EKek !!!

I'M FINISHED !!! hOooOOoRaAayyyyyy !!!

UFS 211 - ACADEMIC READING AND WRITING

ACADEMIC READING

Folklore Story



                                      The TOMPIPII'


The Tompipii' is a small songbird which is usually heard in the morning. Its melodious singing has often been associated with the signaling of pending rain in the horizon. Whenever old folks hear the Tompipii' singing, they will say, "It's going to rain, all is well (cool) with the earth, " or "The fruit trees are going to bear fruit." Here is the story of why they believe this to be so.
   In the days of old, animals were able to communicate with humans. There was once a bird called Tompipii' who saved the human race from being wiped out by a devastating drought and famine.
   One day Tompipii' said, "This drought is wearing down on everyone's last resolve. I ought to sing to usher in the rain. Surely rain will come down for it cannot refuse the imploration so plaintive in my song. "
   But Tompipii' did not know that the bigger birds such as eagle and the crow had overheard his plan. They were jealous of Tompipii's special ability since they felt the smaller birds were inferior to them. They said to Tompipii', "Huh! Such a little thing like you is able to sing in the rain? You, who are no bigger than man's biggest toe? What silly notion you have!". Tompipii' felt sad when he heard what the eagle and the crow had to say. The bigger birds were constantly threatening him. So, Tompipii' did not sing.
   The drought persisted and the whole area grew very dry. For seven years the drought continued, and many of the animals and people died.
   The little birds and the butterflies begged Tompipii' to sing his rain-song. "Tompipii', oh, Tompipii' ! Please sing your special song. When you sing, surely the rain must fall and then water our fruit-trees. Only then will they flourish and become food for us and for the people."
   Tompipii' thought for awhile and said, "I know I must sing for if  I don't, we will surely all die. Animals and people too,"
   Once again, the bigger birds were in hearing distance. They were furious and cried out in derision. "Hey Tompipii'! You do not know any better! Once again, you wish to sing? Have you forgotten that you are no bigger than the biggest toe of man's foot? More so than that, you are a braggart! Do you think you are a Rain God? Do you consider yourself the Creator? That you can cause rain to fall from this cloudless sky?" The smaller birds and the butterflies flew frantically in all directions when they heard this.
   Tompipii' was already all poised to sing when the bigger birds swooped down to attack him. The bigger birds took every opportunity to peck away at Tompipii' until there were no feathers left on him. Poor Tompipii'! He almost died from their attack. After that, Tompipii' took a solo flight and crossed the great ocean and was never heard of again.
   The drought was now at its worst. Even the people were beginning to look for Tompipii'. "Where did Tompipii' go?" they said. "We don't hear him singing anymore. We are about to die of thirst!" People were tearing off their bark-shirts called ginonson to lay them on the ground at night. At dawn they would lick the drops of dew that had collected in the bark cloth during the night. It was such a terrible situation to be in.
  By now, most of the bigger birds had died but the smaller birds remained. The smaller birds could survive because they required very little water to drink.
   Everyone kept on looking for Tompipii'. Surely he would return since the bigger birds could no longer threaten him. The smaller birds learned that Tompipii' had left to live on the other side of the great sea. So, they selected a small bird from amongst themselves to go and look for him. The small bird flew with all its might but the sea was very large. So, it fell into the sea when it could not rest upon a tree or a pice of rock.
   Tongkuizomot, one of the butterflies, volunteered itself after learning what had happened to the small bird. Tongkuizomot is a kind of butterfly that flies over grass and rice-fields. So off it flew. Its white wings fluttering furiously. It flews across the great sea landing from time to time on the foam that was floating on the ocean. Tongkuizomot was so light that the foam could easily support its weight.
   Tongkuizomot finally reached land and found Tompipii'. "Please Tompipii'," it said. "Please return with me to our land. We need you so desperately and you do not need to fear the bigger birds any longer. Most of them have died. Oh! please return Tompipii'! The rivers are completely dry and have been overgrown by wild banana trees and moss."
   Hearing this, Tompipii' flew with great speed and urgency alongside Tongkuizomot. Soon he was back in his homeland. Oh, how sorry he felt to see the dying people and animals there! "I must sing, I simply must. For look, there are almost no people left. It is a terrible thing if there were no humans left in this world," said Tompipii'.
   That night, he began to sing. "Pii-pi-pii', soo-sogit (cool), sii-si-iit!"-his song so prayerful; urging on the rain          to come and water the earth.
   How happy everyone was to hear Tompipii' singing! "Pii-pi-pii', soo-sogit (cool), sii-si-iit!" sang Tompipii' over and over again. From far, he could be heard. So strong was his singing and so familiar even though no one had heard his songs in a long time. "There he goes! The butterfly has done a good job," the people said to themselves.
   The skies began to grow dark. Suddenly it began to rain! It rained so hard that even the bark-shirts which had been put out to catch drops of dew were washed away. The rain filled the rice fields which had been so dry and everywhere everyone shouted their happiness and thanks to Tompipii' for calling upon the rain.
   It is true then, that it was because of Tompipii's wonderful deed that people and animals are alive today. The smaller birds gathered together and agreed that whenever they see bigger birds they will band together to fight them off.
   Today you can see contention between the bigger birds and the smaller birds. They would have nothing to do with each other. The smaller birds remember all too well Tompipii's suffering at the hands of the bigger birds.

