Cape unit 1 communication studies ia

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Introduction

This portfolio is focused on the theme of Social Biases. The intention of this study

however, is to find out how living in the garrison community affects the chances of a qualified

individuals in attaining a job. n accordance with the !ebster"s #ictionary, the term $social" is

defined as, or relating to human society or organi%ation, while the term $bias" is defined as a

mental tendency, especially prejudice and willingly choose to remain ignorant to a fact. The

portfolio also incorporates an original piece, written in the prose type, in the form of a narrative.

This portfolio also consists of a preface which gives an analysis for the purpose of

writing the story entitled &ne'pected. The preface also loo(s at the intended audience, the

reasons for selecting them. There is also an analysis that evaluates the original narrative, amidst

detailed emphasis on language resisters, dialectal variations, communicative behaviours and

attitudes to language. )nother component of the portfolio is the *'position, assessing how living

in garrison community negatively affects the chances of qualified person in that community, in

obtaining a job. The researcher discussed the challenges faced in investigating the issue at hand.

)n overview of the effectiveness of the source, and analysed the conte't and medium on the

reliability and validity of the information.

The portfolio serves to inform the selected audience about the biases that e'ist among

educated people living in garrison communities and the effects it has on them as an individual.

+ersonally, it is admired the researcher because of personal family e'periences. The researcher

wishes to enlighten the audience that such unwanted issues e'ist and it as a profound impact on

the individuals in that community.

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)cademically, the portfolio satisfies the criteria of the internal assessment for the

ommunication Studies course outline. This portfolio has also informed the researcher and it is

anticipated that the theme and topic selected will not only be entertaining, but informative to the

readers. The theme was also selected because of the researcher"s opinion concerning social

biases in the world of wor( or employment scheme.

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Preface

The narrative, &ne'pected is about a well-educated young man who is denied a job

because of his geographical location. t also highlights the challenges faced by young

individuals, who are living in garrison communities. The story reaches its clima' when Tony

gives up hope and encounter community don $ypa-dwag". owever, it was shortly after that the

solution was given.

The researcher wrote the story with the intention of bringing across a few important

points. The first purpose is to inform the intended audience that unemployment of educated

young people actually e'ists in contemporary society. The second purpose is to give an

understanding of the effects unemployment has on young educated individuals, both negative

and positive. /inally, it provides encouragement to youths who might be in a similar situation.

The targeted audience is college graduates and students in their final year of tertiary

education. onsidering that all these students are form various communities, whether it be

prestigious or underdeveloped. )ll students would be liable to be aware of the situation, as most

professional officials are guilty of rejection and suppression of qualified persons because of

where they live.

The reflective piece entitled &ne'pected will be presented verbally to an audience,

rather in a graduation e'ercise or even a college fair. There are a number of reasons why the

researcher chose this method0 first, it provides a non-verbal, as well as a verbal message, using

visual and auditory means to create an advantage. )lso, it would be more entertaining as opposed

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to printed documents or just a speech. t also serves to encourage, inform and enlighten the

audience. ) diversity of technological devices will be incorporated to augment the presentation,

as well as the message being conveyed. These are0 a laptop and projector, along with a screen to

appeal to the audience"s visual characteristic. n addition, a microphone will be used to enhance

and project the voice of the spea(er, in order to provide clarity and volume.

T

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Unexpected

Tony staggered to the brea(fast table. )pparently he had been up all night trying to study despite

those deafening gunshots and heavy music.

1ornin 1um%, he said plainly with a hint of clich2.

s how yuh loo( suh dis mornin tony3 1i (eep tellin yuh fi go a yuh bed early enuh.

studying is gud for you admit dat, but overdoing nuh good fi yuh nerves.

4ah (now 1ummy, e'am time a come up an mi cyaah get fi study cu% addi whole heap

a noise.

5awd pupa 4esus6 Te( it easy mi child, if yuh waah good yuh nose affi run.

