Appendix B      Table     3.17

     Detailed Analysis and Categorization of Pedagogical
     Sample according to Cue and Response Model:        
     -Including Presentation & Response Analysis Factors



     1.    This  table  should be interpreted with reference  to  
     section 3.13 of the text.

     2.    An explanation of the symbols and conventions adopted  
     can be found in tables 3.9 - 3.13.
     -----------------------------------------------------------  
    

         Part One:    Simple Operations
      
         I.   Insertions into model
      
               A.     Insertion of cue into model:     C: --> M:[] 
      
                    2.   3.49      Robinett  Meaningful Drill
                         
                    P:   PPP       {Drawings of people on the blackboard}      
                    C:   ccc(1)    Who is older, Susie or David?
                    M:   MMM       []
                    C:   ccc(2)    Who is shorter, Susie or Mary?
                    M:   MMM       []

                    R:   {R}=vs    {Susie/David}
                    A:   aaa       Mary

                    3.   3.50      Robinett  Communicative Drill
      
                    P:             {Actual people in the Classroom}
                    C:   ccc(1)    Who is older, Susie or David?
                    M:   MMM       []
                    C:   ccc(2)    Who is shorter, Susie or Mary?
                    M:   MMM       []

                    R:   {R}=vs    {Susie/David}
                    A:   aaa       Mary



                    Cf:  {CC1/CC2}      Use some/any
                    M:   mmm(1)         I'd like [] eggs, please.  
                    M:   mmm(2)         I'm sorry, there aren't [].
                    
                    R:   {R}=vs         {some/any}
                    A:   aaa(1)         some 
                         aaa(2)         any
     
                    6.   3.51      Paulston  Meaningless Drill
      
                    C:   ccc(1)         tall
                    M:   mmm(1)         the [] student.
                    C:   ccc(2)         fat
                    M:   mmm(2)         the [] student.

                    R:   no finite {r}
                    A:   aaa(1)=ccc(1)
                         aaa(2)=ccc(2)


                    9.   3.55      Cook      Non-Contextualised Drill
      
                    C:   ccc(1)         He
                    M:   MMM            [] is going to Paris.
                    C:   ccc(2)         The bus
                    M:   MMM            [] is going to Paris.
      
                    R:   no finite {r}
                    A:   aaa(1)=ccc(1)
                         aaa(2)=ccc(2)      


                    10.   3.56      Cook      Semi-Contexualised Drill

                    C:   ccc(1)         Fred's going to change his job.
                    M:   mmm(1)         [] ?  Changing his job ?  I don't believe it.  
                    C:   ccc(2)         Jane's going to clean the car.
                    M:   mmm(2)         [] ?  Cleaning the car ?  I don't believe it.
 
                    R:   no finite {r}
                    A:   aaa(1)=ccc(1)
                         aaa(2)=ccc(2)          


      
                    C:   ccc(1)         When will they go?
                    M:   MMM            Haven't they [] yet?
                    C:   ccc(2)         When will they leave? 
                    M:   MMM            Haven't they [] yet?
      
                    R:   (r}=vs         {go/gone/went/...}
                    A:   aaa            gone


                    38.  3.94      Stevick   Meaningful Drill
      
                    T:   TTT            Paragraph about grocery stores
                    C:   ccc(1)         When will they buy groceries?
                    M:   mmm(1)         Haven't they [] groceries yet?
                    C:   ccc(2)         When will they stock the counter?
                    M:   mmm(2)         Haven't they [] the counter yet?

                    R:   {r}=vs         {buy/bought/boughten...}
                    A:   aaa            bought

                    47.  3.150     Beile     Non Communicative Interchange
      
                    Cf:                 Put into the past tense
                    C:   ccc            He writes a lot of essays.
                    M:   mmm            He [] a lot of essays.
        
                    R:   {r}=vs         {write/wrote/writed/...}
                    A:   aaa            wrote     


                    51   3.154    Beile     Connected Communicative Interchange in a situational context.
      
