Building and Presenting Knowledge

For this part, we will enter seriously into the essential skills of research and presentation in writing. As we explore the significance of gathering information from both print and digital sources, you will discover effective strategies for retrieving relevant data that enhances your writing. We will focus on the importance of using in-text citations to give credit to original authors and to maintain academic integrity. Understanding how to organise and present information clearly is crucial for effective communication. By the end of the section, you should not only be able to gather and synthesise information but also articulate your findings in a coherent manner. Prepare to engage with various research tools and techniques that will empower you to produce a well-informed written work. Let us embark on this journey of discovery and expression together.

Key Ideas

• Research: Research is a systematic process of inquiry that seeks to discover new knowledge, validate existing theories or solve specific problems.

• Presentation: A presentation is a structured delivery of information, ideas or arguments to an audience.

Figure 21.1: Research

Research Research is a systematic process of inquiry that seeks to discover new knowledge, validate existing theories or solve specific problems. It plays a crucial role in advancing various fields, from science and technology to humanities and social sciences.

Understanding the fundamentals of research is essential for academic success and informed decision-making in everyday life. Research is a careful and detailed study of a specific problem, issue or phenomenon using scientific methods. The primary goals of research include exploring new ideas, understanding complex issues, providing evidence-based conclusions and contributing to the body of knowledge in a particular field. In all, research is essentially looking at /investigating an issue or phenomenon following a planned procedure.

Conducting research does not happen haphazardly. You need to plan carefully how it should be carried out. This plan serves as a guiding tool for you. With this, you can follow step-by-step the planned process to achieve your target for the research.

Types of Research

Figure 21.2: An image showing some types of research

1. Basic Research: Also known as fundamental or pure research, this type focuses on increasing knowledge without immediate practical applications. For example, studying the properties of a new chemical compound. It implies building on the existing knowledge. You do not need application of knowledge in this research. The aim is to add more knowledge to the subject/topic.

2. Applied Research: This type aims to solve specific, practical problems, such as developing a new drug to treat a disease. Unlike the basic research, applied research requires application of the results from the research. The aim of conducting such research is to find a solution or remedy to a pressing issue.

3. Quantitative Research: Involves collecting and analysing numerical data to identify patterns, relationships or trends. Examples include surveys and experiments.

The quantitative research type mostly deals with numbers. Thus, finding the numerical strengths associated with a particular phenomenon/situation to help make judgement or predictions on the situation. The numbers help to compare the situations for a conclusion to be made.

4. Qualitative Research: This type of research involves non-numerical data such as interviews and observations, to understand concepts, experiences or social phenomena. Numbers are not necessary in this research type. It mostly involves physical engagement with the situation and with relevant other individuals. The thoughts of individuals are important here.

The Research Process

₁. Identifying a Research Problem: Start with a question or problem that needs investigation. There would not be the need for any research/investigation without a problem. Identifying the problem sets you off for the research. Questions like: What is the problem? How can I solve the problem? could guide the identification of the roots of the problem.

2. Literature Review: Review existing research to understand the current state of knowledge and identify gaps. There hardly would be a situation/problem without information on it. Literature review requires that you look at what others have said about the phenomenon. This would assist you carefully to gather more information or knowledge and the different perspectives about the issue.

3. Formulating a Hypothesis or Research Question: Develop a clear and focused hypothesis or question that guides the study. Ask yourself questions about your study. What is the problem? What am I looking for? Why am I looking for such thing?

How do I get what I am looking for? These questions will guide your investigation/ study.

4. Designing the Study: Plan the methodology including data collection methods, sampling and analysis techniques. This has to do with how you are going to carry out your research. It includes the method you are going to employ for in the study, the sample size of your respondents, the sampling technique/strategy and the technique to use to examine the data collected.

5. Data Collection: Gather data using tools such as surveys, experiments, interviews and observations. You can gather your data by examining the subject using a planned process, asking questions and receiving answers from respondents and by physically looking at what is under study.

6. Data Analysis: Analyse the data to reach conclusions by using statistical or thematic analysis methods. Statistical method of analysing data involves using tables, charts and graphs to present the information gathered. This helps to make predictions about a larger population based on a sampled data. It also determines the relationship between dependent and independent variables. Employing thematic analyses method enables you to identify patterns in a set of data to find themes or make sense out of it.

7. Conclusion and Recommendations: Summarise findings, discuss implications and suggest further research or practical applications. In your conclusion, briefly state your findings, the implication of the findings and suggest its application or further research if need be.

