Teaching Nonverbal Communication Research Proposal

Teaching Nonverbal Communication - Research Proposal Example There are many styles and techniques in teaching. Some are more effective than others and not all of them are standardized. The active learning technique is a rather uncommon way of teaching and as expected, not many teachers agree to use this method mainly because it is unconventional and others are simply not comfortable doing so. As it was mentioned in the article Vol. 50/No. 3 89, "Lectures remain the primary method of instruction in higher education despite several limitations". The word several here as it was used in the description, is not merely an expression or an exaggeration, but an accurate way to describe the limits of the traditional classroom teaching, more commonly known as "lecture". In the lecture setting, as we all know and experience, we all sit and listen and only the teacher is the one sharing information from his point of view. He may ask questions from time to time to see if the students understood the lesson or ask if the students have any questions regarding the topic. Some teachers do it in a more interactive manner, but it still does not provoke creative thinking. As compared to active learning, which Professors Schwebel experimented on, students were able to do a "hands-on" experience learning non-verbal communication. In the activity, students were asked to do a role play of both an interviewer and interviewee alternately. As instructed, the interviewees did all that they can to show that they are not listening. Some played with their pens, rolled their eyes, or avoided eye contact, which they found out later was non-verbal communication. This way, the students experienced how non-verbal communication can affect

Observation studying on an autistic child

Observation studying on an autistic child Nowadays, Autism is a very popular topic to discuss. Some biological experts said that genetics can cause autistic problem. Aspergers syndrome is one of them. People who have this syndrome may have normal or highly intelligent compare with other people. This syndrome is difficult to analysis because their intelligent can replace the autistic personality. The objective whose name is Z.H was born in 2004 in a Chinese family; later his parents realized his was not able to verbal. After medical checkup, doctor said Z.H has autism. I appreciate that I have an opportunity to have an interview with a six-year-old boy who has this syndrome. This is an individual assignment due to Z.Hs body and mental condition. For these years, Z.H has been to many developmental therapies and special education to learn some certain manners. The therapies are broken down into several parts; most of them are activities to establish a childs connection between mind and body. My studying is going to break down i nto three main groups. Detail in my proposal: Interview this person and his parents to know his background. Observational Study in this childs behavior. His concentration. Introduction in Autistic problems and theory For over a century, experts argue what causes Autistic problem whether it cause by nature or nurture. If we say it is completely cause by nature, it will relate with neurology and genetic make-up. In recent studying, if family members who have this syndrome, the chance he or her siblings would have this disease approximately 10 to 20 percent. During the world war two, Hans Asperger discovered syndromes which similar with autism, but participants show that they have at least one specialty such as, intelligent in calculating, drawing or playing musical instruments. This syndrome call Aspergers syndrome. Mostly, males suffer from this disease more than female. Nowadays, the hot and controversial topic could be why autistic problems exist in male more than female? In fact, different perspectives view autistic problem in different way. Besides, biological factor, it has Brian cognitive neuroscience to explain autistic problem. In this perspective, they believe autistic problem cause by th e abnormal functioning in the brain such as, hormone imbalance or brain damage. Somehow, in case studying, it still exist the cases who become autistic children by environmental factors such as food nutrition. From 20 century 90s Norway and British experts discover some nutrition will cause or worse the autistic syndrome. For example, the protein which contains Gluten protein and Casein protein will cause the autistic problems; because their body cannot digest or dissolve this kind of protein. But I will not discus in here. Until today, it is still unknown what exactly cause autistic syndrome. In human development, I am going to observe my object whose name is Z.H. The objective whose name is Z.H was born