Kajian Tindakan Berasaskan Sekolah

WORDWISE - USING PICTURES AND EXPLICIT VOCAB TEACHING STRATEGIES TO IMPROVE 5 S1 DESCRIPTIVE COMPOSITIONS
Oleh RAHMAH BT HJ SAYUTI SMK CANOSSIAN CONVENT, KLUANG, JOHOR.
ABSTRACT This classroom action research was conducted with a view to help Form 5 Science 1 students of Sekolah Menengah Canossian Convent, Kluang improve their vocabulary in descriptive compositions. The research was carried out from the 15th February 2008 to the 24 April 2008 on 31 students by the English Language teacher. Assessments of students descriptive compositions revealed a serious lack of vocabulary besides being dull to read. The aim of the research was to help students expand their vocabulary in order to write descriptive compositions using pictures from newspapers and explicit vocabulary teaching strategies. A module (WORDWISE: If You Dont Lose It, You Lose It) was designed for this purpose and a theme was selected. Four strategies were used and the results analysed. The findings of the research were discussed and recommendations offered.

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Teaching and Learning Reflections Having taught 5 Science 1 students for eight months when they were in Form 4 in 2007, I noticed a serious lack of vocabulary needed to write good compositions in the class work given, particularly in descriptive compositions in the majority of the students. The class consisted of 35 students of mixed ability as there was no streaming of classes for English. The linguistic abilities ranged from good to poor. The above observation could be directly related to three factors. Firstly, as a teacher, I tended to focus on narrative compositions compared to the other genres such as descriptive, factual, argumentative and open topic compositions, which are more difficult to attempt. Secondly, students L2 background. The majority of the students did not come from English-speaking homes and Chinese and Tamil were the main languages used as a medium of communication. The use of the mother tongue is also predominant even in the English classes. A third factor was the lack of extensive reading culture among students whether at home or in school, hence resulting in the lack of vocabulary in their writing. Based on the observations, I believe that there was a need to address the issues. Considering the fact that vocabulary is one of the important requirements in good writing, I decided to design a vocabulary module that uses pictures from newspapers and to employ some explicit teaching strategies to complement the module. Why pictures? A picture is worth a thousand words- students are drawn to pictures and pictures can act as stimuli to trigger a students imagination and to activate his or her schemata. Since every student brings a schemata or pre-existing knowledge based on his or her experiences in life, the use of pictures would help activate the schemata. Furthermore, pictures from newspapers are easily available and are familiar to students.

2.0

Research Focus This research focused on helping 31 students of Form 5 Science 1 to expand their vocabulary in order to write descriptive compositions using pictures and explicit vocabulary teaching strategies. The pictures were taken from the newspapers and were categorised into selected themes such as people, scenes etc. In class and exam compositions, it was observed that students displayed specific weaknesses. They were: i) the lack of descriptive vocabulary (nouns and adjectives) at the word and phrase levels in compositions ii) the inappropriate use of words and phrases in students compositions iii) the lack of interest value in compositions as a result of the above