UFS 211 - ACADEMIC READING AND WRITING

ACADEMIC READING

SUMMARIZE TEXT

                                                   Househusband Synopsis

The househusband is very exciting story. Based on the text given by lecturer about househusband the word telling that husband is working in the house, meanwhile their wife are going to work. These situations always happen in American families. This househusband found out that not easy became are person doing a job in a house. It’s different between working outside of the house. Became househusband has to change many idea and their day they for instance day need to change their time work. Working outside of the house need a lot of time, but in a house they need to prepare their time. All they have to do is cannot be hurry every time. Househusband must know how to feel about something for example working outside in the house man usually do not show their feelings but in the home they need to show their feeling whether with their children and wife. Become househusband only need to change about the way they act with family.

Note(9)

TECHNIQUES OF SKIMMING AND SCANNING AND SUMMARIZING TECHNIQUES

1.Skimming and scanning are especially valuable when there is only one item of information that you need to find from a particular passage.

2.Skimming and scanning are very rapid reading methods in which you glance at a passage to find specific information. These reading methods make it easier for you to grasp large amounts of material, especially when you're previewing. They are also useful when you don't need to know every word.

Scanning 

Scanning refers to reading a text quickly in order to locate specific pieces of information.

When scanning,

• don't start from the beginning and read to the end
• jump around in the text, trying to find the information you need
• cam't read every word/skip many words
• look for information as quickly as you can

You can scan,

• a table of contents in a book or magazine
• an index in a textbook
• a timetable
• the ads in a newspaper
• a list of movies in the newspaper
• a telephone book the page of a dictionary
• a passage/text/article to quickly find the information mentioned in the question

Skimming

Skimming refers to reading a paragraph quickly to get an idea of what it is about, without trying to understand its details.

• this is a technique used to identify the main ideas of a text

When skimming, 

• don't read every thing but try to skip the text
• read the first and last sentences of paragraphs
• read the introduction and the summary
• read a few examples until you understand the concepts they are meant to illustrate

When skimming a textbook,

• quickly note the title, subheadings, italicized words
• boldfaces prints and illustrations

UFS 211 - ACADEMIC READING AND WRITING

EDITING AND REVISING

MOVIE


                                                            "REAL STEEL"



This movie is about a former boxer, Charlie who owns such a robot, Ambush competing in unsanctioned matches and in exhibitions with it. He’s scheduled to fight his old robot, Ambush against an 800 pound bull. However, Ambush destroyed by the bull and he doesn’t pay before leaving. Charlie bet more money than had on the fight, and leaves town before come to collect the debt.


At the same time, he be informed that his ex-girlfriend had died and his son, Max who was in full custody his mother, loses his mom and based on Texas state law, he must turned over to the father, Charlie. Charlie takes care of Max for three months.


Charlie take Max meet his childhood friend, Bailey who runs he boxing gym of her deceased father. Not long after that, Charlie buys a secondhand World Robot Boxing (WRB) league robot, Noisy Boy and arranges for it to fight the illegal circuit’s champion. Noisy Boy will fight with Midas, that belonging to his friend, Finn but he ends up losing control Noisy Boy and Midas destroy it.


This movie become more interesting when his son, Max falls over a ledge, where he saved from doom by getting snagged on the arm of a buried robot. Max digs out the entire robot, called Atom. He takes care of Atom and he takes Atom to fight an unsanctioned outdoor match against a robot called Metro and Atom win. They get some money to earning back Charlie’s money.


After Atom wins in many matches, Max challenges Zeus that is the leading champion, undefeated in robot boxing. On the championship fight, Atom almost instantly KO’d by Zeus. Charlie abandons the automated commands and goes for individual moves and manages to hand in a little longer with Zeus. In the last round of five round matches, Atom’s vocal receptors damaged and Atom must fight in shadow boxing mode. Zeus, now controlled manually by Mashido. Charlie starts taking Zeus down for the championship, and ending the final round. 