in 2004 in a Chinese family; after two years his parents realized his was not able to verbalize. After medical checkup, doctor said Z.H has autism. For these years, Z.H has been to many developmental therapies and special education to learn some certain manners. The therapies are broken down into several parts; most of them are activities to establish a childs connection between mind and body. In this year, my object is going to be seven years old; he is going to enter the stage call middle childhood. This studying is going to analysis this person in psychosocial, cognitive development. And I will provide some studying data as a reference. Human development: In the first three months to twelve months, you already can tell the difference between autistic infants and other infants who do not have autistic problems. In attachment theory, infants need several steps to form attachment, they are pre-attachment phrase, attachment in making, clear-cut attachment phrase and last one is formation of reciprocal relationship. Infants who do not appear separation anxiety could be autistic infants which was develop in the third phrase-clear-cut attachment. Once they fail to develop in the third stage, so they will not display separation anxiety. However, they still can develop the next stage of attachment-formation of reciprocal relationship. They are able to negotiate with their caregiver, but they develop this concept very lately. And they could not establish the third stage of attachment, so in the fourth stage of attachment child will display wired behavior such as; tend to use non-verbal communication often. For example, Z.H used to hold his moth ers hand to point to the cookies. This means that he wants to eat cookies. Autistic infants also reject to form eye-contact with their parents and strangers. In cognitive development, this stage people develop important sense of object, we call object permanence. In Piagets object permanence experiment, the important thing is not children are able to find a hidden toy or object. It is they develop a sense of expectancy. Expectancy is the basic concept to develop and it would influence logical thinking in cognitive development, which is why some autistic children are highly intelligent even though they fail to develop psychosocial development. Expectancy is a flexible concept, it has multiple functioning. For example, it can also function at psychosocial development to develop sense of empathy, but this hypothesis need to do further research. Cognitive neuroscience approach: Basically, cognitive neuroscience experts come out with three main theories to explain why autistic children could not understand other peoples intention, why they have narrow habits and how does cognitive development influence their behavior. They are the theory of mind, weak central coherence theory and central control functioning theory. To understand other persons thought, belief, and emotion, we called the theory of mind. Unfortunately, these people who suffer from autism spectrum disorder fail to develop this concept. Besides, in infancy and toddlerhood, people develop the sense of empathy. Empathy has the same function with theory of mind. According to neo-Piagetian, they believe theory of mind is a byproduct from hypercognition. Because of these reasons, autistic patient tend to be social isolation due to they do not know what other people think or look at them. In school play time, their playing styles tend to be parallel play; it means that they do not communicate each othe r and play on their own. Although their school teacher arranges cooperative play for them, they still like to play their personal stuff. The other theory says that autism spectrum disorder patients behavior just similar to the patients who have frontal lobe damage. These people weak at central control function. Central control function includes the hypercognition process of the flexible behavior and suppresses inappropriate behavior. This can explain why autism spectrum disorder patients like the unchangeable routine, do the same behavior. In psychoanalytic, they said this kind of behavior exists because they use the defense mechanism-fixation. But Central control functioning theory could not explain why they have intelligent ability in some area. Central coherence theory suggest that our sensory perception percept the whole thing. For example, when we see a picture, normal people would prefer to see the whole thing and then focus on the detail in the picture. However, autistic chil dren would see the picture in detail fast and then focus on the whole picture. In their sensory perception, a part is greater than its sum, we call they have weak central coherence. According to this theory, people designed the experiment to analysis