English Language Arts B10
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English Language Arts B10 Module 1: Equality Lesson 4 English Language Arts B10 Page 155 Lesson 4 English Language Arts B10 Page 156 Lesson 4 English Language Arts B10 Page 157 Lesson 4 Objectives As a student of language arts and communication processes, in Lesson Four of English Language Arts B10, you will have an opportunity to: understand there are various forms of writing. recognize the five W’s and H. read a variety of written materials. learn one strategy for effective listening. learn about being a journalist. understand the use and misuse of words. respond to poetry and prose. recognize that plagiarism is something to avoid. build vocabulary. English Language Arts B10 Page 158 Lesson 4 Equality Introduction The Voice of Experience How do we give all individuals a voice in our society? These are questions to ask ourselves. The answers may be found in valuing and in listening to the voices of experience. What is a voice of experience? Is it experts, parents, grandparents, teachers, siblings? We all share in the responsibility to listen to each other, to build a future where every person has an equal right to a good quality of life. Who are the voices of experience in your life? What are your roots? Both past and present situations about people reveal their experiences. Learning takes place when the past is acknowledged. Acknowledging both the wisdom and the pain of the past is one way to understand people in the present. Sharing in the present and planning for the future are very important, too. How does the daily or weekly newspaper support the voices of people? The Western Producer, for example, is a small newspaper that supports the rural voice. It presents issues of concern and interest to the farming community. As you read and listen to the selections contained in this lesson keep the following questions in mind. How do we give individuals a voice in our society? What role does language play in our perceptions of people? Do we need to make judgements in a rational and questioning manner? Is good writing honest writing? Does having a strong sense of identity help us communicate our voices? What communication systems do you access on a daily basis that tell you about other peoples’ experiences in the world? Whether you read the newspaper, watch television news, listen to radio reports, or talk to people and share the day’s events around the supper table, you are hearing about the lives of other people. The primary purpose of the news media is to report on events and issues that impact our lives. We live in the information and global age. More than ever we hear about people and events from all parts of the world. Perhaps we are beginning to understand that situations that occur in other parts of the world affect us all. English Language Arts B10 Page 159 Lesson 4 Hearing about heroic happenings and tragic accidents may help us to be inspired, hopeful, careful, and sincere. The news story invites us to be a witness to another’s experiences. The news media is an established and accepted forum for appealing to others for help when injustices have been committed. We ask the news to reveal the facts of our experiences to others. Think of some recent headlines from the news where you were made aware of some issues concerning groups of people. Environmental issues and the fight for human rights are often reported in the news. We hear about injustices through the news and news documentaries. We are made aware. We hear appeals for our support. News stories tell us that our help is necessary and important. Hearing the news also helps us to know that we are not alone in the world. Often, the news provides entertainment and comfort through funny stories, comical events, and stories about unusual feats. We find out about books, movies, games, and so on through reviews. Reports on the weather and sports events make us aware of cooperation and competition. Recipes and helpful hints on decorating, home repair, and consumer reports connect us to our daily environment. Advertising provides a forum for buying and selling items, or finding a place to live, or something that was lost. We are not only observers of the news; we are also active participants in the world and in our communities. English Language Arts B10 Page 160 Lesson 4 Types of Writing There are two types of written communication, prose and poetry. Prose writing contains both fiction and nonfiction writing. There are four basic forms in prose writing. Examine the chart below to see where a range of prose writing fits according to its form. Form of Writing Variety of Prose Writing description: the need to describe paragraph, essay, character portrait, scenario narration: the need to tell paragraph, essay, anecdote, short story, diary, journal, biography, autobiography, fable, parable, myth, legend, personal letter expository: the need to explain paragraph, essay, report, article, research paper, news story, newspaper column, business letter, review, memo persuasion: the need to convince paragraph, essay, brief, editorial, letter to the editor, review, column Fiction is literature involving made-up people and events while nonfiction is literature dealing with real situations or facts. English Language Arts B10 Page 161 Lesson 