Kajian Tindakan Berasaskan Sekolah It was also noted that in the mid-year and end-of year compositions in 2007 (Form 4), 70% of students chose descriptive compositions compared to the other four genres namely, narrative, factual, argumentative and open topic in Paper One. Hence, there was a strong tendency for students to choose descriptive compositions. In addition, vocabulary is important as it plays a key role in helping students write better. All languages are made up of words and words convey meaning. If we choose the wrong words, then the wrong meaning is conveyed. Hence, having a big store of words and knowing how to use them are very important in writing compositions. In addition, learning vocabulary is an enormous task. Students may encounter up to 50,000 different words in their textbooks and thousands of unfamiliar words in the supplementary texts used by their teachers. As Decarrico (2001) states, Vocabulary learning is central to language acquisition, whether the language is first, second or foreign Another important consideration for carrying out this research was assessment. The writing component in Paper One of the Sijil Pelajaran Malaysia offers basically five genres: narrative, descriptive, factual, argumentative and open topic. A descriptive composition will be one of the five composition questions given to candidates. This section alone carries a weighting of 50 marks from 80 marks in Paper One. Hence, doing well in this part of the paper is an important factor to doing well in the English paper. Based on my evaluation of students compositions in 2007, there was a lack of vocabulary resulting in dull compositions to read. To do well in descriptive writing, a student must display a wide and precise range of vocabulary suited for this genre. Furthermore, since it is more difficult to score in a factual composition, there is then a logical and practical reason to focus on descriptive compositions. Because my students read in English or speak English minimally, they were very dependent on classroom lessons. Hence, explicit vocabulary teaching methods were incorporated in building the WORDWISE module. The data was evaluated quantitatively and qualitatively to gauge any progress before and after the implementation of the strategies. 3.0 Research Objectives 3.1 General objectives: The aim of this research is to help students expand the breadth or store of vocabulary for descriptive composition using a module called WORDWISE: If You Dont Use It, You Lose It (Appendix A). The module has the following features: uses common pictures from newspapers Thematically based following the Fm 5 English syllabus e.g. people, scenes, food, etc. contains explicit teaching strategies that activate, engage and apply students schemata 3.2 i) ii) iii) iv) Specific objectives: To employ four explicit strategies in teaching vocabulary incorporated in the module To analyse the use of the 30 target vocabulary in the pre-test and post test and in five selected descriptive writings of target students (average to poor) quantitatively and qualitatively To evaluate the effectiveness of using pictures from newspapers as stimuli in vocabulary teaching To raise teacher awareness on the effective strategies for teaching vocabulary for descriptive writing

4.0

Target Group The target group consisted of 31 students from Form 5Sc1 who had a range of good to poor linguistics skills. Four students were excluded as they were absent in some lessons due to co-curricular activities and therefore could not follow all the lessons fully. Implementation of the Research 5.1 Observation of the source of the Problem When evaluating compositions from March to October 2007, it was discovered that students compositions lacked vocabulary, particularly descriptive compositions. Such compositions require

5.0

Kajian Tindakan Berasaskan Sekolah plenty of details especially the use of nouns and adjectives. Although the length of the compositions was appropriate, the vocabulary used was below adequate and consisted of general words which were often repeated. Another observation was by way of a short questionnaire on the strategies used by students to acquire vocabulary in English. It was found that students employed implicit or incidental strategies in learning vocabulary. This refers to strategies that are indirect and require frequent exposure which usually happens in the case of first language learners. Examples are wide reading, listening to the teacher or engaging in oral conversations in daily life. However in a second language situation (L2), it is virtually impossible to receive the same amount of exposure on a frequent basis due to mother tongue interference and other factors. Exposure is less extensive and less varied. 5.2 Analysis of the Problem

5.2.1 Analysis of the questionnaire The following questionnaire which consisted of 10 items was administered to all 31 students to find out the strategies the students use in learning new words (Appendix B). The time given was 30 minutes and the following results were obtained: TABLE 1 Questionnaire How do you learn new words? Tick the strategies that you use below: Strategy 1. Listen to teacher to explain the word. 2. Look it up in the dictionary. 3. Guess the meaning from context. 4. Memorise the word. 5. Read story books. 6. Write the word in a vocabulary book. 7. Do mind map. 8. Listen to the teacher read aloud. 9. Group new words into different areas. 10. Talk to family and friends Total responses # of Students responses 7 4 3 3 7 0 0 2 0 5 31 Notes *

The questionnaire revealed that the top three strategies used by the students (items 1, 5 and 10) were implicit strategies for learning vocabulary. These strategies are also known as implicit strategies that promote vocabulary learning naturally through wide reading and daily conversations for example. The important point to note is in using these strategies, plenty of exposure is needed. If little exposure is received, the rate of vocabulary growth will be slow. Taking the students L2 background into consideration, little English is used at home as the medium of communication is the mother tongue. Hence, there is little exposure and opportunity to learn new words using these strategies. This being the case, the strategies employed by the students were inappropriate to speed up vocabulary learning and expansion of words. Based on these findings, the teacher wanted to investigate whether explicit or direct strategies in teaching vocabulary can improve students store of words. The teacher then decided to build a module using common pictures in newspapers as stimuli. This is because newspapers are cheap and provide plenty of pictures that depict current events and products for example. Pictures are universal stimuli to aid learning and provide a starting point for developing vocabulary. They provide concrete referents for learning new words and phrases. Four explicit or direct teaching strategies were chosen to complement the module in subsequent lessons. The module was divided into five themes namely, People, Scenes, Products, Food and Miscellaneous.