8. Dissemination: Share the research findings through reports, publications, presentations or other means. If the research is meant for the consumption of the general public, you can share it by presenting it or publishing it.

Ethics in Research

Figure 21.3: An image showing some of the ethics in research Ethical considerations are crucial in research to ensure the integrity of the study and the welfare of participants. The key ethical principles are:

1. Informed Consent: Participants must be fully informed about the study and voluntarily agree to participate. Do not force or lure respondents/participants to take part in the research. Make it known the participants what you are studying and the purpose of the study. Give them free will to decide whether or not to take part.

2. Confidentiality: Protecting the privacy and personal information of participants.

It is crucial that you assure the respondents that the information you are collecting from them is going to be confidential. Thus, it would not be disclosed to any third part/person. When they are assured and convinced of this, they would be glad to participate.

3. Avoiding Harm: Ensuring that the research does not cause physical, psychological or emotional harm. Be as tactful, humble and careful as possible so that you do not cause harm to the participants. Do not hurt them physically, emotionally or psychologically.

4. Plagiarism: Research must acknowledge the sources of any material incorporated in the research. The problems associated with unaccredited sources should not be underestimated. Plagiarism amounts to stealing someone’s intellectual property.

To avoid this, make sure you acknowledge any source you gather data/information from.

Importance of Research

₁. Advances Knowledge: Research helps expand understanding and contributes to the development of new theories and technologies. As you research, you learn also. By exposing yourself to different kind of information, issues, perspectives and others, you expand your knowledge and broaden your horizon.

2. Informs Policy and Practice: Research provides evidence that can influence policies, practices and decision-making in various fields. Research helps you to make informed decisions that run your daily activities or lives. This is possible because we have been exposed so much to the world around us.

3. Promotes Critical Thinking: Engaging in research fosters analytical skills, critical thinking and problem-solving abilities. Engaging in critical or technical situations through research improves your thinking, analytical and problem-solving abilities.

Figure 21.4: A list of some importance of research Strategies for Learning Research ₁. Start with the basics: Begin with an introduction to research concepts, methods and terminology.

2. Use real-world examples: Illustrate research concepts with practical, real-world examples. Do not tackle your research with imaginations. Rather look at what is happening. Align yourself to the experiences you have had.

3. Encourage curiosity: Foster a curious mindset, encouraging yourself to explore and investigate. Ask more and more questions about what you want to investigate.

Try to want to know everything about the subject. Advance more into it to know more.

4. Teach information literacy: Learn how to find, evaluate and use credible sources for your research. In a world of ‘fake news', this is a major issue and media awareness is vital. You can seek the support of your colleagues and teachers if you have any difficulty in doing that.

5. Make it interactive: Incorporate hands-on activities, discussions and group work to engage yourself. It is helpful to practise what you read about while you research so that you become adept at it. You also discuss how research is done with colleagues so that you learn from yourselves.

6. Seek guidance: Call for support and guidance throughout the research process.

Thus, when you face a challenge in the process of your investigation, it is advisable that you seek support from teachers, colleagues or any other person you think can help you out.

7. Encourage critical thinking: Pay attention to how to analyse, evaluate and synthesise the information. This calls for critical thinking on how to examine, measure the validity of the data/information and how to put the pieces of information together to form your research work. You must think carefully before you can do that.

8. Use technology: Utilise digital tools and resources to facilitate research. It may not be possible for you to do effective research without utilising the serves of digital tools. Use computers or smart phones to aid you in the investigations. These tools help to make work easier and faster.

9. Assess and feedback: Regularly assess your progress. Make your work available to your teacher and peers to provide you with constructive feedback. You can also contact teachers with your research work for them to provide feedback to you. All these would help you assess your progress level.

10. Collaborate: You are encouraged to collaborate with colleagues to promote shared learning. When you work together it gives you the opportunity to share ideas among yourselves. So, you learn from one another.

11. Teach time management: Manage your time effectively to complete research tasks. Research is conducted within a stipulated time. It is therefore important that you be time conscious so that you can finish that task on time. This would make that research meet its purpose or usefulness.

12. Encourage originality: Develop original research questions and ideas. Try research on the issue personally. Form research questions and ideas yourself. Do not copy verbatim what other people have written about the topic. Remember to acknowledge the sources you took your information from. This would make your work look original.

Introduction 1.0 Background of the study Environmental degradation is a critical issue in Ghana, particularly in regions rich in natural resources. The country's mining sector, a key economic driver, has been linked to severe environmental issues including land degradation, deforestation and water pollution.

