Vocabulary....................................................................................................................................
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Words to use instead of “Use”’..................................................................................................4
Words to use when explaining the causes of something:........................................................ 4
More words/phrases for your paragraphs................................................................................6
Linking Phrases:................................................................................................................ 6
Linking Words and phrases........................................................................................................7
To add or extend an idea......................................................................................................... 7
To show contrast......................................................................................................................7
To make a comparison.............................................................................................................8
To express relationship............................................................................................................ 8
To show an effect or result....................................................................................................... 8
To clarify...................................................................................................................................9
To emphasise or intensify........................................................................................................ 9
To show sequence................................................................................................................... 9
To summarise or conclude.....................................................................................................10
To give examples................................................................................................................... 10
Rhetorical Appeals.................................................................................................................... 11
Logos..................................................................................................................................... 11
Pathos.................................................................................................................................... 11
Ethos...................................................................................................................................... 11
Kairos.....................................................................................................................................12
Promotional/Advertising Appeals............................................................................................ 12
Amy’s How to write Module Essays Guide............................................................................ 14
Module 1................................................................................................................................ 14
Module 2................................................................................................................................ 16
Module 3................................................................................................................................ 18
Vocabulary
1. Empirical: Concerned with, or verifiable by observation or experience rather than theory
or pure logic.
2. Didactic(adj): Intended to teach, particularly in having moral instruction as an ulterior
motive.
3. Proliferating: (v): Increase rapidly in numbers, multiply.
4. Engenders(v): cause or give rise to a feeling or situation or condition.
5. Irrefutable(adj): impossible to deny or disprove.
6. Ameliorate(v): to make something previously bad or unsatisfactory, better.
7. Myriad(n): a countless or extremely great number.
8. Anglophone(adj): English Speaking
9. Plethora(n): a large or excessive amount of something.
10. Inoculate(v): Immunise against a disease by introducing infective materials.
11. Unorthodox(v): Contrary to what is usually traditional or accepted.
12. Liberally:
● in large or generous amounts.
● in a way that is not precise or strictly literal; loosely.
● in a way that involves broadening a person's general knowledge
and experience.
● in a way that favours individual liberty and moderate political and
social reform.
13. Erudite (adj): having or showing great knowledge or learning
14.Adept(adj): very skilled or proficient at something
15. Synthesis(n): The combination of ideas to form a theory or system (to blend)
16.Ostentatious(adj): characterised by vulgar or pretentious display; designed to
impress or attract notice
17.Levity(n): humour or frivolity, especially the treatment of a serious manner
lacking due respect.
18.Brevity(n): concise and exact use of words in writing or speech.
19.Propagate(v): spread and promote (an idea) widely.
20.Commiserate(v): express or feel sympathy or pity
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21. Multifaceted(a): having many sides, different aspects or features.
22.Degradation (n): The condition or process of degrading. Or a state of
degradation, squalor or poverty.
23.Camaraderie (n): mutual trust and friendship among people who spend a lot of
time together.
24.Rebuff (v): reject (someone or something) in an abrupt or ungracious manner.
25.Chortle(v): laugh in a noisy, gleeful way.
26.Croon (v): hum or sing in a soft, low voice, especially in a sentimental manner.
Or a soft, low voice or tone.
27.Cacophony(n): A harsh discordant mixture of sound.
28.Disseminate(v): spread (something especially information) widely.
29.Incontestable(a): incapable of being contested; not open to dispute;
incontrovertible.
30.Irrefutable(adj) : beyond question.
31. Unassailable(adj) : not subject to denial or dispute. Or not open to attack or
assault, as by military force or argument
32.Garner(v): gather or collect (something, especially information or approval)
33.Imperative(v): of vital importance; crucial
34.Coax (v)- to persuade
35.Elucidate (v)- to make something clear, explain
36.Heinous(adj): (of a person or wrongful act, especially a crime) utterly odious or
wicked.
37.Odious(adj): extremely unpleasant; repulsive
38.Corroborate(v): confirm or give support to (a statement, theory or finding)
39.Attribute(v): regard something as being caused by.