4 News Story Paragraph Form The paragraph is the basic unit of organization in prose writing. How does the paragraph structure differ in the four forms of writing? Are the paragraphs in a news story arranged the same way as those in a story? Examine the pyramid structure used in organizing a news story and in organizing a narrative. What do you notice? The five W’s and H must be included in a news story. Do you know what the five W’s and H are? The news story has a special type of organization with the lead statement, or the first sentence being the most important sentence. This sentence states who and what the article will be about. Do you know why the reader’s interest must be captured in the first sentence? A news story must also answer the questions, who, what, when, why, where, and how. The news story reports the facts of an issue. In a short bit, you will be reading an excerpt from an article about a newspaper. This article did not come from a newspaper, however. It is an on-line article. More and more people are getting their news from the Internet as more and more newspapers are putting their news on-line. Do you use the Internet as a source of news and information? English Language Arts B10 Page 162 Lesson 4 Setting a purpose Have you ever thought about the components of a newspaper article, whether it is in print or on-line? Your purpose in reading the article will be to see whether or not it answers the five questions of who, what, when, why, where, and how. Before reading think about why anyone would start a newspaper? Consider the following. ? ? ? ? ? ? Who started the newspaper? What did these people want to accomplish with this newspaper? When was this newspaper started? Why did these people want to start a newspaper? Where did this newspaper start? How did this newspaper succeed? A Rural Voice The year 1998 was the 75th anniversary year for the Western Producer, a newspaper designed to support rural people in the Prairies. An excerpt from an article written about the paper’s anniversary appears on the next page. English Language Arts B10 Page 163 Lesson 4 The Western Producer is a weekly publication based in Saskatoon, Saskatchewan, Canada publishing news of interest to western Canadian farmers. Harris Turner and A.P. "Pat" Waldron began the Saskatoon-based Modern Press publishing company in 1923. This followed the demise of Turner's previous venture, Turner's Weekly which originated in 1918. Modern released its first issue of The Progressive on 24 August 1923. The following year, the publication was renamed The Western Producer. Both Turner and Waldron had been injured in wars and they shared a common interest in a creating a better world for Canadians and specifically for returning war veterans. They viewed the newspaper as an important instrument for effecting change in society. Another major goal of the magazine in its early years was to promote pooling among wheat farmers. The Saskatchewan Wheat Pool was founded in 1924, an organisation that would purchase Modern Publishing in the early 1930s and support The Western Producer through the Great Depression. This weekly western farm newspaper that offered framer subscribers “reliable news – unfettered opinions – Western rights” in its first issue struck a responsive chord. So responsive, that when disaster threatened the newspaper’s very existence seven years later, its farmer supporters came to its rescue. The current owner of Western Producer Publications is GVIC Communications which bought the publishing company from the Saskatchewan Wheat Pool in 2002. The Western Producer progressed from its humble beginnings to becoming a wellrecognized publication throughout Western Canada. It provides support to rural communities in many ways: information, advocacy, entertainment, advice, and support. The new technology now provides online publications and an e-mail system for dialogue with its readers. After reading: Did the article answer the five questions or did you have to infer some information? In handwriting, underline titles of books, magazines, journals, newspapers, plays, movies, television programs, music albums, CDs, and names of ships. In typewritten or word-processed work use italics for these titles. English Language Arts B10 Page 164 Lesson 4 English Language Arts B10 Page 164 Lesson 4 Activity A: (5) 1. Five Questions In sentence form, answer the following questions about the previous article. a. Who started the newspaper? b. What did these people want to accomplish? Use specific names. c. When was The Western Producer started? d. Why did these people want to start a newspaper? Use specific names. e. Where did this newspaper start and how did it succeed? English Language Arts B10 Page 165 Lesson 4 Nouns, Verbs, and Adjectives A noun is a thing, in the broadest sense of that word – that is, an object, a person, a place, or an idea. It usually functions in a subject or object role in a sentence. Grandpa worked as a labourer. Nouns can be pluralized meaning more than one. labourers Single-word nouns are often classified as: common nouns telegram proper nouns Magnus Avenue (most words beginning with a capital letter) collective nouns team abstract nouns honesty Adjectives are words that describe nouns, such as the travel-worn clothes. Adjective come in three forms: as single words