The judges declare Zeus the winner on points, and Atom has become famous as the “People’s Champion”. Max was very happy and his father proud of his son’s courage to fight the Zeus. In my opinion,if i were the main character in this movie, i would do the same action because this movie gives me some inspiration with the courage to fight something with the influential people. I really enjoy watch this movie with my friends.





Note(8)


Techniques of Editing and Revising

STEP 1 (Free Writing) before editing

My Grandmother

  My grandmother. She was a good cook. The best cook. Every weekend we have a big dinner. With big, big, bowls of food. Lots of talking. Everybody in the family there. Every time we eat the same food, but we always love it. Is our favourite meal. She never mad at us. She always defends us when we are in trouble with our parents. One time I picked all the roses in her garden. She not even mad then. Grandmother kind and generous. She gives food to poor people. She never makes them feel bad about taking it. Makes people feel good, just as she made me feel good when I picked all the roses. Thanked me for the beautiful bouquet. Mother really angry. Grandmother always forgives. Forgiving heart.

STEP 1 (Free Writing) after editing

My Grandmother

  My grandmother. She was a good cook. The best cook. Every weekend we have a big dinner. With big, big, bowls of food. Lots of talking. Everybody in the family there. Every time we eat the same food, but we always love it. Is our favourite meal. She never mad at us. She always defends us when we are in trouble with our parents. One time I picked all the roses in her garden. She not even mad then. [Grandmother kind and generous.] She gives food to poor people. She never makes them feel bad about taking it. Makes people feel good, just as she made me feel good when I picked all the roses. Thanked me for the beautiful bouquet. Mother really angry. Grandmother always forgives. Forgiving heart.

STEP 2 (Write the first draft)

• Write your paragraph in rough form.
• Don’t worry about the errors.

My grandmother

        My grandmother kind and generous. She never mad at us. She always makes people feel good. One time I picked all the roses in her garden. She not mad even then. She made me feel good. Thanked me for the beautiful bouquet. Grandmother gives food to poor people. She never makes them feel bad about taking it. Makes people feel good, just as she made me feel good when I picked all the roses. Grandmother always forgive. Forgiving heart.

STEP 3 (Edit the first draft)

• This is when you start to edit the 1^st draft
• You need to check & make changes & corrections
• There are 2 steps:
• STEP   A
  • You check the paragraph as a whole
  • Is the meaning clear?
• STEP   B
  • Check the paragraph for good form, organization, grammar, punctuation, spelling & etc.

STEP 4 (Write the final copy)

• You write a neat final copy of your paragraph to hand in to your lecturer.

My grandmother.

        My grandmother is kind and generous. She always makes people feel good. One time, I picked all the roses in her garden. She wasn’t mad even then. She thanked me for giving her a beautiful bouquet. Grandmother also gives food to poor people. She never makes them feel bad about taking it. She makes them feel good, just as she made me feel good when I picked all the roses. I will always remember my grandmother’s kindness and generosity.

UFS 211 - ACADEMIC READING AND WRITING

THE NARRATIVE PARAGRAPH

               My Unforgettable Childhood Memories



Childhood memories are special for everyone. I have a very happy memory of my childhood and will always remember it. I was born and brought up in a small family which included my mother and my eldest sister. My parents got divorce since I was small, so I was brought up by my lovely mother, the best mother in the world. When I recall back my childhood memories, there are many stories. Some of them makes me happy, but others makes me grow up to be a better person. Memories from my childhood life made me what I am today. There are many different childhood memories that I can remember but there are one that really made an impact to how my personality is today.
   My mother has planned to have a trip to Penang when I was on my primary school holidays. I was on grade three when we went to Penang for a vacation and visit my aunt there. My mother, my eldest sister and me. My first time in aeroplane was when we were going to KLIA from KKIA, that was the best memory for me. After that, we reached at KLIA and waited for a few hours before our flight to Penang.
   We were planning just to have a vacation in Penang on my holidays. After we looked and visited many beautiful places such as Komtar (the tallest building in Penang), Penang bridge, Ferry and the great one was on the Bendera Hill at Penang. Moreover, we also visit the Penang Museum and the old city called Padang Kota that has a Francis Light statue. He is the founder of Penang.
   After a few week there, my mother told me and my sister that she wanted us to study there, me on grade four and my eldest sister on grade six. I was surprised knowing that we will live at Penang and study there. My first time in school is when I realized Sabahan’s slang is different with Penang’s slang and it was not easy for me for making friends because they have different slang. Beside that, i’ve learned a little bit of their slang and get used with their slang because I am a quick learner.
   By that, I’ve spent more time with my friends playing hide and seek and cops and robbers than being with my family because I wanted to understand more about their slang. That was the best memories when I was child because I am different with others there. Two years we spent there with my aunt.
   It was fascinating and I had never had that beautiful experience before. Of all the memories, one particular memory is very important and taught me the importance of family was when my grandfather at Sabah was sick and we were forced to go back to Sabah.
   Unfortunately, when we reached at Sabah, my grandfather already passed away when we was on flight to Sabah. That was the bad news for us because we didn’t expect that happened. We only can just looked and pray for my late grandfather’s grave. Other than that, I also have further studies at my hometown on grade six because we will not went back to Penang again.
   This has to be one of my good and bad life changing childhood memories. I can’t forget the childhood memory. I love my childhood memory even though I am grown up. I discovered that life can be choices by myself.