autistic children, such as sea taste like salt and ____. Autistic child would write pepper, because pepper has strong correlation between salt. Overall, the theory of mind can tell us why they are difficult to make friends. Weak central coherence theory tell us why their sensory perception so narrow. However, according to research report, most people who success in field would have autistic syndrome, because they only focus on one thing. People who have autism spectrum disorder would appear these symptoms which I expect to happen 1) repeat behavior exist over time 2) very narrow or persist to one habit 3) insist of old routine 4) using non-verbal communication more often 5) prefer to stay alone 6) very dependent on parents or elders help Interview with Z.Hs mother: DATE: March 24th Time duration: 15 minutes Place: Z.Hs home Q1: When did you discover Z.H has autistic problem? A: we discover he had autistic problem when he is twelve. Q2: When Z.H was infancy, what was his reaction when you move away? A: He will feel uncomfortable and anxious when I move away. Q3: What is his common behavior in the house? A: he used to hang around and jump a lot in the house. After, we went to the therapist, this behavior become less and less. Q4: What does he behave at the school, such as does he have any friends at the school? A: No, he does not have any friends at the school. Q5: Could you tell what kind of playing style he prefers at the school? A: He prefers to play alone. Q6: Does he recognize himself from the mirror? A: Yes, of course. Interview with Z.H: DATE: March 24th Time duration: 15 minutes Place: Z.Hs home Q1: Do you miss me when you see me? A: miss Q2: Can you come here? I want to give you a hug. A: (He really come to my side and let me give him a hug) Note: when I interviewing Z.H, he had difficulty to form an eye-contact communication with me Observational Studying in Occupational Therapy Classroom DATE: January 28th Time Duration: 3 hours Place: classified Number of people in the room: 3 people ( therapist , Z.H, and me) Physical Therapy breaks down into several steps. Mostly, it is designed to train childrens motor movement. Therapists use two rooms to develop Z.Hs motor movement and cognitive development, one is physical therapy class room, and other is monitoring room which means that students learn academic skill from monitor. The sections in cognitive development, therapists guide Z.H to establish recognition, verbalization and sense of hearing. In physical therapy section, therapists also guide Z.H to develop his motor movement in balancing, stimulate in his sensory perception. Meanwhile, they teach some simple commands and morality to Z.H. During this section, I could see Z.H repeat behavior which is jumping.But, I could not say when this behavior exist what was his emotion status, such as happy, angry or depression. Z.Hs Attention through the Observational Studying Since therapy break down into several steps and in different rooms, the result will be break into two: the attention in physical therapy classroom, and monitoring classroom. In physical classroom, there were five components to accomplish basically. And Z.H showed that he could not focus on his task. Because I noticed that he liked to focus on things which he interest in or moving objects. During these components, Z.H tried to operate the radio which was located at the corner. His concentration in physical therapy classroom approximate five to fifteen minutes. The activities in monitoring classroom are break down into three components basically. Therapists let students sit in front of the monitor to learn some simple vocabulary. If students really participate in this section, they finish one level. During the monitoring learning section, Z.H showed his strong interested in monitoring learning. So in this component, I did not see any attention deficit syndrome appear. However, in the s econd component which was not relate with monitor, he show this syndrome again, because I saw he try to operate DVD player for several time. Even though his therapist prohibited him from operating DVD player, he still tried to do so. In this all section, Z.Hs faced the difficulty on concentrating due to he had interested in operating mechanical item. Analysis and Discussion: In the analysis and discussion this section, I should analysis this object and chase back in human development by using the data which I have already collected. Firstly, according to attachment theory Z.Hs case I think it could be counted as an exception if I only use one perspective. He suffered from separation anxiety when he was in infancy stage. However, I do not think it that way. During the interview section, I ask his mother about separation anxiety. The result shows that it is negative (see the interview with Z.Hs mother in question 2). I believe the reason could be mothers self-esteem effect, memory processing problem and personal defense mechanism. In environmental factor to influence this effect, I think it is high social economic status and siblings or familys pressure. But, I will not discuss how social economic status influence high self-esteem in family. I will discuss how siblings and family influence mothers high self-esteem. In her family, Z.Hs problem is very rare and his brothers and sisters do not carry this kind of syndrome. Z.Hs cousins do not have this problem as well. Since, Z.H was analysis he has autistic spectrum disorder, his mother felt very depressed and guilt for a period. This could be a nurture factor to influence mothers reaction to my survey and memory process error. Before I start discussing how nurture factor influence memory, try to answer this question Could you tell me the traffic lights position in Malaysia, is that red light on the top or on the bottom. The same concept to apply memory processing theory, peoples sensory perception is selective. I could assume that Z.Hs mother was stereotypingmost of the infant will get anxious when the mother is moving away from them. She uses that concept to answer my survey or she forgot what Z.Hs reaction when she moved away. Also, her hope and wishes could manipulate her memory, but I will not discuss here. The last reason could be the interview technique that I did not notice. Fir stly, the interview styles that I used tend to be straight forward. Some people may scare about that. The ideal technique should be slow approach. It means that a goal can be divided into several steps to accomplish. For example, I should not have asked the question directly, first thing I should do is to ask the things happen around Z.H to reduce mothers defense. Also, this technique can let his mother chase back his infancy and toddlerhood stage. In other words, I could get a result which is more accurate by using this slow approach technique. Z.H is a six-year-old boy. The stages he went through are infancy and toddlerhood. Since he suffered from separation anxiety, I think I cannot explain Z.Hs behavior and emotion status by using one approach of developmental psychology. Erick Ericksons psychosocial psychology can explain that if I combine with attachment theory. In fact, I assume that the original source of attachment theory is from Erick Ericksons psychosocial. Firstly, at the first stage of psychosocial stage called basic trust and mistrust. It says responsive care giving will let infants form basic trust. I can say Z.H already in basic trust that can explain why he could suffer from separation anxiety. At the interview section (interview with Z.Hs mother question 6 and interview with Z.H question 2 p.6 and 7); I can say Z.H developed a sense of self-awareness and self-consciousness. His mother said he can recognize himself in front of the mirror, and he understood I was talking to him and giving him a command. In cognitive development, Z.Hs situation is that his linguistic development shows delay because he is an autistic child. In the interview (interview with Z.H question1 p.7), I can say his linguistic development stay at one-word speech. This is common problem in autistic children-linguistic delay. Somehow, Z.Hs face social shut down problems because he do not form eye-contact communication with others, and his playing style tend to be parallel play(interview with Z.Hs mother question 5 line14 p.6). The theory of mind explains why he prefers to play alone, because he does not understand what other peoples intention. During the observational studying section, I observed that his repeated behavior is jumping. Actually, repeated behaviors dependent persons personal background. For Z.Hs case is jumping exists over time, in central control functioning theory (intro page5 line 6) can explain this. But if I want to enter further such as why central control functioning theory causes this problem exist; I may need to do further study. Also, he showed a strong interested in operating mechanical items, such as radio and DVD player (observational section p.7 and 8), even though therapist asked him to stop it. Apparently, he has not developed or weak in sense of effortful control, in psychoanalytic approach, his ego still underdeveloped, because his structure of personality still work on pleasure principle-the needs must be satisfied immediately. Frontal lope will be well-developed when people reach early adulthood. It controls our compulsive problems. That is why Z.H insists of operating radio and DVD playe r even though therapist was not allowed. Also, reticular formation controls our attention. It is not surprise to see Z.H face the challenge