"he attributed the firm's success to the efforts of the managing director"
Attributable(adj): regarded as being caused by.
"43 per cent of all deaths in Ireland were attributable to cardiovascular disease"
40. Imputable(adj): capable of being assigned or credited to
“the oversight was not imputable to him”
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41. Ascribe(v): regard something as due to (a cause).
"he ascribed Jane's short temper to her upset stomach"
42.Emanate(v):
● originate from; be produced by.
"The proposals emanated from a committee"
● give out or emit (a feeling, quality, or sensation).
"He emanated a powerful brooding air"
43.Elucidate(v): make (something) clear; explain.
44.Fervour(n): intense and passionate feeling.
"he talked with all the fervour of a new convert"
45. Compound(v): make up (a composite whole); constitute.
"a dialect compounded of Spanish and Dutch"
(adj): made up or consisting of several parts or elements.
"a compound noun"
(n): a thing that is composed of two or more separate elements; a mixture.
"the air smelled like a compound of diesel and petrol fumes"
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Words to use instead of “Use”’
1. Employ: This word is often used in formal and academic contexts. For example,
“Researchers often employ statistical methods to analyse data.”
2. Utilise: This is another formal synonym for “use”. For example, “Scientists utilise
a variety of techniques to study cell behaviour.”
3. Apply: This word is often used when referring to the practical use of an idea,
method, or theory. For example, “You can apply this theory to many situations.”
4. Leverage: This word is often used in the context of using something to maximum
advantage. For example, “The study leverages longitudinal data to draw its
conclusions.”
5. Adopt: This word is often used when accepting or starting to use something new.
For example, “Many schools have adopted new teaching methods.”
6. Implement: This word is often used when putting a decision, plan, strategy, etc.,
into effect. For example, “The government implemented a new policy to improve
healthcare.”
7.
Words to use when explaining the causes of something:
Attribute - “The addiction to social media is attributable to our need for social
interaction”
Ascribable- “Punctuation errors ascribable to careless proofreading”
Due- “The cancellation of the concert was due to the rain”
Imputable- “The power outage was imputable to the severe thunderstorm that
swept through the city last night.”
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Arise - “The recent cases of dengue arose from the surge in mosquitoes”
Derive - "The account in the Library might derive from the same source."
Originate - “The idea for the novel is said to originate from the author’s childhood
experiences in the countryside.”
Spring - “His need to be liked springs from a deep-rooted insecurity. ”
Cause - ” Her failing grades were caused by her reluctance to study”
Emanate -“The sense of joy in the room seemed to emanate from the laughter of
the children playing.”
Rooted - “his hatred was rooted in his longing to be included”
Others:
develop from in result
be a result of have its origins in
stem from be brought about by
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More words/phrases for your paragraphs
1. Scrutinise: examine or inspect closely and thoroughly
Sample sentence: Upon scrutinising the extract, varieties of dialect were
found,
2. Inspection: careful examination
Sample sentence: To conclude, after much inspection, the communicative
behaviours, kinesics and communicative behaviours were identified.
3. Assessment: the evaluation or estimation of the nature, quality, or ability
of someone or something.
Sample Sentence: The following paragraphs will assess the credibility of
the extract
4. Analysis: detailed examination of the elements or structure of something
Sample Sentence: Upon further analysis, the credibility of the extract could
be improved.