NOTE(7) 

LITERARY DEVICES

The terms, roles of literary devices and imagery

• Use a little figurative language to add interest to your story.
  • Simile
  • Metaphor
  • Alliteration
  • Onomatopoeia

Simile:

• Comparison between two unlike things that have something in common using like or as
• Examples
  • It's been a hard day's night and I've been working like a dog. - The Beatles
  • My heart is like an open highway. - Jon Bon Jovi 
  • as hungry as a bear
  • as nutty as a fruitcake
  • as quick as lightning

Metaphor:

• Comparison between two unlike things that have something in common without using like or as
• Examples
  • Patty was a raging tiger when she lost her lunch money.
  • During the night the forest was a dark, frightening battlefield.

Alliteration:

• Repetition of usually initial consonant sounds in two or more neighboring words or syllables
• Examples
  • down in the dumps
  • do or die
  • right as rain
  • sink or swim
  • pay the price
  • back to the basics
  • green as grass
  • live the life

Onomatopoeia:

• The imitation of natural sounds in word form. These words help us form mental pictures about the things, people, or places that are described
• Examples
  • buzz
  • hiss
  • roar
  • woof
  • bang
  • pop
  • hiss
  • sizzle

UFS 211 - ACADEMIC READING AND WRITING

MECHANICS/GRAMMAR

Common Mistakes in Writing

Use of the wrong verb tense, at best, is irritating to read and reflects poorly on the student's writing skills. At worst, the reader can be confused as to what facts are already known and what was newly discovered in the actual study that is the subject of the paper. As a rule, use past tense to describe events that have happened. Such events include procedures that you have conducted and results that you observed. Use present tense to describe generally accepted facts.

Incomplete sentences, redundant phrases, obvious misspellings, and other symptoms of a hurriedly-written paper can cost you. Please start your work early enough so that you can proofread it. Check spelling of scientific names, names of people, names of compounds, etc. Spelling and grammatical errors can be embarrassing. Since many very different terms have similar names, a spelling error can result in a completely incorrect statement.

If you state facts or describe mechanisms, do so in order to make a point or to help interpret results, and do refer to the present study. If you find yourself writing everything you know about the subject, you are wasting your time (and that of your reader). Stick to the appropriate point, and include a reference to your source of background information if you feel that it is important.

PROOF

The requirements for scientific proof are extremely rigorous. It is highly doubtful that any single experiment can be so well controlled that its conclusions can be regarded as proof. In fact, for any result to be accepted it must be confirmed independently. In fact, we can never know if a model as we describe it presents an accurate picture of any natural process. We can never look at the original blueprint to check our conclusions. So... your data may strongly support a position, or they may allow you to reject a hypothesis, but they aren't likely to provide anything close to proof.

GRAMMAR and SPELLING

Please avoid obvious grammatical errors. Granted, you aren't writing an English paper (heck, an English teacher would tear my own writing style to shreds). However, clear written communication requires proper sentence structure and use of words. Make sure that your sentences are complete, that they make sense when you proofread, and that you have verb/subject agreement.

Spelling errors in a paper make you look amateurish.

 Parallelism

Parts of a sentence should be joined in equal ways.

NON-PARALLEL:	Dennis wants to become a lawyer, an alderman, and be able to write novels.
PARALLEL:	Dennis wants to become a lawyer, an alderman, and a novelist.

Misplaced Modifiers

ADJECTIVES modify nouns;  ADVERBS modify verbs, adjectives, and other adverbs.

MISPLACED:	Driving around the corner, three churches appeared.
CORRECTED:	Driving around the corner, I saw three churches come into view.

Expletives

Expletives are empty "filler" words that are inserted at a place in a sentence where the subject should go. If a sentence begins, "It is evident that..." the word "It" is an expletive marking the spot in the sentence where a subject should go but it doesn't actually convey any information. Expletives are wasted words. LOOK FOR: Any sentence (or phrase) that begins with "It is..." "There are..." etc. and fix the error by finding the real subject of the sentence and using it in place the empty words.

INSTEAD OF:	It is evident that we will not meet our goal.
USE:	We will not meet our goal.

