Bashiruddin, Ayesha

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eCommons@AKUInstitute for Educational Development, Karachi Institute for Educational DevelopmentJuly 1992Variations in dicto-compAyesha BashiruddinAga Khan University, Institute for Educational Development, KarachiFollow this and additional works at: http://ecommons.aku.edu/pakistan_ied_pdckRecommended CitationBashiruddin, A. (1992). Variations in dicto-comp. English Teaching Forum, 30(3), 44-47.PAKISTANVariations in Dicta-CampAyesha BashiruddinUniversity of PeshawarDicto-Comp is a technique for practicingcomposition. It is controlled writing thatcombines text dictation and text recon-struction (Gorman 1979). "A passage isread to a class, and then the students mustwrite out what they understand and re-member from the passage, keeping asclosely to the original as possible but usingtheir own words where necessary" (Richardset al. 1985). Dicto-Comp not only requiresthe students to write but demands carefullistening and retention of the material readout. It involves the students' ability to listencarefully, to summarize, to elaborate, andto use English in a particular context, thevocabulary or phrases useful in that partic-ular context, and to organize the material.In this article I describe how it is used inan English-language course taught at an in-termediate level at the College of HomeEconomics, University of Peshawar. Inteaching composition writing to students atthis level a number of different ways ofteaching Dicto-Comp were used. TheDicto-Comp passages represented fourbroad categories oflanguage functions: nar-ration, description, instruction, and se-quenced description. The exercises pro-vided in each section have been designed tohelp the students overcome their difficultiesJuly 1992·English Teaching Forumin the aural comprehension and reproduc-tion of the passages. The exercises followunder the four headings mentioned above.Narration1. Split Sentences. The split sentenceswere written on pieces of cardboard andstuck on the blackboard in a jumbled order,as shown below.I Mr5. Peters leaned I~."j .'00oneI e:leqant dres5 and looked about 40 Iwill take 20 'jearS off 'jour life I she waved to meI She was wearing anr-r- ,-_one Sip of th'I I asked her to 's drif7kThe students were asked to listen to therecorded story (see Appendix 1) and thento (1) join the split sentences and (2) ar-range them in proper sequence. The tapewas played several times to help the stu-dents listen and put the outline of the storyin correct sequence. After they finished, thetape was played again so they could lookthrough the sequencing. After this theywere asked to listen and write down theparts of the story that were not given in theoutline (split sentences). In this way the restof the sentences were added and a coherentstory was developed.2. Stories with Questions. Some pre-lis-tening questions were given to the studentsto look at before the story was told (see Ap-pendix 2). These questions prepared themto listen to the story and to write the an-swers, thus enabling them to write thestory. Some post-listening questions werealso used in some of the narrative exercises,which helped the students to reconstructthe story.DescriptionThe students were asked to listen to adescription of Mr. and Mrs. Tom Fred (seeAppendix 3) and draw rough sketches ofthem. Then, on the second listening, theywere asked to jot down the exact descriptivewords and phrases, such as short little man,with short legs, young still, prematurely bald,etc., that described Mr. Tom Fred and Mrs.Tom Fred. Then these words/phrases werewritten on the blackboard to draw the at-tention of the students to vocabulary andstructure and the meanings of some ofthem. Afterwards, they were given oneEnglish Teaching Forum· July 1992APPENDIX 1NARRATION: Split SentencesMrs. Pet;r; ~a~ 80 and leaned on a stick. zsI used to carryher basket back from the shop.,'· , ..One day she showed me a bottle she had bought ..The label said: "'one sip of this will take 20 years offyour life." .'She hobbled up the steps into her house.Next time I saw her she was walking ramrod straight.Her stick was gone and she waved to me.That Saturday I went for a stroll in the park.Mrs. Peters was sitting on a bench near the gate wearinga dress and scarf.She looked about 40.The following week I met her in the park again.She was dressedin tight jeans and a sweater.I sat down next.to her and took her hand.r;~<I asked hertothe cinema.She said she wanted to go and change .She said sn~'d rfleet me in an hour's time.I carrie ba~k i~'ari hour-i-nobody was there .I went to. her house and hammered on the dooi:.~e.