in attention, because this part of brain will be well-developed after people reach puberty. And, this studying only take one day, some result cannot say accurate. For instance, weak central coherence theory (intro page 5 line12), this theory may require responsive observational studying. Basically, it says in autistic patients their sensory perceptions tend to be more selective. In one sentence, a part is greater than its sum. During the monitoring section, I discovered that Z.Hs problem. Z.H was born in Chinese a family, therefore, his native language is Chinese. In the word matching, therapist said a word or a vocabulary in Chinese to let Z.H to match the word, and the word cards was on the floor. For example, if therapist said stamp, Z.H had to find the card which represent the word stamp. In Chinese pronunciation, each word has different pronunciation. His was able to detect the number of words which was said. For example, if therapist said black broad which translate to Chinese are two words. He would choose the word cards which contain two words in Chinese, but word did not mean black broad. He could choose the word stamp instead. This incidence told me that Z.H is developing a sense of understanding what other people say. But he did it in different manner, in his world, he focus on number of words, not meaning of words. Over all, in the result analysis I discover it is not enough to use only one perspective to explain and analyze human development. Z.Hs case counts as a special case because he was born to be autistic child. The behaviors he occurs are repeated behavior, attention deficit, and delay in linguistic development. Therefore, I use combination of different approaches to analyze Z.Hs case. For example, Erik Eriksons psychosocial combine with attachment theory and effortful control joint with psychoanalytic approach. These approaches have common connection with human development. Conclusion: In this research paper, it focuses on external behavior to explain inner personality or self in human development. However, it still has limitation. For example, I could see what really happen in Z.Hs mind and his cognitive thought. I know this papers weakness could be the motivation and introspective part. What drive Z.H to operate the DVD player, although therapist asked him to stop? The second thing is that expectation problem. I believe in human development, the first cognitive developmental concept that children develop is expectation and then it transform to empathy. However, I have lack of evidences to support this hypothesis. I think may be humans mind is too complex to explain, even if we have fMRI and PET scanner. They only can tell what happen in the brain, instead of what happen in the mind. But, I know one thing is definitely is that Z.H is getting better after he join the physical therapy section. His mother said that he could tell a single word, before he went to thera py. It is not a shame to get autistic spectrum disorder; it is people ignore the existence of the problem. Actually, the number of curing autistic children is increasing. In China, their therapy section is based on make-believe play-role play. It combines with Piagets concept and Banduras social learning theory to cure the children who suffer from autistic spectrum disorder.

Olmstead V. United States (1928) Essay -- essays research papers

Olmstead v. United States (1928) Opinion delivered by Chief Justice Taft Vote: 5-4 Case reached Supreme Court by writ of certiorari. Facts: The evidence in the records discloses a conspiracy of amazing magnitude to import, possess, and sell liquor unlawfully. Involved were not less than fifty employees, two sea-going vessels for transportation of the goods to British Columbia, a ranch beyond the city limits of Seattle with a large underground cache to store the liquor, and many other caches around the area of Seattle, a maintained city office with executives, secretaries, salesmen, deliverymen, dispatchers, bookkeepers, collectors, scouts, and an attorney. Olmstead was the leading conspirator and manager of the business. His invested capital brought him 50 percent of the total income of the company (said to be over 2 million/year), and the other 50 percent went to 11 other investors. In the main office building there were three different telephones with separate lines for each. Telephone communication was made throughout the city, the homes of the investors, customers, Vancouver, to and from the office building and ranch. Times were fixed for the delivery of the "stuff" to places along the Puget Sound and from there was transported to the various caches. The information leading to the arrests was made primarily by four Federal prohibition officers. The officers placed sma...