Linking Phrases:
1. To achieve the writer’s purpose
2. To appreciate this text
3. To communicate the message the writer
4. A brief review of the extract
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Linking Words and phrases
To add or extend an idea ● Furthermore
● In addition
● Additionally
● The first/second place
● Also
● Moreover
● And
● Next
● Besides
● or/nor
● By the same token
● second/secondly
● Even more so
● too
● Finally
● first/firstly
● Further
● In spite of
To show contrast
● Nevertheless
● A clear difference ● Nonetheless
● After all ● Notwithstanding the fact
● And yet ● On the contrary
● At the same time ● On the other hand
● But ● Otherwise
● Despite ● The antithesis of
● However ● Though
● In another way ● yet
● In contrast
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● In the same manner/ way
To make a comparison
● Likewise
● By the same token ● Similarly
● Correspondingly
● Coupled with
● In similar fashion
● In like manner
To express relationship
● For
● As
● For that reason
● Because (of the fact that)
● On account of
● Being that
● since
● Consequently
● Due to the fact that
To show an effect or result
● In consequence
● Accordingly
● So much so that
● As a result
● So that
● Because (of this)
● Therefore
● Consequently
● thus
● For this reason
● Hence
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To clarify
● To explain
● I mean
● To put it another
● In other words
way
● That is
● To rephrase it
● That is to say
● To clarify
To emphasise or intensify
● Above all ● More importantly
● Besides ● Of course
● By all means ● Particularly
● Certainly ● Surely
● Especially ● Undoubtedly
● Essentially ● Without doubt
● Even more so
To show sequence
● Afterwards ● Hence
● At this point ● Next
● At this time ● Now
● Before this ● Previously
● Finally ● Simultaneously
● Firstly, secondly. Thirdly ● Subsequently
● Following this ● then
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To summarise or conclude
● In summary
● All in all
● In the end
● As a final point
● In the final analysis
● At last
● Lastly
● Finally
● To conclude
● In brief
● To sum up
● In conclusion
● To summarise
● In short
● In sum
To give examples
● Such as
● As an illustration
● To demonstrate
● For example
● To enumerate
● For instance
● To illustrate
● For one thing
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Organisational Strategies By Discourse Types
Discourse Type Purpose Organisational Strategies
Narrative To entertain Flashback
To explain Flash Forward
To recount/relate an Foreshadowing
experience
To highlight
Descriptive To entertain Comparison
To illustrate Contrast
To explain Description
To describe General to Specific
To visually present
To invent
To expose
Expository To illustrate or demonstrate Cause and effect
To prove Classification
To explain, teach or instruct Compare and Contrast
To inform, reveal or expose Problem and Solution
To declare Statistics
To establish Authoritative Source
Question and Answer
Argumentative To prove the validity of an Compare and Contrast
idea Statistics
To convince Authoritative Source
To influence Question and Answer
Persuasive To urge the audience to take Cause and effect
action Classification
To convince Compare and Contrast
To criticise Problem and Solution
To influence Statistics
Authoritative Source
Question and Answer
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Rhetorical Appeals
Logos
● Any Type of reasoning- inductive, deductive, analogical, hypothetical, casual
● Factual, statistical and research evidence,
● Reference to established standards, criteria, regulations and specifications
● Definitions, illustrations and examples
● Testimonial evidence that is based on expert knowledge, training or technical
expertise.
Pathos
● Use of emotive language use of inclusive language
● Use of personalised testimonials
● Use of language techniques to make language more vivid.
Ethos
● Expertise or experience of the source
● Commitment to a vocation
● Research training or education
● Articulateness, dynamism, popularity
● Having trustworthy reputation
● Balance and fairness
● Ethical conduct.
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Kairos
● Consider it the message being delivered at the right time for maximum
effectiveness
● Consider, is it a message being delivered in the right season or at the best
opportunity to guarantee it will be received?
Promotional/Advertising Appeals
Selling Techniques and Appeals
● Sex Appeal: Involves the association of the human body and sensuality with a product or
service with the aim of promoting sales.
● Testimonial/endorsement: a technique that involves the use of a popular, celebrated or
respected personality to promote and associate with the product or service.
● The figures and statistics claim: using the results of scientific study to highlight the
superiority of a product or service over its competitors
● Unfinished Claim: making an incomplete comparison between a product and its
hypothetical competitors.
● Glittering Generalisation: claims made using language that gives the illusion of an
advantage or positive outcome without actually offering any guarantee of the benefit
implied
● The appeal of utilising the deploy emotive issue of love for one's country.
● Transfer: Associating positive images and connotations to the product via the words and
idea that are used to describe and present the product
● Humour appeal: presents the advertisers message i a format that diverts and entertains
the audience by witty use of language and visual images
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● The appeal associates images of young people and activities commonly linked to young
people with a product or message
● Save money appeal: appeal to the consumer instinct to save money.
● Offers the consumer the claim of good value by associating the use of the product with
ordinary people.
