...Reflection My main aim in enrolling in the English 120 online course was to improve my writing skills. I strongly believe that I have achieved that purpose. While comparing the first draft of my Essay#1 to how I tackle an essay on the same topic now, I can see the almost meteoric improvement that I have achieved so far.In addition, I am proud of the skills I have learnt from this course. In fact, I believe that my achievements so far have superseded my expectations. I hope that whatever I have learnt in this course will form the basis for future improvements, and I will be able to make further strides in creative and scientific writing. While taking the English 120 online course, my attitude towards reading as well as writing has transformed drastically. For instance, after taking the course, I have learnt to look at issues in depth, instead of dealing with them superficially. In addition, the course has instilled in me a healthy appetite for reading and doing extensive research on a specific topic. Moreover, after the course, I have also started to read more in order to improve my vocabulary. I believe that this will help in my future endeavors....
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...aspects/strategies of assessment. These 14 aspects/strategies are included below as 14 questions. 1. Subject/learning area, lesson topic, and grade to be assessed: Subject/learning area: English – Home Language Lesson topic: The lesson topic is types of writing texts: write a narrative essay. Learners are to plan, prepare and write a narrative essay. The topic will be given in both writing and as a corresponding pictorial representation. Grade: 8 2. Learning outcome to be assessed In accordance with the CAPS document, the learning outcome for this assessment is imaginative formulation, writing and presenting a written essay. To complete this task the learner will need to do/demonstrate the following: • Use language to think and reason out creative ideas • Apply the reasoning process to capturing ideas and transfer them to written words • Write and present a mixed variety of factual and creative texts to suit a variety of purposes. • The learner will know and be able to use the sounds, words and grammar of the English language to complete the task. 3. Assessment standards to be used in this task: • Individual assessment (no group work or collaboration) • Consulting a dictionary, thesaurus and the educator are all encouraged • Paragraphing: o The learner must construct the essay using paragraphs o Paragraphs must be logically ordered o Conjunctions (if used) must bring cohesion rather than produce run-on sentences....
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...VITAL IELTS GUIDELINES AND TIPS- J & J ENGLISH INSTITUTE WRITING: TASK 1 (See the Photocopy) TASK 2: The essay should include 3-5 paragraphs. First one is introduction. Second, third or forth paragraphs should be the BODY- that includes the supporting paragraphs of THEME, and the last paragraph is conclusion. You should not state your sentences or ideas twice. Each body paragraph should comprise unique theme or topic. You may start the body paragraphs with Firstly, Secondly, Thirdly….or First of all, Secondly …if the 'Task 2' essay asks you to discuss on a particular subject or asks if you agree or disagree with the statement. DO NOT SHORTEN THE VERBS OF THE SENTENCES- Use: They have not- or he does not (DON’T write haven't or doesn't or isn't…) You do not need to start the first introductory paragraph with a linking word. You may use 'that' or 'which' in the middle of the introduction paragraph. You may use 'however' or 'although' in the middle of the conclusion paragraph. Of course you should use any conjunction or linking unit in the BODY paragraph. In your 'Task 2 Essay', you should use the following items sometimes for points and bonuses: a. Use LINKING DEVICES/WORDS that are: 'Although, However, Moreover, Furthermore, Besides, On the other hand, Therefore, Thus, In addition, Because of,such as…' b.Utilise Synonyms- e.g. Enormous- vast, barrier- Impediment, generous-benevolent, bolster- boost Use simple words like GOOD, BAD, BIG and NICE once c. Sometimes...
