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 Title page

Student: Daniel Scott

Candidate number:

Subject: CAPE Communication Studies

Tutor: Ms. Henry

Theme of Portfolio: “Poor Parenting”

Sub-theme of Portfolio: IS poor parenting the root cause of many socioeconomic problems in

society?

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 Table of content

 Title Page…………………….._1_

 Table of Content……………..._2_

 Introduction………………….._3_

 Exposition……………………._5_

 Preface of Reflection…………_8_

 Reflection……………………._10_

 Analysis………………………_18_

 Conclusion…………………...._20_

 Bibliography…………………._21_

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 Introduction

• Theme & purpose of portfolio: The theme, poor parenting, is a social dilemma that

impacts the socioeconomic structure of countries in a negative way. Evidence of moral

deterioration, unemployment and a high level of teenage pregnancy are some of the

resulting factors of poor parenting. This portfolio was done to examine the effects of poor

parenting and how it perpetuates the many challenges that we face.

• How theme relates to academic interest: The candidate is planning to study sociology,

which deals with the study of society and its members. A sociological analysis of the

problem of poor parenting, which allowed the researcher to examine this problem from a

standardized perspective in sociology.

• How theme relates to candidate’s work related interest: The candidate, having aspirations

of becoming an anthropologists, chose this topic as it was deemed relevant to the desired

field of work.

• How theme relates to candidate’s personal interests: The candidate, having seen the

negative impact of poor parenting on the development of children, strongly believe that

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 this problem must be addressed by members of society, in order for the future of

Guyana’s development to be brighter.

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 Exposition

• Is poor parenting the root cause of many socioeconomic problems in society?

Good morning Miss, good morning class. My name is Daniel Scott, a lower sixth form student of

grade twelve (12) Science. The theme of my research is poor parenting, while the sub theme; is

poor parenting the root cause of many socioeconomic problems in society? I had no difficulty

acquiring information as there were an ample amount of articles to choose from, which dealt

with the negative effects of poor parenting on children.

Parenting children demands ongoing efforts to protect, teach, encourage and set behavioral

limits. In this process, some parents fall short of standard goals and their efforts may fall under

the heading of ‘poor parenting’. Although the definition of poor parenting may be somewhat

subjective, various parenting practices usually fit this description. It is my duty to present the

harmful influences poor parenting has made on society from two distinct sources.

The first source used was David Bell’s article published in the Daily Mail Online on 31st August,

2003, entitled “Poor parenting and damaging children”. The article discussed the parent’s

involvement in a child’s academic performance at school.

Bell in his article first struck out at parents who are not raising their children poorly, leaving

them ill prepared for school. These youngsters face a ‘disrupted and disheveled’ upbringing,

without proper discipline or stimulation.

He further made mention how parents fail to impose proper discipline in the home and simply

put their children in front of the television rather than talk and play with them.

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David Bell also included some comments from teachers as they declared the effect that poor

parenting had on their students. A primary school head teacher told the media that some children

do not even know how to use knife and fork when they start school.

Bell concluded that primary schools can motivate and contain youngsters, but if they do not have

the proper basic literacy and numeracy skills when they go to secondary school, they will drift

off the rails. A lack of parental support puts too much pressure on teachers and parents were

giving their children a ‘raw deal’.

The second source used was Christopher Serju’s article published in the Gleaner on 18th

June,2011, entitled “Poor parenting a main contributor to delinquency”. The article discussed the

Parent’s involvement in taking more control of their kids, especially boys.

Serju in his article first showed the increase in juvenile court appearances. Senior Super

intendent of police, Lascelles Taylor noted that the juvenile court used to be held once each

month, the caseload has now resulted in sessions being held four times for the month. The main

reason for this, according to him is poor parenting.

“When you go to the schools, too many of the young people, especially boys, come with no

sense of direction”, he suggested. The parents have to teach the youths some self-values self-

esteem and direction and ensure that they go to school.

Serju concluded that parents need to attend all Parent Teacher Association (PTA) meetings in

order to get an understanding of how their children are performing in school and the challenges

they might be facing.

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In assessing these two sources, a number of factors were considered to determine how

noteworthy these perspectives are, which were taken by the writers. My first source “poor

parenting damaging children”, written by David Bell on 31st August, 2003 was published on the

Daily Mail Online. This newspaper may be considered reliable and valid. Additionally the

second source, “poor parenting a major contributor to juvenile delinquency”, written by

Christopher Serju and published on the Gleaner on 18th June 2011 is also considered to be

reliable and valid. These articles were easily read and contained no jargons.

