LA401 Although the Last, Not Least

2015 Semester 1
This famous phrase from the opening of Shakespeares King Lear serves to remind students
that the last year of their Junior High Language Arts Programme should be not their least, but
their most exciting, most challenging and most satisfying year. Language skills have been
cumulatively acquired through the Junior High curriculum. Students will have mastered the
basic skills. They have learnt to construct arguments, discuss opinions and to support these
with evidence from research. Students are aware of the many purposes for which language is
used and the diverse forms it can take to serve specific objectives and for different audiences.
As they have moved through the Junior High Language Arts Programme, they have been
assigned texts of increasing complexity as they develop their language skills and have been
required to use language with ever-increasing accuracy and fluency in an expanding range of
situations. The LA401 module will further develop these important language competencies.
Students will read and think about topics, themes, and issues from a variety of subject areas
and a higher measure of depth and maturity will be demanded in their responses. Language
acquisition will be linked to key competencies such as critical thinking, the management of
information and its transformation into useful knowledge, negotiation and problem-solving,
and communication in complex and diverse networks of relationships. Students will develop
flexibility and proficiency in their understanding and use of language. Using language for a
broad range of purposes will increase both their ability to communicate with precision and
their understanding of how language works.
Assessment Schedule:
Wks
15

Assignments
Marks %
Assignment 1 Read & Annotate
Read Life that Does Not End with Death and annotate
30
5
it using the Contextualise Consider Conclude (CCC)
Reading Strategy.
1 5 Assignment 2 Listen, Synthesize and Respond
a) Watch the three TED videos listed. Select ONE to
20
5
work on. Listen and jot down the key ideas, then
organise them in the form of a mindmap.
b)Write a short response to the video that you have
chosen by answering the 3 questions provided.
11 Graded Essay Writing Skills Test (for MYA)
50
45
15
11 Graded Reading Comprehension Skills Test (for MYA)
15

50

45

Due Date
Week 1

Week 1

2 weeks
before
MYA
During
MYA
Week

LA401 Although the Last, Not Least

Assignment 1 Read & Annotate Task Sheet
Instructions: Read Life that Does Not End with Death and annotate it using the
Contextualise Consider Conclude (CCC) Reading Strategy.
Notes on the Consider Conclude (CCC) Reading Strategy
The CCC Reading Strategy is an active reading strategy that helps you to analyse the style
and content of the article that you are reading.
How to use this strategy:
1. Chunk up each passage into the 3 sections:
a) Contextualisation,
b) Consideration of views/problems/factors etc,
c) Conclusion
2. Analyse the 3 sections to answer the questions that follow:
Contextualisation
a) How do you know that this/ these paragraph(s) make up the contextualization part
of the article?
b) How does the writer contextualize and introduce the issue? Identify and explain
the rhetorical form(s) used by the writer in bringing across his main point in each
paragraph.
c) What is the main issue the writer is going to talk about?
d) What is the writers thesis statement?
Consideration of views/problems/factors
e) What is the main point and function of each paragraph?
f) Identify and explain the rhetorical form(s) used by the writer in bringing across
his main point in each paragraph.
g) [when applicable] What does the diction (i.e. choice of words) tell you about the
writers tone/attitude/take on the issue that is being discussed?
h) [when applicable] What literary devices are used and what effect(s) is/are created?
i) How are the different paragraphs linked? (i.e. Is it by coherence does the writer
present and discuss different views/problems/factors? Or is it by cohesion what
kinds of connectors does he use?)
Conclusion
j) How does the writer conclude? Does he show preference for one of the discussed
views? Or is he being a moderate not taking extreme views but sees the good in
both and suggests a balance in view? Or..?
Your Turn! Practise using the CCC Reading Strategy. You may use your different coloured
pens/ highlighters to do your annotations. After you have done your annotations, please use
Annex B: Annotation Guidelines for Students to assess your own work and to use it to help
you make improvements before submitting your work.
Submission Deadline: First LA lesson of 2015

