The Sunday News
Charles Dube
LAST week we dwelt on answering comprehension questions on both course work and examinations. However, as often happens when discussing various subjects there are some elements left out like the vocabulary section. This area needs thorough practice as well. Learners are generally confused when they find text with a lot of difficult vocabulary. What exactly can they do when faced with such a predicament?
They need not to worry, but read on. Be it at junior or senior level of education they cannot understand every word in a textbook or passage. Not all words are important. If a learner does not understand one word but she or he understands the sentence, then he should read on. Sometimes the learner has to work out the meaning herself or himself. Look closely at the word. If it is the same “word family” as a word you know, you might be able to guess the meaning.
Look closely at the words around the new word. Sometimes this helps you work out the meaning. During course work look it up in a dictionary. Words in a dictionary are listed in alphabetical order. When you find the word you are looking up, study it carefully. It is essential that you study the synonyms offered as well. Words apply in different contexts, that is the reason learners should not just assume meanings of words. The contextual use of the word could just change the meaning of a word.
Learners should strictly follow the instructions given as it is often stated that they should explain the words as they are used in the passage. When explaining these words, learners should start with what they think is their best meaning. I personally prefer that learners should give one meaning for a word at a time to gain confidence than give a list of words as if they are asking the teacher or examiner to select the correct answer for them.
It is clear that from the unnecessary bloated list there would be some wrong answers. In such a situation learners will not have learnt how to explain vocabulary. If the subject is unrevised they will carry on with those wrong answers. These will keep on manifesting in whatever they do, be it in spoken or written language. Have you not realised that the mistake of failing to master a concept in the early stages of leaning continues to embarrass listeners.
I am talking about these two commonly used expressions: return back, irregardless and discuss about. No matter how many times these errors have been highlighted they still come up. I know talking about these raises some ire in certain circles, with people justifying the error by claiming that whoever attempts to correct them is trying to make them white or English. While they could be expressing their opinion, at least they could accept corrections for the sake of their children, the learners.
When learners have worked out or found the meaning of new words, they need to record or write them down in a notebook all the words they want to remember so they can find and reuse them later. This is how learners improve their writing skills.
They can choose how to record each word. They could choose to list words as in a dictionary. Write the word clearly and write the part of speech (for example, noun, verb, and adjective). Write the meaning of the word. Write an example sentence as this is important because it shows you how to use the word.
As practice work you can write words in groups. For example, colours, instruments for measuring weather, furniture, sport and stationery. After writing your list, you can then close the book and write down all words you remember. Ask yourself questions such as: “Did you remember the first word, the last word or words related to sport or colours? How can such exercises help learners? We remember different, interesting and surprising things. This means read information that interests you and make notes of surprising and interesting things. We remember things in groups, so write down vocabulary in groups of related words. Make notes that show how facts and ideas are related.
Remember these are just examples given by experts suggesting how learners can improve on answering the vocabulary section in a comprehension exercise or examination. Learners can only improve if there is constant practice in the suggested activities. Reading through the suggestions and throwing them into the dust bin will not work. Before ending today’s instalment can you read examples of literary terms commonly used in poetry that follow here.
Literary terms provide vocabulary for commenting on language. You need to revise literary terms if you are to use them properly. Start by defining them. You have to understand words like alliteration whereby words sound like the thing they describe. Examples: bang, thud, scream, crack and crisp. Such words engage the reader’s senses and makes descriptions more realistic.
Pun — humorous use of a word which has more than one meaning. A poet can use this to amuse the reader and creates deep layers of meaning. Rhyme — a similar sound in the endings of words. For example, wealth — health. It can make a poem memorable, adds to rhythm and can be used for emphasis. Rhythm — this is the beat in a poem which can form different patterns and it paces the text, makes it flow and can create different words.
Tone is how you would read a poem if you read out loud. This could be serious, angry, sad, jokey, quiet, and conversational.
Tone adds to the mood and emotional power of the poem; a sudden shift can be used to shock the reader.
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