+ , -, ", • • ~~There was no answer. -more chance to listento the tape and wereasked to write downthe descriptions byusing the sketches anddescriptive words andphrases they had previ-ously written down. Inthis way the studentswere helped to recon-struct the passage. Afterthey had finished writ-ing, they checked theirwork with each other.Then the passage wasread out with somechanges in the descrip-tion at some points; forexample, instead ofshort little man, fat lit-tle man was substi-tuted, and the studentsimmediately identifiedall the changes and. made the necessarycorrections,Air this not onlyhelped them to correcttheir version by 'check-ing with each other,but it gave the teacherimmediate feedback. Itmade the task interest-ing and revved themup, as it gave the stu-dents an opportunityto participate enthusi-astically in the activity.InstructionThe students were asked to make twocolumns in their exercise books and writeDO at the top of one and DON'T at the top ofthe other. They then listened to the guide-lines for avoiding back trouble (see Ap-pendix 4) and first wrote down all the Dosin the left-hand column. Then they wereasked to listen a second time and writedown the Don'ts in the other column. Theywere allowed to work in pairs and comparenotes with each other. Then they wereasked to listen to the tape once again andput the Dos and Don'ts in the sequence inwhich they appear on the tape. In this waythe students' attention was focused on oneaspect at a time, and they were able to gleaninformation for a final writing of the pas-sage. Later, they were provided time to cor-rect their work and then elaborate and writeall the information in proper order.Sequenced description (a process)First of all, the students were asked tolisten to the process of making bread (seeAppendix 5) and arrange the verbs in the. _.' Split SentencesMrs. Peters leaned on a stick.One day she showed me a bottle."One sip of this drink will take 20 years off YOUT life."Her stick was gone and she waved to me.She was wearing an elegant dress and 'looked about 40.I sat down next to her and took her harid.I asked her to come with me to the cinema.I hammered on the door of her house but there was no answer.(taken from Morgan and Rinvolucri 1983 )order in which they appear. Two columnswere made on the blackboard, and theverbs were written on the left-hand side injumbled order before playing the tape. Afterthe students had listened twice to the tape,they were asked to write the verbs on theother side of the blackboard as they appearin the listening passage.Then the students were asked to jotdown the sequence markers such as first,second, the next, etc., as they are the keywords in writing about a process. They wereAyesha Bashiruddinis an assistant profes-sor at the Universityof Peshawar, Collegeof Home Economics.She has taught En-glish at the intermedi-ate and degree levels,in teacher trainingprograms, and toadults.45APPENDIX 2NARRATION:Stories with Questions.Pre-listening questionsWhat was Ali doing?Where was he?What did he want to do?Why couldn't he write the letterhimself?When did he look for somebodyto write his letter?Whom did he find?What was Nasiruddin doing?What did Ali say to Nasiruddin?How did Nasiruddin feel when Ali spoke to him?What did Nasiruddin then ask Ali?What did Ali reply?What did Nasiruddin say then?What did Ali do then?The Story, Ali, who was working a long way from home, wanted to send a letter to his wife, but he. could neither read nor write, and he had to work all day, so he could only look forsomebody to write his letter late at night. At last he found the house of a letter-writerwhose name was Nasiruddin. rNasiruddin was already in bed. "It is late," he said, "What do you want?" "I want youto write a letter to my wife.fsaid Ari. Nasiruddin was not pleased. He thought for a few,seconds and then said, "Hl}s the letter got to go far?" "What does that matter?" answeredAli."Well, my writing is so strange that only I can read it, and if I have to travel a longway to read your letter to your wife, it will cost you a lot of money."Ali went away quickly.(taken from Hill 1976)then asked to listen again and fill in anywords that they had missed in the previouslistening. After listening they were asked towork in groups of four and write the pro-cess with the help of the verbs and sequencemarkers. At the end a student from one ofthe groups was asked to read out the repro-duced passage, and the most notable mis-takes were written on the blackboard andlater discussed.graphs and short compositions as an inte-gral part of their writing course. This waspiloted for the first time, as the course waslaunched this year. The material may beused as it stands, or it may be supplementedand exploited in a number of different ways.Also, teachers can further develop this por-tion of the course to make paragraph writ-ing interesting and helpful to the students.The students found Dicta-Camp