Pre-Marital Sex & Role of Youth in Building a Nation

PREMARITAL SEX Premarital sex is sexual activity practiced by persons who are unmarried. Is it ok to have premarital sex? † That is a common question among teens and engaged couples. In your mind, you are probably weighing the pros and cons of premarital sex. On the positive side of the scale, there is acceptance from your peers, hope for pleasure, and the fulfillment of sexual desires. The negative side of the scale carries the weights of morals, fear of pregnancy or disease, and guilt. Premarital sex is serious moral issue confronting high school students.This isn’t to say that sexual temptations only existed in youth. But these days, being youth, they are more cut off from familial restrictions and parish supports, confronted with peer pressure that alleges, â€Å"Everyone is doing it,† and perhaps exposed to an irreligious environment. Premarital sexual relationship is an important subject – especially today. Young people are bombarded with the worldâ⠂¬â„¢s standards of morality, or immorality. The values and moral standards, which were endorsed by most Filipinos in years past, are now ridiculed and/or ignored by many.CONCLUSION Premarital sex has no moral grounds, it is against God, and it is unsafe physically and emotionally. Although sex is pleasurable, it is designed by God to be enjoyed by two married people. ROLE OF YOUTH IN BUILDING A NATION Youth† is the critical period in a person’s growth and development from the onset of adolescence towards the peak of mature, self-reliant and responsible adulthood comprising the considerable sector of the population from the age of fifteen (15) to thirty (30) years.Their attitudes, values, mind-set, and priorities will determine the development of the country in the future. As a human we have different kinds of role in the nation and one of this is to become an effective good leader, for us to have a progressive nation, we need to be a responsible person, because we canà ¢â‚¬â„¢t have a progressive nation if we’re not responsible enough, but we must begin to our selves.And in order for us to become a good leader, we must know first how to be a good follower, because we can never be a good leader if we don’t know how to be a good As a member of our community we can help building our nation. We can serve our nation by being united as we having one objections and one goal we may able to attain the works easily. We can do that by participating in any programs in our community. As a youth we can join what they called â€Å"SK† or Sanguniang Kabataan

Examination Essay

English Language and Literature (Specification B) Unit 3 Talk in Life and Literature 9. 00 am to 11. 00 am Thursday 24 June 2010 For this paper you must have: l a 12-page answer book. ELLB3 Time allowed l 2 hours Instructions Use black ink or black ball-point pen. l Write the information required on the front of your answer book. The Examining Body for this paper is AQA. The Paper Reference is ELLB3. l Answer one question from Section A and Question 5 from Section B. l Do all rough work in your answer book. Cross through any work that you do not want to be marked. l Information The texts prescribed for this paper may not be taken into the examination room. l The maximum mark for this paper is 96. l All questions carry equal marks. l You will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. l l Advice You are recommended to spend one hour on Section A and one hour on Section B, including planning. H/Jun10/ELLB3 ELLB3 2 Section A – Talk in Life and Literature Answer one question from Section A and Question 5 in Section B (printed on page 10). The set plays for this unit are Hamlet, The Rivals, A Streetcar Named Desire and Translations. Read the passage from the play you have studied and answer the question related to it. NB: the questions are different on each play. EIThER Question 1 0 1 Hamlet – William Shakespeare Explore the ways in which Shakespeare presents the theme of falseness in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. Where is Polonius? In heaven. Send thither to see. If your messenger find him not there, seek him i’th’other place yourself. But if indeed you find him not within this month, you shall nose him as you go up the stairs into the lobby. king (to attendants) Go seek him there. hamlet ’A will stay till you come. Exeunt attendants king hamlet king Hamlet, this deed, for thine especial safety, Which we do tender as we dearly grieve For that which thou hast done, must send thee hence With fiery quickness. Therefore prepare thyself. The bark is ready and the wind at help, Th’associates tend, and everything is bent For England. amlet For England? king Ay, Hamlet. hamlet Good. king So is it, if thou knewest our purposes. hamlet I see a