LA401 Although the Last, Not Least

Assignment 2 Listen, Synthesize and Respond

Instructions:
1. Watch the following videos and select ONE of them to work on:
a. "Kavita Ramdas: Radical Women, Embracing Tradition" video on TED
(http://www.ted.com/talks/kavita_ramdas_radical_women_embracing_tradition.ht
ml).
b. Kakenya Ntaiya: A Girl Who Demanded School on TED
(http://www.ted.com/talks/kakenya_ntaiya_a_girl_who_demanded_school)
c. "Alain
de
Botton:
Atheism
2.0"
on
TED
(http://www.ted.com/talks/alain_de_botton_atheism_2_0)
2. Listen for key ideas mentioned in your selected video.
3. Jot down these key ideas and present them in the form of a mindmap.
4. Your mindmap should showcase your understanding of how the different ideas connect to
each other.
5. Write a short response to the video that you have chosen by answering all three questions:
a. What is the issue that the speaker has raised?
b. Why is this issue worth considering?
c. How is this issue relevant to you and the people living in your society?
[Your response should NOT exceed 1 A4-size page with 1-inch margin all around,
and your font size should be Times New Roman, font size 12.]
6. Please refer to the rubric in Annex C to know what is expected of your mindmap and
short response.
7. Please attach the rubric to your mindmap and short response for submission.

Submission Deadline: First LA lesson of 2015

If you have any queries, please email Ms Jan at janlhm@gmail.com or

lim_hui_mei_jan@moe.edu.sg to clarify your doubts BEFORE the end of November 2014.

Annex A
Adapted from Life that Does Not End with Death
by Kelli Swazey
[1] I think it is safe to say that all humans will be intimate with death at least once in their
lives. But what if that intimacy began long before you faced your own transition from life
into death? What would life be like if the dead literally lived alongside you?
[2] In my husband's homeland in the highlands of Sulawesi island in eastern Indonesia, there
is a community of people that experience death not as a singular event but as a gradual social
process. In Tana Toraja, the most important social moments in people's lives, the focal points
of social and cultural interaction are not weddings or births or even family dinners, but
funerals. So these funerals are characterized by elaborate rituals that tie people in a system of
reciprocal debt based on the amount of animals -- pigs, chickens and, most importantly, water
buffalo -- that are sacrificed and distributed in the name of the deceased. So this cultural
complex surrounding death, the ritual enactment of the end of life, has made death the most
visible and remarkable aspect of Toraja's landscape. Lasting anywhere from a few days to a
few weeks, funeral ceremonies are a raucous affair, where commemorating someone who has
died is not so much a private sadness but more of a publicly shared transition. And it is a
transition that is just as much about the identity of the living as it is about remembrance of the
dead.
[3] Every year, thousands of visitors come to Tana Toraja to see this culture of death, and for
many people these grandiose ceremonies and the length of the ceremonies are somehow
incommensurable with the way that we face our own mortality in the West. Even as we share
death as a universal experience, it is not experienced the same way the world over. And as an
anthropologist, I see these differences in experience being rooted in the cultural and social
world through which we define the phenomena around us. So where we see an
unquestionable reality, death as an irrefutable biological condition, Torajans see the expired
corporeal form as part of a larger social genesis the physical cessation of life is not the same
as death. In fact, a member of society is only truly dead when the extended family can agree
upon and marshal the resources necessary to hold a funeral ceremony that is considered
appropriate in terms of resources for the status of the deceased, and this ceremony has to take
place in front of the eyes of the whole community with everyone's participation.
[4] After a person's physical death, his body is placed in a special room in the traditional
residence, which is called the tongkonan. The tongkonan is symbolic not only of the family's
identity but also of the human life cycle from birth to death. Essentially, the shape of the
building that you are born into is the shape of the structure which carries you to your
ancestral resting place. Until the funeral ceremony, which can be held years after a person's
physical death, the deceased is referred to as "to makala," a sick person, or "to mama," a
person who is asleep, and they continue to be a member of the household. They are
symbolically fed and cared for, and the family at this time will begin a number of ritual
injunctions, which communicates to the wider community around them that one of their
members is undergoing the transition from this life into the afterlife known as Puya.
[5] Am I really saying that these people live with the bodies of their dead relatives? Yes, that
is exactly what I am saying.

