Taskmaster: Diction Icebreakers

By Valerie Bherer, John Abbott College

Taskmaster: Diction Icebreakers

At a Glance

Discipline

  • Languages and Literature

Instructional Level

  • College & CEGEP

Course

  • Diction (603-101-MQ)

Tasks in Workflow

Social Plane(s)

  • Group

Type of Tasks

  • Collecting & seeking information
  • Discussing

Technical Details

Useful Technologies

  • Google Docs
  • Word Online, or Teams for sharing the list of words (optional)

Class size

  • Small (20-49)

Time

  • Single class period (< 90 mins)

Inclusivity & Accessibility

  • Diversity of engagement

Instructional Purpose

  • Preparation & knowledge activation
  • Exploration & inquiry

Overview

In this activity, students develop their awareness of the properties of diction by completing two timed “tasks” in small groups. These tasks allow students to explore the variety of characteristics that can apply to words. The goal of these activities is to allow students to experience the process of choosing words to produce a desired effect.

The activity format draws from the British television show Taskmaster. The teacher is the taskmaster, an autocratic judge who assigns tasks to the contestants and determines the winner based on subjective criteria. The taskmaster may choose to reward conformity to the rules, originality, effort, etc. The subjectivity is a core aspect of this activity: it is meant to illustrate how different readers react to authors’ word choices.

In the first task, students must find a word that matches the characteristics prescribed by the Taskmaster. In the second task, students create chains of synonyms in which the signified always changes (e.g., jealous -> green -> new).

This activity draws from inquiry-based learning. It is ideal for the first week of class as it introduces students to the discipline and gets them working in groups. This activity can be completed in about 30-45 minutes.

Instructional Objectives

Students will be able to:

  • Identify characteristics of diction such as etymology, denotation or connotation, level of formality, or emotional intensity.
  • Find words that match given characteristics.
  • Define connotation and denotation.

Workflow & Materials

Workflow

Activity Workflow

View on CourseFlow
Presentation Document

Taskmaster PowerPoint

Valerie Bherer

Contributor's Notes

Benefits
Challenges
Tips
Benefits
  • Creates a positive atmosphere in the classroom early on by allowing students to participate in collaborative and competitive work.
  • Provides students with hands-on experience of choosing diction.
Challenges
  • Students find creating chains of synonyms challenging. They often create chains of closely related concepts or of connotations (e.g., summer -> sunny). This can be useful to explain connotation, as well as the difference between metonymy and metaphor.
  • The teacher should be prepared to explain their choice when they determine the winner, especially since the arbitrariness of the Taskmaster’s ruling is part of the game. A humours persona is necessary to create a positive atmosphere since the relationship between the students and the teacher is still new.
Tips
  • It can take a long time for students to share the list of words, especially if they create chains of connotations instead. It is recommended to share the list electronically, whether by sending the teacher a picture of their handwritten list or by having them post them online in a document or on Teams.
  • Allowing use of Internet sources is encouraged, as it helps students explore the information that is available to them when looking up words online. I use the opportunity to introduce them to the OED, but few students make use of it during the activity.
  • It is a good idea to integrate instruction in between activities. Students can produce lists or words that provide opportunities to talk about the history of the English language, the concept of dead metaphors, etc.

Applied Strategies

Inquiry-Based Learning

Research, Problem solving and Lab-based methods