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...(含文献综述、外文翻译) [pic] 题 目 英语专业学生写作能力分析和提高策略 --以城院学生四八级作文为例 An Analysis of English Majors’ Writing Ability and Improvement Strategies: A Case Study on ZUCC English Majors’ TEM-4/8 Performances 姓 名 俞星星 学 号 30608160 专业班级 英语0603 所在学院 外国语学院 指导教师(职称) 指导教师(讲师) 二○一○年 五 月 二十 日 毕业设计(论文) 开 题 报 告 (包括选题的意义、可行性分析、研究的内容、研究方法、 拟解决的关键问题、预期结果、研究进度计划等) RESEARCH PROPOSAL An Analysis of English Majors’ Writing Ability and Improvement Strategies: A Case Study on ZUCC English Majors’ TEM-4/8 Performances 1. Purpose and Significance Thanks to the globalization, the demand for the bilingual workers is on the rise. As English majors, we believe that what we can do to be more competitive in this increasingly globalized world is to have a solid command of this language. The certificates such as TEM-8(Test for English Majors Band Eight) is a must but what really matters is what ability the students really have possessed and could be employed at ease. Upon reflecting on the TEM-4 (Test for English Majors Band Four) /TEM-8 scores the seniors have acquired, we clearly learn that there is still quite a room for improvement, especially when it comes to writing. Some students still find it tough to put pen into the paper and work out a satisfactory essay; some are hard-pressed to express themselves smoothly in the writing; still some tend to produce...
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...needs society for science and technology with at underlying the Faith in order to implement development to grow and thrive today. This activity is a prerequisite for students at Semester VI to obtain a certificate as a prerequisite for essay examination at the end of the course. All students are required to follow the activity at least once. For students, the activities of KKL should be perceived as new learning experience that is not obtained in the campus, so that the completion of the KKL, students will have the insight to provision live and socialize in the community at the time of carrying out devotion to the nation and the State in the future History The program of study English Literature, Faculty of Humanities University of Brawijaya stems from the establishment of English Language Laboratory UB in 1973. The Language Laboratory serves as the medium of English education to prepare UB faculty in continuing their studies abroad. With the Rector's Decree No. 026 / SK / 1986, the English Language Laboratory-1 Diploma courses of English in 1986. The English Language Laboratory Unit then turned into English in 1993 (Rector's Decree No. 036 / SK / 1993). Then opened courses D-3 English (Rector's Decree No. 044 / SK / 1995) and the S-1 English...
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...Father Goes to Court” Carlos Bulosan Born: 11/2/1911 Birthplace: Pangasinan, Philippines One of the earliest and most influential of Asian American writers, Bulosan emigrated from the Philippines in 1931. In the U.S., he worked in an Alaskan fish cannery and as a fruit and vegetable picker in Washington and California, and eventually became an activist in the labor movement. The horrendous conditions of Filipino laborers were fictionalized in his most famous work, America Is in the Heart (1946). Died: 9/11/1956 “A Son is Born” Manuel E. Arguilla (1911-1944?) is an acclaimed Filipino short story writer as well as a patriot and a guerrilla hero. | | He was born in Barrio Naguilian in Bauang, La Union on June 17, 1911. He was the fourth child of Crisanto Arguilla and Margarita Estabillo, hard-working farmer folk who owned a small piece of land. | | “Magnificence” Estrella D. Alfon (July 18, 1917 – December 28, 1983) was a well-known prolific Filipina author who wrote in English. Because of continued poor health, she could manage only an A. A. degree from the University of the Philippines. She then became a member of the U. P. writers club and earned and was given the privileged post of National Fellowship in Fiction post at the U. P. Creative Writing Center. She died in the year 1983 at the age of 66. Estrella Alfon was born in Cebu City in 1917. “Old Movies” Ian Rosales Casocot (born 1975) is a creative writer and journalist from Dumaguete City, Negros...
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...likely think of famous authors and books, but the career of writing is a lot more than that. The career field of writing can be separated into two major groups, one writing what they want to write and hope they get buyers, the other works for employers or clients and write on subjects their employer wants (Overview par 2). No matter what kind of writer they are, they all use the same basic steps to create their project. The writer gathers information, sometimes interpreting complex events or information (Overview par 3). Writers review their own work multiple times to make sure what they are saying makes sense, and to see if there is anything they want to change. Many have editors or peers that read and comment...
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...Research papers made me stop liking writing because they had a lot of requirements and I don’t like doing research. I also use to like reading too but I find research boring so that also made me stop liking reading. I did not find any interest in reading or writing about research topics because history is my least favorite class. Every year of high school so far is a different type of writing in every english class. It started out in 6th grade with creative stories, 7th grade with holocaust research essay, 8th grade essays, 9th grade reading stories, 10th grade I had AP english so we did reflection essays over the book we had to read every quarter and that was very hard to me and made english my worst subject. Although, now that I’m in 11th grade english, I am starting to like english a little. I like how we have our own choice of books we want to read and the 10 minutes of reading everyday. I prefer free writing, like we get a topic and go from there, but doing research and having to have a lot of pages and all those requirements, is what i don’t...