Nominalization

Nominalization is changing a verb into a noun. When you change a verb to a noun, you take the strength away from the sentence. For example, "to conclude" is a specific act but if you are "reaching a conclusion" you've eliminated the specific action and replaced it with an all-purpose verb. Instead of "concluding," the action becomes "reaching." LOOK FOR such words as: recognition, assumption, formation, protection, realization, destruction, decision, examination and correct the error by changing the word back to a verb that is assigned to a subject.

INSTEAD OF:	We reached the conclusion that...
USE:	We concluded that...
INSTEAD OF:	I am working on the assumption that...
USE:	I assume that...

NOTE(6) 

PARTS OF SPEECH

1. NOUN

• Words used as the names of persons/ things/ places.
• Note: The word thing includes all objects which we can SEE, HEAR, TASTE, TOUCH or SMELL. 
• 4 types of nouns:
  • Common Nouns 
    • Ex: wallet, ball, table, chair, book, college, glass, girl, etc. 
  • Proper Nouns
    • Ex: Haikal, Britney, Klang, Astro, Petronas, Nokia, Gucci, etc.   
  • Collective Nouns
    • Ex: a school of fish, a herd of cows, a box of chocolates, a team of players etc.
  • Abstract Nouns
    • Ex: sad, plagiarism, cooperation, honesty etc.

2. PRONOUN

• Defined as a word which can be used instead of a noun.
• We use pronouns very often, especially so that we do not have to keep on repeating a noun.
• Words that take the place of nouns.
• 3 levels:-
  • 1^st person (I, We)
  • 2^nd person (You)
  • 3^rd person (He, She, It)
    • Ex: Johan is a boy. He studies in our school.

Singular

Plural

3. ADJECTIVE

• A word that describes or tells us more about a noun.
• Gives some idea of what the noun is like.
• Adjectives are said to qualify nouns.
  • Ex: Shana is a clever girl.
  • Manchester United displayed great team spirit. 

4. VERB

• Occur at the center of the predicate.
• The main part of a sentence.
• May denote actions or states of being.
• A verb is a doing word.
• ex:  We saw the cricket match.
  • She runs as fast as Usain Bolt.

5. ADVERB

• Provides information about the verb/adjective or another adverb.
• Most adverbs end in ‘-ly’ but not all.
• Generally there are 5 types:-
  • Adverb of Manner
    • These adverbs tell us how something is done.
      • ex: a) He worked systematically.
      • b) He plays tennis well. 
  • Adverb of Place
    • These adverbs tell us where the action takes place.
      • ex: a) The manager is there.
      • b) He is going abroad this year.
  • Adverb of Time
    • These adverbs tell us when the action takes place.
      • ex: a) He will be arriving tomorrow.
      • b) Negotiations have now begun.
  • Adverb of Degree
    • These adverbs tell us the degree to which the action takes place.
      • ex: a) I quite like her.
      • b) It is a very hot day.
  • Adverb Expressing Emphasis
    • These adverbs emphasizes the action taking place.
      • ex: a) The train is certainly going to be late.
      • b) You are absolutely right about this.

6. PREPOSITION

• Express a relation between 2 entities; the prepositional complement and another part of the sentence.
• “Pre-position” = placed before.
• Used to indicate position, time, duration, location, etc.
• Usually placed before a noun.
  • ex: a) The books are on the table.
  • b) The couple rested under the tree.

7. CONJUNCTION

• They are joining words.
• They may link words, phrases, clauses or sentences.
• Join two ideas.
  • ex: a) I like to read books and magazines.
  • b) He is my friend but your enemy.  

8. INTERJECTION

• A word which expresses sudden feelings of joy, sorrow or surprise.
•  Expressions which deal with emotions.
  • ex: a) Hooray! We won the match.
  • b) Alas! Her only son is dead.

UFS 211 - ACADEMIC READING AND WRITING

WRITING A PARAGRAPH

"Water Pollution"

Water pollution is one of the most serious environmental problems. It occurs when water is contaminated by such substances as human and animal wastes, toxic industrial chemicals, agricultural residues, oil and heat. Most of our water bodies— rivers, lakes, seas, oceans, estuaries and underground water sources (i.e., tubwells, bore wells) are gradually becoming polluted. In the course "Covered so far, you have seen how deforestation, urbanization, intensive agriculture and industrialization have caused pollution of water bodies. You are familiar with various aspects of air pollution, including harmful effects of acid rain. In this unit we will summaries various types of water pollution caused by different pollution sources, and also explain some important concepts such as point and non-point sources, biological oxygen demand (BOD), eutrophication, self-purification capacity of natural waters, infiltration of pollutants to groundwater, thermal pollution and pollution caused by accidents in oil tanker ships. In the next unit you will read about the degradation of land resources and terrestrial features of earth. Polluted water may look clean or dirty, but it invariably contains germs, chemicals or other materials that can cause inconvenience, illness or death.

