USE OF ENGLISH
LESSON 1
 EXPLANATION OF THE USE OF ENGLISH
 We operate in a Creole speaking environment
where the Standard English Language is not our
first language.
 The course is designed for undergraduate
students who have difficulties communicating
their ideas clearly in written Standard English.
 NOTE: Download the entire Power Point
presentation from the first lecture from:
 http://kencilbanwarie.com/2011/09/08/eng-115power-point-slide/
 EXPLANATION OF THE USE
OF ENGLISH
It teaches students the basic
communicative skills and
processes involved in producing
writing that is valued in their
academic contexts.
DISCUSS COURSE OUTLINE
AND IMPORTANCE OF TOPICS
CHOSEN IN THE COURSE
OUTLINE:
Learning a language means being
able to understand the structure,
form and style of that language.
As such if we are to develop
proficiency in a language,
Comprehension, Grammar usage
and writing are important.
WHAT IS
COMPREHENSION?
Comprehension is defined as a
clear and thorough
understanding of the spoken or
written word. It is an act (science)
of grasping meaning. It also
includes the knowledge that is
acquired in this way. (Grammar
tools)
Reading Comprehension is
understanding that
comprehension is important
for:
Interpreting a message
Conveying relevant information
Responding appropriately to a
requested message
Discuss components of a passage
Language Structure:
Meaning:
-Vocabulary
-Connotative and Denotative
Organization:
-Cause and Effect
-Implicit and Explicit
-Problem and Solution
Passage
Read for:
- Familiarity
-Comparison and
Contrast
-Chronological and
spatial
-Predictions
-Draw inferences
(These should be based on
passage and not on previous
knowledge.)
Literary Devices:
-Simile
-Metaphor
-Personification, etc.
Types of writing:
-Persuasive
-Narrative
-Descriptive
-Expository
TYPES OF WRITING:
Writing styles vary according to
your purpose for writing.
Narrative: The purpose of
narrative writing is to relate an
incident or a series of events – type
of writing that tells what happens.
The order of ideas in a narrative is
usually chronological, the order in
which events occur in time.
Persuasive: The purpose of
persuasive writing is to state a view,
an opinion and to support it so
effectively that the reader will be
persuaded to accept the opinion as
correct. The supporting details can
be given through problem and
solution, cause and effect,
comparison and contrast and facts
and opinions
Expository: The purpose of
expository writing is to inform or
explain or do both. The writing can
be developed through facts and
examples. The details could be
given in chronological order,
comparison and contrast.
Descriptive: The purpose of
descriptive writing is to tell a
reader exactly what something
looks, tastes, smells, feels, or
sounds like – the type of writing
that appeals chiefly to the senses.
The details may be organized in
chronological or spatial order.
STRATEGIES USED FOR
SUPPORTING MATERIAL
The supporting material in a
chapter or essay consists of all the
ideas and information used by
the writer to develop his topic
and support his thesis. Types of
supporting materials include:
 FACTS. A fact is a statement that can
be proven or is generally accepted as
true.
 STATISTICS. Statistics are number
facts.
 EXAMPLES. Examples are used to
clarify the author’s main points.
 PERSONAL EXPERIENCE. The
writer may cite his/her own
experiences to support and develop a
point.
 DEFINITIONS OF TERMS. Key
terms are often developed within the
body of a text-book chapter.
 EXPLANATIONS OF THEORIES.
The author may explain his own
theory or the theories of others.
 QUOTES FROM EXPERTS OR
REFERENCES TO RESEARCH
STUDIES. The author may support
her own ideas or other writers or the
results of her own or others’ research.
 PRESENTATION OF LOGICAL
ARGUMENTS. An author may try to
convince the reader of his opinion
through logical argument.
 EMOTIONAL APPEAL. The author
will try to influence to the reader by
appealing to his/her emotions. This is
accomplished through the use of
literary devices.
 ANECDOTE. The author may use a
story or tale for illustration to develop
his/ her points.
 SUGGESTED TOPICS
 Hybridization
 The Ozone Layer
 Freedom of the Individual
 What is inflation?
 Life without technology
 Overcoming anxiety
 Music is the greatest of the Arts
 The traumas of examination
 The question of moral values
 The power to change
End of Lesson
LESSON 2

PERSUASIVE AND EXPOSITORY TEXTS
 Persuasive: The purpose of persuasive writing is to
state a view, an opinion and to support it so effectively
that the reader will be persuaded to accept the opinion
as correct. The supporting details can be given through
problem and solution, cause and effect, comparison
and contrast and facts and opinions.
Strategies for Persuasive texts:
 FACTS. A fact is a statement that can be
proven or is generally accepted as true.
 STATISTICS. Statistics are number
facts.