                    T:   TTT       {Situation}
                    C:   ccc(1)    I've got some hot tea for you, Linda.
                    M:   MMM       I don't want any [].
                    C:   ccc(1)    Then have some milk
                    M:   MMM       I don't want any [].
 
                    R:   {R}=vs    {beverages & other things that could be offered}         
                    A:   aaa(1)    hot tea
                         aaa(2)    milk


      
      
                     22.  3.76      Candlin   Get Organized:  Concept
      
                     C:+M: mmm(1)  A shoplifter [].
                     C:+M: mmm(2)  A regular [].
      
                     R:  {r}=large {all possible actions of characters in the domain, with all possible phrasings}
                     A:  {a}=large {all possible ways to describe shoplifter}


                     23.  3.77     Candlin   Get Organized:  Narration

                     P:    PPP     {Reading: "The Mystery Object Lands"}
                     C:+M: mmm(1)  The mystery object landed [].
                     C:+M: mmm(2)  The police [].

                     R:  {r}=large {all possible actions in story, with all possible phrasings}
                     A:  {a}=large {all possible ways to describe the landing of the mystery object}


                    32.  3.87      Candlin   Implanting Skills:  Restoration
      
                     P:    PPP     {Global context of paragraph}
                     Cf:           Use the form "has/have just ..."
                     C:+M: mmm(1)  The police [].   
                     C:+M: mmm(2)  They [] rope barriers.
       
                     R:  {r}=small  {short list of verbs and their possible forms}       
                     A:  aaa(1)    the right verb, in the right form


                     35.  3.91      Candlin   Implanting Skills:  Gap Text/New Test

                     P:    PPP      {Scenes concerning Caroline's day}
                     C:+M: mmm(1) I bought a [] at the camp shop today ...

                     R:  {R}=small  {the list of substantives contained in the story}
                     A:  aaa(1)     the object shown to have been bought by Caroline in the scene


                    40.  3.96      Dakin     General Knowledge Drill

                     Cf:            Make a true statement               
                     C:+M: mmm(1)   Paul McCartney plays [].   
                     C:+M: mmm(2)   Yehudi Menuhin plays [].
                     R:  {R}=large  {words and expression that can collocate with "play"}
                     A:  {a}=small  {elements of {r} that pertain to Paul McCartney}

                    52.  3.155     Beile     No Contextualisation

                    C:+M:  mmm(1)  The baker bakes [].
                    C:+M:  mmm(2)  The greengrocer sells [].

                    R:   {R}=small {The list of common objects in the grocery domain}
                    A:   {a}=small {the elements of {r} that a baker could bake}


                    53.  3.156     Beile     Dialog-like, but not Contextualisable

                    C:     ccc(1)  What does the baker do?
                    C:+M:  mmm(1)  The baker [] bread.
                    C:     ccc(2)  What does the greengrocer do?
                    C:+M:  mmm(2)  The greengrocer [] fruit and vegetables.

                    R:   {R}=small {the list of verbs that can apply to the domain, in all predictable forms}
                    A:   {a}=vs    {the verbs, in the proper tense, that can describe what a baker "does" in
                                    relation to "bread"}


                    54.  3.157     Beile     Contextualisable

                    Cf:             Answer, stating that you "do" your own
                    T:    ttt(1)    Where do you buy your bread?
                    C:+M: mmm(1)    We [] our own bread.
                    T:    ttt(2)    Which greengrocer do you go to?
                    C:+M: mmm(2)    We [] our own fruit and vegetables.

                    R:   {R}=small  {the list of verbs describing what can be "done" to objects in the domain}
                    A:   {a}=vs     {the elements of {R}, in the proper from, which pertain to bread}
      

              C. Insertion of element triggered by cue          C:-->E:-->M:[]
      
      
                    1.   3.48      Robinett  Mechanical Drill
      
                    C:   ccc(1)    old
                    M:   MMM       John is [] than Bill.
                    C:   ccc(2)    big
                    M:   MMM       John is [] than Bill.

