Thursday, 10 April 2014

Independent learning Log

Date: Term 2 Week 3 10th April 2014
Source : http://www.vocabulary.com/

What I did:
I answered some questions related to meaning of words on the site.

What I learnt:
Due to the efficiency of the site, I can easily know the meaning of the word and I have also learnt more vocabulary to use in my composition

Wednesday, 9 April 2014

Lesson Recap: Summary Writing

Summary Writing
It is a shortened passage with essential information, in you own words.

Characteristics
Can be understood without looking at the original passage
Faithful reproduction
Brief
Unified whole

Techniques
Paraphrasing
Helps reader to understand the passage better
Gasp the central idea and the main points
Brief and to-the-point

Condensation
Synonyms
Change structure of passage
Turn complex sentences to simpler sentences
Combine the sentences

How to write a Summary
Important points
Do not lift from the passage
Use transitional words
Around three quarter of the original passage

Monday, 7 April 2014

PEOPLE WHO HAVEN'T SUBMITTED COMPREHENSION

Jedidiah Cheng
Jason Ng
Samuel Ng
Reuben Ang

PLEASE SUBMIT IT BY TODAY AND MESSAGE ME TO GET YOUR NAME OFF THE LIST

Or else you will be marked as late, Simple.

Independent Learning Log: Markus Chin

Date: T2W3 8/4/14 1:50pm

Source: http://www.cambridgeenglish.org/test-your-english/

What I did:


I attempted a online test (as seen above) to check my level of english language and scored 20/25.

What I learned: I have made many careless mistakes especially in the section where grammar was tested so I have to revise more often to improve on my mistakes. I have to correct my mistakes as if I continue to repeat them it will affect me during my examinations.


Journals

Daily Journals

Journal Writing:
Select a prompt/topic from the following sites for your daily writing:



Write a one-paragraph (PEEL format) journal on your notebook.
Refer to the paragraph rubric below.


Rubric for a Well-Written Paragraph
Categories of Performance:
Beginner (1)
Basic (2)
Intermediate (3)
Advanced (4)
Tone
The tone is inappropriate for the writing purpose.
The tone shifts from formal to informal and is not consistent.
The tone shifts occasionally from formal to informal, or vice versa.
The appropriate tone is used consistently.
Topic sentence
The sentence is incomplete and does not state the main idea.
The sentence is complete, but does not state the main idea.
The sentence is complete and adequately states the main idea.
The sentence is complete and clearly states the main idea.
Supporting sentences
Some sentences are incomplete or run-on and do not support the main idea. 
Some sentences are incomplete or run-on, but support the main idea.
Most sentences are complete and support the main idea.
All sentences are complete and support the main idea. 
Closing sentence
The sentence is incomplete and does not sum up
the paragraph.
The sentence is complete, but does not sum up the paragraph.
The sentence is complete and adequately sums up the paragraph.
The sentence is complete and clearly sums up the paragraph.
Organization of ideas
Ideas in the paragraph are disorganized and do not support the main idea, causing
a confusion of meaning.
A few ideas in the paragraph do not support the main idea or are out of place, causing a confusion of meaning.
Ideas in the paragraph support the main idea, but could be organized more clearly.
Ideas flow in the paragraph and clearly support the main idea, creating meaning.
Vocabulary or word use
Some inappropriate vocabulary is used and some words are used in the wrong context.
Some words are used in the wrong context.
All words are used appropriately.
All words are used appropriately and there is evidence
of some new vocabulary being used.
Spelling, capitalization,
and punctuation
There are many errors in spelling, capitalization, and punctuation.
There are some errors in spelling, capitalization, and punctuation.
There are only a few errors in spelling, capitalization, and punctuation.
There are no errors in spelling, capitalization, or punctuation

Independent Learning Log

Independent Learning Log


You are to set aside 30 minutes each session for independent learning to improve your reading skills and gain general knowledge. You may visit online learning sites for reading, vocabulary, and listening practice or use any print resources.

