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SECTION A
Question 1
Match the statements in column A with the term in column B
COLUMN A COLUMN B
1.1 Does not always reflect emotions; it uses (E) FORMAL LANGUAGE
correct grammar; is very polite and objective.
1.2 Is a little different as it includes more (H)NOTE-MAKING
details but focuses on certain aspects of the
original passage.
1.3 Refers to the specific circumstances (D) CONTEXT
(political, social, and economic) in which an
action takes place.
1.4 Is a component of the learning process, (F) CREATIVITY
which is not always considered, but is very
important?
1.5 Unplanned; having no intention of it (A)INCIDENTAL
happening.
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QUESTION 2
2.1
a) Pedagogy
Five factors are identified as key to these pedagogic models Although the following
pedagogic sequences are not necessarily linear, the model begins with immersion in an
acquisition-rich environment.
The starting point is that of the students and a focus on situated practice based
on the learners’ experiences.
Situated practice involves the immersion in students’ experience and the
designs available to them in their life worlds.
Overt instruction is the key pedagogic strategy through which students are
taught Meta languages of design, that is, the systematic and explicit teaching of
an analytical vocabulary for understanding the design processes and decisions
entailed in systems and structures of meaning.
Critical framing is key to this pedagogical model, explicitly connecting meanings
to their social contexts and purposes to interpret and interrogate the social and
cultural context of designs.
Transformed practice is the fourth pedagogic factor, which relates to the ways
in which students recreate and re-contextualize meaning across contexts
b) Design
Design refers to how people make use of the resources that are available at a given
moment in a specific communicational environment to realize their interests as sign
makers.
In this way, design has been used to theorize the relationships between modes,
pedagogy, and context and to understand the changed dispositions toward
information and knowledge.
It foregrounds the importance of multimodal resources, the sign maker’s social
purpose and intentions, context, and audience
Furthermore, the draws on design to understand the multimodal organization of
social relations through the design of communicative resources, including
linguistic meaning, visual meaning, audio meaning, and gestural and spatial
meaning.
Although design incorporates some of the aims inherent in models of
competence and critique, it provides a more flexible and dynamic analytical
frame that responds to the interests of the sign maker and the demands of the
context
c) The new literacy worlds of students
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SECTION A
Question 1
Match the statements in column A with the term in column B
COLUMN A COLUMN B
1.1 Does not always reflect emotions; it uses (E) FORMAL LANGUAGE
correct grammar; is very polite and objective.
1.2 Is a little different as it includes more (H)NOTE-MAKING
details but focuses on certain aspects of the
original passage.
1.3 Refers to the specific circumstances (D) CONTEXT
(political, social, and economic) in which an
action takes place.
1.4 Is a component of the learning process, (F) CREATIVITY
which is not always considered, but is very
important?
1.5 Unplanned; having no intention of it (A)INCIDENTAL
happening.
1|Page
Downloaded by: ExpertAcademy |
Distribution of this document is illegal
, Stuvia.com - The Marketplace to Buy and Sell your Study Material
QUESTION 2
2.1
a) Pedagogy
Five factors are identified as key to these pedagogic models Although the following
pedagogic sequences are not necessarily linear, the model begins with immersion in an
acquisition-rich environment.
The starting point is that of the students and a focus on situated practice based
on the learners’ experiences.
Situated practice involves the immersion in students’ experience and the
designs available to them in their life worlds.
Overt instruction is the key pedagogic strategy through which students are
taught Meta languages of design, that is, the systematic and explicit teaching of
an analytical vocabulary for understanding the design processes and decisions
entailed in systems and structures of meaning.
Critical framing is key to this pedagogical model, explicitly connecting meanings
to their social contexts and purposes to interpret and interrogate the social and
cultural context of designs.
Transformed practice is the fourth pedagogic factor, which relates to the ways
in which students recreate and re-contextualize meaning across contexts
b) Design
Design refers to how people make use of the resources that are available at a given
moment in a specific communicational environment to realize their interests as sign
makers.
In this way, design has been used to theorize the relationships between modes,
pedagogy, and context and to understand the changed dispositions toward
information and knowledge.
It foregrounds the importance of multimodal resources, the sign maker’s social
purpose and intentions, context, and audience
Furthermore, the draws on design to understand the multimodal organization of
social relations through the design of communicative resources, including
linguistic meaning, visual meaning, audio meaning, and gestural and spatial
meaning.
Although design incorporates some of the aims inherent in models of
competence and critique, it provides a more flexible and dynamic analytical
frame that responds to the interests of the sign maker and the demands of the
context
c) The new literacy worlds of students
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