cherub that sees them. But come, for England! Farewell, dear mother. king Thy loving father, Hamlet. hamlet My mother. Father and mother is man and wife; man and wife is one flesh; and so, my mother. Come, Exit for England! king Follow him at foot. Tempt him with speed aboard. Delay it not. I’ll have him hence tonight. Away! For everything is sealed and done That else leans on the affair. Pray you make haste. Exeunt all but the King H/Jun10/ELLB3 3 And, England, if my love thou holdest at aught – As my great power thereof may give thee sense, Since yet thy cicatrice looks raw and red After the Danish sword, and thy free awe Pays homage to us – thou mayst not coldly set Our sovereign process, which imports at full, By letters congruing to that effect, The present death of Hamlet. Do it, England. For like the hectic in my blood he rages, And thou must cure me. Till I know ’tis done, Howe’er my haps, my joys were ne’er begun. Exit Turn over for the next question Turn over H/Jun10/ELLB3 UoR Question 2 0 2 The Rivals – Richard Brinsley Sheridan Explore the ways in which Sheridan presents father-son relations in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. sir anthony And it is my wish, while yet I live, to have my boy make some figure in the world. I have resolved, therefore, to fix you at once in a noble independence. Sir, your kindness overpowers me. Such generosity makes the gratitude of reason more lively than the sensations even of filial affection. I am glad you are so sensible of my attention; and you shall be master of a large estate in a few weeks. Let my future life, sir, speak my gratitude: I cannot express the sense I have of your munificence. Yet, sir, I presume you would not wish me to quit the army? O, that shall be as your wife chooses. My wife, sir! Ay, ay, settle that between you; settle that between you. A wife, sir, did you say? Ay, a wife. Why – did not I mention her before? Not a word of her, sir. Odso! I mustn’t forget her though. Yes, Jack, the independence I was talking of is by a marriage. The fortune is saddled with a wife – but I suppose that makes no difference? Sir! Sir! You amaze me! Why, what the devil’s the matter with the fool? Just now you were all gratitude and duty. I was, sir: you talked to me of independence and a fortune, but not a word of a wife. Why what difference does that make? Od’s life, sir! If you have the estate, you must take it with the livestock on it, as it stands. absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony H/Jun10/ELLB3 5 absolute If my happiness is to be the price, I must beg leave to decline the purchase. Pray, sir, who is the lady? What’s that to you, sir? Come, give me your promise to love and to marry her directly. Sure, sir, this is not very reasonable, to summon my affections for a lady I know nothing of! sir anthony absolute sir anthony I am sure, sir, ’tis more unreasonable in you to object to a lady you know nothing of. Then, sir, I must tell you plainly, that my inclinations are fixed on another. Sir, my heart is engaged to an angel. absolute sir anthony Then pray let it send an excuse. It is very sorry but business prevents its waiting on her. But my vows are pledged to her. Let her foreclose, Jack; let her foreclose. They are not worth redeeming. Besides, you have the angel’s vows in exchange, I suppose; so there can be no loss there. You must excuse me, sir, if I tell you, once for all, that in this point I cannot obey you. Hark’ee Jack. I have heard you for some time with patience. I have been cool, quite cool; but take care. You know I am compliance itself when I am not thwarted; no one more easily led when I have my own way – but don’t put me in a frenzy! Sir, I must repeat it: in this, I cannot obey you! Now, damn me, if ever I call you Jack again while I live! absolute sir anthony absolute sir anthony absolute sir anthony Turn over for the next question Turn over H/Jun10/ELLB3 U 6 oR Question 3 0 3 A Streetcar Named Desire – Tennessee Williams Explore the ways in which Williams presents the relationship between the sisters in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. This extract is not reproduced here due to third-party copyright constraints. H/Jun10/ELLB3Turn over for the next question Turn over H/Jun10/ELLB3 UoR Question 4 0 4 Translations – Brian Friel Explore the ways in which Friel presents love and courtship in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. Yolland Maire. She still moves away. Maire Chatach. She still moves away. Bun na hAbhann? (He says the name softly, almost privately, very tentatively, as if he were searching for a sound she might respond to. He tries again. ) Druim Dubh? Maire stops. She is listening. Yolland is encouraged. Poll na gCaorach. Lis Maol. Maire turns towards