1.1 Problem Statement

While mining contributes significantly to Ghana's GDP, it also poses serious environmental challenges that affect the livelihoods of local communities. This study aims to assess the extent of environmental degradation and its impact on these communities.

1.2 Research Objectives

This research aims to:

1. Identify the key environmental challenges associated with mining in Ghana.

2. Assess the socio-economic impact of environmental degradation on local communities.

3. Explore community perceptions and responses to environmental degradation.

4. Recommend strategies for mitigating the negative effects of mining activities.

Literature review 2.0 Environmental Degradation in Mining Areas This section provides an overview of the types and causes of environmental degradation, including soil erosion, water contamination and deforestation.

2.1 Socio-Economic Impacts

Analysis of the effects of environmental degradation on agriculture, water resources, health and local economies.

2.3 Regulatory Framework and Policies

Review of Ghana's environmental laws and regulations concerning mining activities, including gaps and enforcement challenges.

Methodology 3.0 Research Design

Mixed-methods approach, integrating quantitative surveys and qualitative interviews.

3.1 Sampling Selection of three mining regions (Western, Ashanti and Eastern Regions) for case studies.

3.2 Data Collection

3.2.0 Quantitative Data

Surveys were conducted with residents and miners to quantify the impact of environmental degradation.

3.1.1 Qualitative Data

In-depth interviews with community leaders, environmental activists and government officials.

3.4 Data Analysis

Statistical analysis of survey data and thematic analysis of interview transcripts.

Results and Discussion

4.0 Extent of Environmental Degradation

Findings on land degradation, water pollution and deforestation in the mining regions.

4.1 Impact on Community Livelihoods

Analysis of how environmental issues affect agriculture, water supply, health and economic activities.

4.2 Community Perceptions and Responses

This section provides insights into how communities perceive environmental degradation and the measures they take to mitigate its effects.

Conclusion and Recommendations

5.0 Conclusion Summary of key findings highlighting the significant impact of mining-related environmental degradation on local communities.

5.1 Recommendations Policy recommendations for sustainable mining practices, improved regulatory enforcement and community-based conservation initiatives.

References: Cite all relevant sources of information.

Presentation

Figure 21.5: An image depicting presentation A presentation is a structured delivery of information, ideas or arguments to an audience. It typically involves a speaker or a group of speakers conveying a specific message or content using spoken words, visual aids and sometimes multimedia elements. Presentations can vary in length and format, depending on the purpose and setting. The audience is another element to consider in presentation. The social class of audience influences the lengths and format of the presentation.

Key Elements of a Presentation

₁. Content: The subject matter or main message being communicated. It includes facts, data, arguments and insights relevant to the topic. Speak to the main message without deviating. Provide evidence relevant the topic to back your message.

2. Structure: A clear organisation that typically includes an introduction, body and conclusion. The introduction sets the stage, the body provides the main content and the conclusion summarises and reinforces the key points. The structure of a presentation is a very important. It gives the work form, indicating where the components of work are placed. It ensures that work is well formed/organised

3. Delivery: The mode of delivering the message is critical in understanding the message. This is the way the presenter communicates the content, including verbal and non-verbal communication. This involves tone of voice, pace, volume, body language, eye contact and gestures. When these are applied well it helps to boost the understanding audience.

4. Visual Aids: Tools used to support the presentation, such as slides, charts, graphs, images, videos and other multimedia. Visual aids help to illustrate points, provide evidence and engage the audience. These help to support any difficulties faced by the audience so that those who suffer from disadvantages would be supported by other means of getting the message.

5. Audience: The group of people who are listening to and observing the presentation.

Understanding the audience is crucial for tailoring the content and delivery style to their interests, knowledge levels and expectations. Having the audience in mind would enable you to choose level appropriate language and style for the presentation.

Types of Presentation

Project work: Project work presentation is a way to explain a project’s processes and deliverables to stakeholders. The purpose of this is to ensure that everyone is on the same page about the project goals, timelines and deliverables.

Term paper: This is an oral presentation of a completed research project.

PowerPoint: It is a slideshow that uses slides to convey information such as texts, images, charts, videos and animations. It can be done using computer and projector.

Activity 21.1 Research and Presentation

1. In mixed-ability/gender groups, do research on the impact of sexual harassment on learners.

2. Exchange your research work with a colleague to review as you also review their work.

3. Choose to research a topic and with the help of local and internet sources orally present your findings to the whole class.