[6] But instead of giving in to the sort of visceral reaction we have to this idea of proximity to
bodies, proximity to death, or how this notion just does not fit into our very biological or
medical sort of definition of death, I like to think about what the Torajan way of viewing
death encompasses of the human experience that the medical definition leaves out. I think
that Torajans socially recognize and culturally express what many of us feel to be true despite
the widespread acceptance of the biomedical definition of death, and that is that our
relationships with other humans, their impact on our social reality, does not cease with the
termination of the physical processes of the body, that there is a period of transition as the
relationship between the living and the dead is transformed but not ended. Torajans express
this idea of this enduring relationship by lavishing love and attention on the most visible
symbol of that relationship, the human body. My husband has fond memories of talking to
and playing with and generally being around his deceased grandfather, and for him there is
nothing unnatural about this. This is a natural part of the process as the family comes to terms
with the transition in their relationship to the deceased, and this is the transition from relating
to the deceased as a person who is living to relating to the deceased as a person who is an
ancestor.
[7] The funeral ceremony itself embodies this relational perspective on death. It ritualizes the
impact of death on families and communities. And it is also a moment of self-awareness it
is a moment when people think about who they are, their place in society, and their role in the
life cycle in accordance with Torajan cosmology.
[8] There is a saying in Toraja that all people will become grandparents, and what this means
is that after death, we all become part of the ancestral line that anchors us between the past
and the present and will define who our loved ones are into the future. Essentially, we all
become grandparents to the generations of human children that come after us. And this
metaphor of membership in the greater human family is the way that children also describe
the money that they invest in these sacrificial buffaloes that are thought to carry people's soul
from here to the afterlife, and children will explain that they will invest the money in this
because they want to repay their parents the debt for all of the years their parents spent
investing and caring for them.
[9] But the sacrifice of buffalo and the ritual display of wealth also exhibits the status of the
deceased, and, by extension, the deceased's family. So at funerals, relationships are
reconfirmed but also transformed in a ritual drama that highlights the most salient feature
about death in this place: its impact on life and the relationships of the living.
[10] People ask me if I am frightened or repulsed by participating in a culture where the
physical manifestations of death greet us at every turn. But I see something profoundly
transformative in experiencing death as a social process and not just a biological one. In
reality, the relationship between the living and the dead has its own drama in the U.S.
healthcare system, where decisions about how long to stretch the thread of life are made
based on our emotional and social ties with the people around us, not just on medicine's
ability to prolong life. We, like the Torajans, base our decisions about life on the meanings
and the definitions that we ascribe to death.
[11] I am not suggesting that anyone should run out and adopt the traditions of the Torajans.
But I want to ask what we can gain from seeing physical death not only as a biological
process but as part of the greater human story. What would it be like to look on the expired
human form with love because it is so intimately a part of who we all are? If we could expand
5

our definition of death to encompass life, we could experience death as part of life and
perhaps face death with something other than fear. The shift in perspective to looking at the
social life of every death might help us recognize that the way we limit our conversation
about death to something that is medical or biological is reflective of a larger culture that we
all share of avoiding death and being afraid of talking about it. If we could entertain and
value other kinds of knowledge about life, including other definitions of death, it has the
potential to change the discussions that we have about the end of life. It could change the way
that we die, but more importantly, it could transform the way that we live.