Tony had always been at the top of his class throughout his school life. e attended 4eane 7era

primary school, and moved on to 8hyne +ar( igh. *ver since he could remember, his mother

was always the breadwinner.

5ata 1ummy6 Tony shouted as he rushed out of his home in Spot 7alley. t was his

last day of S* and he had high hope and e'pectations.

999

:( mommy, than( you very much.

Tony hung up the phone with mi'ed feelings. This was his fourth job interview and he was

turned down, again. )nd, e (ept hearing similar responses.

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"m sorry 1s. 4ames. ;ou do have the qualifications we are loo(ing for, but you are just

not suitable for this job. There was never once a reason for such response.

1ummy, Tony whispered, his eyes glossy with tears. 1i tired a di same damn ting

ova an ova enuh.

) nuh yuh one6 is mother e'plained to him. )fta mi sacrifice mi all an sen yuh a

school. 1e( dem learn yuh fi write pretty and spea( nice, now nobody nuh waan gi yuh a job6

)n yuh wor( suh hard fi get all yuh subjects.

Tony sighed and shoo( his head. e was oblivious of the fact that he was being cast aside

because of where he lived.

999

)s time passed, he felt guilty about disappointing his mother, he felt as if he had no choice. :ne

evening, as he watched the sun disappearing beneath the hori%on, he decided to ta(e a wal(. )s

he was wal(ing, he was captivated by his own thoughts0 he noticed a strange vehicle pulling up

in his direction. e then began to step his pace up, with all manner of thoughts going through her

head. The car drove quic(er to (eep up with him.


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e was ama%ed even by the grating tone in his voice, not to mention the huge scar that stretches

across his chee(.

!-w-what e'actly are you tal(ing about Sir3 )nd most importantly, w-who are you3 Tony

managed to inquire.

) me dem call ypa-dwag enuh yow. ) mi a di #on fi di area= an me need you fi

come wor( fi mi6. e uttered with a creepy loo(, nodding his head in indication that he was

serious. 1i hear bout yuh li((le problem=but nuh seh a word youth, yuh can come wor( in my

business.

Tony stood there in shoc(, unaware of the bewildered e'pression etched out on his face. !hat

(inda business3 e as(ed.

;uh can sell mi goods, an hold on pon most a di profit. n other words, yuh get fi be mi

li((le accountant= an sometime, yuh might affi leave di country. e encouraged with a win(.

Tony was completely unaware to the fact that he was about to sign a deal with an outlaw.

999

Tony6 Tony6 But a wah do da buh- waahpn to da man yah man36 ypa-dwag uttered in

annoyance.

)t that time Tony was busy on the phone organi%ing another job interview. e didn"t plan to stay

in ypa-dwag $job" selling drugs for him any longer. This was not what he wor(ed, studied and

hoped for. 1ost of all, this was not what his mother wanted.

t was early 1onday morning when Tony finally arrived at The Smith"s )ccounting /irm. is

heart was beating through his ears and he felt a bit wea( in the (nees.

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8ight this way 1r. 4ames. ;ou may ta(e a seat.

Than( you Sir.

>ow= you have a very impressive resume. 1r. Smith stated with a concerned loo(.

But i-if only= y-you lived... somewhere= else. The thing is=. !e can"t really trust people

li(e you... just to avoid problems in our company.

Tony just sat there, with the tears rolling down his chee(s. e did not e'pect this. e was

determined to fulfil his dreams and aspirations. e (new he was better than that and he had what

it too( to become a great accountant.

999

8rrrrrrrring6 8rrrring6 ello, 1r. 4ames spea(ing. ow may help you3

ello 1r. 4ames. #is is yuh mother spea(ing6 Tony"s mother answered in a hearty voice.