blonde as phrases the girl with the blonde hair as clauses the girl who has blonde hair Verbs are doing words; words that show action or being. The verb must match with the tense of the ”time” of the action or being. Tenses in the English Language are so complex and numerous that the writer must first establish from what point in time he is writing – the past, the present, or the future – and then hold that position throughout. There are six main verb tenses: the simple present, indicating current action. I enjoy muffins. the simple past, referring to action that is over and done. I enjoyed the muffins I baked yesterday. English Language Arts B10 Page 166 Lesson 4 the present perfect, indicating action which began in the past but which continued into the present. I have enjoyed muffins whenever someone has offered me a muffin break. the past perfect, referring to a past action which has been completed before another past action. I had enjoyed muffins until I became allergic to chocolate. the simple future, indicating action that has not yet occurred. I will enjoy a muffin when my friend arrives with my favourite kind. the future perfect, referring to an action which will have been completed in the future. I will have enjoyed a muffin once my exam is over, and I will have arrived home. Using the information provided about nouns, verbs, and adjectives, complete the following activity. (10) 2. Multiple Choice: Choose the best answers for each of the following and place a () beside it. 1. The verb tense used in the following sentence is ***. “They saw two ways to help achieve the changes they considered necessary.” ____ a. ____ b. ____ c. 2. present future past One verb in the sentence in Question 1. is ***. ____ a. ____ b. ____ c. English Language Arts B10 saw changes ways Page 167 Lesson 4 3. Two common nouns in the article about The Western Producer are ***. ____ a. ____ b. ____ c. 4. A collective noun in the article is ***. ____ a. ____ b. ____ c. 5. negative positive neutral The tone of the article is one of ***. ____ a. ____ b. ____ c. 8. simple compound complex The connotation of the word “unique” in the first sentence of the article is a *** one. ____ a. ____ b. ____ c. 7. battle hospital society The sentence in Question 1 is ***. ____ a. ____ b. ____ c. 6. racks, leanings common, changes Saskatchewan, power sarcasm frustration admiration The level of language used in the article is ***. ____ a. ____ b. ____ c. English Language Arts B10 formal colloquial informal Page 168 Lesson 4 9. Two adjectives in the following sentence are ***. “While the present newspaper commenced in 1923, the events leading up to its founding go back another six years.” ____ a. ____ b. ____ c. 10. while, events present, six go, newspaper The term “gung-ho” is an example of ***. ____ a. ____ b. ____ c. English Language Arts B10 colloquial language formal language informal Page 169 Lesson 4 English Language Arts B10 Page 170 Lesson 4 Journalism A journalist, whether he or she works in print or on radio or television, gathers facts and reports information that is of interest to people. One of the most valuable tools a successful journalist must have is effective listening skills. Effective listening skills are, in fact, valuable to all of us. There are several strategies students can employ to become more effective listeners. The one you will use in the upcoming listening activity is TQLR (Tune-in, Question, Listen, and Review). T – Tune in. You need to “tune in” to the speaker and the subject, mentally calling up everything known about the subject and shutting out distractions. You should have a positive attitude and not assume that the presentation will be boring. Q – Question. You should have a clear purpose for listening and mentally formulate questions to help set a purpose. L – Listen. You should listen for specific information and ideas as they are presented. It sometimes helps to anticipate what the speaker will say next. While listening, react mentally to what is being said. R – Review. You should go over what has been said, summarize, and evaluate what was heard. English Language Arts B10 Page 171 Lesson 4 English Language Arts B10 Page 172 Lesson 4 Activity B: Being a Journalist Before Listening In a short while, you will be listening to an interview with journalist Ed White? Your instructor will provide this for you. He is currently a journalist who works for The Western Producer. He also submits his work to a variety of other publications. ? ? What do you think will be the focus of the interview? ? ? What do you know about journalists? As you listen, do you think using the five W’s and H would be good mental questions to use as you hear what is being said? Have you ever considered journalism as a future career? During Listening Consider jotting down notes as well as mentally asking the five W’s and H. After Listening After listening to the interview, use the information you have gained to answer the following questions. (2) 1. State, in sentence form, two reasons why Ed White enjoys being a journalist. a. _____________________________________________________ _____________________________________________________ _____________________________________________________ b. _____________________________________________________ _____________________________________________________ _____________________________________________________ (2) 2. Describe two ways that White was inspired in early childhood to become a journalist. Use sentences to answer. a. _____________________________________________________ _____________________________________________________ English Language Arts B10 Page 173 Lesson 4 _____________________________________________________ b. _____________________________________________________ _____________________________________________________ _____________________________________________________ (2) 3. List four of the journalist’s tools as explained by White. a. _____________________________________________________ _____________________________________________________ b. _____________________________________________________ _____________________________________________________ c. _____________________________________________________ _____________________________________________________ d. _____________________________________________________ _____________________________________________________ (2) 4. State two characteristics of responsible journalism. Use sentence form. a. _____________________________________________________ _______________________________________________________ _______________________________________________________ b. _____________________________________________________ _______________________________________________________ _______________________________________________________ (2) 5. State, in sentence form, the focus of White’s series on First Nations land claims. _______________________________________________________ _______________________________________________________ English Language Arts B10 Page 174 Lesson 4 _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ English Language Arts B10 Page 175 Lesson 4 English Language Arts B10 Page 176 Lesson 4 English Language Arts B10 Page 177 Lesson 4 English Language Arts B10 Page 178 Lesson 4 Activity C: Clichés, Euphemisms, and Bias Words Clichés One ingredient of honest writing is originality. We all know that submitting someone else’s work as our own is a serious offence, yet many of us cheerfully repeat other peoples’ expressions every time we write. These overworked expressions are called clichés. Every time we write “sadder but wiser,” or “few and far between,” we are lazily avoiding the work of being original. Like parrots, we are letting our language slip into pre-established channels, a process that discourages real thought and bores the reader. Be very careful in your use of clichés. (10) 1. Below are some clichés that have appeared in student writing. First, identify them by striking out the cliché, then substitute your own word or words to fit the meaning. An example is provided for you. enthusiastic Example: The first day of school I was bright-eyed and bushy-tailed. a. Alas, all good things must come to an end. b. Once upon a time, many Canadian families had from six to eight children. c. The concert was great, but we were jammed into the auditorium like sardines. d. My three weeks at camp this summer made me realize that life is not a bowl of cherries. e. I passed the English Language Arts B10 course with flying colours. f. Day in and day out, we are glued to the television set. g. Life is not a bed of roses. English Language Arts B10 Page 179 Lesson 4 h. Many pets are spoiled rotten. i. My friend and I are as different as night and day. j. To make a long story short, it rained the whole time we were on holidays. Euphemisms Euphemisms are expressions that make things sound better than they are. Some euphemisms are desirable, as in the case of sympathy cards. These avoid the brutal word “death,” and instead refer tactfully to the mourner’s “loss” or “time of sorrow.” In such cases a euphemism is merely human kindness. Other euphemisms are relatively harmless such as when a company has a dozen vice-presidents, or when garbage workers become sanitary engineers. Euphemisms can be manipulative, however. When a used car becomes pre-owned, or hamburger becomes Salisbury Steak, we are more easily persuaded to spend our money than if honest language is used. War time, no doubt, causes the worst manipulation of language. During World War II, Hitler and his government produced what was probably the most harmful euphemism of all time: the final solution. The solution would have been final, indeed, had it been fully applied, for it meant the extinction of Jews on earth. As it was, at least six million died. (5) 2. In the space provided below attach one advertisement in print that uses a euphemism to try to sell a product. Circle the euphemism that is contained in the advertisement. English Language Arts B10 Page 180 Lesson 4 Bias Words Euphemisms are polite devices that make us feel good about something. Bias words are not polite. They openly and often rudely attack our emotions in an attempt to make us love what the writer loves or, more often, hate what the writer hates. This is the language of fiery sermons, of extremist political speeches, of racist harangues, and other attempts to short-circuit our logic by subverting our emotions. Bias words, both obvious and subtle, have long served to lower the status of women and raise that of men. The healthy revolution in attitudes towards gender roles has created, some say, an