Annex B: Annotation Guidelines for Students

Task Requirements
Chunking

Analysis of
Contextualisation

Analysis of
Consideration of
views/problems/factors

Exceeding Expectations

Meeting Expectations

I am able to
accurately chunk the paragraphs into
three
distinct
sections
(i.e.
contextualization,
consideration
of
views/problems/factors, conclusion)
correctly explain why I have chunked the
sections up in that way in a concise and
clear manner

I am able to
chunk the paragraphs into three distinct sections
(i.e.
contextualization,
consideration
of
views/problems/factors, conclusion) though
there might be some mistakes
explain why I have chunked the sections up in
that way but my explanations might not be fully
correct due to various reasons (e.g. I mischunked)
I am able to articulate how the writer contextualises
and introduces the main issue(s) through:
Identifying and explaining which rhetorical
form(s) are used and purpose(s) behind using
it/them, though some might be wrong
Articulating the topic of discussion correctly
Articulating the issue(s) brought up, though
expression might not be clear or precise
Articulating the writers thesis statement
correctly, though expression might not be clear
and precise

I attempt to chunk the paragraphs into three distinct

sections (i.e. contextualization, consideration of
views/problems/factors, conclusion) but I have little
understanding of how it should be done.

I do not know how to explain why I chunked the

paragraphs in the way I did.

I am able to:
Identify the main point of the paragraph but
might not be able to explain its function
Identify the rhetorical form(s) used to organise
ideas but might not be able to explain how it is
done
Notice certain diction (i.e. choice of words) and
explain
how
they
reflect
writers
tone/attitude/take on the issue being discussed
but my explanation might not be correct/precise
Identify literary devices used and but might not
be able to fully explain the effect(s) created
Explain how the paragraphs are linked (i.e. by
coherence or cohesion) but explanations might
sometimes be wrong

I am able to:
Identify the main point of the paragraph but I find
difficulty in expressing it. I cannot articulate the
function of each paragraph.
Identify one or two rhetorical forms used but I
cannot explain how they help to organise
information to support the point
Guess the writers tone/attitude/take on the issue
being discussed from the diction used but I might
have misidentified.
Identify one literary device used but am unable to
explain the effect(s) created
See that that the writer is making different points
but am not able to explain how they are linked

I am able to clearly and accurately articulate

how the writer contextualises and introduces
the main issue(s) through:
Accurately identifying and explaining
which rhetorical form(s) are used and
purpose(s) behind using it/them
Articulating the topic of discussion
correctly
Articulating the issue(s) brought up
correctly
Articulating the writers thesis statement
correctly, succinctly and clearly
I am able to:
Accurately identify the main point and
function of each paragraph
Accurately identify and explain the
rhetorical form(s) that is/are used to
organise the information in each
paragraph
Accurately notice certain diction (i.e.
choice of words) and explain how they
reflect writers tone/attitude/take on the
issue being discussed
Accurately point out the literary devices
used and explain the effect(s) created
Correctly explain how the paragraphs are
linked (i.e. by coherence or cohesion)

Approaching Expectations

I am not able to articulate how the writer contextualises

and introduces the main issue.

I tried to identify some rhetorical forms and explain

the purpose(s) behind using it/them but I am unsure
of how to do these/
I have difficulty identifying the topic of discussion.
I have difficulty identifying the issues brought up.
I am able to guess what the writers thesis
statement is but I cannot express it (fully).

Task
Requirements

Analysis of
Conclusion

Exceeding Expectations

Meeting Expectations

Approaching Expectations

I am able to:
Accurately explain how the writer concludes by
making explicit reference to content
Adequately explain how the writers choice of
rhetorical form helps to convey his concluding
point more effectively
Articulate if the writer shows preference for
one of the views discussed or if the writer is
being a moderate by citing/ highlighting
relevant evidence

I am able to:
Explain how the writer concludes by making
reference to content
Notice the writers use of rhetorical form but am
unable to explain how this helps to wrap up his
conclusion
Guess if the writer shows preference for one of the
views discussed or if the writer is being a moderate
by referring to some evidence but I am not entirely
sure of my reading