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...a negative outlook on writing which has made me the writer I am today. Since I can remember, I have always been told I am a good writer yet for some reason I have always fought the writing process. English was one of my worst subjects in high school. Yes, it is my native language, but the reading part is not my problem. Writing the essays was my biggest challenge. Starting an essay has always been the hardest part for me. I was taught to always start at the beginning and finish with the end. Later people told me I could write the beginning last, but I was stubborn. I had to write it first. This hindered me. I would usually wait until the last minute because I did not know where to begin. Procrastinating has always been my fall back when writing. Even now, I am writing this essay on Sunday at 2:30pm the day it’s due. My parents would never push me to write, they would ask the usual parental question of, “Did you finish your homework yet?” As a rebellious kid, of course I told them I had. When the final hour was approaching to finish, or in my case start the essay, I had to cram and stay up late to finish my work. Sometimes I would stay up until midnight or later. Luckily my dad kept odd hours and was able to help me late into the night. He would always help proofread my essays, even in the middle...
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...ENGLISH ESSAY WRITING FOR SECONDARY SCHOOL STUDENTS 1. GENERAL ADVICE a. READ the title of the essay carefully and make sure that you understand it. If necessary, underline key words in the title. REMEMBER: if your essay does not cover the topic(s) proposed in the title, your mark will be very low. b. WRITE AN ESSAY PLAN. You can do this in English or in your mother tongue – but remember that you must be sure that you can express your ideas easily in English. In your essay plan you should note down specific vocabulary related to the topic. You should also write down any appropriate CONNECTORS (linkers). At first, you will find writing an essay plan difficult and time-consuming, but with practice it will save you time in the end and will also help you to organise your ideas in coherent paragraphs. EXAMPLE OF AN ESSAY PLAN: What are the advantages and disadvantages of mobile phones? 1. INTRODUCTION: Now everybody has a mobile. What happened in the past? There are pros and cons. 2. PARAGRAPH 1: Advantages Immediate contact with family and friends. Good in emergencies. Many news uses – technology is developing. 3. PARAGRAPH 2: Disadvantages Bad for our health; addictive. Not sociable? What happens in schools? 4. CONCLUSION: Good and bad aspects. My opinion. KEY WORDS: technology, technological, developments, to keep in touch with someone, text messages, (on) the Internet, health, healthy, unhealthy, good//bad manners, to be banned. POSSIBLE LINKERS: Contrast...
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...CHALLENGES STUDENTS FACE IN LEARNING ESSAY WRITING SKILLS IN ENGLISH AS A SECOND LANGUAGE IN SECONDARY SCHOOLS IN MANGA DISTRICT, NYAMIRA COUNTY, KENYA BY NYANG’AU BENARD NYASIMI E55/CE/14078/2009 A THESIS SUBMITTED IN PARTIAL FULFILMENT FOR THE DEGREE OF MASTER OF EDUCATION IN THE SCHOOL OF EDUCATION KENYATTA UNIVERSITY JULY 2013 * DECLARATION This thesis is my original work and has not been presented for degree in any other university. Signature: ______________________________ Date: ________________________ BY NYANG’AU BENARD NYASIMI E55/CE/14078/2009 We confirm that this thesis was carried out by the candidate under our supervision as university supervisors. Signature------------------------------------------------------ Date-------------------------- Dr .Sophia. Ndethiu. Department of Educational Communication and Technology. Kenyatta University. Signature------------------------------------------------------ Date------------------------- Dr. John. Kimemia. Department of Educational Communication and Technology. Kenyatta University. * DEDICATION This work is dedicated to my loving wife Zipporah Nyasimi and our sons Philemon Siko and Enock Ongeri . * ACKNOWLEDGEMENT I wish to acknowledge the support of those individuals who made it possible for a successful completion of this work. Special thanks go to my supervisors Dr. Sophia Ndethiu and Dr. John. Kimemia for the support, guidance...