awkwardness in English usage. There does not, however, need to be awkwardness as there are practical solutions. Use gender neutral terms. For example, use humankind, human, and people rather than mankind. Use police officer rather than policeman or mail carrier rather than mailman. Switch to the plural when using pronouns. This only applies when speaking or writing in general terms. For example: Architects should be aware of their clients’ budgets as well as their own grand schemes. Perhaps the most dangerous bias words in a multicultural nation such as ours, are the nicknames that racial and cultural groups have for each other. Remember that if you have a name for your neighbour’s group, your neighbour has one for yours. Bias words will alarm fair-minded readers so they will probably distrust anything else you write; on the other hand, these words may unfairly persuade hasty or emotionally weak readers to accept ideas they would otherwise reject. (5) 3. In the chart below substitute an unbiased term for the gender-biased term. Gender-biased terms Substitutes actress chairman foreman mailman male nurse waiter/waitress mankind poetess policeman stewardess English Language Arts B10 Page 181 Lesson 4 (5) 4. Rewrite each of the following sentences to make it unbiased. a. The best man for the job will be flexible, determined, and creative. __________________________________________________ __________________________________________________ __________________________________________________ b. Primitive cultures are typical of the tropical and polar regions of the world. __________________________________________________ __________________________________________________ __________________________________________________ c. A teenager should be allowed to stay up as late as he wants. __________________________________________________ __________________________________________________ __________________________________________________ d. If a tennis player wants to improve, she should practise serving for an hour a day. __________________________________________________ __________________________________________________ __________________________________________________ e. Any doctor is obliged to put his patients’ concerns ahead of his own. __________________________________________________ __________________________________________________ __________________________________________________ English Language Arts B10 Page 182 Lesson 4 Identity Some say that we are born knowing nothing about ourselves, or about others. They say that life is a learning process and we must create our own place in the world. Others say that we come into this world knowing everything, and that life is about discovering our own place as it is reflected back by the world. No matter what we may believe, reflecting on experiences teaches us many things, if we want to learn. Understanding who you are is developing a sense of identity. Feelings of self-worth develop in childhood and throughout adolescence. To some extent, these feelings are a reflection of the interactions with significant people on a day-to-day basis. Events and social issues that we may have experienced also shape our identities. Self-confidence grows as a result of positive learning experiences in the world around us. Each of us needs to be appreciated by other people, and validated by others in a trusting and supportive environment. We have a right to seek out the support and the respect we need. We also have a certain amount of responsibility for enriching the lives of others. Cultural Identity Listening and speaking are valuable skills. Through sharing with others, we come to know and to acknowledge our values, beliefs, and cultural influences. We can claim a place when we know about our cultural roots. We share our knowledge through telling our stories. By communicating with each other, we share our personal cultural understandings. We come to understand and perceive other people on a deeper level when we listen to their stories. Each story is a prism of human experience. Literature in many forms, such as poetry and prose, has much to show us about human experience. You may think that your stories of your day-to-day experiences are not that important; this is not true. Communication helps to develop understanding. Writing and reading are communication activities that express human experiences. There are many forms of writing through which your voice can be presented or shared. Through reading, you are given an opportunity to assess your own values and beliefs, extending your awareness of others and ways to see the world. There are many ways to understand and to see the world we live in; there are many opportunities to enrich our lives through hearing the voices of others. English Language Arts B10 Page 183 Lesson 4 Perceiving Others What do you do when you come across something you do not understand? How do you find out about other people’s experiences in the world? Some of the ways you might do this are to: ask questions of someone who knows participate in an extended conversation share an experience develop a meaningful relationship learn about other communities research issues that define people’s experiences Can you think of other ways to learn about people? How do you go about getting to know another person? How