudulent events which sustain us. The masses are easily divided and with the right tools-entertainment, alcohol and drugs- they can be persuaded to focus on imagined and real evils conjured by the rich. This process is not for everyone. Members are selected by amorphous procedures whose terms and conditions vary and whose members must conform to the rites of passage that come at each level. To become and remain rich and powerful is to become and remain Godless. End of session six

Session Seven: Friday 15h March 2013, City Campus at Bretton Hall Building (BHB), Room 330, from 5pm to 8pm, CRN: 26368
PROCESS ANALYSIS ESSAY by Arlene Thomas
Topic: “Someone you know seems to be forgetting a lot lately. Provide a step by step guide on how to improve memory.”
You just pulled up in your driveway; you got out of your car, entered the house and made your way to the kitchen. Just as you are about to grab something out of the refrigerator, the phone rings. It is your loving husband calling to remind you to pick up his clean clothes that his mother washed for him. As if you weren’t feeling bad enough for not having the time to do his laundry, you can’t find the keys with which you just opened the door five minutes ago. Some of us have found ourselves in situations where we spend hours looking for something that is right in front of us or maybe we can’t remember someone’s name or can’t recall important facts for an exam. We often blame it on old age, absentmindedness or just plain laziness but if you feel that most of what you want to remember gets lost and you can’t retrieve it at the time that you really need to, do not fear. Here are some things you can do to improve your memory over time. God created the human brain with the marvellous ability to remember. It was designed to retain limitless amounts of information that could be retrieved at a later time. It is very natural for you to have difficulty remembering the names or faces of people or where you just lay something down a minute ago. Interest is an important factor in improving your memory. If you make it a habit to be observant, to be interested in people and what is going on around you, or interested in what you are doing, then your mind will be sufficiently stimulated to activate accurate recall. It will then be easier for you to respond with similar interest when you read or hear something of lasting value and want to remember it later on. If you want to remember names that are really important to you, you should make it a practice to use them several times when you first speak together. You need to make the effort to associate the person’s name with his/her face. When you meet someone thereafter, you might not remember the person at all but if you have a good reason for remembering that person, more likely than not, you will. Listening is another important factor in remembering. Much of what you remember depends on how you listened. You may be in a situation where you need to remember important facts. Much to your dismay, you may have forgotten to bring along your treasured tape recorder. What do you do when you have to write a report for the office or an important paper for class? Maybe the grocery list that you just heard five minutes ago vanished from your memory because you were too ashamed to write it down in front of your grandmother, who has a better memory than you and can remember it five days later. You need to focus your attention on what you are hearing. Keep your eyes on the person while he/she is speaking, mentally respond to questions asked, listen carefully to comments given, take brief notes if possible and isolate points that you definitely want to remember.
Although there may be many obstacles that may distract you from listening attentively, you need to use your eyes to keep your focus. If your eyes are flooding your mind with distracting information, you will miss much of what is being said. How do you recall important points you just heard in a speech? You can view the speech as a journey. Although there may be interesting things to see along the way, the main thing is the destination or objective. The speaker may be trying to lead the audience to a certain conclusion or move them to take some action. As you listen to the talk try to discern its objective and consider how the points the speaker brings out contribute toward reaching that objective. Ask yourself what the information calls for you to do. By doing this you will remember the important things you want to remember. If you are studying for an exam, you need to read the material thoroughly, recite what you have read in your own words immediately after you have read it and review the material without looking at your notes a day or two before the exam. This will give you enough time to focus on what you actually do not remember rather than reviewing the things you already know well. After reading a portion of what you want to remember ask yourself what was the main point of what you just read. If for whatever reason, you cannot recall the main point, then look back and find it in the material. When you have finished reading the entire chapter or paragraph, test yourself again. List all the main points and if they still do not readily come to mind, look back and review what you have read.
Comprehension also plays an important part in remembering. All the studying in the world would not help if you do not understand what you have read. You need to focus your full attention on what you are reading to fully understand and remember it. You will not retain information if your mind is somewhere else while you are trying to read. Comprehension is improved when you relate the information to things that are familiar to you or to knowledge that you already possess. Comprehension is also improved when if you read phrased instead of individual words. You will more readily grasp ideas and identify thoughts, so they would be easier to remember. One minute spent in quick review would double the amount of information retained. Immediately after you finish reading, mentally review the main ideas in order to memorise them. Think about the main ideas in order to sort them chronologically. Think about how you would explain it to someone else in your own words. By refreshing your memory soon after you have read what you need to remember, you will extend the length of time that you can retain the central points. In the next few days, try to review what you have read by sharing the information with someone else. You might do so with a member of your family, a workmate, a neighbour, a schoolmate or someone from your church. At this point, try to remember not only the main points but also everything that lies beneath. Doing this review exercise will simultaneously aid with short-term retrieval and stimulate better mental habits. In addition to reviewing what you have read, you will find that meditating on things that you have learned or want to remember is beneficial. Such deep concentrated thinking, in which you ponder on what you have read, helps you to retain facts even better.
If you make it a constant practice to meditate in this way, not only on facts but also on your inner thoughts and feelings, it will more permanently etch truly vital things on your mind.
Apart from the mental things that you can do to aid your memory, you must not neglect all the brain enhancing products that are available commercially. Despite their dubious commercial nature they may psychologically induce memory and some say they work. If someone you know seems to be forgetting lately he/she should not feel that all is lost. No matter what the situation is, it will not be easy at first to overcome this problem. It would take a lot of time and effort to practice these techniques in order to see the results. As with everything else, nothing happens overnight. Your memory will not automatically improve with the first attempt but over time you would begin to see a vast improvement. If you have found yourself in the situation above with the lost keys, don’t think for a minute that you are losing your memory. It happens to all of us and if anyone says otherwise, he most likely has forgotten.