                    R:   {r}=vs    {old/older/oldest}
                    A:   aaa(1)    older      


      
                    C:   ccc(1)    Are you coming the the party?
                    M:   MMM       No, [] not.
                    C:   ccc(2)    But, Susan's coming, I'm sure
                    M:   MMM       No, [] not.
      
                    R:   {R}=vs    {I'm/I am/you're/you are/...}
                    A:   {a}=vs    {I'm/I am} 


                    13.  3.68      Byrne     Mechanical Drill
      
                    P:   ppp(1)    The dictionary you asked for has been stolen.                    
                    C:   ccc(1)    lose
                    M:   MMM       The dictionary you asked for has been [].
                    P:   ppp(2)    The dictionary you asked for has been lost.
                    C:   ccc(2)    borrow
                    M:   MMM       The dictionary you asked for has been [].
      
                    R:   {r}=vs    {lose/lost/losed/...}
                    A:   aaa(1)    lost

                    16.  3.71      Byrne     Meaningful Practice

                    Cf:            Ask questions do determine what is in the room
                    M:   MMM       Is there a [] in the room?
                    F:             yes
                    R:   MMM       Is there a [] in the room?
                    F:             yes
         
                    R:   {R}=large {common objects}
                    A:   {a}=small {Objects liable to be found in a room and that have not yet been asked.}
    

                    21.  3.75      Byrne    Meaningful Drill
      
                    C:   ccc(1)    I've been working all day.
                    M:   MMM       You must be []. 
                    C:   ccc(2)    I haven't eaten a thing since breakfast.
                    M:   MMM       You must be [].

                    R:   {R}=vs    {The set of common state adjectives}
                    A:   {a}=vs    {those adjectives that could describe a possible state resulting from ccc(1)}  
      


                    P:             {Reading about a flying saucer}
                    Cf:            Respond with true or false
                    C:   ccc(1)    There is a thing on Russian Hill.
                    M:   MMM       []
                    C:   ccc(2)    There is a thing on Gibbet Hill.
                    M:   MMM       []

                    R:   {R}=vs    {True/False}
                    A:   aaa       False

                    27.  3.81      Candlin   Get Organized: Recognition

                    P:   PPP       {Horror story with sound effects}
                    C:   ccc(1)    {the sound of hollow laughter}
                    M:   MMM       The sound is [].
      
                    R:   {R}=vs    {possible descriptions of the twelve identifiable sounds on the tape}
                    A:   {a}=vs    {the possible descriptions of the sound in question}


                    34.  3.90      Candlin   Implanting Skills:  Gap Text
      
                    C:   ccc(1)    I came home one night...
                    M:   mmm(1)    The young man [].
                    C:   ccc(2)    ...fell flat in the dustbins...
                    M:   mmm(2)    He fell in [].

                    R:   {r}=vs    {came home/come home/came/...}
                    A:   aaa(1)    came home
                           
     
                    39.  3.95      Dakin     Application Drill

                    C:   ccc(1)    {Scene of girl sleeping}
                    M:   mmm(1)    Felicity is [].
                    C:   ccc(2)    {Scene of boy taking bath}
                    M:   mmm(2)    Anthony is [].

                    R:   {r}=vs    {sleeping/asleep/sleep/sleeps...}
                    A:   {a}=vs    {sleeping/asleep}



                    C:   ccc(1)    This is a wonderful book.
                    M:   MMM       Good, I'd like to [] it.
                    C:   ccc(2)    There's a good film at the cinema this week.
                    M:   MMM       Good, I'd like to [] it.

                    R:   {r}=vs    {read/borrow...}
                    A:   {a}=vs    {read/borrow...}  


                    44.  3.100     Dakin     Antonymy Drill
               
                    C:   ccc(1)    Pala isn't a rich country.
                    M:   MMM       There's still a lot of [].
                    C:   ccc(2)    Pala isn't a healthy country.
                    M:   MMM       There's still a lot of [].