4. Carefully evaluate your research sources for credibility and reliability and justify your choice of the topic.

5. Throw your research topic and plan to the class for feedback and guidance.

If you wish a straightforward, more easily accessible topic, you might consider a subject like: ‘It is often suggested that young people in the 14-18 age group watch television less than their parents’ generation do. Is there evidence for this - and are there possible explanations?’.

We continue our journey from Section 22, investigating closely the art of writing. Our focus shifts to building and presenting knowledge effectively. In today's interconnected world, the ability to communicate ideas clearly and persuasively is essential. We will explore techniques to enhance your writing skills, emphasising the importance of structure, clarity and engagement. Through various activities and discussions, you'll learn how to organise your thoughts, support your arguments with evidence and present your knowledge in a way that captivates your audience. Whether you're writing an essay, a report or a creative piece, these skills will empower you to express your ideas with confidence. Get ready to refine your writing skills and elevate your presentations as we conclude this exciting journey of learning together.

Key Ideas

• Research: This is the systematic process of gathering, analysing and interpreting information to increase understanding of a particular topic or issue.

• Presentation: Presentation is the act of conveying information or ideas to an audience in an organised and engaging manner.

We learned about text types and presentation and we studied how to write minutes and projects. Again, we also learned how to write formal letters to people in higher institutions. We are continuing our lesson on research and presentation today.

Research is defined as the systematic process of gathering, analysing and interpreting information to increase understanding of a particular topic or issue. It can be seen as identifying a question or problem, collecting relevant data from different sources, evaluating the information for credibility and reliability and drawing conclusions based on the findings. As you may have realised, the term “research” goes beyond what some of us perceive it to be (simply reading about a topic, usually from the internet).

Figure 24.1: Some types of research Types of Research

1. Basic Research: Involves collecting original data through surveys, interviews or experiments. This form of research allows learners to gather first-hand information.

2. Applied Research: Involves analysing existing data, studies or literature to solve specific problems. Applied research, just like its name applies existing knowledge to develop new products or technologies.

3. Qualitative vs. Quantitative Research

a. Qualitative: Focuses on understanding concepts, thoughts or experiences (e.g., interviews, open-ended surveys).

b. Quantitative: Involves numerical data and statistical analysis (e.g., close-ended surveys, experiments).

Key Components of Research

Figure 24.2: A list of the components of research These are the elements that guide the research process and will help you organise your work effectively.

1. Research Objectives: A clear, focused objective gives the reason for the research or what the research aims to achieve.

2. Hypothesis: This is a prediction or statement that is testable. The hypothesis predicts the outcome of the research based on existing theories or knowledge. Not all research requires a hypothesis, but it can be useful in experimental studies.

3. Literature Review: A review of existing research and literature related to the topic is necessary. This component helps identify gaps in knowledge and provides context for the research question.

4. Methodology: The plan for how the research will be conducted. This includes:

a. Research Design: The overall structure of the research (e.g. qualitative, quantitative or mixed methods).

b. Data Collection Methods: Techniques for gathering data (e.g. surveys, interviews, experiments).

5. Data Collection: The actual gathering of information using the chosen methods.

This involves collecting qualitative or quantitative data relevant to the research question.

6. Data Analysis: The process of interpreting the collected data to draw meaningful conclusions. This may involve statistical analysis for quantitative data or thematic analysis for qualitative data.

7. Results: A presentation of the findings from the data analysis, often accompanied by charts, graphs or tables to illustrate key points.

8. Discussion: An exploration of the implications of the results, including how they relate to the original research question, existing literature and potential limitations of the study.

9. Conclusion: A summary of the research findings and their significance. It may also include recommendations for future research or practical applications of the findings.

10. References/Bibliography: A list of all sources cited in the research, formatted according to a specific citation style (e.g., APA, MLA). This component is crucial for acknowledging the work of other researchers and avoiding plagiarism.

11. Publication: This is where the results are shared with the larger community, like the school or on the internet.

Importance of Research

₁. Critical Thinking: Research encourages learners to analyse information critically, distinguishing between reliable sources and misinformation. This skill is crucial in today's information-rich world.

2. Knowledge Acquisition: Engaging in research allows students to investigate deeper into topics of interest, expanding their knowledge base and understanding of various subjects.

3. Problem-Solving: Research often involves identifying problems and seeking solutions. This process enhances problem-solving abilities which are essential in both academic and real-world situations.