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 Preface of Reflection

The following reflective piece will take the form of a dramatic piece and the purpose of it

is to highlight the negative effects of poor parenting practices on a child’s social

development. The fictional characters of this reflective piece will demonstrate the effects

of poor parenting through their interaction with each other.

This reflective piece is intended for audiences above the age of thirteen (13), as some of

its contents may not be suitable for children under the age of the required age limit and is

only for viewing by adults. However, the candidate in preparing this reflective piece had

two target groups in mind and they are:

1. Parents

2. Prospective parents

• Parents: this group was selected as a target audience, because the moral of this story

informs parents of what these poor practices are. It is the hope of the candidate that

parents will be aware of these poor parenting practices and deviate from them.

• Prospective parents: this group was selected as a target audience, so that they would be

aware and instill the importance of practicing proper family planning methods, so that

they will be able to provide for their children in the future both financially and socially.

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 This reflective piece can be made into a play or movie for parenting seminars or just for

general viewing.

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 Reflection

A Difficult Childhood

Characters:

Mary- Daughter of Donna, friend of Mrs. Pilgrim

Mrs. Pilgrim- Mentor of Mary, Teacher of Queen’s College High School

Donna- Mother of Mary

SCENE 1- THE SEARCH FOR FOOD

[Mary walks through the streets of Buxton in search of something to eat after her mother

(Donna) leaves her and her younger siblings hungry to attend a dance. She looks over a

fence to see a woman busy in her kitchen]

Mary: “Ah wonder if I ask her for some food if she would gimme? Afta all I doh know

this woman and she might chase meh away!”

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 [Mrs. Pilgrim then leaves the kitchen. Mary then enters the yard but halts on seeing a

sleeping dog that seems to be sick. She then continues walking and then makes her way

into the kitchen. She then makes her way to the stove and opens the steaming pot of curry

and begins taking chicken out of the pot and desperately feeds herself. Mrs. Pilgrim

enters the kitchen startled and then grabs Mary by the shoulder]

Mrs. Pilgrim: “Ey what yuh doing in meh house pickney? Duh’s why yuh poison meh

dog, so yuh can come in here and thief?!”

[Mary tries to break free from Mrs. Pilgrim’s firm hold]

Mary: “Let me go nuh budday, ah gon come outta yuh place!”

Mrs. Pilgrim: “Is that how you speak to an adult little girl?” [In a stern voice] “And

since you’re in my house I have every right to know what you’re doing here!”

Mary: “well”, [in a humbled voice] “Ah de juss hungry and looking fuh something to

eat.”

Mrs. Pilgrim: “If you’re just hungry, don’t you think that asking for food was the right

way?”

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 [Mary looks at her in silence and then takes another huge bite at the chicken in her hands

and looks at Mrs. Pilgrim at intervals to see if she was making her upset]

Mrs. Pilgrim: “What is your name little girl?”

Mary: “It’s Mary.”

Mrs. Pilgrim: “So where is your mother?”

Mary: [Pauses a while] “I ain’t know.”

[Mrs. Pilgrim then looks at Mary in discernment on her countenance. She then took out

Styrofoam food boxes from the cupboard and began to share some of her food in the box]

Mrs. Pilgrim: “Listen to me Mary, the next time you want something call at the gate and

wait for my acknowledgement, ask nicely and I will give it to you.” [She then hands the

boxes of food to Mary and immediately Mary reaches out to take it with much

anticipation. Mrs. Pilgrim then withdrew the plate] “what do you say?”

Mary: [Reluctantly] “Thanks!”

[Mrs. Pilgrim then escorts Mary out of the yard and stops to ask her]

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 Mrs. Pilgrim: “Is you poison meh dog?”

Mary: “No Madame!”

Mrs. Pilgrim: “Oh, don’t let me see you in my yard uninvited again.”

Mary: “Understood!”

[Mary then leaves to go home to her younger siblings]

SCENE 2- BECOMING FRIENDS

Scene: Days after Mrs. Pilgrim and Mary meets again on the street.

Mrs. Pilgrim: “What school do you go to Mary?”

Mary: “I go to St. Margaret’s primary, on Camp Street.”

Mrs. Pilgrim: [Worriedly] “Why are you not at school today?”

Mary: “Ah don’t have any money to go. “ [Holding her head down, sweeping the gravel

with her bare feet, sensing Mrs. Pilgrim’s pity]

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 Mrs. Pilgrim: [Lifts Mary’s head to gain her attention] “So what do you want to become

when you grow up?”

Mary: [Doubtingly] “A lawyer.”

Mrs. Pilgrim: “So how do you plan on becoming a lawyer by breaking into people’s

houses?”

[Mary held her head down in shame. Mrs. Pilgrim nods her head in pity and then invites

Mary into her home and they become good friends. Mary continues to visit Mrs.