Kajian Tindakan Berasaskan Sekolah 5.2.2 Analysis of the pre-test A pre-test was first administered to the 31 students before any intervention (activities) was carried out. For this purpose the theme Scenes was selected as describing scenes is part of the Form 5 syllabus. A total of 30 target vocabulary items (nouns and adjectives) related to flooding was listed (Appendix C). The choice of words was carefully selected and balanced. There were arranged in alphabetical order. Students had to identify words according to three categories: never seen or heard, have seen or heard and I know it (Please define it). The following results were obtained: TABLE 2 Pre-test Results Pre-test Have seen or heard % 30.0 26.7 36.7 26.7 23.3 23.3 10.0 26.7 21.7 36.7 33.4 16.7 33.3 13.3 16.7 10.0 30.0 30.0 13.3 30.0 16.6 33.3 33.3 13.3 16.7 33.3 16.6 10.0 16.7 40.0 6.6

Student

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31

Never seen or heard % 13.3 33.3 30.0 33.3 16.7 30.0 6.7 23.3 18.3 33.3 23.3 36.7 23.3 0 23.3 20.0 43.4 10.0 23.4 26.7 26.7 33.3 16.7 6.7 16.7 33.3 16.7 20.0 43.3 16.7 16.7

I know it (Please define it) % 56.7 40.0 33.3 40.0 60.0 46.7 83.3 50.0 60.0 30.0 43.3 46.6 43.4 86.7 60.0 70.0 26.6 60.0 63.3 43.3 56.7 33.4 50.0 80.0 66.6 33.4 66.7 70.0 40.0 43.3 76.7

For the purpose of analysing the above data, the middle percentage of 50% was used to find out whether there were some patterns or conclusions that could be derived from the data. Based on the pre-test the following observations were deduced: i) For column 1 (never seen or heard), the percentage ranged from the lowest score (6.7%) to the highest score (43.3%). None of the students claimed to have never seen or heard 50% or more of the target vocabulary the teacher had chosen. For column 2 (have seen or heard), the percentage ranged from the lowest (6.6%) to the highest (40%). No student claimed to have seen or heard 50% or more of the target vocabulary. For column 3 (I know it! Please define it), the lowest score was 26.6% and the highest was 83.3%. 17

Kajian Tindakan Berasaskan Sekolah students or 58.1% knew 50 % or more of the target vocabulary. This was a good baseline data for the teacher to proceed with the research. It would be interesting to find out whether this figure would have changed after the planned teaching strategies were carried out in the classroom. Based on the findings, the teacher decided to implement four direct or explicit vocabulary teaching strategies using the module built and to see whether any changes would take place after the post-test was given. 5.3 Plan in Action

5.3.1 Activities There were altogether four cognitive strategies or activities designed and carried out to help expand the students vocabulary in describing scenes. Direct teaching strategies were used in that the strategies taught vocabulary explicitly, not by accidental means such as wide reading for example. The four activities were divided into three learning stages namely, activate, engage and apply. They were: TABLE 3 Types of Cognitive Activities Designed Activity Activity 1: Semantic Mapping Activity 2: Categorising Activity 3: Open Gap-fill Activity 4: Paragraph-writing Stages of Learning Activate Engage Apply Apply