4. Preparation for Higher Education: Many tertiary-level courses require extensive research projects. Doing research at this level will prepare you for your academic journey.

Presentation

Figure 24.3: An image depicting presentation Presentation is the act of conveying information or ideas to an audience in an organised and engaging manner. This can involve using visual aids, such as slides, charts or posters to support the spoken content. Presentations are an opportunity to communicate research findings, express opinions or share knowledge on a specific topic. A very good presentation requires clear structure, good public speaking skills and the ability to engage the audience, making the content accessible and interesting.

Now, let’s look at the key elements of a good presentation.

Key Elements of Presentation

₁. Introduction: Captures the audience's attention and introduces the topic.

A hook (an interesting fact, quote or question), background information and a clear outline of what will be covered.

2. Clear Structure: Organises the content logically, making it easy for the audience to follow. Typically divided into sections, such as:

a. Main points (body)

b. Subpoints supporting each main point

c. Transitions between sections to maintain flow

3. Visual Aids: Enhances understanding and retention of information. Slides (PowerPoint, Google Slides), charts, graphs, images or videos that complement the spoken content without overwhelming it.

4. Content: Provides the information or argument being presented.

Relevant facts, data, examples and anecdotes that support the main points. Ensure the information is accurate and well-researched.

5. Engagement Techniques: Keeps the audience interested and involved.

Questions for the audience, interactive elements (polls, discussions) or storytelling to make the material relatable.

6. Conclusion: Summarises the key points and reinforces the main message.

A brief recap of the main points, a strong closing statement and a call to action or a thought-provoking question to leave the audience with something to ponder.

7. Q&A Session: Allows the audience to seek clarification or further information. A prepared time for questions, demonstrating openness to discussion and engagement to audience. Above all, this reveals the width and depth of your research.

8. Delivery: Affects how the message is received by the audience.

Verbal communication (tone, pace, clarity), nonverbal communication (body language, eye contact) and confidence in presenting. Ensures that the presentation fits within the allotted time frame. Practise managing your time effectively, avoiding rushing through slides or extending beyond the time limit. Practice builds confidence and helps identify areas for improvement. Rehearsing the presentation multiple times allows you to become familiar with the content and refine delivery.

By using these key elements, you can create effective and engaging presentations that clearly convey their messages and resonate with their audience Types of Presentation ₁. Informative Presentation: To educate the audience on a specific topic or issue. A presentation on climate change, including its causes, effects and potential solutions.

2. Persuasive Presentation: To convince the audience to adopt a particular viewpoint or take specific action.

Example: A presentation advocating for a school policy change, such as implementing a recycling programme.

3. Demonstrative Presentation: To show how to do something or explain a process through demonstration.

Example: A presentation demonstrating how to conduct a science experiment or perform a specific technique in a specific technique in a sport; a cooking presentation is often popular.

4. Research Presentation: To share findings from a research project or study.

Example: A presentation summarising the results of a social survey conducted among classmates.

5. Inspirational Presentation: This type of presentation is designed to motivate or inspire an audience. They are often delivered by motivational speakers during occasions where people need to be motivated or inspired to do something or to carry on with life.

6. Business Presentation: These types of presentations are done in the world of business or work in general. Some institutions have specific outlines for such deliveries. They could be done within specified intervals or by departments. They are usually in the form of progress reports or project updates and financial reports.

7. Technical Presentation: These are designed to communicate technical content, typically involving detailed data, processes or scientific research. They are often delivered in the world of academics and professional conferences.

8. Team or Group Presentation: To present as a team, with each member contributing to different sections of the presentation.

Example: A group project where each member researches and presents a different aspect of a historical event.

The different types of presentations allow you to choose the most suitable and appropriate format for your choice of topic and audience, which will enrich your communication skills and effectiveness.