I am able to:
Paraphrase the conclusion but am unable to explain
how this section acts as a conclusion
Notice the writers use of rhetorical form but am
unable to explain how this helps to wrap up his
conclusion
Identify words/phrases that have connotations but I
am unable to tell if the writer shows preference for
one of the views discussed or if the writer is being a
moderate

Annex C: Grading Rubric for Assignment 2 Listen, Synthesize and Respond (20
marks)
Task

Criterion
Approaching Expectations (0-3 marks)

Mark

Student is able to identify only a few key ideas in the video and record
them in the mind map
Student has difficulty differentiating key ideas from details
Student attempts to categorise key ideas and details but might not
always does it correctly. Relationships between key ideas and details
are also vague.
Student shows ability to recognize rhetorical forms and devices but
does not show understanding of how form affects content
Student is not able to articulate thesis statement/ argument but is able to
state key ideas OR student might show misunderstanding of the thesis
statement/ argument

Meeting Expectations (4-6 marks)

Mind
Map

Student is able to identify most key ideas in the video and record them
in the mind map
Student is able to differentiate key ideas from details most of the time
Student is able to categorise key ideas and details but their relationships
might not always be clear
Student shows ability to recognize rhetorical forms and devices and
attempts to include this this knowledge his/ her mindmap but it could
have been better used
Student shows a general understanding of what the speakers thesis
statement/ argument is but the thesis statement/ argument might be
phrased awkwardly or might not show complete understanding

Exceeding Expectations (7-10 marks)

Student is able to accurately identify all key ideas in the video and
record them in the mind map
Student is able to differentiate key ideas from details with no difficulty
at all
Student is able to cleverly categorise all key ideas and details such that
the relationships between them are clearly demonstrated
Student shows ability to recognize rhetorical forms and devices and use
this knowledge prudently to construct his/ her mindmap
Student shows clear understanding of what the speakers thesis
statement/ argument is and is able to articulate it succinctly and clearly.

Task

Criterion
Approaching Expectations (0-3 marks)

Mark

Student is unable to articulate the main issue(s) clearly and correctly. His/
her response shows partial/ wrong understanding.
Student is unable to explain why this issue is worth considering or is only
able to cite superficial reason(s) why this issue is worth considering.
Response is lacks consideration of the context in which this issue arose
and how it affects people in that society.
Student is unable to explain how this issue is related to him/ her and
people living in his/ her society. Reason(s) cited is/ are at best superficial
and overly generic.
Students response is poorly written, with major grammatical and
expression errors. Response appears to be a regurgitation or paraphrasing
of contents of the video, and does not reflect students understanding.

Meeting Expectations (4-6 marks)

Short
Response

Student is able to articulate the main issue(s) clearly and correctly. His/
her response might show slight misunderstanding but in general
understanding is intact.
Student is able to state and explain why this issue is worth considering by
making reference to the contents of the article as well as his/ her own
research or prior knowledge. Response shows effort in trying to explain
how the lives of people are affected by this issue though explanation
could have been better.
Student is able to explain how this issue is related to him/ her and people
living in his/ her society though explanation might not be backed by
reliable evidence or knowledge of his/ her society and might not be fully
developed.
Students response is average, with some grammatical and expression
errors. Response may lack coherence or substantiation.

Exceeding Expectations (7-10 marks)

Student is able to articulate the main issue(s) clearly and correctly and
shows full understanding of discussion.
Student is able to state and explain why this issue is worth considering by
making reference to the contents of the article as well as his/ her own
research or prior knowledge. Response shows consideration of how this
issue affects more than those mentioned in the video and why it should be
addressed.
Student is able to explain how this issue is related to him/ her and people
living in his/ her society by drawing clear connections and elaborating on
why this issue is relevant.
Students response is well-written, with little to no grammatical and
expression errors, and thoughts and ideas are expressed coherently.
Students response contains some insightful/ interesting comments or
observations.

10