                    R:   {R}=small {List of nouns appropriate to the domain}
                    A:   {a}=vs    poverty, hunger...


                    55.  3.160     Stack     Meaningful Drill (unpatterned)

                    P:             {Narration about Robert's visit to a restaurant}
                    C:   ccc(1)    Where did Robert go?
                    M:   mmm(1)    He went to a [].
                    C:   ccc(2)    When did he arrive?
                    M:   mmm(2)    He arrived at [].

                    R:   {R}=vs    {The points covered in the narration}
                    A:   aaa       restaurant


                    56.  3.161     Stack     Meaningful Drill (patterned)

                    C:   ccc(1)    My pencil-point is broken.
                    M:   MMM       You must [] it.
                    C:   ccc(2)    My hair is too long.
                    M:   MMM       You must [] it.

                    R:   {r}=vs    {sharpen/fix/to sharpen...}
                         {a}=vs    {sharpen/fix/...}

               D.   Insertion of element triggered by deletion of cue.     M:+C: --> M:-- + []  <--E:  

                    No Examples


                    17.  3.72      Byrne     Open Ended Responses
               
                    M:   mmm       John was hungry, so he had ...

                    R:   {r}=small {List of common foods that John could eat}
                    A:   {a}={r}
       

                    18.  3.73      Byrne     Imaginary Situations

                    P:    PPP      {Situation:  furnishing house}
                    M:    MMM      Have you bought a [] yet?

                    R:   {R}=large {The set of things that might furnish a house}
                    A:   {a}={R}


          II.   Removal of redundant elements          M:+Rd: --> M:--

                    No Examples
      
         III.   Re-order of model elements     M:[1][2] --> M:[2][1]
      
                    28.  3.82      Candlin   Get Organized:  Word Scramble
                                    
                    P:             {Situation}
                    M:   MMM       [1] green jacket
                                   [2] scar on forehead
                                   [3] Name:
                                   [4] his mother said to the police
                                   etc.    
      
                    R:   {R}=small {The possible combinations}
                    A:   aaa       The correct order                 
      
 
          IV.  Production of new elements, based on cue     C:-->R:-->(M:)
      

                    7.   3.52      Paulston  Meaningless Drill
      
                    C:   ccc(1)    The dog bit the man.
                    C:   ccc(2)    The boing boinged the boing.

                    R:   {R}=small {Predictable errors in syntax and morphology}
                    A:   aaa       The man was bitten by the dog. 


      
                    Cf:            Ask the question suggested by the answer
                    C:   ccc(1)    ...for five years
                                                       R:   How long did he study?
                    C:   ccc(2)    ...during March
                                                       R:   When did he register?
       
                    R:   No finite response set
                    A:   No finite holistic answer set, but fixed form for partial processing:  How long ... ?


                    12.  3.58      Cook      Situational Drill
                    
                    P:             {Student Cleaning Blackboard}
                    C:             What's he doing?
                                                       R:  He's cleaning the blackboard.
                                                           He's erasing the board.
                                                           He's working.        

                    R:   {r}=small {relatively finite number of ways of describing action}
                         {a}=vs    {grammatically correct elements of {r}}


                    25.  3.79      Candlin   Get Organized:  Connecting Exercise

                    P:             {Cartoon Scene for each item, with part of dialogue missing}
                    Cf:             Complete each dialogue
                    C:             {Cartoon Scene}
                                                        R:   Couple of chewing-gums,  'course you can have it for one. 
                                                        R:   No, sir.  I just did it.

                    R:   No finite Response Set, unless multiple choice
                    A:   No finite Answer Set, unless multiple choice


                    26.  3.80      Candlin   Get Organized:  Multiple Choice

                    P:             {Reading:  the text of an interview}
                    Cf:            Complete each sentence truthfully
                    C:             The police went to see the headmaster because...
                                                        R:   two of his boys were caught stealing.
               
