Reflection: Comprehension Skills

We have covered several comprehension skills (reading, inference, summary, vocabulary), as well as had a comprehension test.

1) Did you perform up to expectations for this comprehension test? What were some difficulties you encountered in the test?
2) Which comprehension skill do you think you are weakest in? Why?
3) What can you do to improve the skill?

Vocabulary Skills: Jabberwocky!

We have learnt 2 methods of guessing the meaning of unfamiliar words in a passage.

We can reasonably guess the meaning of an unfamiliar word through its use:
1. in relation to other words
2. in the context of the passage

GROUP ACTIVITY

Read the poem "Jabberwocky" by Lewis Carroll.

Provide alternative words to the ones that are underlined.

Work in groups and rewrite the poem! Post your version of the poem on this blog~

Remember: your substituted words MUST NOT change the general meaning of the poem!

Summary Skills!

1. Get into pairs and read the passage below carefully.
2. Summarise what the new vegetable market is like, and the advantages of the new market in only 2 SMS messages.
3. Each group is to select the best summary among them, and upload it onto the class blog.

The new vegetable market is very nicely located, for it has a huge parking space adjacent to it and prevents crowding of streets. It has an open quadrangle around which stalls have been built. Buyers can pick up trolleys, and, as they move from one stall to another, they pick up the neatly tied packets and pay at the counters of the individual stalls.

This new market has made a lot of difference. It has alleviated the parking problem and has also reduced the filth and smell of rotting vegetables which used to be there in the old market. As vegetables are now weighted and packed and priced, there is no need to bargain or to wait for the produce to be weighed. In fact the market has created a new support system outside with stalls of ice cream and cold drinks. I like to visit this market. Now, shopping for my mother has become a pleasure and no longer a chore.

Situational Writing!

We have learnt about the format for an informal letter, as depicted below:



We have also learnt how to expand the body of the informal letter, as seen in the flowchart below:



We have also learnt what to take note of in an informal letter:

1) There must be at least TWO distinct categories of selling points for each item.
2) Use your imagination, but be REALISTIC.
3) Selling points must be unique but CLEARLY RELEVANT to the question criteria.
4) Remember to CLEARLY LINK the elaboration of selling points BACK to the criteria/requirements of the question.
5) Write about EACH CRITERIA in a NEW PARAGRAPH.

Reflection: Evaluating Essays and Common Mistakes

We have examined how evaluation of an essay is done. We have identified that an essay is evaluated in terms of Characterisation, Plot, Literary Devices and Language. The following are what examiners try to look out for, regard to each cateogry:

Characterisation:
•Physical descriptions
•Emotional and personality descriptions (what are they thinking about? how are they feeling?)
•Sense of relationship between characters; interaction between the characters

Plot:
•5 stages of narrative development
•Integration of main plot and sub-plot
•Relevance to topic
•Impact and interest to reader (interest value; use of twist; use of moral lesson)

Literary techniques:
•Use of flashback
•Use of time lapse
•Description of environment (setting)
•Use of dialogue

Language:
•Accuracy of tenses
•Accuracy of plurals
•Accuracy of vocabulary (spelling and usage)
•Accurate punctuation and paragraphing
•Relevance of content to the topic


We have also examined some of the common mistakes that were made in this round of narrative writing. We have learnt that we must exercise the following:

1. Do not start your sentences with "but", "so", or "because".
2. Avoid using words in parentheses (E.g. I decided to "punish" him just a little) just because you are unable to find a suitable word. Consider using a phrase instead.
3. Commas should not be used to join separate thoughts or ideas. Instead, use connectors like "and", "in addition", "also", "furthermore", etc.
4. When using new vocabulary, make sure you know the proper definition and use the word accurately.
5. Tenses must be consistent in a paragraph or incident/account. If you are writing about a past event, you have to use past tense. If you used past tense in a paragraph or an incident/account, make sure past tense is used throughout the paragraph.
6. When writing your essay, BE FOCUSSED on the topic. Do not spend too much time on other areas/subplots of your essay.

Reflection:

After going through all this, how do you think such information will be useful to you in your future writing assignments? Is there anything you will try to take better note of? Which aspects of essay writing do you personally feel you are weak in?

Comment individually on this post.

Assignment: Journal 6

We have learnt about the use of unresolved conflict in a narrative story.

Do a reflection piece on the following questions:

1. Do you think unresolved conflicts are a useful technique to use in your narrative essay? Why?
   
2. Would you use unresolved conflicts in your essay? Why?
   

Minimum word limit: 120 words

Email your journal reflection to the class email address by this Friday. Name your document and subject J6_name_index number.doc

Unresolved Conflict in Catherine Lim's "Monster"

We have learnt that an unresolved conflict must be developed properly. Let us determine how Catherine Lim develops the unresolved conflict in “Monster”.

Work in groups, and do the following:

1. Which 2 characters have an unresolved conflict?
   
2. Describe the unresolved conflict.
   
3. Explain the unresolved conflict (how come these 2 characters cannot get along?)