Assessing Summary Writing Skills Through Ideational Grammatical Metaphor Among TVET Students at Federal Polytechnic ILARO, Nigeria

Abstract

The phytoconstituents present in Xylopia aethiopica leaves were: flavonoids (951.82 mg/g), tannins (282.70 mg/g), alkaloids (188.47 mg/g), phenols (603.25 mg/g), saponins (11.47 mg/g), steroids (91.20 mg/g), oxalates (190.32 mg/g) and glycosides (190.32 mg/g). A total number of 30 bioactive compounds were identified based on their peak areas. The major compounds greater than 1 % were; 13-docosenamide (21.09 %), terpineol (10.07 %), 1,6-cyclodecadiene (9.37 %), copaene (2.88 %), caryophyllene (8.15 %), β-ocimene (6.05 %), β-myrcene (5.09 %), copaene (2.38 %), 2 – methoxy-4-vinylphenol (1.72 %), β-elemenone (1.31 %), 3,4-dimethylphenyl heptyl ether (1.26 %), ethyl oleate (1.07 %) and γ-elemene (1.27 %) while those less than 1 % (˂ 1 %) were; 2- methylenebornane (0.66 %), 2-methoxy-2-prophenyl (0.72 %), hexadec-7-enal (0.23 %), hexadecanoic acid (0.02 %), didodecyl benzene 1,2 dicarboxylate (0.09 %), methyl stearate (0.16 %), 9,12-octadecadienoic acid (0.08 %), hexadeca-7,10 – dienal (0.47 %), 1,1,5 –trimethyl -1,2-dihydronaphthalene (0.01 %), propane, 1,1 – oxybis -3- chloro (0.08 %), 1-trimethylsilypent-1-en-4-yne (0.03 %), bicyclo[13.1.0] hex Summary writing requires basic skills which Technical and Vocational Education Training students need for achieving brevity. The purpose of this paper is to explore the application of linguistics to the study of Ideational Grammatical Metaphors (IGM), nominalization, its frequency and process types, and to instruct TVET English summary writing skills. This paper adopts Hallidayan Systemic Functional Grammar to pinpoint and analyze nominalization and the role play by it. The data were obtained from 400 scripts of students from faculties of Engineering, Environmental Studies, Communication and Information Technology Management Studies, and Pure and Applied Sciences. The analysis displays that IGM has permeated summary writing texts and the prevailing process types are material and relational types. Based on the findings of this study, some implications can be drawn for TVET students writing skills and reading pedagogy.