activi-ties very interesting, and it was a good wayfor them to take off and later write freeparagraphs and compositions. They foundthis approach stimulating, as they were sickand tired of paragraph writing and essaywriting done in the conventional way-ConclusionThe Dicta-Camp technique describedhere was an attempt to meet the needs ofthe students at the intermediate level. Atthis level the)' are required to write para-APPENDIX 3DESCRIPTION.Mr. and Mrs. Tom FredI had not announced my arrival to Tom, and when I rang the bell of his studio, heopened the door himself. He had the same appearance that I remembered. Hewas a fat/short little man, with short/fat legs, young still but prematurely bald. Hisface was perfectly round and he had very high colour, a white skin, red cheeks andred lips/a pale complexion.His eyes were blue/green and round, too; he wore large/dark spectacles andhis eyebrows were so fair that you could not see them.He introduced me to his wife. Mrs. Tom was rather tall/short and her greydress was simple and quite well cut. Her hair, brown/black and abundant/thin,was plainly done, her face was very pale and her features were good without beingdistinguished/ and clearly distinguished. She had quiet grey/blue eyes.(adapted from Stone 1968)being given a topic and ask~d to write a para"graph/essay Without preliminary instructions.REFERENCESGorman, Thomas. 1979. The teaching of compo_sition. In Teaching Englrsh as a second or for-eign language, ed. Marianne Celee·Murciaand Lois Mclntosh. Rowley, Mass.: NewburyHouse. .Hill, L.A. 1976. Intermediate stories for reproduc.tion. Oxford: Oxford University Press.McEldowney, P. L. 1982. English in context Sur-. rey: Nelson.Morgan, J. and M. Rinvolucri. 1983. Once upon atime-Using stories in the language classroom.Oxford: Oxford University Press.Probert, Christina. 1986. Vogue, beauty, andhealth encyclopedia. London: Octopus Books.Richards, J., L Platt and H. Weber. 1985. Longmandictionary of applied linguistics. Essex:Longman.Stone, Linton. 1968. Reading English objectively,Stage I. London: Macmillan. •APPENDIX 4INSTRUCTIONBack CareFour out offive people suffer severe,back. pain at some time in their lives.These guidelines may help you avoid theonset of back trouble. Do look after yourback by developing good posture.Keep weight evenly distributed toprevent distortion in the spine's shape.Don't bend over using just your spineand back muscles. Bending awkwardlycan damage the spine and the musclessurrounding it. Always bend the kneesand hips rather than just the spine whenbending down, and especially when lift-ing heavy items and children.Do measure kitchen units and worktables before buying them, and checkthat they are the correct height for your,v'back whether standing or sitting.~ii Do take time to choose the right bed:·the ideal bed should be f rrn and sup-portive, but not hard, so that pressure911 the spine is evenly distributed.Don't delay in consulting your doctorif back pain is persistent. He maybe ableto identify a specific cause and alleviate it.. Do choose a straight-backed chair ify-ou spend a lot of time at a desk, orplace a folded towel or small cushion inthe small of your back, to support yourspine.Do exercise your abdominal musclesregularly so that they give extra supportto the back. Keep shoulders back, down,and released to relieve tension at the..neck.,,(taken from Probert 1986)July 1992 • English Teaching Forum'~.APPENDIX 5" ".SEQUENCED DESCRIPTION (PROCESS), . .~,.Bread·· > , : ••••,,'In Btitain today, though th~ industryhas generally b~c()me ,highly m~cha-·<' 'f>' , . ~>'l"'~" ' >. q:.- -·f.iF" " .:'"nised, the principle of bread-making h,as,~not changed fqt.hundreds of years, First,the dough is mixed. In this rrocess ,water, flour, and yeast are kneaded in amixer. Second, the dough is fermented.In this process a large mass of doughrests in a dough.bowl., ,Then}he dopgh is r;ni:X;$,?again. In ,this process the dough IS kiiocked bad),in a mixer. .following the second mixing, thedough is shaped. In this process a massof dough is scaled off in a divider. Thenthe doughis shaped again. In this pro-cess pieces of d~ugh are rounded upin,handercup. ' /" "After this the-dough is fermented. II'!this process rounded-off pieces of dough. are proved in a prover. .. Next, the dough is shaped again. Inthisprocess twopieces of dough-are:moulded in a moulder. '., Then the dqugh 'is' 'fermented ag~i~,In this 'process' shaped pieces qf 'doug~"are ripened ina prover. ,e. '±) !Just before baking, thedough is.shaped again. In this process loaf-shaped,dough is decorated.Finally, the dough is baked. In thisprocess ripe dough is baked in a pre-"heated oven.(adapted,from MCEldoYVrieyi982)~.; x

Variations in dicto-comp

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