Figure 24.3: An image on skills on effective presentation For an effective presentation, you must:

a. know your audience: Understand who your audience is and tailor your content to their interests, knowledge level and expectations.

b. practice, practice and then another practice: Rehearse your presentation multiple times to build confidence and become comfortable with the material. Practising in front of friends or family can provide valuable feedback.

c. start strong: Begin with a captivating opening, such as an interesting fact, a question or a relevant story, to grab your audience's attention immediately.

d. keep it simple: Avoid cluttered slides and complex language. Use clear and concise language to convey your message, focusing on key points rather than overwhelming details.

e. use visual aids wisely: Incorporate visuals like images, charts and graphs to enhance understanding, but ensure they are relevant and not distracting. Aim for a good balance between visuals and text.

f. engage your audience: Involve your audience by asking questions, encouraging participation or including interactive elements. This keeps them interested and invested in your presentation.

g. maintain eye contact: Make eye contact with different members of the audience throughout your presentation. This helps establish a connection and demonstrates confidence.

h. manage your pace and tone: Speak at a steady pace, not too fast or too slow. Vary your tone and volume to emphasise important points and maintain interest. A pause before a major point can be most effective.

i. use body language effectively: Use positive body language, such as gestures and movement, to emphasise your points. Avoid crossing your arms or appearing closed off.

j. be prepared for questions: Anticipate questions that your audience may have and be ready to provide clear and concise answers. This shows your expertise and willingness to engage.

k. time management: Keep track of your time to ensure you cover all your points without rushing or exceeding the allotted time. Practise with a timer to help with pacing.

l. end with a strong conclusion: Summarise your main points and provide a memorable closing statement or call to action. This reinforces your message and leaves a lasting impression.

m. stay calm and confident: Take deep breaths and maintain a positive attitude. It’s normal to feel nervous, but staying calm will help you deliver your presentation more effectively.

Research and Presentation are closely related as effective presentations often rely on thorough research to ensure the content is accurate, credible and compelling. Again, research paves the way for essential groundwork for creating a well-informed, credible and engaging presentation. The depth and quality of research directly influence the effectiveness and impact of the presentation.

In-Text Citation

In-text citations are a crucial part of academic writing, used to give credit to the original sources of information, ideas or data.

Here are some key points to remember:

1. APA Style (7th edition) Format: (Author's Last Name, Year of Publication)

Example: (Smith, 2020) Direct Quotes: Include page number (Smith, 2020, p. 23) Multiple Authors:

a. Two authors: (Smith & Jones, 2020)

b. Three or more authors: (Smith et al., 2020)

2. MLA Style (8th edition) Format: (Author's Last Name, Page Number)

Example: (Smith, 23) Multiple Authors:

a. Two authors: (Smith and Jones 23)

b. Three or more authors: (Smith et al. 23)

3. Chicago Style (17th edition) Author Date Format: (Author's Last Name Year of Publication, Page Number)

Example: (Smith 2020, 23) Multiple Authors:

a. Two authors: (Smith and Jones 2020, 23)

b. Three or more authors: (Smith, Jones and Brown 2020, 23)

Activity 24.1 Research and presentation

1. With the approval of your teacher, work in a mixed-ability/gender group of four to provide research supported by variety of written sources such as sample essays, journals, published articles and relevant social media content.

2. Present your research using PowerPoint to the whole class.

1. Write a 450-600-word research essay on one of the following:

a. The Role of Technology in Education.

b. The Evolution of Music Genres

c. The Dangers of Illegal Mining in Ghana.

d. The Banning of Corporal Punishment in our Schools.

Note

Use the following guidelines in developing your essay:

• Introduction: Introduce the topic and provide a clear, succinct thesis statement.

• Body: Develop your arguments with evidence from at least four credible sources. Each paragraph should focus on a single idea and include in-text citations.

• Conclusion: Summarise your main points and restate the thesis in the context of the evidence presented.

₁. 2019-2024 by M. Philo, Nana Awuah Dartey.

2. Anowa by Ama Ata Aidoo

3. Anowa by Ama Ata Aidoo

4. Anowa By Amma Ataa Aidoo

5. Between Wars by Yaa Asamoah Aning

6. Four-In One Notes On Poetry For Senior High Schools

7. Four–In–One Notes on Poetry for Senior High Schools (2019 -2024) By M. Philo

8. Kaya Girl by Mamle Wolo

9. Kaya Girl, by Mamle Wolo

10. Much Ado About Nothing by William Shakespeare

11. Much Ado About Nothing by William Shakespeare

12. Nana Awuah Darteh.

13. Ogundipe, P. A.; Tregidgo, P. S. (1985). Practical English: A Comprehensive Secondary Course (Book Two). Longman Group Limited.

14. Ogundipe, P. A.; Tregidgo, P. S. (1985). Practical English: A Comprehensive Secondary Course (Book Two). Longman Group Limited.

15. Silas Marner by George Elliot

16. The Marriage of Anansewaa By Efua T. Sutherland

17. Go to YouTube and watch any short video or stories on communicative perspective. Explore the varied ways to get the message across – and the problems across language barriers