How Joseph Charles got inducted in the Business Hall of Fame
Serjad Makmadeen was born in Princes Town in 1910 and was the last of the eight children of Makmadeen, an immigrant from the Punjab and his wife Rosalin Jamaria who hailed from Martinique. When he was still quite young the family moved to Bellevue in St James and he attended primary school up to the age of ten. Economic circumstances forced him to leave school and he secured employment as "the gardener" at the large property known as Ellerslie in Maraval. Life for young Serjad Makmadeen was extremely difficult. Poverty stalked his existence.

Each morning he rose early and after his meagre breakfast of a cup of "cocoa tea," he walked across Long Circular Road to start the day's work with only a short break for lunch which he had brought with him. Serjad worked as a gardener until he was 13, when he got a job as a baker's apprentice at the MI Bakery on Charlotte Street, in Port of Spain. Soon he became involved in selling bread and cakes and would deliver his goods to customers on a bicycle. To develop a large clientèle, Serjad gave an extra loaf to anyone who had purchased more than 12 loaves, paying for this extra loaf out of his own pocket. This allowed him to build up a substantial clientèle in a short space of time and he soon became the bakery's top salesman.

Having come from a situation of poverty, Serjad was determined to make a better way of life for himself. He saved his small salary and began to look for opportunities of self-improvement. In the thirties, whilst still working at the bakery, he learnt that one Mrs Bajnath had a small soft drink plant for sale in St James. Having accumulated $350, Serjad borrowed $250 from his friend, Nagib Elias and bought Mrs Bajnath's soft drink plant. It was at this time that he got married to Khairoon Khan who worked with her husband in running the plant.
Everything was done manually: She washed the bottles, boiled the syrup and hand filled the bottles, also adding the carbonated water and capping the bottles. The plant produced one bottle of soft drink per minute. Using old beer bottles, two flavours of soft drink were produced: Cola Champagne and Banana. Serjad would make one or two cases of soft drinks per day after he finished work at the bakery, which he would take with him on his rounds the next day. As he knew most of his customers well, he was able to convince them to buy his soft drinks. The difficulty of an East Indian breaking into the soft drink business in a colonial society was evident from Serjad's following experience.
When he first acquired the plant he wrote several times to various soft drink producers in England enquiring on how he could make improvements. He got no replies. It was evident by his name that he was not an Englishman so recognising this, Serjad changed his name to Joseph Charles, which quickly led to communication between himself and the hitherto silent producers. Joseph Charles soon started to have a problem with the availability of bottles. His clientèle was growing and he could not get enough bottles to satisfy the demand. Moreover he did not have sufficient capital to buy new bottles. He read in a magazine that a soft drink factory in Montreal was closing down and its assets were up for sale. He realised that this would be the source of empty soft drink bottles, which he promptly bought and shipped to Trinidad. The bottles, however, had a brand name "SOLO" and a logo – a pilot drinking from a bottle of soft drink presumably after a solo flight – stamped on them. Joseph made the expedient decision to keep the brand that has been maintained to this day, along with the distinctive heavy glass Solo bottles.

The acquisition of the brand, which later gave birth to the popular catch phrase "A roti and a red Solo", was one of those happy accidents which was a combination of outside influences, business decision-making and sheer good luck. After the Second World War and with a greater demand for his soft drinks, Joseph bought an additional plant from the Dugar Brothers in British Guiana and went into the soft drink business as a full time occupation. He relocated his factory to the area under his house on Panka Street, St James. This plant was an improvement on the old one and had the capacity to produce eight bottles per minute. By 1950, a new plant was set up at the corner of White Street and Tragarete Road opposite the Queen's Park Oval with new equipment imported from the United States. This plant produced 72 bottles of soft drink per minute.