 EXAMPLES. Examples are used to
clarify the author’s main points.
 PERSONAL EXPERIENCE. The writer
may cite his/her own experiences to
support and develop a point.
 EXPLANATION OF THEORIES.
The author may explain his own
theory or the theories of others.
 QUOTES FROM EXPERTS OR
REFERENCES TO REASEARCH
STUDIES. The author may support
her own ideas or other writers or the
results of her own or others’
research.
 DEFINITIONS OF TERMS. Key
terms are often developed within the
body of a text-book chapter.
 PRESENTATION OF LOGICAL
ARGUMENTS. An author may try to
convince the reader of his opinion
through logical argument.
 EMOTIONAL APPEAL. The author
will try to influence to the reader by
appealing to his/her emotions. This is
accomplished through the use of
literary devices.
 ANECDOTE. The author may use a
story or tale for illustration to develop
his/ her points.
 Expository: The purpose of expository writing is
to inform or explain or do both. The writing can be
developed through facts and examples. The details
could be given in chronological order, comparison and
contrast.
 Strategies for Expository texts:
 FACTS: Facts are statemenst that can
be proven or are generally accepted as
true.
 STATISTICS: Statistics are number
facts.
 EXAMPLES: Examples are used to
clarify the author’s main points.
 PERSONAL EXPERIENCE. The writer
may cite his/her own experiences to
support and develop a point.
 DEFINITIONS OF TERMS. key terms
are often developed within the body of
a text-book chapter.
 EXPLANATION OF THEORIES. The
author may explain his own theory or
the theories of others.
 QUOTES FROM EXPERTS OR
REFERENCES TO REASEARCH
STUDIES. The author may support
her own ideas or other writers or the
results of her own or others’ research.
Through these various strategies
various questions are derived to gain
a better understanding of the
passage and the writer’s intention.
 Levels and types of questions
 Meaning -contextual clues (in the
context)
 Facts/ recall - these are often stated in
the text
 Implied - these are often inferred
(questions that ask about the writer’s
attitude, point of view, tone)
 Effectiveness - these are questions
about literary devices.
 Opinion – these are questions that
would test the readers’ summary skills.
The readers are asked to assess the text
and give an answer through his /her
knowledge.
 Application - here the readers are
asked to assess the writer’s craft.
 Evaluation here the readers are
asked to make judgement.
My parents were hardly seated in
the Brimlow’s kitchen, and my
father was still wondering how to
open the unpleasant business,
when the sound of a key in the
front door was heard. Luther was
not alone. He came into the
kitchen pale and trembling and
with him was a tall, well-dressed
man who looked in a thoroughly
black humour.
Luther licked his lips and explained
that this was Mr Armroyd, the
stockbroker 5 who employed him.
Mr Armroyd began without
preliminary: “I’m saving the police
a job by bringing your son along
myself, Mr Brimlow.”
Luther immediately began to
babble: “I can explain everything,
Mother. It’s all a mistake. It wasn’t
theft. It was nothing but
It was at once to his mother that he
appealed. Poor old Brimlow from the
first was hardly in the picture. 10 Mrs
Brimlow did not lose her selfpossession. Her narrow cunning face
sharpened, and she said: “I think you
and your husband ought to leave us,
Mrs Pentecost.”
My father answered her sharply: ‘I’m
not so sure about that, Mrs Brimlow.’
And turning to Mr Armroyd, he Added:
‘My wife and I – we live next door –
have just come in here to settle some
matters that concern this young
man. They may be related to what
you have to say, and if we have your
permission, 15 we shall stay.
Mrs Brimlow, sniffing danger like a
vixen, cried: ‘I won’t have it! This is
my house, and who stays in it is my
business – not Mr Armroyd’s or
anyone else’s.
Mr Armroyd said in a sharp
reminding voice: Mrs Brimlow, I told
you that I brought your son along
rather than permit the police to do
it. If you are unreasonable, I shall
have to change my mind. Then it
20 won’t be a question of your nextdoor neighbour knowing what has
happened, but of everybody
knowing it.
Questions:
a)
b)
c)
d)
How many people were in the
kitchen with Luther?
Explain the word ‘hardly’ in ‘hardly
seated’ and ‘hardly in the picture’
Luther calls his theft borrowing.
What is the real difference between
these two actions?
In what two ways does the author
compare Mrs Brimlow to a fox?
Questions:
e) What is the main idea in paragraph 1?
f) Quote the single word which explains
what has happened(Lines 7-8).
g) Quote three words or phrases which
show that Luther was afraid. (Lines 3, 4
and 7)
h) In what way could Mr Armroyd be said
to be less severe than one might have
expected?
i) What does the statement Luther
‘licked his lips’ suggests?