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...In this essay I will explore whether text based interactions can be described as a creative form of language use. The text that I will analyse is a conversation between friends: I will identify a number of features of the text, comment on their effect and whether they are creative, then discuss some of the public attitudes towards texting. Many of the techniques used in sample have the purpose of engaging the reader; making the text more eye-catching; making the text sound colloquial (like a spoken conversation); adding to the humorous banter-like tone of the text; and injecting an expression of emotion into the writing. One technique used in the text is including slang or words written as they are said. Some examples of this are ‘wazaap?’ (l.1); ‘Who dis?’ (l.2); ‘nah’ (l.9); ‘Waana’ (l.14); ‘Wat abat’ (l.16). The effect of these features is to make the text read like a very informal, spoken conversation between two people who know each other very well. This makes the person reading the text, feel that they can express their thoughts and feelings in a natural, open way, and creates an intimate link between them. The text also uses non-verbal language such as: ‘whoa whoa whoa’ (l.11); tch .hh – yeh - u::h u::h (l.15); ‘Mmhm’ (l.18). The effect of these techniques is to add in spoken sounds that are never written into formal texts. These are sounds that people make when they are speaking directly to one another and are not part of language, they are known as ‘metacommunication’...
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...ENGLISH 10 Joscar Gamaliel Malacaman Email : JGMalacaman@gmail.com Cellphone : 09165611730 (Important messages only please) Consultation Hours : FC 1115 M-F 12:00pm – 2pm Course Number : English 10 Course Title : College English Course Description : The writing and critical reading of basic forms of academic Discourse essential to university work. Credit : 3 units Objectives • To develop skills in reading and writing for general academic purpose • To develop independent, creative, and critical thinking through reading and writing various forms of academic discourse • To further an awareness of oneself and others through the exposure to, study of, and experiences with the written word Course Breakdown INTRODUCTION Introduction and Diagnostic Exam Grammar Review Elements of Style by Strunk and White RESEARCH Definition of Research Research Topic Problematique and Thesis Statement CRITICAL THINKING Understanding and Evaluating Data Introduction to Reaction Papers BASIC ELEMENTS OF WRITING Audience, Point of View, Levels of Language, Voice, Style Structure of the Essay Proofreading and Editing PRE-WRITING Ideas and Data-Gathering Sources and Kinds of Sources Introduction to Report Writing Organizing Ideas Introduction to Concept Papers TECHNIQUES IN WRITING Kinds of statements Making Assertions ...
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...Analysis Essay 1 Bring a Large Bluebook DATE: Topic: Analyze one of the following texts by first determining the message of the story or the message the author is trying to convey, and then formulating a thesis about that message using the text as evidence. Please follow the structure of an essay… Don’t just summarize the story without having a point to support. Readings: |“Everyday use for your Grandmama” |“Doors” (short story from the novel Arranged |“This Is What It Means to Say Phoenix, | | |Marriages |Arizona” | |“My Mother’s English” |“Notes from a Son to his Father” | ( You must focus primarily on the text you have selected… “What” does the author say or appear to say about the topic (message)? “How” does the author present his or her ideas? What evidence did you find in the text that leads you to think what you do about the topic? ( Requirements: A more complete Grading Scale is in your reader on page 17 of your reader. This essay should have (and I will be looking for) 1. An introduction that builds to a thesis statement. a. Give a clear idea of how your topic and the text you have chosen led you to your thesis. (Don’t forget to give the Full Text Title and Author’s name in your intro.) b. Take a stance with your thesis. (It should not contain “I”.) 2. Topic...
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...This article was downloaded by: [148.85.1.113] On: 16 March 2015, At: 06:02 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Interventions: International Journal of Postcolonial Studies Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/riij20 Contemporary Bhakti Recastings Laetitia Zecchini a a CNRS, France Published online: 03 Jun 2013. Click for updates To cite this article: Laetitia Zecchini (2014) Contemporary Bhakti Recastings, Interventions: International Journal of Postcolonial Studies, 16:2, 257-276, DOI: 10.1080/1369801X.2013.798128 To link to this article: http://dx.doi.org/10.1080/1369801X.2013.798128 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be...
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