During the decade of the 50s, Joseph Charles sought to consolidate his business. He was forever striving for consistency in flavours and paying particular attention to cleanliness and quality. At his new plant he now employed 20 workers including his two sons, Vernon and the younger Kenneth, who would go to the factory after school and at vacation time to assist and learn from their father. Joseph worked long hours to develop his business, beginning at 4 o'clock in the morning and sometimes leaving the factory at 11 o'clock in the evening. He now hired salesmen to sell his products and made sure that they left the factory at 4 a.m. so as to be the first to get to the customers. Despite his limited formal education, he ensured that he knew how the plant operated and he single-handedly modified his factory so that it produced 144 bottles per minute. At this time he introduced four new flavours: Cola, Grape, Cream Soda and Orange; added a shift system and increased his staff to 65 people.

By 1958, the White Street plant became too small for Solo to service its customers efficiently and Joseph Charles was able to secure a loan from the Canadian Imperial Bank of Commerce for $1.8 million and in January 1960 constructed a new state of the art factory in San Juan on the Churchill Roosevelt Highway. The new plant and machinery were purchased from the United States and were fully automated. In 1962 he introduced the still widely popular SOLO APPLE J.
Joseph Charles died in 1965 and is succeeded by his youngest son Kenneth and his family who now own and operate the company. Like his father before him, Ken has continued to buy new technology to increase efficiency and productivity of the factory and it is now a fully computerised plant. Joseph Charles Bottling Works is a popular and well-liked company. It is involved in many community activities and sponsors the steelband Solo Pan Knights as well as table tennis and badminton competitions. It supports powerboat racing, and "Mr Solo" is a regular and popular champion. The highest accolade for any brand is affectionate reference to it in popular culture.
The Joseph Charles Company has achieved this with two of its brands, "DOUBLES AND APPLE J" sung in calypso and its slogan "A ROTI AND A RED SOLO" included in a rap.

When Miss Universe, Trinidadian Wendy Fitzwilliam said publicly that she missed her "ROTI AND RED SOLO", she confirmed that the company first founded by Joseph Charles had truly entered the Caribbean heart. Joseph Charles was a good family man and imparted sound values to his children.
He was self-taught, read a lot and mastered the mechanical workings of his plant. He was a man of integrity and charity – always helping the poor in many ways, and sponsoring dinners for them at regular intervals. He looked after his employees, often providing houses for many. He shunned publicity and was a most humble person. The Trinidad and Tobago Chamber of Industry and Commerce is indeed honoured to induct Mr Joseph Charles into the Business Hall of Fame.
Sources Trinidad Express 15th December 2010 http://www.trinidadexpress.com/business-magazine/Joseph_Charles__How_Solo_got_its_name-111899099.html and: http://www.solobev.com/coinfo-history.html

The following Process Analysis Essay was written by Edmund Cumberbatch
Changing a flat tire on a motor vehicle may look simple to some people but you may be surprised to learn that it takes a bit of know how and strength to get the job done perfectly. Even the experienced driver may not have ever sat down and itemised the equipment and the various steps that are involved.
You will require an adequately inflated spare tire, a wheel spanner, (in the case of rims with nut-locks) the key to remove the locks from the tire, a jack with handle (screw or hydraulic types are suitable) and a piece of cloth for tidying up once the job is done. You must also ensure that you do not sit with your back to passing vehicles, nor must your legs or body ever be under the vehicle as some jacks are defective and accidents happen. All other occupants of the vehicle must exit the vehicle before you begin and if they are children they must be supervised or safely buckled in the rear seats with the window down only on your side so that you can hear them. Those rear doors must be locked with childproof locks engaged. Adults must not remain in the vehicle and the children must not move about, as this will endanger the process.
Firstly, ensure that the vehicle is on a relatively level surface. This is important for your own safety and other road users as an inclined surface could result in the vehicle slipping off the jack once it is raised. Then remove all items needed from your trunk and lay them out a short distance away from the vehicle within arms reach. This will save time and avoid your having to travel back and forth into the trunk during the operation. Once the tools are laid out, it is time to break or loosen the nuts on the wheel. Using the wheel spanner, start with one knot turning it anti clockwise once only and continue with alternating nuts until all are loosened. This part of the job may require some brawn as nuts usually become extremely tight as time goes by and some leverage may be required to get them started. This may be achieved by using a 3–5 foot hollow piece of steel piping on the end of the wheel spanner or by literally standing or hopping on the end of the spanner for leverage.
You do not want to completely remove the nuts just yet as this would lead to the wheel slipping off from its hub while the car is being jacked up.
Having completed the breaking of the nuts you are now ready to start the tedious part of the job. Slide the fully compressed jack under the vehicle in the allocated area close to the flat tire, where it will not puncture the cabin or damage any of the other vital components of the vehicle after it is raised. Manufacturers identify very specific immovable areas along the suspension joints or springs as being suitable.
Once the jack is in place insert the jack handle into its slot on the body of the jack and begin moving the lever up and down (or in a circular motion if using a screw type or non hydraulic jack) using smooth and even strokes. Once the flat tire is sufficiently off the ground to allow for its safe removal, stop the jacking up procedure and completely remove the wheel nuts before taking out the entire wheel.