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Amy’s How to Write Module Essays Guide
All essays must:
1. Be written in continuous prose, essay format. That is;
2. Have an introduction
3. As many body paragraphs as the question requires
4. Linking/ transitional words and phrases
5. A conclusion
6. Not use any contractions
How to manage time:
1. You have at most 45 minutes to write each essay
2. That allows for 15 minutes for planning and re reading
3. Plan (but DO NOT write) your most difficult essay first while your brain is fresh (for me
this is module 3)
4. Hesitate as little as possible, and write with confidence and clarity.
Module 1
Introduction:
NB. have a go-to introduction format, CAPE is not penalising you for self-plagiarism (how would
they know)
1. Summarise the extract in one sentence.
2. Introduce your thesis statement(s) (avoid “In this essay I will”)
3. DO NOT state your main message or writer’s purpose here!
Paragraph 1:
1. State your main message using as closely to this format, “The main message is that….”
2. State your writer's purpose following as closely to this format, “The writer’s purpose is to
[insert purpose verb]....”
Purpose verbs include
● educate/ inform
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● Persuade/ convince
● Argue
● Entertain
Paragraph 2 onward:
1. Use the PEE method: Point, Example, Explanation
2. DO NOT explain before making the point.
3. Use Transitional words/ phrases at the beginning and within each paragraph
4. Always connect your reasoning by saying “This achieves the writer's purpose by…..”
Go to ways to evaluate a source:
Discuss the credibility, value, reliability and validity of the information with supporting evidence
from the article using criteria such as
- Currency: timeliness of the information
- Relevance: the importance of the information for your needs
- Authority: source of the information
- Accuracy: truthfulness and correctness of the information
- Purpose: reason the information exists
Conclusion:
NB. have a go to conclusion, again no one cares!
1. Essentially, restate your thesis, but fill in the details you discussed in the essay
2. Summarise key points.
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Module 2
(Tbh most tips above apply to module two)
Introduction:
NB. have a go-to introduction format, CAPE is not penalising you for self-plagiarism (how would
they know)
1. Summarise the extract in one sentence.
2. Introduce your thesis statement(s) (avoid “In this essay I will”)
Paragraphs onward:
a. Use the PEE method: Point, Example, Explanation
b. DO NOT explain before making the point.
c. Use Transitional words/ phrases at the beginning and within each paragraph
My go-to reasons for dialectal variety usage:
1. Acrolect :
a. Lingua franca of the Caribbean is typically used in the narration because it is
widely understood. This reflects the fact we are taught to write narration in
Standard English in school.
b. When used in dialogue it could be because of their social class or
professionalism (a police officer will use standard English.
2. Mesolect :
a. In dialogue, it can be because of “code-switching” or rising emotions or tension.
b. Relation to another character
3. Basillect:
a. Because of emotion
b. Because of social class
c. Relation to other character
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My go-to reasons for Communicative behaviours.
1. To emphasise an emotion
2. Provide nuance to a character's actions
3. Shows the relationship between the characters
My go-to reasons for language registers
1. Shows the relationship between the characters
2. A reflection of their position or profession
Conclusion:
NB. have a go-to conclusion, again no one cares!
a. Essentially, restate your thesis, but fill in the details you discussed in the essay
b. Summarise key points.
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Module 3
Module 3 is an ESSAY, do not deviate from the essay format!
● Plan this essay if you can
● Always be as specific as possible
● Be brief but not at the expense of your writing ( be conscious but not overly conscious of
the word limit)
● Analyse the question for implied sub-questions to be answered.
Introduction
1. Summarise the situation the essay is based on
2. State your thesis (This plan will be implemented….”)
Paragraphs:
1. ALWAYS state your message points.
2. Appeals must be stated, specific and explain why it would be effective for the
target audience
3. State who your target audience is, age, gender and any other defining
information
4. For digital technologies, be specific that they are digital (smartphone ≠ phone)
and state why it's effective for your target audience.
Conclusion:
NB. have a go-to conclusion, again no one cares!
3. Essentially, restate your thesis, but fill in the details you discussed in the essay
4. Summarise key points.
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