5aw(s mi child6 ear how yuh spea( nice and proper6 1i proud a yuh mi pic(ney6

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Language Analysis

The reflective piece &ne'pected recounts the challenging e'periences of an educated young

man who is denied a job because of his place of residence. The writer consciously employs a

combination of registers, dialectal variations and communicative behaviours and attitudes to

language. t also illustrates how education and sociali%ation can affect a person"s linguistic

behaviour.

owever, for this e'ercise, only two will be discussed0 namely, dialectal variations and

language registers. #ialectal 7ariation refers to changes in language due to various influences. These

include social, geographic, individual and group factors. !e can further isolate and distinguished

between Dialect?the variety of language characteristic of a particular group of people in a given

speech community, country or region@, Creole?refers to a dialect or language which results from

contact between the language of a coloni%ing people and the language of a coloni%ed people@ and

Patois?refers to a geographical dialect which differs from the standard language spo(en in a given

country@. There are different variations of dialect portrayed within the 8eflective piece. /irstly there

is Acrolect?which is purely Standard *nglish@, portrayed clearly when she answered the phone

saying ello, 1r. 4ames spea(ing. ow may help you3 >e't in line comes Mesolect?which

is Sub-Standard *nglish or a combination of Standard *nglish and reoleA+atois@, brought to life

in the thline of the piece where Tony"s mother mentioned Studying is good for you admit but

overdoing it not good fi yuh nerves. )nd last but not least there"s Basilect?which is complete

+atoisAreole@ with a perfect e'ample coming out in Tony"s conversation with his mother, where

he said 1ummy...1i tired a di same damn ting ova an ova enuh.

5anguage registers is a variety of a language used for a particular purpose or in a particular

social setting. t possesses various levels of formality. The five levels identified have been given

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specialized names by Linguists; frozen, formal, consultative, casualand intimate.

Examples of registers found in the reflective piece are : Intimate register found in the early

parts of the reflective hen the sub!ect as conversing ith his mother, for example, hen

he said "#ornin #umz$ using a basic slang for the ord %#other& and effectively portraying

the intimae register. There as also formal register being portrayed as a result of the

sub!ect&s interaction ith the intervieer, for example here the intervieer said 8ight this

way 1s. 4ames. ;ou may ta(e a seat. To which he replied, Than( you Sir. This showed

mutual understanding and level of education. +rivate register was also evident at the point when

the 1ercedes was allegedly trailing him and he as(ed himself !hat is a Ben% doing in this part

of town3

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CONCLUSION

n conclusion, it could be said that the writer has effectively solidified his purpose in identifying

the relationship between prejudiceAbias and the geographical location of a person as it relates to

the reputation possessed by such specific location.

)lso, throughout the piece, the writer effectively uses the various linguistic criteria to

appeal to the reader. These also include numerous communicative behaviours as well as attitudes

to language. t also vividly depicts how education can affect and influence an individual"s

linguistic behaviour as well as with many consequences. This is portrayed in Tony"s behaviour as

opposed to the actions of ypa-dwag.

n the reflective piece it is evident that the researcher effectively uses these language

registers, as well as dialectal variations and attitudes towards language.

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Bibliography

The Gleaner. May 24, 2009. Dennis Morrison. Aril 3, 2012.

h!!"##$$$.%a&ai'a(gleaner.'ogleaner#20071028#ne$s#ne$s6.h!&l

The Gleaner. )e!e&*er 12, 2010. +eral Daley. Aril 3, 2012.

h!!"##$$$.%a&ai'a(gleaner.'ogleaner#20071028#ne$s#ne$s6.h!&l

-AP+(-o&&ni'a!ion )!/ies log. angage Diale'!al aria!ion. Mon/ay,31 anary 2011. er&ann esse.h!!"##'ae('o&&s!/ies.*logso!.'o#01#langage(/iale'!al(

aria!ion.h!&l

-AP+(-o&&ni'a!ion )!/ies log. angage Diale'!al aria!ion.e/nes/ay, 9 e*rary 2011. er&ann esse.h!!"##'ae('o&&s!/ies.*logso!.'o#02#langage(regis!ers.h!&l

iie/ia, The :ree en'y'loe/ia"

h!!"##en.$iie/ia.org#$ii#;egis!er

Cape unit 1 communication studies ia

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