Yang mana satu idaman tekak anda..

Kuih yg bangun sendiri= Kuih Bangkit
Kuih org x mandi= Kuih Bau-lu
Kuih paling tenteram= Kuih Makmur
Kuih paling lembap= Kuih Siput

Kuih paling style = Kuih CARA.
Kuih untuk mekap = Tepung Gomak.
Kuih berlagu = Qasidah.
kuih penuh dgn harapan = Agar-agar
kuih paling berbahaya = kuih boom

Kuih paling gangster= Lompat Tikam
Kuih paling sexy= Puteri Mandi
Kuih paling keji= Taik Itik
Kuih bajet cute= Cek Mek Molek
Kuih untuk awet muda= Seri Muka 

Kuih paling alim= Kuih Ketayap
Kuih penyakit lelaki kronik= Batang Buruk
Kuih suka pukul= Kuih Lompang
Kuih dalam zoo= Badak Berendam

 

Topik 7 la pulak..

TOPIC 7: INTEGRATION OF SKILLS
1. Guidelines for integrating grammar into writing instruction:

1. text analysis (useful as an inductive approach for helping learners who are already familiar with prescriptive grammar rules, focus on proficiency, avoid too complex/ lengthy writing, look for text with ample instancesof the grammatical feature to be analysed
2.  guided writing practice (the activities should have a purpose other than simply grammar practice)
3. dictation
4. text elicitation
5. text conversion
6. text completion

-Consideration in making choices about grammar instruction:

• age
• proficiency level
• educational background

 2. Guided writing activities:

• editing
• error detection / correction exercises
• read-aloud technique
• algorithms (flow chart)
• teacher correction & feedback on errors

3. Writing about literature
-literature teachers require studs to:

• write about what they have read & show how a writer handled one component of a short story/play/poem
• relate how 2 different tasks treat a specific component
• weigh a number of components and then find out the writer's objective
• air their responses to some work

-also to apply the writing guidelines : focusing, gathering, information, organising, writing, revising & editing
-components of literature: plot, point of view, character, setting, symbols, irony & theme
-procedure writing a paper on literature: focusing, gathering information, organising, writing, revising & editing

teacher yang bersungguh-sungguh mengajar...hehe

TOPIC 8 : Transcripts, portfolios & exam paper
1. Transcriptions: entails a number of different skills- knowing letter shapes, printing & handwriting, punctuating, spelling & practicing neat, attractive presentation.
-The rationale:

• to form writing looks & how legible it is
• to make the writing easy to read
• punctuation makes things easier to read & can change the meaning
• poor spelling can be disturbing for readers, & make a stronger impression than ur composition

-Steps for transcription:

• never ask studs to recopy precisely when there is no audience
• do not criticise/compliment studs about spelling except at final editing
• allocate sufficient opportunities to display their writing
• always expect precise & error-free spelling in a final draft

2. Spelling
-Several types of cues when to spell words:

• sound cues
• function cues
• meaning cues

- Teaching the skills of spelling:

• publish/ display studs' writing
• enlighten that spelling is a thinking activity
• educate studs when, where & why spelling is important
• stimulate studs to spell
• assist studs to progress to the next stage of developmental spelling
• provide info about word formation
• highlight interesting facts about links between words, words origin
• link word into 'word families' which have same spelling pattern
• show the studs how their knowledge about spelling is progressing
• encourage games & puzzles that involve words and spelling

 3. Writing portfolio
a).-innovative way to evaluate studs writing as well as written record of their work
-Rationale:

• to show studs progress
• to evaluate composition
• to evaluate the stud's use of language

b). Anecdotal records: as a kind of journal
-The observations including:

• things u notice while u observing the stud at work
• particular problems the stud encounter, how they solved
• changes the kind /quality of writing
• how out-of-school factors are affecting the stud in school
• comment from other tcers
• interaction with the parents
• notes on a stud's use of another language

 c). Checklists
-two basics types of checklists:

1. an observation checklist
2. a checklist for growth overtime

d). Evaluation profile
- a way of recording & passing on information with the child throughout the school experience

e). Reporting to parents
- Monitoring these areas:

• the stud's understanding of the purpose, process & methods of working
• the stud's strengths & weaknesses
• the stud's growth & development

f).  A school writing policy: is a statement of beliefs about writing & the teaching of writing

4. Writing for exams
-Steps to assist studs to do well in essay exam:

1. dispelling myths about writing
2. preparing for the exam
3. reading the questions carefully
4. planning ur answer
5. writing a clear & well-organised essay
6. proofreading the essay

"gelabah itu punca hilang segala idea"

Nota padat

TOPIC 6: Writing summaries, resume, job applications & report
1. Summary: also known as an abstract or precis, shorten the original/actual material to its main points & supporting details.
-Steps to summarise:

• preview the article by looking at the tittle, subtittle/caption, introduction, last paragraph, pictures & words/phrase that highlight specific details
• read for understanding first
• reread & pay attention to important details
• jot down main ideas & supporting details
• write ur 1st draft
• prepar ur final summary

-Summarising a book:

• preview the tittle & table of cntents
• pay attention to number of pages, index, glossary & appendixes
• 1st & last topic that convey the preview
• look at opening & closing paragraphs
• take note of pictures, diagrams & chart

2. Two things u are supposed to do when writing the report:

• Part 1: summary of the book (specify author, tittle, publisher,date of publication..Summarise by condensing the content...Describe objectively)
• Part 2: reaction to the book (concentrate the guide questions, judge the value of the book)

3. Formal report: a brief description on how to write a report
-Tips when writing formal report:

• be formal
• all points precisely elaborated
• the address should be clearly written
• use appropriate transitional words

-General rules when writing a report:

• Each paragraph should represent a single main point
• personal responses should be justified with specific details or reasons
• the report should adhere to a basic pattern of organisation
• transitional words should be used to link ideas & details
• use quotation when necessary

4. Writing a resume & job application letter:
-resume: self-promoting document, aim of quick overview
-Important points when writing resume:

• in order to impress, vital that the resume is meticulous
• use computer to type a tidy resume (size 81/2 by 11 inches)
• has same margin on all sides
• capitalise all headings
• use model resume to guide u
• write ur educational & employment particulars backward in time
• make it precise & concise
• free from errors!

-should highlight strengths and not weaknesses
-need to inform the people concerned before listing them as ur reference
-Job application letter : the cover letter of the resume & to provide brief introduction & to attract the attention of a potential employer
-Points to note when writing JA:

• state clearly that u are applying for the job advertised & mention where u saw the advertisement
• letter should have a formal layout, keep it short, end letter with "yours sincerely"/ "kind regards"

5. Paraphrase & summary writing
-paraphrase: write the exact meaning of a text in ur own words
-summary writing: to rewrite briefly the important points of a text
-Similarities between paraphrase & summary:

1. use precise words(verbs) to show tht u are reporting the ideas & information from another source
2. use ur own mode of expression or style of writing to describe the source ideas/information
3. use writer's personalised style to rewrite the text

Oh em gee....esok exam!!!

hmmm...focus

Topic 5: Guidelines  for writing paragraphs
1. Characteristics  of the paragraph :

• Unity : must have single generalisation as the focus of attention, control the content of every sentence, stick to main point, avoid irrelevancies
• Coherence: the sentence are clear, logical & grammatically correct.

2. Revising for coherence:

• check the topic sentence
• avoid mixed constructions
• use pronouns that refer only to identifiable antecedents
• use similar grammatical structures to achieve balance in sentence
• use transition words to help the reader move easily through your writing
• repeat key words to attract & hold ur reader's attention

3. The point paragraph outline (PPO)
-Purposes: will make the focus & evidence of the paragraph more specific & clearer, makes it easier to comprehend.

4. Process for planning PPO:

• Choose a topic
• use pre-writing techniques  to generate ideas
• construct a possible topic sentence with controlling ideas
• begin constructing the PPO
• modify the topic sentence
• write a concluding sentence that summarises, offer solution, make recommendation/prediction

5. Organising your essay
-All essays have 3 parts: beginning(introduction), middle (body), end (conclusion)
a) The introduction has 3 parts: opening sentences, transition, thesis statement
b) The body (not Heidi Klum tau..hehe) comprises 3-4 paragraphs
c) The conclusion :summarises the ideas mentioned & concludes the essay

6. NARRATIVE ESSAYS
-relates a series of events
-action plays a central role in a narrative writing
-conflicts: motivate & construct the action
-points of view: either use 1st person or 3rd person
-main events: comprised of several events
-dialogue: can assist in involving the reader into the story
-punctuated correctly to denote the shift from 1 speaker to another
-planning & drafting: 1) brainstorming session 2) construct a framework to show main events 3) insert dialogues appropriately & logically, denote resolution to the conflict 5) get some feedback
-writing the supporting details
-Steps to follow:

• write the topic sentence
• write the supporting ideas
• write some examples
• relate the ideas

7. COMPARE-CONTRAST WRITING
-to observe on 1 or more subjects for likeness, differences or people, concepts & places
-share the same ground in selecting items for the comparison/contrast
-Organising a C/C writing:

• the block/ parallel pattern
• alternating/ intergrated method
• using analogy (know common item, different subjects must give important similarities, light up truly, just a few)

-Planning & drafting:

• select appropriate organisation pattern to cater details
• brainstorm suitable supporting details
• use introduction to identify the topic
• determine the length & details 
• writing about familiar subject 1st
• end the essay with recommendation/ prediction