5.3.2 Materials used i) Task sheets from the WORDWISE module built earlier. 5.3.3 Classroom management i) Individual work ii) Group work iii) Gallery Walk method 5.4 Implementation and Observation/Evaluation 5.4.1 Implementation of Activity 1: Semantic Mapping (Activate) Students were given two pictures of scenes of a flood taken from the New Straits Times. The pictures were placed in the centre of a semantic map (Appendix D). In groups of four (eight groups altogether), they brainstormed and filled the clouds in the task sheet with 20 words/phrases they knew and were related to the scenes. The groups were a mixture of one good proficiency student, two averages and one weak. Using the gallery walks method, students moved from one table to another to copy new words, which were not in their list. The groups were then asked to list all the words on the board based on their list. The same words were not repeated. i) Observation Some interesting observations were recorded. First, the picture of flood scenes in Malaysia played it role as stimuli to activate or trigger students memory and schemata. The recent floods was everyday news in the local papers hence the familiarity of topic too. The semantic map allowed them to brainstorm the relevant words. Second, students were excited as they shared their knowledge of the recent floods and the words/phrases related to it. Anxiety level was low as it involved group work. Third, each group collated approximately 40 new words while doing this activity. In total, 320 words/phrases were generated through the sharing of words based on the students own schemata. Clearly, this carefully planned activity expanded the students quantity of words/phrases.

Kajian Tindakan Berasaskan Sekolah ii) Reflection The teacher was pleased to note that the choice of pictures was suitable and something the students could relate to. The pictures provided the context for the activity. In addition the group work allowed them to be more relaxed and spontaneous. The task was interesting to them as they could recall personal or other experiences related to floods. Students were surprised and delighted at the number of words they had produced through this activity. I personally found that students needed the right activity to activate their vocabulary. Furthermore, I discovered that with a mixed ability class, the better students could help the poorer students provided activities were well-planned. Interestingly, teacher instruction was minimal as students played the active role in the discussion. Based on the above observations, the teacher felt there was a need to use the words generated in a meaningful way. Thus the second activity was carried out in the next lesson with this intention in mind. 5.4.2 Implementation of Activity 2: Categorising (Engage) In this part of the lesson, students were required to categorise the words they collated in the previous activity into meaningful categories. A graphic organiser was designed for this purpose (Appendix E). The task required students to engage themselves in the activity. The teacher led the discussion on which categories were relevant by looking at the list of vocabulary generated. The class agreed upon six categories namely, feelings, causes, effects, property, people and help. They then filled the graphic organiser with the relevant words that fit the category. i) Observation In this lesson students had to apply some deep thinking processes in order to see the relationship or connection between words and the categories or word families. They had to sort out which words/phrases were suitable for which category. The groups then wrote the relevant words/phrases into each category depending on their understanding of the meaning of the words/phrases. Some students were slightly confused earlier but teacher led discussion was helpful to clarify matters. Any overlapping words/phrases were discussed and the best or dominant category selected for the words/phrases. There were adequate opportunities for exploration. ii) Reflection It was interesting to note the different categories suggested by students initially. Finally a list of six categories was chosen. The second observation was the use of a visual aid such as a graphic organiser helped students see the connections between words/phrases and their categories clearly. For instance, the word trauma would be placed under the category effect and not the others. This showed that students understood the meaning of the word enough to place it in the right category. The activity promoted active processing of information. Students also applied higher order thinking skills in making the connections between words/phrases and the categories. When asked what they thought about the activity, some responded in the following way: interesting different not that easy teacher.

5.4.3 Implementation of Activity 3: Open Gap-fill (Apply) In this stage of the lesson, students were required to apply their understanding of the words/phrases learnt in the previous lessons. An open gap fill using a newspaper report on floods was given to individual students. Individually, they had to fill in twelve gaps with suitable words they had learned according to the context of the report (Appendix F). Discussion of student responses was carried out after thirty minutes. i) Observation The students found this activity to be the most challenging as they had to recall the words/phrases and decide whether they were appropriate. No discussion was allowed while they were filling in the gaps. Because this was an open gap-fill, there might be more than one