NOTE(5) 

2 TYPES OF PARAGRAPH

 (TOPIC, SUPPORTING & CONCLUDING SENTENCES)

PARAGRAPH 1

    Charity for the poor works to the interest of society. Charity helps poor people eat better, have a shelter and medicine so that they live better lives. Without charity the poor may not find basic resources to get by in life. As a consequence of being left alone with their misfortune--hungry, ill and homeless--poor people may contract diseases, die early, and engage in crimes. Most likely, they become bad role models for their children, too. These end-results harm a society.

Topic sentence

Charity for the poor works to the interest of society.

Supporting sentence

Charity helps poor people eat better, have a shelter and medicine so that they live better lives. Without charity the poor may not find basic resources to get by in life. As a consequence of being left alone with their misfortune--hungry, ill and homeless--poor people may contract diseases, die early, and engage in crimes. Most likely, they become bad role models for their children, too.

Concluding sentence

These end-results harm a society.

PARAGRAPH 2

    My brother has some disgusting and inconsiderate habits. He loves to chew on toothpicks. That would not be so bad if he didn’t leave them lying all over the house. Sometimes they even get stuck in the carpet. Another bad habit he has is walking through the house with his muddy boots. He will walk right across a freshly washed floor. He will take his boots off and leave them in the middle of the floor for everyone to trip over. He leaves hair all over the shower and the soap. He doesn’t bother to rinse the shower out or to rinse the soap off. This is inconsiderate because everyone else has to use the shower too. If my brother lived alone, he could be the slob that he is without anyone else caring, but since he lives with other people, it would help if he showed a little more consideration for his family!

Topic sentence

My brother has some disgusting and inconsiderate habits.

Supporting sentence

That would not be so bad if he didn’t leave them lying all over the house. Sometimes they even get stuck in the carpet. Another bad habit he has is walking through the house with his muddy boots. He will walk right across a freshly washed floor. He will take his boots off and leave them in the middle of the floor for everyone to trip over. He leaves hair all over the shower and the soap. He doesn’t bother to rinse the shower out or to rinse the soap off. This is inconsiderate because everyone else has to use the shower too.

Concluding sentence

If my brother lived alone, he could be the slob that he is without anyone else caring, but since he lives with other people, it would help if he showed a little more consideration for his family!

UFS 211 - ACADEMIC READING AND WRITING

INTRODUCTION TO A PARAGRAPH

WRITING PROCESS

Writing process is where i can have the three easy steps. The beginning of the process is introduce my idea with any strategies, Middle process is i explain my idea which conclude my detail, and the last one is the End process is i make my point again , transition to next paragraph.

TOPIC SENTENCE
Example: Students are require more recreational time in order to better focus on lessons in class.
Note: Notice the strong verb 'require' which is a call to action.

SUPPORTING SENTENCE
Example: In fact, studies have shown that students who enjoy a recess of more than 45 minutes consistently score better on tests immediately following the recess period. Clinical analysis further suggests that physical exercise greatly improves the ability to focus on academic materials.
Note: Supporting sentences provide the evidence for your topic sentence. Supporting sentences that include facts, statistics and logical reasoning are much more convincing that simple statements of opinion.

CONCLUDING SENTENCE
Example: Longer periods of recess are clearly required to allow students the best possible chances of success in their studies.
Note: Concluding sentences repeat the main idea of your paragraph in different words.

NOTE(4) 

TOPIC SENTENCES, SUPPORTING SENTENCES & CONCLUDING SENTENCES

The P.I.E. Paragraph

• P = point
  • What is the point of this paragraph?
  • What claim is being made?
  • Often, the point is the TOPIC SENTENCE.
• I = information
  • Supported with specific data, experiences, or other factual material?
  • The information is the evidence used to support/develop the point.
• E = explanation/conclusion
  • What does the provided information mean?
  • The explanation is the writer’s analysis, elaboration, evaluation of the point and information given, connecting the information with the point (topic sentence).
• Example:

My friend

                Eun Hee and I met in high school. When I left Korea, she cried. Eun Hee works at General Hospital, and she is never absent from work. She likes to take care of the patients, but she doesn’t like the doctors. She says they don’t respect the nurses. One doctor always shouts at the nurses. On the weekends, she goes to the mountains or visits an interesting place. Eun Hee is very active. If there is something that she wants to do, she does it. She is cheerful and talkative. When I had a long face and was sad, she talked cheerfully to me. Eun Hee is tall and very thin. She has small, brown eyes and long, curly dark brown hair. She looks like Olive Oyl in the Popeye cartoons. Olive Oyl is Popeye’s girlfriend. Sometimes, when my friends and I were serious, she told jokes to us. I love her, and I want to see her again soon.