Mrs Brimlow was one of those fools
who will not see reason. ‘You can say
what you like,’ she shouted. ‘I don’t
believe a word of it. Our Luther’s a
good boy, and a hard-working boy,
and a clever boy. What about your
own letters? Haven’t you written to
say how good he was, more than
once?’
Mr Armroyd’s eyebrows shot up,
and Luther said suddenly: ‘Oh, leave
it alone, Mother. You’ll do no good.’
But already Mrs Brimlow was
rummaging in a dresser drawer, and
she brought out three letters
25 headed with the name of Mr
Armroyd’s firm. Luther made a
snatch for them, but Armroyd
intervened quickly and took the
letters.
He gave a sweeping glance through all
three, folded them carefully, and put
them into his pocket. ‘These interest
me enormously,’ he said. ‘It seems to
me, Mrs Brimlow, that your son will go
far – in one direction or another.
Picking from the petty cash is common
enough with boys of his sort and at his
age, but such a neat bit of forgery is
unusual.’ He looked with renewed
interest at Luther, who was white and
quaking.
30‘Are you such a poor stick,’ he asked,
‘that you must bolster yourself up
like this even to your own parents?’
There could be no doubt now, even in
Mrs Brimlow’s mind. She put her arms
round her son and shrieked at Mr
Armroyd, ‘You leave him alone! You
slave-driver. You stingy old devil! Is it
any wonder the poor boy steals when
you pay him a wage I’d be ashamed to
give to a washerwoman?’
Questions:
j) What feeling is implied in the
statement Mr Armroyd’s eyebrows
shot up (line 23 )
k) Why did Mr Armroyd feel like this?
l) What was wrong with the letters?
m) What further information are we
given in this section about the crime
of which Luther was suspected in
section 1?
Questions:
n) Explain: (i) go far (line 28 ) (ii)
bolster yourself up (line 31 )
o) In what way was Mr Armroyd’s
reaction to the letters different from
what might have been expected?
35 Mr Armroyd intervened sharply,
‘Mrs Brimlow, I came here to tell you
that for a long time your son has
been stealing considerable sums of
money. I have learned from you that
he is also a forger. Now listen to me,
if you can stop your tongue clacking
for a moment. I’m surprised that one
or two things haven’t struck you.
Your son dresses expensively for his
situation.
He travels first class on the railway. I’ve
seen him at lunchtime in rather
expensive restaurants entertaining a
young lady. This young man has got to
40 be cleared out of Manchester. He’s
flying a bit too high, even though I
recently increased his salary to a rate
higher than is usually paid. But I
imagine he hasn’t told you that.
However, I did it, and I’ll tell you why.’
He slapped the pocket containing the
forged letters.
‘If I had written these letters they
would have said just about what your
son said of himself. He has shown
exceptional insight into my business. If
you like, I’ll gratify Mrs Brimlow’s
vanity and say frankly that he’s a
prodigy. He could have gone a long way
45 with clean hands. But in my office,
he’s not going any way at all with dirty
hands. Not in Manchester as far as I
can prevent it.’
Questions:
p) Quote the single word or phrase of not
more than four words which most
clearly shows that:
1) Luther was guilty of more than one theft.
2) Mr Armroyd’s loss had not been light.
3) Luther’s tastes were not in keeping with
the sort of job he held.
4) Mr Armroyd found what Mrs Brimlow
said distasteful.
5) Luther was highly intelligent at work.
Questions:
q) In what way had Mr Armroyd shown a
very considerate attitude to his
employee?
r) Explain: (i) struck (ii) flying a bit too
high(iii) clean hands.
Questions:
VOCABULARY
1. My father was still wondering how to
open the unpleasant business.
a)
b)
c)
d)
open means start to talk about
‘open’ means ‘start to talk about’
investigate
first mention
2. a tall, well-dressed man who looked
in a thoroughly black humour.
a)
b)
c)
d)
In a very angry mood
In an angry mood
With a dirty face
With a completely dirty face
3. Luther licked his lips.
a)
b)
c)
d)
Hungry
Thirsty
Nervous
Frightened
4. Luther immediately began to babble
a)
b)
c)
d)
accuse
complain
dribble
cry like a baby
5. Poor old Brimlow – was hardly in the
picture. The writer uses ‘poor’ to show us
that….
a)
b)
c)
d)
Brimlow was not a rich man
Mrs Brimlow’s husband had no money
He felt sorry for Mr Brimlow
He sympathized with Brimlow
6. Mrs Brimlow did not lose her self-
possession.
a)
b)
c)
d)
the things she owned
control of herself
everything she possessed
the furniture which belonged to her house
7. Mrs Brimlow - cried: ‘I won’t have it!’
a)
b)
c)
d)
own
possess
allow
permit
8. Mrs Brimlow was rummaging in a
dresser drawer.