Kajian Tindakan Berasaskan Sekolah correct answer as in items 2. abandoned/left and 3. Victims/evacuees. Other answers were accepted as long as they applied the words they had learned in the previous lessons. The teacher was pleased to note that 28 out 31 students or 90.3% were able to complete all the twelve gaps with words learnt in the previous lessons after their responses were checked by the teacher. ii) Reflection Although the students found the newspaper report to be slightly difficult, it was an appropriate choice as the teacher could control the vocabulary items to be supplied by the students. The vocabulary items were similar to the target vocabulary used in the pre-test. The reason for finding the report slightly difficult could be due to the fact the students seldom read reports in English newspapers preferring the entertainment sections. Since this was an open gap-fill, it demanded the students to remember the vocabulary they had learned in the two previous activities as the options were not given. Given the thirty minutes time frame, students were able to apply the words they had learned to fill in the gaps. The activity achieved its purpose. 5.4.4 Implementation of Activity 4: Paragraph-writing (Apply) The final activity required the students to write a descriptive essay on Floods in my Housing Area in a single paragraph, using approximately 120 words. The students were given fortyminutes to write and use all the words/phrases they had learned. The paragraphs were collected and five samples from good to weak marked by the teacher (Appendix G). i) Observation This activity was a summary of all the previous three activities where students were not only required to use the words/phrases they had acquired but also to use them correctly in a descriptive writing. Attention was given to grammatical appropriateness and meaning conveyed. Students were given forty minutes to write on a test pad and the teacher marked a sampling of students work. The target vocabulary found in the description was circled. The following table summarises the students performance: TABLE 4 Analysis of Target Vocabulary Used Students Level No. of words from target vocabulary used 20/30 15/30 15/30 13/30 14/30 Appropriateness (grammar and meaning) Excellent Good Good Satisfactory Satisfactory

A B C D E

Good Average Average Weak Weak

ii) Reflection It was found that the students made real attempts to use the target vocabulary in the essays. For those with better proficiency, the words/phrases were higher in terms of quantity and used correctly compared to the weaker students. The time of forty minutes was sufficient for students to write an eighty- word essay and the title given was appropriate.

Kajian Tindakan Berasaskan Sekolah 5.4.5 Post-test As a final step to gauge whether there was any improvement in terms of the breadth (quantity) of vocabulary learnt, a post-test was conducted using the same items in the pre-test. The results of the post-test are shown below in comparison to the pre-test: TABLE 5 Comparison of Pre-Test and Post-Test Results

Student Never seen or heard % 13.3 33.3 30.0 33.3 16.7 30.0 6.7 23.3 18.3 33.3 23.3 36.7 23.3 0 23.3 20.0 43.4 10.0 23.4 26.7 26.7 33.3 16.7 6.7 16.7 33.3 16.7 20.0 43.3 16.7 16.7

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31

Pre-test Have seen or heard % 30.0 26.7 36.7 26.7 23.3 23.3 10.0 26.7 21.7 36.7 33.4 16.7 33.3 13.3 16.7 10.0 30.0 30.0 13.3 30.0 16.6 33.3 33.3 13.3 16.7 33.3 16.6 10.0 16.7 40.0 6.6

I know it (Please define it) % 56.7 40.0 33.3 40.0 60.0 46.7 83.3 50.0 60.0 30.0 43.3 46.6 43.4 86.7 60.0 70.0 26.6 60.0 63.3 43.3 56.7 33.4 50.0 80.0 66.6 33.4 66.7 70.0 40.0 43.3 76.7

Never seen or heard % 0 16.7 16.7 6.7 0 3.3 6.7 13.4 10.0 16.6 0 3.33 3.33 0 6.7 0 30.0 10.0 0 10.0 0 23.3 10.0 6.7 0 16.7 3.3 6.7 0 20.0 0

Post-test Have seen or heard % 10.0 33.3 40.0 33.3 23.3 30.0 13.3 13.3 30.0 30.0 20.0 30.0 23.3 100 26.7 13.3 13.3 10.0 23.3 20.0 20.0 26.7 23.3 0 16.7 33.3 6.7 10.0 36.7 10.0 13.3

I know it (Please define it) % 90.0 50.0 43.3 60.0 76.7 66.7 80.0* 73.3 60.0 53.4 80.0 * 66.7 73.4 100 66.6 86.7 56.7 80.0 76.7 70.0 80.0 50.0 66.7 93.3 83.3 50.0 90.0 83.3 63.3 70.0 86.7

i) Observation Looking at the post-test scores, it can be deduced that 30 out of 31 students showed improvements in the quantity of words learnt after the four strategies were implemented. This can be seen from all the three columns in the above table. Column 1 (never seen or heard) displayed a significant reduction while Column 3 (I know it! Please define it) showed significant increase. The most important indicator is Column 3 where students understood a word and was able to give a definition. The highest increase or improvement as shown in the third column is 36.7% (student 11). Although student number 7 dropped by 3.3%, it is not significant enough. ii) Reflection The post-test showed that all students ranging from good to poor linguistics ability showed positive improvements in terms of improving the breadth of their vocabulary which was the general objective of this research. It can be deduced that the materials in the module and teaching strategies chosen were suitable to achieve the aims of this research.