Label your entry with the week# (e.g.T1W2) and your initial (ABC), and Independent Learning Log (ILL)

Date: 
Source: 
What I did: 
What I learned: 

Sample #1: 

T1W8
10:30am - 11:30am
9/3/13


Source:
http://www.bbc.com/future/story/20120223-will-we-ever-create-organs

What I did:
I decided to read up on some recent news on the topics I am interested in. I went to BBC and read up on this article about regeneration (recreating organs) and wanted to do a summary of the sixth paragraph to ninth paragraph of the article. I also want to learn some new words in the article.

What I learned:

Words I do not understand:

debilitating - make (someone) weak and infirm
bespoke -  suggest; be evidence of
scaffold - a raised wooden platform used formerly for the public execution of criminals.

Summary:

There are four levels of complexity when recreating different organs. The first level is flat organs like skin, which comprise just a few types of cells. The second level comprises of tubes, for example windpipes and blood vessels, which has a slightly more complex shapes and more varied collections of cells. The third level includes hollow sac-like organs, like the bladder or stomach. These organs have to perform secreting, expanding or filtering as the situation arises which is more difficult to replicate. The fourth and last level poses the greatest challenge: solid organs like the kidneys, heart, lungs and liver which are thicker than most of the others, and each has a complicated structure, with many different types of cells and an extensive network of blood vessels to provide them with oxygen and nutrients. It is also tough to recreate as they are extremely detailed and a microscopic scale is need.

Sample #2

T1W3 27/1/13 7pm

Sources:
Vocabulary books

What I did:
I wanted to continue increasing my vocabulary list, so I 
1. Studied an article 'The Experts' which is an article featuring different doctors, or specialists
2. Learnt some similes relating to animals

What I learned:
1. Based on the article, I was able to identify common terms that I was not able to back then. Here is a list of some of the 'expert' names read up on. (some of them are really tough to pronounce!)
- Nephrologist
- specializes in the brach of medicine that deals with functions and disorders of the kidneys
- Pulmonologist
- specializes in the diagnosis and treatment of respiratory disorders
- Gastroenterologist
- specializes in the study of disorders affecting the stomach, intestines and associated organs. 
- Ophthalmologist
- specializes in the diagnosis and treatment of eye diseases
- Endocrinologist
- specializes in the diagnosis and treatment affecting the glands and hormones in the body

Now, I know which doctor to seek when I'm in need of certain medical help. 

2. Similes are not new to us so I picked out those that were less common such as:
- as thoughtless as a lark
- as quarrelsome as a weasel
- as garrulous/ talkative as a magpie
- as industrious as an ant
- as tenacious as bulldogs
- as docile as a lamb

Sample #3:

T1W3
25 January 2012
3.45-4.45PM

For this weeks independent learning log, I wanted to focus on grammer as I think my grammer is relatively weak and this leads to three or four of such mistakes in my composition. To me, this is something that needs to be addressed quickly. 

Sources:

What I did: I went to the site above and did some grammar practices.


I did all the test shown in the photo above.


Although the test may be easy, my grammar is really horrible and most of the time I would get one or two mistakes.

What I Learned: I learned different types of grammar and corrected some of the misunderstanding I had. In the past, I always used my gut feeling to decide whether it was correct or not. That worked out well in the past as three or four mistakes in my composition was acceptable. However, now that I am older, it is no longer acceptable and it is time to correct it. Thus I did these test.

Lesson on 8 April

Hi all,

We will do the following for today's lesson:

1. Go through the PowerPoint slides on Summary Writing (2014 T2W3 Summary Writing PPT.ppt) found on:

https://sites.google.com/a/s2012.sst.edu.sg/english/s3-05


2. Go through pages 163 - 177 of Distinction in English (textbook) and complete all exercises found in this section.

3. Complete the final summary draft on page 174 on foolscap paper and hand in at the end of the lesson.

4. Complete the online activity on linking words found on:

https://www.dlsweb.rmit.edu.au/lsu/content/4_writingskills/writing_tuts/linking_LL/sentence.html


Cheers,

Miss Esha