Pilgrim’s home before and after school every day, much to Donna’s disgust]

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 SCENE 3- MARY PASSES FOR HIGHSCHOOL

Mrs. Pilgrim: “I am so proud; you’re going to be attending Queen’s College next term!”

Mary: “I cyan believe it myself, it would not have been pissible without you Mrs.

Pilgrim, because my mom doesn’t care about me. She didn’t even attend any of my

school’s PTA meetings.”

Mrs. Pilgrim: “Well what are you waiting for, go and tell her!!!”

[Mary looks at Mrs. Pilgrim and then heads out to tell her mother the news. On the way

she sees her mom on the road, in high spirits and walks to her as she reaches out to hug

her]

Donna: “Queens College!!! That’s every Guyanese student’s dream school. That was my

dream school, congrats baby.”

[The people on the road greet Mary with cheers of congratulations. The curtains on set

fall.”

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 SCENE 4- TWO YEARS LATER, AN ABUSIVE MOTER

[Mary walks home from Mrs. Pilgrim to be greeted by her very upset mother]

Mary:[Remorsefully] “Good evening mo…”

[Donna then grabs Mary by her hair and pulled her into the house while Mary screams]

Donna: “Yuh spend whole day at that ouman house and clean um, not to say is you

house duty, yuh think yuh bettar than me?!” [Donna then throws Mary’s face into the

wall of the house breaking her nose] “Clean up this blasted house lil girl and don’t mek

me smash in yuh face again, yuh damn nasty!!!”

[With tears running down her face and blood dripping from her nose, Mary sweeps the

house]

Donna: “Stupid girl nasty up the blasted place, like yuh smelling yuhself. Since you

going high school you feel like yuh arrived. Doh let that ole woman full up yuh head, yuh

is a nobody like yuh father and that’s all you will ever be!!!”

[Mary hearing the words of her mother throws the broom down and runs out of the

house]

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 Donna: [Shouting] “Come back here!”

[Mary falls to the ground under a mango tree and continues to cry bitterly]

Mary: “I’m going to prove to her that I am a somebody and won’t grow up to be a

prostitute and horrible mom like her, because she is right I am a better human being than

she will ever be!”

[The curtains Fall]

THE END!!!

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 Analysis of Reflective Piece

In the reflective piece, “A Difficult Childhood”, the interactions between the characters

brings out several elements of communication. However, only two will be analyzed and

they are Dialect variation and Communicative behavior.

Throughout the reflective piece different dialect variations were used by the characters.

Mrs. Pilgrim spoke mainly the arolect variation (standard English), and one can deduce

that Mrs. Pilgrim spoke that way because of her level of education attainment as seen in

this example; “Is that how you speak to an adult little girl?”

It should also be noted that Mrs. Pilgrim used the dialect variation when she was angered,

as seen in this example of Mrs. Pilgrim’s speech; “Duh’s why yuh poison meh dog, so

yuh can come in here and thief!”

Mrs. Pilgrim used creole as it is more emotive than the arolect variation. Donna only

spoke in creole which illustrates that she has a low education attainment and poor

mannerism as seen in this example; “yuh spend whole day at that ouman house and clean

um.”

Examples of communicative behaviors were illustrated by characters in the dramatic

piece. Vocalics were used by Donna when she was calling her daughter as illustrated in

this example: (shouting) “Come back here!!!”

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 Vocalics were used to denote emotions by the use of pitch, volume and tone.Proxemics

was shown by Mary when she ran out of the house crying. Mary used space to show that

she didn’t want to be around her mother. Mary also used body language to show

emotions when her mom was cursing her. Gestures such as crying, screaming and

throwing down the broom and running out of the house shows her emotional hurt and

resentment towards her mother.

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 Conclusion

In conclusion, it could be said that the writer has effectively solidified his/her purpose in

identifying the relationship between poor parenting and the many socioeconomic

problems faced by society today.

Also, throughout the piece the writer effectively used the various linguistic criteria to

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

attitudes to language. It also vividly depicts how education can affect and influence an

individual’s linguistic behavior as well as with many consequences.

In the reflective piece it is evident that the researcher effectively used these language

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

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 Bibliography

 The Gleaner, June 18, 2011. Christopher Serju. December 27, 2016.
http://jamaica-gleaner.com/sections/lead-stories

 Daily Mail Online, August 31, 2003. David Bell. December 13, 2016.
http://www.dailymail.co.uk/news/article-194308/Poor-parenting-damaging-
children.html

 CAPE- Communication Studies Blog. Language (Dialect) Variation, January 31,

2011. Herman Hesse. http://cape-commstudies.blogspot.com/2011/01/language-
dialectal-variation.html

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