Kajian Tindakan Berasaskan Sekolah 5.5 Reflections on the Research To begin with, this action research was carried out with the intention to help the students expand their vocabulary in terms of breadth or quantity. As the post-test results indicated, this was successfully achieved through the use of WORDWISE module which incorporated explicit vocabulary teaching strategies. The post-test results showed a steady increase in the knowledge of the target vocabulary. This was very encouraging to the teacher. This would not have happened if there was no careful planning in the choice of activities and approach in the classroom. In other words, the teacher must consider the lesson objectives and prepare the necessary activities. He or she can also control the target vocabulary most needed by way of a frequency wordlist appropriate for the SPM. The wordlist can also be obtained from the syllabus. The four activities designed were meant to teach vocabulary directly in a second language (L2) classroom. They were intentional and generally achieved what they intended to do. In carrying out the activities, students were given plenty of opportunity for learning via the principles of activate, engage and apply. The use of pictures or visual images successfully triggered the discussion and collaboration Activity 1. This was followed by three other activities which were carefully designed to maximise the use of words/phrases related to the chosen theme which was floods. The research shows that through careful planning and selection of teaching materials, one can achieve the desired results although it could be time-consuming. With regards to vocabulary development, I realise that connecting word form and meaning was best learned explicitly, especially with my students who had limited resources for acquiring English outside the classroom. Hence, explicit teaching of selected target words was an efficient way to expand their vocabulary knowledge. I would also like to point out one of the reasons for the limited vocabulary knowledge of the students could be the little attention given to vocabulary teaching by teachers, thus more focused in-class vocabulary teaching would bring about positive outcomes. I also believe that vocabulary teaching is more effective if it is theme-related. In this research, one example of such theme is describing scenes. Students can relate easier if there is a theme that connects the words/phrases together. Also vocabulary teaching has to be made enjoyable and allow students to explore the language on their own. There is also the question of frequency which should be looked into. Should vocabulary be taught one a week or more than that? There are other ways I have benefited from this research. It has helped raised my awareness on the effective strategies, namely explicit and direct teaching of vocabulary in more ways than one. This action research has convinced me that for L2 learners, explicit teaching of vocabulary is appropriate although incidental learning like gaining vocabulary through reading should also be encouraged. It is indeed rewarding to see the improvements my students had made judging from all the activities implemented. On a more personal note, I have become more motivated to teach vocabulary and I am more aware of the various strategies that can be employed in the ESL classroom. 5.6 Suggestions for Future Research After having analysed, reflected and observed the strategies and findings of the action research, there are several recommendations that can be offered. i) A study on the comparisons between explicit and implicit strategies for teaching vocabulary in a second-language situation their impact on second language learners. ii) Using everyday pictures to enhance vocabulary in narrative and factual compositions. iii) The effectiveness of using various graphic organisers in vocabulary teaching.

Kajian Tindakan Berasaskan Sekolah 6.0 Bibliography 1. Elliot, J. 1991. Action Research for Educational Change. Open University Press: Milton Keynes & Philadelphia, UK. 2. Kemmis, S & Mc Taggart, R. 1981. The Action Research Planner. Victoria: Deakin University. 3. Lomax, P. 1990. Managing Staff Development in School: an Action Research Approach. England: Multilingual Matters LTD. 4. Biemiller, A. (2001, Spring). Teaching Vocabulary, early, direct and sequential in http://www.aft.org/american_educator/spring2001/vocab.html 5. Curtis, M.E., & Longo, A.M. (2001). Teaching vocabulary to adolescents to improve comprehension. Reading Online. 5 in http://www.readingonline.org/articles/art_index.asp?HREF=curtis/index.html

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