Topic Sentence/Point

• Eun Hee and I met in high school.

Supporting Sentence/Information

• When I left Korea, she cried. Eun Hee works at General Hospital, and she is never absent from work. She likes to take care of the patients, but she doesn’t like the doctors. She says they don’t respect the nurses. One doctor always shouts at the nurses. On the weekends, she goes to the mountains or visits an interesting place. Eun Hee is very active. If there is something that she wants to do, she does it. She is cheerful and talkative. When I had a long face and was sad, she talked cheerfully to me. Eun Hee is tall and very thin. She has small, brown eyes and long, curly dark brown hair. She looks like Olive Oyl in the Popeye cartoons. Olive Oyl is Popeye’s girlfriend. Sometimes, when my friends and I were serious, she told jokes to us.

Concluding Sentence/Explanation

• I love her, and I want to see her again soon.

1. Ideas for making a POINT:

• Decide what you want to say to support your topic based on your reaction to the text
• Try categorizing your ideas and make a comment on a recurring theme you’ve found.

2. Ideas for INFORMATION:

• Information from the readings or class discussions (paraphrases or, occasionally, short quotes)
• Personal experience (stories, anecdotes, examples from your life)
• Representations in mass media (newspapers, magazines, television)
• Elements from popular culture (song lyrics, movie lines, TV characters, celebrities)
• Definitions (from the dictionary, the readings, or another source)
• Statistics (polls, percentages, data from research studies)

3. Ideas for EXPLANATION:

• Interpret, analyze, explain the information, opinion or quote you’ve included
• Comment on the accuracy (or inaccuracy) of the quote, fact, data, information, etc.
• Decipher the meaning or try to better your understanding of your observation, findings or experience
• Suggest to your reader how the information you’ve included relates to your TOPIC.

TRANSITIONS

• To show addition: again, and, also, besides, equally important, first (second, etc.), further, furthermore, in addition, in the first place, moreover, next, too
• To give examples: for example, for instance, in fact, specifically, that is, to illustrate
• To compare: also, in the same manner, likewise, similarly
•  To contrast: although, and yet, at the same time, but, despite, even though, however, in contrast, in spite of, nevertheless, on the contrary, on the other hand, still, though, yet
• To summarize or conclude: all in all, in conclusion, in other words, in short, in summary, on the whole, that is, therefore, to sum up
• To show time: after, afterward, as, as long as, as soon as, at last, before, during, earlier, finally, formerly, immediately, later, meanwhile, next, since, shortly, subsequently, then, thereafter, until, when, while
•  To show place or direction: above, below, beyond, close, elsewhere, farther on, here, nearby, opposite, to the left (north, etc.)
• To indicate logical relationship: accordingly, as a result, because, consequently, for this reason, hence, if, otherwise, since, so, then, therefore, thus 

TOPIC SENTENCE

• Summer is near.

SUPPORTING SENTENCES

• Summer is my favorite season among all.
• I am able to have cold drinks and ice cream without worrying about getting sick.
• Summer is a great time to go to the beach with friends and family.

CONCLUDING SENTENCE

• Summer is enjoyable in fact, I love summer and I can't wait for it.

UFS 211 - ACADEMIC READING AND WRITING

PROCESS WRITING

"WRITING PROCESS"

In my own words, stagesv of writing process is the steps is ordinarily follow when i composing a paper. It is such as creating a frustration nor make the writing go faster or easier.

This is my steps in stages of writing process.

1. IDEA
  -Finding a topic or coming up with something to say about. This can be done by strategies, brainstorm, and asking yourself.

2. DETAIL
  -This is where i can search for supporting detail for my idea. this process can help me to get a good writing to have a proof by my own idea.

3. REREAD
  -This step is to change and rewrite my words to make it better. It is also can make me rearrange and reshaping my writing to have a connections with other words.

4. EXAMINE
  -The last step for me to examine my words thats is no error on the grammar, spelling or punctuation to make my writing process clear and done well.

NOTE(3) 

STAGES OF WRITING PROCESS

1. Get ideas:

• Prewriting activities
• Free writing
• Listing
• Mind map
• Bubbling

2. Organize ideas:

• Arrange your ideas for writing
• Decide which ideas to use.
• Will you use all of the ideas or only some.
• Think about the order of your ideas.

3. Write:

• Write the first draft.
• Get comfortable and relax.
• In the first draft, try to write your ideas in an interesting way.
• Don’t worry about the mistakes.

4. Revise:

• Check your ideas and irrelevant sentences.
• Did you follow your plan?
• Or did you change your plan while writing?
• Ask yourself, “Did I say what I wanted to say?’