Your spare is now ready to be placed onto the hub. This is done by lining up the holes of the spare with the studs on the hub and then carefully lifting the spare onto the hub then pressing it firmly into place until it settles. The nuts can now be screwed onto the studs by hand as far as they can go making certain not to cross the threading. That is if the nut twists or resists turning too early and it is forced it will literally cross the inner threads and the nut may bind or once loosened will be useless. At this point it is now safe to slowly release the jack, until the wheel lightly touches the ground. The wheel nuts must now be fully tightened before the full weight of the vehicle is allowed to sit on the replaced wheel. The jack is now set at its lowest position before removing it from underneath the vehicle. The wheel nuts must now be double checked to ensure that they are all snug and that none was missed using the wheel spanner but again care must be taken not to overly tighten the nuts. The tools must all be accounted for and placed in the trunk along with the flat tire that must be repaired or replaced as soon as possible since you now have no spare tyre. Be sure to use a piece of cloth to remove all traces of dirt, oil or rust from your hands before returning to the vehicle.

The system outlined is safe and effective for the changing of any flat tire on a motorcar. It is geared towards ensuring that not only will the task be completed timely and efficiently but also that the safety of the driver and the vehicle is maintained throughout the exercise.

Write either a process analysis essay or a comparison and contrast essay of your choice for my immediate assessment.