do you deal with people whose values and beliefs do not reflect your own? Are you responsible for changing the attitudes of others? Very often, learning is about shifting our beliefs or extending our knowledge. This process is called shifting perception. Another way to find out about other peoples’ experiences and thoughts is to read literature – both fiction and nonfiction. Reading literature can help us realize we share the same experiences and views as others. On the other hand, reading literature can also help us understand views and experiences we do not share. Literature can bring knowledge and understanding to our lives. Oftentimes it even helps us understand ourselves better. English Language Arts B10 Page 184 Lesson 4 Activity D: What is a Nonconformist? In this activity you will be reading a poem entitled, “Nonconformist.” Your instructor will provide you with a copy of the poem. Before Reading (2) 1. Using sentence form, tell what the word “nonconformist” means to you. (6) 2. In the chart below compose a list of three people you consider to be nonconformists. You may choose a public figure, for example Mahatma Ghandi. He used civil disobedience rather than violence to free his country from colonial rule. Provide one reason for each choice. Nonconformists 1. Reason (Use sentence form) _____________________________________ _____________________________________ _____________________________________ _____________________________________ 2. _____________________________________ _____________________________________ _____________________________________ _____________________________________ 3. _____________________________________ _____________________________________ _____________________________________ _____________________________________ English Language Arts B10 Page 185 Lesson 4 During Reading Read the following poem three times. First reading, concentrate on creating a mental picture from the poet’s words. Second reading, note the structural devices such as capital letters, parentheses, and questions. Third reading, concentrate on determining the central message of the poem. Now, on to reading the poem. About the author Angela Shelf Medearis is an American writer who has penned poems, magazine articles, and children’s books which are often about the African-American experience. “Nonconformist” is from a collection entitled Skin Deep and Other Teenage Reflections: Poems, which was published in 1995. The poems in this collection are candid, accessible monologues that explore teenage preoccupations such as expressing one’s individuality, conflict with friends and family, divorce, dropping out of school, and dealing with racial stereotypes. English Language Arts B10 Page 186 Lesson 4 When reading fictional writing – poems, short stories, novels – readers should never assume that the narrator or speaker and the author are one and the same. The speaker in a poem or a narrator in a story are inventions of the author. The speaker or the narrator is a character in the poem or the story. (6) 3. Tone in writing expresses the speaker’s or the writer’s attitude or feelings about a subject. “Nonconformist” contains five sentences. Use sentence form to answer the following three questions. a. How does the speaker’s tone change in these five sentences? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ b. How can you tell? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ c. How do these changes in tone relate to the poem’s message about conformity and non-conformity? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ English Language Arts B10 Page 187 Lesson 4 (2) 4. In one or two sentences tell whether or not you can relate to the poem’s main idea. Provide at least one reason _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ English Language Arts B10 Page 188 Lesson 4 Language and Perception In Activity B of this lesson, you heard about Ed White’s journalistic experiences that involved respectful reporting on sensitive issues. His observation skills, skills in perception, communication abilities, and personal insights helped him to write about issues that were sensitive. Sharing this information with others develops awareness about people’s experiences. How we perceive other people in the world may be a little like how we read and respond to poetry or to music. The poet, or the songwriter, conveys a message through the printed verses. The poet, or the songwriter, wants readers to be sensitive to the words, images, and attitudes that are used to convey his or her experience. Readers, in turn, are invited to enter into the experience described in the song or the poem. If the readers have some understanding of this experience from their own life, then they may be able to unlock the message in the verses of the poem or the song. Communication is about sharing and respecting people and their experiences. The need to express one’s self or soul is very important. Joy Kogawa did just this in her narrative poem “What Do I Remember of the Evacuation?” (which you will be asked to read in the next activity). She felt a need to express her feelings about being sent, along with her family to an interment camp in the interior of British Columbia. As she says in her poem she was only six years old when this happened. Her memories of this terrible time in