him. Lis na nGall. Maire Lis na nGradh. They are now facing each other and begin moving – almost imperceptibly – towards one another. Carraig an Phoill. Yolland Carraig na Ri. Loch na nEan. Maire Loch an Iubhair. Machaire Buidhe. Yolland Machaire Mor. Cnoc na Mona. Maire Cnoc na nGabhar. Yolland Mullach. Maire Port. Yolland Tor. Maire Lag. She holds out her hands to Yolland. He takes them. Each now speaks almost to himself/herself. Yolland I wish to God you could understand me. Maire Soft hands; a gentleman’s hands. Yolland Because if you could understand me I could tell you how I spend my days either thinking of you or gazing up at your house in the hope that you’ll appear even for a second. Maire Every evening you walk by yourself along the Tra Bhan and every morning you wash yourself in front of your tent. H/Jun10/ELLB3 9 Yolland I would tell you how beautiful you are, curlyheaded Maire. I would so like to tell you how beautiful you are. Maire Your arms are long and thin and the skin on your shoulders is very white. Yolland I would tell you †¦ Maire Don’t stop – I know what you’re saying. Yolland I would tell you how I want to be here – to live here – always – with you – always, always. Maire ‘Always’? What is that word – ‘always’? Yolland Yes-yes; always. Maire You’re trembling. Yolland Yes, I’m trembling because of you. Maire I’m trembling, too. (She holds his face in her hand. ) Yolland I’ve made up my mind †¦ Maire Shhhh. Yolland I’m not going to leave here †¦ Maire Shhh – listen to me. I want you, too, soldier. Yolland Don’t stop – I know what you’re saying. Maire I want to live with you – anywhere – anywhere at all – always – always. Yolland ‘Always’? What is that word – ‘always’? Maire Take me away with you, George. End of Section A Turn over for Section B Turn over H/Jun10/ELLB3 U 10 Section B – Talk in Life and Literature Question 5 0 5 Text A is an extract from Educating Rita (190), a play by Willy Russell set in a northern university. Frank is a middle-aged lecturer, and Rita his Open University student. She has just had an angry quarrel with her husband, who despises her longing for an education. She is anxious to know what Frank thinks about her essay on Macbeth. Text B is part of a transcription of a university tutorial. The tutor is discussing Julie’s essay with her. Compare the two texts, commenting on the ways in which they reflect the differences and similarities between talk in life and talk in literature. In your answer you must explore the relationship between context, purpose and audience and the ways in which speakers’ attitudes and values are conveyed. End of Questions H/Jun10/ELLB3 11 Text A (breaking away from him): It’s all right – I’ll be O. K. Just give me a minute. (She dries her eyes. ) What was me Macbeth essay like. frank: Oh sod Macbeth. rita: Why? frank: Rita! rita: No, come on, come on, I want y’ to tell me what y’ thought about it. rank: In the circumstances †¦ rita (going and hanging her bag on the back of the swivel chair): It doesn’t matter, it doesn’t; in the circumstances I need to go on, to talk about it an’ do it. What was it like. I told y’ it was no good. Is it really useless? frank sits in the chair. frank (sighing): I – I really donà ¢â‚¬â„¢t know what to say. rita: Well try an’ think of somethin’. Go on. I don’t mind if y’ tell me it was rubbish. I don’t want pity, Frank. Was it rubbish? frank: No, no. It’s not rubbish. It’s a totally honest, passionate account of your reaction to a play. It’s an unashamedly emotional statement about a certain experience. ita: Sentimental? frank: No. It’s too honest for that. It’s almost – erm – moving. But in terms of what you’re asking me to teach you of passing exams †¦ Oh, God, you see, I don’t †¦ rita: Say it, go on, say it! frank: In those terms it’s worthless. It shouldn’t be, but it is; in its own terms it’s – it’s wonderful. rita (confronting him across the desk): It’s worthless! You said. An’ if it’s worthless you’ve got to tell me because I wanna write essays like those on there. (She points to the essays on the desk. ) I wanna know, an’ pass exams like they do. frank: But if you’re going to write this sort of stuff you’re going to have to change. ita: All right. Tell me how to do it. frank (getting up): But I don’t know if I want to tell you, Rita, I don’t know that I want to teach you. (He moves towards the desk. ) What you already have is valuable. rita: Valuable? What’s valuable? The only thing I value is here, comin’ here once a week. frank: But, don’t you see, if you’re going to write this sort of thing – (He indicates the pile of essays. ) – to pass examinations, you’re going to have to suppress, perhaps even abandon your uniqueness. I’m going to have to change you. rita: But don’t you realize, I want to change!