End of session seven
Session Eight: Friday 22nd March 2013, City Campus at Bretton Hall Building (BHB), Room 330, from 5pm to 8pm, CRN: 26368
Examine students’ essays and comment.
Exfoliate sample essays for topic sentences and other developmental techniques.
Examine the following informational process essay.
HOW A TURBO CHARGER WORKS
Exactly how does a turbocharger breathe life into your machine? This essay looks at different sections of the turbo and how these function. In simple terms, a turbo charger comprises of a turbine and a compressor connected by a common shaft supported on a bearing system. The turbocharger converts waste energy into compressed air, which it pushes into the engine. This allows the engine to produce more power and torque and improves the overall efficiency of the combustion process.
To better understand the technique of turbo charging, it is useful to be familiar with the internal combustion engine's principles of operation. Today, most passenger car and commercial diesel engines are four-stroke piston engines controlled by intake and exhaust valves. One operating cycle consists of four strokes during two complete revolutions of the crankshaft. When the piston moves down, air (diesel engine or direct injection petrol engine) or a fuel / air mixture (petrol engine) is drawn through the intake valve.
Each cycle consists of compression created by one power stroke that means the piston moves upward and compresses whatever is in the cylinder. In the petrol engine, the fuel / air mixture is ignited by a spark plug, whereas in the diesel engine, fuel is injected under high pressure and the mixture ignites spontaneously. At this point exhaust is created. The exhaust gas is expelled when the piston moves up. Simultaneous with this upward stroke is the downward stroke of the alternate piston that sucks air and fuel in the cylinder. The following simple operating principles provide various possibilities of increasing the engine's power output: Users may enlarge the swept volume area that allows for an increase in power output, as more air is available in a larger combustion chamber and thus more fuel can be burnt. This enlargement can be achieved by increasing either the number of cylinders or the volume of each individual cylinder. In general, this results in larger and heavier engines. As far as fuel consumption and emissions are concerned, no significant advantages can be expected.
Another possibility for increasing the engine's power output is to increase its speed. This is done by increasing the number of firing strokes per time unit. Because of mechanical stability limits, however, this kind of output improvement is limited. Furthermore, the increasing speed makes the frictional and pumping losses increase exponentially and the engine efficiency drops. In the above-described procedures, the engine operates as a naturally aspirated engine. The combustion air is drawn directly into the cylinder during the intake stroke. In turbocharged engines, the combustion air is already pre-compressed before being supplied to the engine. The engine aspirates the same volume of air, but due to the higher pressure, more air mass is supplied into the combustion chamber. Consequently, more fuel can be burnt, so that the engine's power output increases related to the same speed and swept volume.
With mechanical supercharging, the combustion air is compressed by a compressor driven directly by the engine. However, the power output increase is partly lost due to the parasitic losses from driving the compressor. The power to drive a mechanical turbocharger is up to 15 % of the engine output. Therefore, fuel consumption is higher when compared with a naturally aspirated engine with the same power output. In exhaust gas turbocharging, some of the exhaust gas energy, which would normally be wasted, is used to drive a turbine. Mounted on the same shaft as the turbine is a compressor which draws in the combustion air, compresses it and then supplies it to the engine. There is no mechanical coupling to the engine.
The turbine stage comprises of two components: the turbine 'wheel' and the collector, commonly referred to as a 'housing'. The turbine wheel can be of radial mixed or axial design. Generally, in turbochargers used on high-speed engines, the turbines are of radial design. On larger engines such as ship propulsion axial turbines are used. The exhaust gas is guided into the turbine wheel by the housing. The energy in the exhaust gas turns the turbine. Significant amounts of power can be generated in the region of 50kW on a typical 12-litre diesel engine. Once the gas has passed through the blades of the wheel it leaves the turbine housing via the exhaust outlet area. The speed of the engine determines how fast the turbine wheel spins. If the engine is in idle mode, the wheel will be spinning but at a minimal speed. As you accelerate the wheel starts spinning faster. As more gas passes through the turbine housing, the faster the turbine wheel rotates.
Compressors are the opposite of turbines. Again the compressor stage comprises of two sections, the impeller or 'wheel' and the 'housing'. The compressor wheel is connected to the turbine by a forged steel shaft. As the compressor wheel spins air enters through an area known as the inducer and is compressed through the blades leaving the exducer at a high velocity. The housing is designed to convert the high velocity, low-pressure air stream into a high pressure, low velocity air stream through a process called diffusion.
Air enters the compressor at a temperature equivalent to atmosphere, however it leaves the compressor cover at a temperature up to 200 degrees Celsius. Because the density of the air decreases as it is heated up, even more air can be forced into the engine if the air is cooled after the compressor. This is called inter-cooling or after-cooling and is achieved either by cooling the charged air with water or air.
The turbocharger bearing system is lubricated by oil from the engine. The oil is fed under pressure into the bearing housing, through to the journal bearings and thrust system. The oil also acts as a coolant taking away heat generated by the turbine. The journal bearings are a free-floating rotational type. To perform correctly, the journal bearings should float between a film of oil (i.e. between the bearing and the shaft, and between the bearing and the bearing housing.) The bearing clearances are tiny, less than the width as a human hair. Dirty oil, or blockages in the oil supply holes, can cause serious damage to the turbocharger. A more effective, though complex, method of turbocharging uses a turbine stage where the swallowing capacity is automatically varied while the engine is running. This permits turbine power to be set to provide just sufficient energy to drive the compressor at the desired boost level wherever the engine is operating. This is achieved by varying the area of a nozzle, a set of guide vanes that control the flow through the turbine. Conventional designs pivot the vanes to achieve different nozzle areas.
The first turbocharged diesel engine passenger car was the Mercedes-Benz 300 SD, followed by the VW Golf Turbo-diesel in 1981. By means of the turbocharger, the diesel engine passenger car's efficiency could be increased, with almost petrol engine "driveability", and the emissions were significantly reduced. The turbocharging of petrol engines is no longer primarily seen from the performance perspective, but is rather viewed as a means of reducing fuel consumption and, consequently, environmental pollution on account of its lower carbon dioxide (CO2) emissions. Currently, the primary reason for turbocharging is the use of the exhaust gas energy to reduce fuel consumption and emissions. A turbocharger