                    R:   {R}       Holistically:  no finite response set
                                   Key words:  {R}=vs  {Set of key items in story}
                    A:   {a}=vs    {key item + possible variations in wording}


                    
                    T:             {Context:  Spring Cleaning Day.  Pictures of individuals performing contributory
                                    activities}
                    Cf:            Respond to each question by stating what the person in the picture will do
                    C:   ccc       {Picture of Richard working}
                         ccc       What about you, Richard?
                                                       R:   I'll take the drawing room curtains down.
                    C:             What about Andrew and Harry?
                                                       R:   They'll roll up the carpets.

                    R:   {r}=small  {Possible ways to describe action, including errors}
                    A:   {a}=vs     {Possible ways to descrive action} 


                    31.  3.86      Candlin   Implanting Skills:  Picture Stimulus
      
                    C:             {Dialogue presented via stylized symbols representing what is being said}
                                                       R:  The man is looking at the cat.
                                                           The man sees the cat.
                                                           etc.

                    R:   {R}=small  {Possible interpretations of picture * possible phrasings * possible errors}
                    A:   {a}=vs     {Possible interpretations of picture * possible phrasings}

      
                    33.  3.89      Candlin   Implanting Skills:  Restoration
               
                    P:             {List of key phrases}
                    Cf:            Construct the story using the phrases in the list
                                                       R:   Mrs Dora Shields and ... 


                    R:   No finite Response Set
                    A:   No finite Answer Set

          
                    36.  3.92      Candlin   Implanting Skills:  Restoration

                    P:             Do you like this town?
                                   It bores me stiff.
                    C:             For three months (live)
                                                       R:   How long have you lived here? 

                    R:   {R}=small  {How long + you + live +this town:  possible combinations}
                    A:   {a}=vs     {How long have you lived here?
                                                       been living ...
                                                             in this town}
                      


                    Cf:             Ask a yes/no question based on the statement
                    C:              I've always wanted to run a garage.
                                                       R:        Have you?
                    C:             Mr. Sharp's talking to the directors this afternoon.     
                                                       R:        Is he?

                    R:   {R}=vs    {Fairly restricted forms}
                    A:   aaa       Have you?


                    49.  3.152     Beile     Isolated Communicative Interchange in a situational context.

                    T:             {Situation}     
                    Cf:            Give only a polite reply
                    C:             I've always wanted to run a garage.
                                                       R:  Have you?
                                                           Really?

                    R:   {R}=small {Manageable list of forms}
                    A:   {a}=small 


                    50.  3.153     Beile     Connected Communicative Interchange

                    C:              Ask Helen whether she likes to play tennis.
                                                       R:  Do you like to play tennis, Helen?
                                                           Do you like playing tennis, Helen?
                                                           Do you like the game of tennis?

                    R:   {R}=small  if partial analysis
                    A:   {a}=vs     If partial analysis


     
          Part Two:  Complex Operations:   More than one simple operation     

      
          MULTIPLE OPERATIONS:  More than one discrete operation to perform
      
           
                    4.   3.158     Robinett  Manipulative Drill
                              
                              Operations:  Insertions of cues/Choice of Slots
                    
                              C:  1. some  2. any
                              M:  We have [] milk, but we don't have [] honey.
                                          a.                         b.

      
                    P:   PPP       {Picture of a room full of Objects}
                    Cf:            Choose objects so as to make true statements
                    M:   MMM       There's a [] near the [].
                                             a.          b.
                    R:   {R}=vs    {the objects in the picture}
                    A:   {a1},{a2} {those elements of {R} that are near each other}

                    19.  3.73      Byrne     Imaginary Situations

                    Cf:            Make your own excuses
                    T:             What will you say?
                    M:             If he [] me, I'll say [].
                                         a.              b.
                    R:   No finite response set
                    A:   {a1}=small {verbs like asks, rings, etc., that will fit semantically}
                         {a2}=no finite answer set


                    20.  3.74      Byrne    Meaningful Drill
      
                    P:   PPP       {Picture of room, showing people engaged in various tasks}
                    C:   ccc(1)    John's reading a book
                    M:   MMM       No, [] isn't.  []'s [].
                                       a.         a.   b.          