her life did not diminish with the years. Narrative poetry is poetry which tells a story. English Language Arts B10 Page 189 Lesson 4 English Language Arts B10 Page 190 Lesson 4 Activity E: Expressing One’s Self Before Reading What do you know about the evacuation of Japanese Canadians from the west coast of Canada during the Second World War? The following is a thumb nail sketch of what happened during this period of time. The Internment of Japanese Canadians After the bombing of Pearl Harbour in 1941, the Canadian government passed an Order in Council authorizing the removal of “enemy aliens” within a 100mile radius of the British Columbia coast. On March 4, 1942, 22,000 Japanese Canadians were given twenty-four hours to pack before being interned. They were first incarcerated in a temporary facility at Hastings Park Race Track in Vancouver. Women, children, and older people were sent to internment camps in the interior of B.C. Others were forced into road construction camps. There were also “self-supporting camps,” where 1 161 internees paid to lease farms in a less restrictive environment, although they were still considered “enemy aliens.” The property of the Japanese Canadians – land, businesses, and other assets – were confiscated by the government and sold, and the proceeds used to pay for their internment. In 1945, the government extended the Order in Council to force the Japanese Canadians to return to Japan and lose their Canadian citizenship, or move to the Rockies, Alberta, or anywhere east of that. Even though the war was over, it was illegal for Japanese Canadians to return to Vancouver until 1949. David Suzuki, a famous and honoured Canadian, was interned along with his family during World War II. In 1988, Canada apologized for this miscarriage of justice, admitting that the actions of the government were influenced by racial discrimination. The government signed a redress agreement providing a small amount of money compensation. During Reading Think about the images that Kogawa creates in her poem. English Language Arts B10 Page 191 Lesson 4 Read “What Do I remember of the Evacuation?” Your instructor will give you a copy of the poem to read. About the author Joy Kogawa was born in Vancouver. She was evacuated with her family to the interior of British Columbia during the Second World War. She began her writing career writing poetry. She moved from poetry to fiction in 1981 when she published Obasan which won a number of awards. She has since written a number of novels. English Language Arts B10 Page 192 Lesson 4 After Reading (2) 1. In sentence form, state why you think Canadian government authorities during the Second World War felt it was necessary to intern Japanese Canadians. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ (3) 2. List six visual images from the poem, “What Do I Remember of the Evacuation?” 1. 4. 2. 5. 3. 6. An allusion is a passing reference to some person, place, or event that has literary, historical, or geographical significance. English Language Arts B10 Page 193 Lesson 4 (3) 3. a. Quote from the poem one allusion. Remember to use quotation marks when using a direct quotation. __________________________________________________ __________________________________________________ __________________________________________________ (4) b. In sentence form, tell what image Kogawa has created using this allusion. __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ (3) 4. Reread the last three lines of the poem. Tell why the speaker in the poem makes this request. Use sentence form. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 5. Suppose after you read the short piece on Japanese Canadian internment and Joy Kogawa’s poem, you wanted to write an essay or a research report on this particular topic. Before you did this, however, you would need to do some research and then use that research to add authority and credibility to your own viewpoint on the topic. English Language Arts B10 Page 194 Lesson 4 How, then, would you incorporate the information that you have gathered into your essay or research report? How does a writer use information from other sources and avoid plagiarism? Plagiarism is presenting other people’s ideas and words as if they were your own? Plagiarism is a form of stealing and is a serious offence, even if it occurs accidentally. Good writers and researchers practise academic honesty – they give credit whenever they use someone else’s work. The formal term for giving credit is documentation. Why document? To give credit to the source or sources To give weight and support to your own statements To indicate where more information is available on your topic When writing a research essay or report you must acknowledge your source when: Material is quoted word for word – quotation Material is only slightly reworded – paraphrase Ideas and opinions are definitely borrowed – summary Statements and figures are used which may be questioned. Two examples are: There were three hundred and fifty adolescents involved in traffic accidents in Saskatchewan in 2003. A Toyota manufacturing plant will be built in Moose Jaw in 2010. The types of statements in the examples above are the types of statements and figures which will cause a reader to ask, “How do you know?” or “Who says so?” Documentation is needed. It is not necessary to give credit for facts that are common knowledge or for accepted ideas. Anyone has the right to say Saskatchewan is a province in Canada or that the moon is not made of green cheese or that Shakespeare wrote Macbeth. Be careful, however, as to whether or not something is “common knowledge.” It is best to document if you are unsure. English Language Arts B10 Page 195 Lesson 4 (3) a. As stated above, documentation is not required for facts or ideas that are considered to be common knowledge. In the space below, list six facts or ideas that are considered to be common knowledge. Do not use the examples given earlier in this lesson. 