How to Find a Spouse, by C. McMaster
It is incredible that we teach everything else but how to find, win and keep the person with whom to spend the rest of our lives. It is even more incredible that we often get married to discover this truth and then mask it from others until they too become victims. Since men propose, or so we think, we shall begin with them.
First, men must learn the difference between sex and marriage. The sexual urge is the most irresistible and persistent of male desires and because men are not usually taught differently we assume that constant sex means marriage or vice versa. A wife must be other things besides a sexual partner and although few men discuss their sexual preferences with their partners before they commit, most men sincerely believe that good sex equates good wives. Good wives can be good sex partners but they have working brains and they too have goals and ambitions. The following issues must be roundly resolved before the wedding: Where to live, education, how many children, what to eat, who shall cook, who shall work, drinking limits, smoking and socialising arrangements. These all form serious threats to good relationships. Clarifying what you both want is a good idea but living together first is much better. Many people who live together work out the variables of their relationships and harmonise their existences like John Power or “Brother Man” and Minette his nineteen-year-old common-law wife in the eponymous novel by Roger Mais of Jamaica. If they marry there is a very good chance of sustaining the gains that matured while they cohabited. It is to be observed that the discussion here omits sexual intercourse because unmarried people who have serious copulation concerns usually find more compatible partners so that the live-in couple has hopefully, already eradicated that hurdle.
Eradicating other hurdles like infidelity is what makes the difference. Several single women seek out stable married men with whom they consort. Several married men seek out women, married and single, to diversify their sexual menus. Sexual life can become plaintive and lacklustre so that inducements that may have been earlier dismissed may transform into irresistibility. Many of the pair’s close friends and relatives may lust for intimate relationships and—depending on the physical arrangements of living—neighbours, landlords and co-workers add to the mountainous lure of daily living. Tiger Woods got caught. Desmond is married to Grace but he cohabits with Monica who lives three houses away in Kristoff Village from the 1997, Jamaican novel, It Begins with Tears. Horning wives and husbands and having deputies are almost standard behaviour patterns in Caribbean relationships and they are all extensively discussed although no one really admits it. Notwithstanding this however another recurring hurdle in relationships is lying.
Lying in a relationship is the single most recurrent ground for separation and divorce. It is often referred to as communication but men seldom have far to retract and retrieve their courtship exchanges to know that lies create the bridges and the gaps in communication. Section 34 type lies prosper in today’s society at every level. History, politics, commerce and religion all thrive on lies and men mimic these macro-policies into their own lives to balance the myriad injustices experienced outside the home. Columbus Lie is a 1991 calypso by the Mighty Shadow of Trinidad in which he challenges the principles of conquest as it is written seeking changes to what we learn. Changes then develop and irreconcilable distances are created.
Changes occur before relationships initiate but they are suppressed, lied about and they change themselves. Men who need one type of woman today may not do so tomorrow and vice versa. Couples like Mr. and Mrs Mandela and Michael and Lisa Marie Jackson begin with a near-perfect understandings but each leaves his partner behind and alienate each other socially, academically, materially and intimately. Society exerts myriad pressures on individuals to behave in ways that can easily aggravate and sully solid relationships. Acceptable dress codes, fashion consciousness, luxuries, children, incest and often, psychological abuses inject fear and change into many men and women at the expense of their relationships. Vultures disguised as friends invade the privacy of others with the premeditated intention of destroying marriages. Knowing who you are helps tremendously.
If you know yourself and particularly know your shortcomings; then choosing a spouse is easier. Because few young persons know themselves or are rapidly evolving, it is most difficult to accurately choose a spouse. Two things aggravate this problem; firstly it is the time that most males are assertively programmed by nature to procreate and secondly it does not synchronise with the female maturation process. Additionally young people openly distrust authority figures in whom experience resides. The young are guided by emotion which is blind and ego which is blinder to fall in love which is the blindest state. To choose a spouse requires information that is not accessible until after the relationship has been made so it is prudent to firstly create multiple exploratory relationships. Young people have a tenacity to resist temptation that astounds adults. They are also, however, naive and easy prey to experienced predators and many youth can vacillate between the two irrationally. Dominating this conundrum is the male.
Males need females for a wide variety of purposes to which they seldom admit. Females must be conscious that the silence of these topics, often masked as others when vocalised, is one key to binding relationships. Openness means vulnerability and pain but the risk must be taken honestly and sincerely if both are serious. Acceptance of visible and known faults is the eighth pillar to lengthy relationships. Constant discussion on most issues is vital but each must humanly expect to not know everything about the other. Honesty and fidelity shuns dishonesty and infidelity and pretending to be honest and faithful cannot last. Avoid over-socialising after forming a union and vary all outside relationships. Embrace change and direct it to boost the amalgamation of characteristics that blend intimately. Despite the implausibility of harmonious growth, it is vital to provide support for each other’s triumphs and failures. Reinforce the zero so that no one comes between you, number one and your loved one. “Never hang yuh hat way yuh han cyah reach,” can effectively be the overarching motto for seeking a spouse.
Know yourself and be true to yourself and life will take care of itself, in the words of Ella Andall, “Bring down de Power”.
The ten steps of finding a spouse are: Distinguishing between sex and love, communicating, eradicating infidelity, avoiding lies, expecting changes, knowing yourself, opening to each other truthfully, accepting faults, avoiding over-socialisation and reinforcing your relationship. As imperfect as we are, many Caribbean couples have managed to secure lasting relationships therefore finding a spouse should be taught at all schools.
Revise the techniques for each type of essay- process analysis and comparison and contrast.
Give Exam two, 6.30 pm to 8 pm.
Exam Two Friday 22nd March 2013
Select one of the following four topics and write an essay of at least 700 words
Compare and Contrast:
1/ A named destination I totally abhor to a named one I love immensely
2/ A recent computer game to an old one like Pacman
Process Analysis
3/ Describe the complete process required to avoid stalkers on Facebook.
4/ Explain completely how to care for very old or very young persons.
End of session eight