8. DESCRIPTIVE WRITING
-is a word picture which portrays a scene, create images in a reader's mind
-purpose: to express oneself, to entertain & to inform
-important to know the audience's profile (level, reasons for reading, attitudes, expectations, knowledge, response & level of language)
-Steps in DW:

• prominent sensation/Idea
• perspective point (fixed / from a moving point)
• choosing facts
• organising facts
• planning & drafting the description

-Patterns of organisation for descriptive writing:

• vintage point/ spatial organisation
• time sequence
• dominant impressions
• selection of details 

-3 characteristics of a purely descriptive essay:

• has 1, clear dominant impression 
• can be objective or subjective
• the reader able to visualise what is written by the author

-Strategies in descriptive writing:

• give the details first, dominant impression built from these details
• details should be consistent
• use then & now approach to show decoy, change or improvement
• select emotion & describe it

I need caffeine....arghhhh

 9.PROCESS WRITING : EXPLAINING HOW
-Types of process analysis writing: 1) audience who is going to do the process 2) audience who is not
-Guideline for collecting information to write the process: 1) list down all the steps 2) evry steps must have rationale

 10. CAUSE & EFFECT PARAGRAPH
-cause & effect cant be separated but associated & jointly make up causation
-arranging & outlining the causal analysis: 1) brainstorm the topic for supporting details 2) dealing with the effect 3) study for comprehensiveness 4) classify issues & specify ur plan
-a) cause-effect paragraphs (CCP), b) organisation of cause-effect paragraph, c) cause-effect connectors, d) cause-effect paragraph frames, e) classification paragraph, f) choosing categories,  g) types of classification, h) increasing categories

11. EXPLANATION PARAGRAPH
-can explain a process, define a term, make a concept clear
-the objectives:

• learn generate ideas, 
• plan & organise EP, 
• know the collectors most often used
• practice analysing
• know the purpose

-Process Paragraph (PP) : describe how to do something, organised in choronological order
-Steps in writing PP:

• choose a topic that is narrow enough to be described
• give details in correct order
• give reasons for the order
• use chronological order to assist the reader

-Chronological connectors: a) sentence introducers(1st, 2nd, then...)  b) time intoducers (before, after, while....)

-Passive Voice (PV) : used to give process paragraph more objectivity.
-is used: 1) when the doer is not important, 2) when the doer is not known, 3) when the doer wants to be less important than his research.

12. ARGUMENTATIVE ESSAY
-Guidelines:

• checklist for persuasive writing
• identify the audiences for writing
• choose a suitable tone
• select a topic
• the writing process: planning, shapinh, drafting, revising
• writing paragraphs
• use evidence to read, think & write critically
• analysing cause & effect using inductive & deductive reasoning
• do not use logical fallacies

penat dah..makan dulu untuk penambahan kalori...huhuhu

Hey kamu jangan malas2

Topic 3: The writing process
1. Purpose & audience: a) know ur audience b) establishing ur purpose c) formulating the mesage d) choosing ur style & tone.
- writing purpose: 1) to entertain 2) to inform 3) to persuade
-audience: must know the terms used in the field written.
2. The writing purpose: generally conducted as a group work.

• pre-writing stage: clarifies the purpose of writing, thinking, talking, drawing, remembering,test ideas about content & form.(select topic, generating & organise ideas)
• while-writing stage: burst of writing as ideas seek expression in the form of words.(drafting, getting feedback, revising, editing)
• post-writing stage : modification & intention to writing mechanics (presentation,display)
• outcomes: publishing & sharing provide responses that help discover how effective/valuable their writing

3. Rationale for pre-writing:

• encourage imaginative exploration
• discover what interests of the subject
• systematically gathering information
• sketching out possible structure for the essay
• saves time

4. Techniques to encourage studs to generate ideas:

• free writing
• questioning
• making a list/ brainstorming
• diagramming/ mapping/ clustering
• preparing a scratch outline

5. Drafting: the attempt at actually writing the essay.
    -Suggestions that will help with the actual writing:

• rewrite ur thesis statement at the top of ur 1st page
• write 1st paragraph, introducing essay & stating ur thesis
• follow ur plan as u write
• look over the supporting details
• turn the details into sentences
• ending essay in an appropriate fashion

6. Feedback/conferencing:
-encourages to take a conscientious approach to ur writing
-use a system of marginal annotations to evaluate
7. Revising:
-re-writing a paper, adds coherence, variety, transition, emphasis & details.
8. Editing:
-to fix errors in grammar, punctuation & spelling
9. Publishing:
-sharing one's writing with an audience, reinforce the concept of an audience

Topic 4 : Supporting students to write
1. Techniques to support students as they learn to write:

• modelled writing (purpose: to demonstrate writing activity & conventions, how to use writing strategies 
• shared writing (purpose: to demonstrate writing through thinking aloud, generate studs ideas, to create written texts)
• interactive writing (purpose:  to demonstrate how to write words & sentences, use phonics & spelling patterns, use capital letters, punctuation marks, to create written text)
• guided writing (purpose: to scaffold a writing experience, introduce different types of writing actvt, to teach writing process, procedure, concepts,strategies & skills during mini-lessons.  
• independent writing (purpose: to provide authentic context for writing practice, opportunities to choose writing topics & forms, to gain writing fluency & stamina, as tool for learning, to make & publish books)

2. Steps in LEA (language experience approach) Ashton-Warner(1965) & Stauffer (1970)

• provide background knowledge before writing
• discuss & share the experience
• record the child's dictation
• read the text aloud, pointing to each word
• widen & develop the writing & reading experience
• assemble sentence cards

3. Suggested activities for interactive writing:

• write predictions before reading
• write responses after reading
• write letters and other messages
• make lists
• write daily news, recipes, poems
• make poster

4. Steps in interactive writing:

• collect materials (chart, coloured marking pens etc)
• offer stimulus
• work out a text
• distribute materials for studs to exploit
• write the 1st sentence word-by-word
• display the completed writing chart on class notice board

Hey kamu jangan malas

HBEL3103 Teaching of writing
Topic 1: Mechanics of writing: the art of writing

• When teaching how to write, focus on 1 objective at a time-1st, correct formation, size, slant.
• young children should use large large writing/panting tools for better control.
• for best result, handwriting practice should be scheduled every day.
• handwriting practice consists of copying, not creating, letters, words & sentences.
• penmanship: ability to record our thoughts & memories, sign that someone has been educated.

Topic 2 : Definition of writing
1.3 def according to Nunan (2003): a) perceives writing as both a physical & mental act. b) discerns writing with dual purpose, which is to express & impress. c)recognise writing as both a process and a product.
2. Background to the teaching of writing: examplary writing was performed from a set of rules & principles. "rules of writing" touched more on correctness of form over function. Correct spelling, grammar & overall organisation were the essential evidences of second language profiency.
3. Students' writing needs( Methodologies proposed by Peter Elbow & Donald Murray):

• Expressivism: stud are encouraged to wrote openly & personally. Aimed at getting stud to relax & to reassure them in the act of writing. to help them not to be afraid to make errors.
• Cognitivism: providing important insights into how stud write & learn. Stud define problems, investigate & presenting their arguments, come to consider logical conclusions.
• Constructionism: evolved when concerns for diversity, bilingualism/multilingualism & political issues informed the teaching of writing in ESL settings in 1980s & 1990s. Lnguage & form of writing arose from the target community. 

4. 4 principles for teaching writing:  1) Understnd ur studs' needs for writing 2)make arrangement for studs to write 3)provide constructive & meaningful feedback 4) explain ur studs how their writing will be evaluated (non-weighted, weighted & holistic rubrics)
5. Principles for planning writing techniques( the guidelines)

• integrate routines for examplary writers
• mtach process & product
• consider studs' cultural background
• link reading to writing
• equip studs with authentic writing
• compose according to the steps in the process writing approach (3 steps of composing: pre-writing, drafting & revising)

6. Classroom writing techniques tasks: 1) invention techniques: brainstorming, word mapping, quick-writing).
7. Writing: 1)Drafting: focus on the development & the organisations of those ideas more than dev of perfect grammar, punctuation or spelling. 2) Feedback: tcer makes comments more on ideas & organisation, can also utilise peer feedback. 3) Revising: talk about process of reorganisation, developing ideas, separate from editing for grammar or spelling.
7.1) proofreading & editing: studs should read for mistakes in spelling, grammar, punctuation & so forth.

Gambar untuk menambahkan ketegangan urat saraf...hehe..just kidding

Puasa & exam....

Salam Ramadhan untuk semua umat islam. Dah sebelas hari dah puasa kan..Harap aku dapat teruskan perjuangan ini sampai raya nanti. Yang tak berapa best time pose ni aku & member2 yang sambung belajar kat OUM kena exam..adoyai..bila dah berbuka perut kenyang mana nak cari mood nak buka buku pulak..dah la belajar umur pun agak besar jugak..hehehe..yelah kalo dibandingkan dengan bebudak lepasan spm & stpm yg masuk U tuu...Ramai dikalangan yang sambung belajar ni yg dah beranak pinak & banyak tanggungan. So, aku memang respek la pada ibuk2 dan bapak2 yg survive nak abiskan 4 tahun balajar ni..Aku pulak, tetiber boleh pulak "terbuat" blog nih..padahal lg 2 ari nak exam..bowsan punya pasal..dah lebam ngadap buku je..Well, aku nak ucapkan tahniah pada diri aku sendiri sebab tetibe ada blog..hehe dan selamat menyambut bulan Ramadhan bulan mulai kepada semua...xoxo