1. _______________________________________________ _______________________________________________ _______________________________________________ 2. _______________________________________________ _______________________________________________ _______________________________________________ 3. _______________________________________________ _______________________________________________ _______________________________________________ 4. _______________________________________________ _______________________________________________ _______________________________________________ 5. _______________________________________________ _______________________________________________ _______________________________________________ 6. _______________________________________________ _______________________________________________ _______________________________________________ English Language Arts B10 Page 196 Lesson 4 (8) b. Using a sentence from either the short article about Japanese Canadian internment, “The Internment of Japanese Canadians,” or from Joy Kogawa’s poem, “What Do I Remember of the Evacuation,” differentiate between a quotation, paraphrase, summary, and plagiarism by writing an example of each as if you were including it in your own report or essay. (Keep in mind that you are not yet documenting – we will come back to documentation in a future lesson.) Quotation – Exact, verbatim (word-for-word) copy of the passage. Use quotation marks. Paraphrase – Use content of the original but in your own words; common words from the original may be used if substitutes would change the meaning. Summary – A condensed version of the original article or poem using only the principal points or ideas to convey the meaning. Plagiarism – Not mentioning the speaker or writer by name, not including quotation marks, passing off the original writer’s words or ideas as your own. English Language Arts B10 Page 197 Lesson 4 English Language Arts B10 Page 198 Lesson 4 A Look Ahead What is the future of the newspaper? Technologies bring a new dimension to news reporting. More images, more colour, more information from all over the world are at the top of the list. The interactive nature of accessing the news through the latest technology creates interest for many people. However, the need for the newspaper, whether in a paper form or electronic form, will remain the same as it has for the last three hundred years, and that is to inform, to inspire, to entertain, and to stimulate us. The newspaper gives a voice to our human experiences. In some Saskatchewan schools students are participating in what is called ejournalism. These students are given the opportunity to practise journalism. They employ all the same skills Ed White spoke about in getting a story together and informing their audience on the happenings at an event that has taken place in their community. They also have the advantage of being able to employ the latest technology such as computers, digital cameras, the Internet, and Web creation software. They learn to work as a team to put a news story together. Learning to work as a team is a skill that will be useful in their futures. English Language Arts B10 Page 199 Lesson 4 Conclusion People have a need to be heard and to be respected. Having a voice in our community is a vital part of developing our identity. Pain and injustice can heal only when we recognize our responsibility as witnesses to acknowledge the experiences of others. Hearing the news each day, in whatever form it is presented to us, is an invitation to share in the lives of others. Being more than observers, we are also participants. The voice of one person can change the lives of many. English Language Arts B10 Page 200 Lesson 4 After you have worked through this lesson and completed the assignment, are you able to answer the following questions? If not, you may wish to review the concepts presented in Lesson Four. ? What are two types of written communication? ? What are the five W’s and H? ? What do newspapers contribute to society? ? Did you learn one strategy for effective listening? ? What did you learn about being a journalist from listening to an interview with a journalist? ? Can you explain how clichés, euphemisms, and bias words are capable of producing dishonesty in your writing? ? How do we learn about other people? ? Can you explain the concept of nonconformity? ? Have whole groups of people been hurt by discrimination? ? What is plagiarism? ? What is the concept of common knowledge? ? What is documentation? ? What is the future of newspapers? English Language Arts B10 Page 201 Lesson 4 English Language Arts B10 Page 202 Lesson 4