Session Nine: Friday 5th April 2013, City Campus at Bretton Hall Building (BHB), Room 330, from 5pm to 8pm, CRN: 26368
Guidelines for working in groups
Groups are not to exceed five members of who must all be aware of the group’s designation as well as the written objectives of the assignment. Each member must have a complete list of the other members’ contact numbers, alternate contact numbers, e-mail addresses and the scheduled times and locations of each planned assembly. If you use e-mail and insist that each person acknowledges the data sent then no one can claim ignorance of date, place or time.
A SWOT technique suggests that the Strengths, Weaknesses, Opportunities and Threats (SWOT) of the group members must be assessed before the group can effectively function.
Strengths suggest that by selecting the topics most members are strong and comfortable with, makes the distribution and execution of duties much more pleasurable and that will maximise learning.
Weaknesses means that members will and should openly voice discontent with issues that they dislike, find difficult or simply will not attempt. If this is debated early then the group will begin by eliminating potential obstacles that will weaken the collective task. Weaknesses removed, strengthen the group’s position considerably.
Every assignment is an opportunity. With this philosophy members will use every advantage, every medium and every means to obtain the best results for the entire group even when the opportunity falls under another person’s portfolio. Opportunities mask themselves as challenges, sometimes as obstacles and sometimes as gifts. The skill to recognise one is a life skill.
Threats in group-work should not be physical and so those which comprise real threats are the dubious assumptions that tasks will manifest themselves with minimal effort. Lying and not fulfilling your obligations to the group is a threat that has brought many great ideas down significantly. Either a leader is chosen or one person chooses to coordinate the progress of other members. If this is done and members honestly report progress and hindrances, then meetings will record not just possibilities but actual gains and success will be guaranteed.
The overall task must be quantified and honestly debated prior to writing the assignments of individuals. Each member should do this first and, at the first meeting, the objectives of the assigned group must be made clear. The written objectives of the assignment must be divided equally among members. Each member becomes responsible for his or her portion.
Before this assignment is finalised members must know what is required of each portion of the task so that each can choose one that fits into his area of expertise. Strong members must take assignments last and guide those who may not be too clear about how to begin research work. No assumptions must be made and each person should submit, to an agreed-to e-notice board or an e-check list, the progress being made so that the others may provide help before deadlines preclude any further intervention and the group pays by receiving a poor grade.
Attitudes to group-work: The attitude you approach the assigned tasks pre-determines how the outcome will materialise. One of the most recurrent flaws in group-work is the first task: which option to accept. This decision must be reached very early in the first meeting or much valuable time will be wasted haggling over what to do. The group members can select the topic each has a preference for, and either negotiate for its selection or switch with someone in another group which has selected that topic. After this most crucial step the work begins; members will select from the assigned tasks as skills and desire determine. If members create positive attitudes and assert their absolute commitment to maximise the outcome then positive results will follow. Assertive behaviour is characterised by those who are prepared to listen attentively to others and to show sincere concern and respect for misinterpretations. Group members must each try to respectfully negotiate solutions among members rather than criticise or bully meek acquiescence from passive members who subdue their views either in fear or because of their humility. Some group members may be hesitant and indecisive despite of their having positive ideas that are suppressed because others will not await these contributions. Aggressive outbursts, belittling errors and manipulating the process to achieve preconceived results often retard, rather than advance the possibility for success. Assessment: The group essay is worth 25%, this will be divided as follows:
10% for each person’s citations and hard copies of the research material
15% for the essay
Each person must research selected topics below and submit original submissions of the following:
Two relevant newspaper articles for two points
Two relevant books for two points and I must see the books.
Two relevant Internet references for two points
Four points will accrue to material cited here and occurring in the essay but no two people are to cite the same data.
Each student must submit different references and they must be directly related to the sub-task given. No general or shared citations will be accepted. These must be cited in the manner taught and submitted in writing headed “References” any time before and including the day of the group exam. Individuals will lose 10 points for not presenting individual proof of research in the prescribed manner.
Citations must accompany each research submission and each must have the maximum of data for crosschecking to assure others of its authenticity. Members must avoid US or European sites and data that have little or no relevance to any regionally set incidents, conditions and circumstances.
Argumentative topics for the group essay * We are what we eat in the Caribbean. * Rivers loved or hated in Trinidad
Cause and Effect questions for the group essay * Politics and growth in Trinidad * Money and alcohol in the Caribbean