                    R:   {R1}=vs   {he/she/it}
                         {R2}=vs   {those actions listed in the picture}
                    A:   aa1       he
                         {a2}=vs   {watching television/watching TV/...}  
                          
                    30.  3.85      Candlin   Implanting Skills:  Memorizing Affective Language
      
                    P:   ppp       X is/are wrong if x say/says that, sir, honestly. 
                    C:   ccc(1)    But the store detective says he watched you taking the tool.
                    M:   MMM       [][] wrong if [] [] that, sir, honestly.
                                   a.b.          a. c.

                    R:   {R1}=vs   {he/she/they}
                         {R2}=vs   {is/'s/are/'re}
                         {R3}=vs   {say/says}
                    A:   aa1       he
                         {a2}      {is/'s}
                         aa3       says           


                    P:   PPP       He/she came on/by ----
                    C:   ccc(1)    Father walked here.
                    M:   MMM       [] came [] []
                                   a.      b. c.
                    
                    R:   {R1}=vs   {He/she}
                         {R2}=vs   {on/by}
                         {R3}=vs   {foot/plane/boat/train...}
                    A:   aa1       He
                         aa2       on
                         AA3       foot
      
                    43.  3.99      Dakin     Hyponymy Drill

                    C:   ccc(1)    The old woman who lived in a shoe had a lot of sons and daughters.
                    M:   MMM       There [] so [] [] that [] couldn't [] [] all.
                    C:   ccc(2)    For dinner, she gave me a huge amount of rice and chicken.
                    M:   MMM       There [] so [] [] that [] couldn't [] [] all.
                                         a.    b. c.      d.          e. f.  
                    
                    R:   {R}       a.  {was/were}
                                   b.  {many/much}
                                   c.  {group nouns}
                                   d.  {he/she/I/...}
                                   e.  {verbs that collocate with group nouns in c.}
                                   f.   {it/them}

                    A:   {a}=vs


                    45.  3.101     Dakin     Converse Drill
               
                    P:             {Classroom reality}
                    C:             Who is sitting on your left?
                    M:             [] is
                    C:+M:          So you are sitting on Mary's [].
                    
                    1.   {R}=vs    {People in the class}    
                         aaa       Mary
                    2.   {R}=vs    {left/right}
                         aaa       left


                    C:   ccc(1)    The cat has been killed.
                    M:   MMM       [] is now [].
                                   a.        b.
                    C:   ccc(2)    Frankenstein's monster has escaped.
                    M:   MMM       [] is now [].
                                   
                    R:   {R1}=vs   {it/he/she}
                         {r}=large {dead/killed/died/with God/in heaven...}
                    A:   aa1       it
                         {a}=small {correct elements of {r}


          MIXED OPERATIONS

                    No Examples      

          CHOICE OF TEMPLATE
      
                    14.  3.69      Byrne     Meaningful Practice
      
                    P:             {Eight Pictures of Objects}
                    Cf:            Make a true statement in connection with the objects in the pictures.
                    M:             A [] costs more than a []   or
                                     a.                   b.                                 
                                   It is easier to [] a [] than to [] a [].
                                                   c.   a.         d.   b.                                                

                    R:   {R1/R2}=vs     {The set of objects in the picture}
                         {R3/R4}=small  {The set of verbs that collocate with objects in the picture}
                    A:   {a1/a2}=vs     {Elements of {R} that make a true statement}
                         {a3/a4}=vs     {The verbs that collocate with {a1/a2}}    


Converted from the original Wordstar format and placed in Html package
Roger Kenner, 2006
[Return to Top Level]