a)
b)
c)
d)
hiding
concealing
searching
sitting
9. He gave a sweeping glance through all
three letters
a)
b)
c)
d)
quick and going from top to bottom rapidly
cautious and avoiding anything unpleasant
angry and expecting to see bad things
interested and noticing all details
10. Picking from the petty cash is common
enough…….
a)
b)
c)
d)
11.
loose
small
business
commercial
……such a neat bit of forgery is unusual. By
using ‘neat’ here, Mr Armroyd showed that…
a)
b)
c)
d)
he respected care people
he admired Luther’s handwriting
he somewhat admired Luther’s skill
he realized that the crime was very serious
12. You stingy old devil
a)
b)
c)
d)
rude
spiteful
talkative
proud
13. He has shown exceptional insight into
my business
a)
b)
c)
d)
experience of
understanding of
profit from
dishonest in
14. I’ll gratify Mrs Brimlow’s vanity
a)
b)
c)
d)
sastify
please
challenge
ignore
15. …..and say frankly that he’s a prodigy.
a)
b)
c)
d)
openly
with regret
jealously
honestly
16. He could have gone a long way with
clean hands.
a)
b)
c)
d)
travelled
travelled a considerable distance
become very successful
success
End of Lesson
LESSON 3
 TYPES OF COMPREHENSION
QUESTIONS
In the previous lesson most questions
have started with ‘What’, ‘Why’,
‘Explain’, or ‘Quote’ or vocabulary
questions. Here are some other types of
comprehension questions.
 Example 1: Give two/three
reasons/results/factors…..
 Give three reasons why Mr Armroyd had suspected that
there was something wrong with Luther’s way of living.
 Can you answer without referring to the passage?
 Example 2: Questions about the effects of words
in the passage
 He looked at renewed interest at Luther who was ‘white’
and ‘quaking’
 What does the words ‘white’ and ‘quaking’ tell us about
how Luther looked?
 Example 3: Questions which force you to search
for particular words in the passage:
 Feeling somewhat ashamed of what he had done, Luther
stared at the floor and carefully avoided looking at his
mother or at Mr Armroyd. Mrs Brimlow was shrewd
enough to guess which way the wind was blowing. She
began to adopt a more conciliatory tone.
 Quote the single word in the passage which best shows
that each of these statements is true:


Luther did not feel proud of himself at that time.
When Mrs Brimlow began to speak again, she was much more
reasonable in her attitude.
 Example 4: Questions asking about how a person
(place or thing) changes during a passage
 How does Mrs Brimlow’s attitude change during her
encounter with Mr Armroyd?
 Example 5: True/False questions
 Do the following sentences accurately describe the
character of Luther as shown in the passage? (True or
False?)





He was a resourceful boy
He was a clever boy
He was intelligent but stupid
He was unconcerned about the feelings of others
He was intelligent and selfish
 Example 6: Questions which test your
understanding of a situation and of its likely
consequences
 These maybe questions about what somebody might
have said or about what might have happened after an
incident.
 When Armroyd returned home, his wife asked if he had
had a good day at work. Write down two statements in
reply to this question. In the first statement, let
Armroyd say where he had been. In the second
statement, let him say what he thought of his visit to the
Brimlow’s home.
 Example 7: Questions which involves some
knowledge of grammatical terms
 In a few questions, you may need to know how a verb,
adjective, phrase or clause are functioning in a sentence.
 Example 8: Questions which deal with
punctuation marks, the use of italics and other
technical points. These questions are not
common, but they occur sometimes.
 Why is ‘dead’ in inverted commas?
 Why is poaching in italics?
 Example 9: Questions about the author of the
passage. These questions may deal with the
author’s aim, tone, or his/her attitude to the topic.
 What seems to be the main aim of the author in writing
this passage?
 As far as we can tell what is the writer’s attitude to
Luther/Mrs Brimlow?
 The tone of the passage is (ironical, sarcastic, objective,
humourous, cynical). Which of the five words is most
appropriate here?
 Example 10: Questions about the main point of a
passage or paragraph. These types of questions test
students’ summary writing skills
 Example 11: Questions asking what a pronoun or
other word refers to
 Mrs Brimlow………..cried: ‘I won’t have it!’ What does ‘it’
refer to in that statement?
 Example 12: Inferences and implications
 A university course for a first degree normally lasts three
years.
 What does the writer imply by using ‘normally’?
 The number of deaths and serious injuries as a result of
traffic accidents has increased steadily in the past
twenty years. Unfortunately, there is no sign that this
increase will be checked or that the number of accidents
will begin to fall.
 What may we infer about the writer’s attitude to road
safety from his use of ‘unfortunately’?
 What does the writer imply by using ‘unfortunately’ in
this passage?