The six major steps for writing a research paper

1/ Decide on a topic. Make sure it is one you are interested in and that it is not too broad or too narrow to analyse adequately.

2/ Begin with a library search. Start with the card catalogue or computer subject headings. The best option may be to find a few general books on the subject and then study their bibliographies. You may note that one author may be cited repeatedly in several articles like Joseph 'Reds' Perreira or Tony Cozier for cricket; Lakshmi Persaud, Hazel Brown or Rhoda Reddock for the education of Caribbean females, Derek Walcott, Rubadiri Victor or Oba Constance for drama; Nicki Minaj, Tupac Shakur or Brother Resistance for rap and Bridget Brereton, Kim Johnson or Carl Campbell for Caribbean history. This should tell you that these persons are authorities on the topic. If you encounter an article while reading another article or book, use it. Use encyclopaedias, reference or textbooks, newspapers, microfilm, the librarians, the World Wide Web and other teachers' advice. Research is a back-and-forth, in-and-out process.

3/ As you scan possible sources, make a list of sources you won't use, sources you might use, and sources you will definitely use. Make bibliography cards for the latter two sources right away. Photocopy all material that you might or will use—even pamphlets and personal books. This will save you time later, should you need to return to the library. Remember to copy the title, author, chapter and page numbers copied and staple the whole.
If you conduct a good quantity of research, the first list will help you keep up with sources you've already checked.
4. After acquiring some knowledge of your subject matter, it is time to decide on your personal interviews and/or questionnaires. Write the interview questions and prepare the survey. Be careful to word both objectively. Your research is only as valuable as the quality of the interview or questionnaire.
5. Write the outline, rough draft and the final paper. Then rewrite it to make it sound as thorough and as professional as possible.
To analyse something, divide it into parts. Since you are writing about a problem, the body of your paper can roughly be:

Paragraph 1: A general introduction of the problem that includes a thesis statement of your opinion on how it can be solved.

Paragraph 2-3: Include a brief history of the problem (including, perhaps, past attempts at a solution). Sources needed.

Paragraph 4-6: Extent of the problem (who is affected; how bad it is, etc.). Sources needed

Paragraphs 7-8: Repercussion of the problem if not solved. Sources needed.

Paragraphs 9-10: You must have led up to a conclusion that your argument is sound. Connect the argument with the facts. Anticipate objections and make concessions.

Paragraph 11: Conclusion: Restatement of thesis and summary of main ideas.
6. Once your paper has been written, check every quotation in it for accuracy then write the abstract that is a concise synopsis of the problem, method, results and conclusion of your research.
Writing an Essay
An essay is the most disciplined form of academic writing in English. An essay can be personal and autobiographical, objective, factual, concrete-particular and abstract-universal using anecdote and description. To successfully write an essay the following recommended format is to be rigidly followed.
PLANNING
Once a topic is selected, draft the main points of your response. Do not waver. Taking a position does not discredit its opposite and logical refutations of your stated opinion give it greater balance and much credence. For example, if your essay is about essay writing then your focus must emphasise type, form and audience. If the type is narrative the form is random or chronological and the audience is mature males of female teens. Be sure to store examples for each major declaration of your viewpoint. Arrange the points in a format that best suits the purpose and use link sentences throughout beginning with the introduction. An introduction is vital to the successful preparation of an essay. It must say clearly and unambiguously what issue is being addressed, how and why, although your position can be dealt with later or conclusively. The introduction and conclusions are the only two paragraphs that must not have examples. Your thesis statement must be followed by the major points of your arguments in the order you intend to present them in the body. Your introductory paragraph must end with a link sentence that leads to the second paragraph.

The second paragraph will show in its topic sentence the point you shall expand as well as the justification for its primary position. Appropriate examples must support each major point and they must be followed by sentences which signify the usefulness of the example to the point made. Do not assume anything and omit nothing important regardless of whether it supports or negates the position taken except that you remain conscious of the length of the essay and the time given. Edit erroneous grammar, be conscious of orthography and provide concise detail with as little untidiness as possible. Do not use liquid paper, just draw a single line through the offending sentence, clause, phrase, word or letter and replace it accurately. Match form with plan consciously retaining the thesis statement and link each end. End each successive paragraph with a link sentence and ensure that each paragraph carries significant weight of your stated theme. Do not digress unnecessarily and do not pad. Each developmental paragraph must possess the information format of the second paragraph but its style may vary. Your conclusion must demonstrate that your points reinforce your stated claim and that the validity of your thesis position is unquestionably clear.

End of session nine