5. Edit:

• Check the grammar in your paragraph.
• It is important to revise your ideas first and then edit your grammar.

6. Write:

• Rewrite the first draft
• Write the topic
• Submit

UFS 211 - ACADEMIC READING AND WRITING

SENTENCE STRUCTURE

Simple Sentence

1. Some student like to study in the morning.

2. Adam and Alex play football every afternoon.

Compound Sentence

1. I tried to speak Spanish, and my friend tried to speak English.

2. Alif played football, so Alia went shopping.

Complex Sentence

1. When he handed in his homework, he forgot to give the lecturer the last page.

2. The students are studying because they have a test tomorrow.

Compound-complex Sentence

1. I usually use a pick whenever i play the guitar or i just use my fingers.

2. Mariam forgot her friend's birthday, so she sent her a card when she finally             remembered.   

NOTE(2) 


SENTENCE STRUCTURE

Sentence

• A group words that contains a subject and a verb and expresses a complete thought. 
• A sentence begins with a capital letter and ends with a period.
• Components of a sentence:
  • Subject
  • Predicate
  • Object

Sentence Structure

• Simple Sentence
• Compound  Sentence
• Complex  Sentence
• Compound-Complex  Sentence

Examples of sentences:

1. He is a student.
2. It is a hot today.
3. He looks tired.
4. Are you hungry?
5. Who's there?
6. Hurry!
7. The man bought a new car.
8. Does your sister live with you?
9. Where did you buy hat?
10. Don't be late.

Examples of Non sentences:

1. Is very athletic.
2. The baby sleepy.
3. The man bought.
4. When I finish my education.

Simple Sentence

• Sentence that has one subject-verb pair.
• The subject tells who or what did something. It is a noun or pronoun.

Examples:

1. The taxi hit the child. (What hit the child? -the taxi)
2. Soccer and tennis are my favorite sports? (What are my favorites? -soccer and tennis)
3. My roommate lost his keys. (Who lost his keys? -my roommate) 

Predicate:

• Describe what the subject is or does.
• Example:
  • She added.
  • She added methanol to the solution. 

Object:

• The object receives the action verb. It is a noun or pronoun.
• To find an object, make a question by putting what after an action verb. (Note: This method for finding objects doesn't work with linking verbs because linking verbs do not have objects.
• The taxi hit the child. (Hit what? -the child. The child is the an object)
• My roommate lost his keys. (Lost what? -his keys. His keys is an object)
• His girlfriend found them. (Found what? -them. Them is an object)
• Not all sentences have objects:
• My family lives in a two- bedroom apartment. (Lives what? -not possible. This sentence has no object)
• The sun is shining today. (Is shining what? -not possible. This sentence has no object
• The fish didn’t smell fresh. (Didn’t smell what?  -not possible.
• This sentence has no object.

Linking Verbs:

• Link the subject with the rest of the sentence.
• Linking verbs do not have objects.
• The most common linking verbs are be, become, look, feel, seem, smell, sound, and taste.

Compound Sentence

• A compound sentence is two simple sentences connected by a comma and a coordinating conjunction.
• This is the basic formula for a compound sentence:
• Simple sentence + COORDINATING CONJUNCTION + simple sentence
• Here are 2 important points to know about compound sentences:
• A comma and a coordinating conjunction connect the two halves of a compound sentence.
• There are 7 coordinating conjunctions in English: for, and, nor, but, or, yet, and so – “fan boys”.

• Coordinating Conjunction: and, but, or, so.

• And- Connects 2 sentences with similar ideas. The sentences can be positive or negative.
• She doesn’t like rock music, and he doesn’t like art.
• But - Connects 2 sentences with contrasting or opposite ideas.
• She likes country music, but he hates it.
• Or- Connects 2 sentences that express alternatives or choices.
• He doesn’t like art or classical music.
• So - Connects a reason and a result.
• He works a lot, so they don’t go out very often.

Complex Sentence

• A complex sentence has one independent clause and one (or more) dependent clauses.
• When the dependent clause begins with an adverb subordinator, the clauses can usually be in any order.
• If the independent clause is first, we don’t use a comma
• If the dependent clause is first, put a comma after it.
• Ex:
  • We ran for shelter as soon as it started to rain.
  • As soon as it stated to rain, we ran for shelter.
• Independent clause:
  • An independent clause has 1 SV pair and expresses a complete thought.
  • Independent clause is just another name for a simple sentence.
• Dependent clause:
  • A dependent clause does not express a complete thought, so it is not a sentence by itself.
  • It is only half of a sentence.
  • Together, the two clauses express a complete thought.
  • It must be joined to an independent clause.

Compound-complex Sentence

• Usually the first sentence
• Carries the main idea of a paragraph
• Tells what the paragraph is about
• It introduces the topic
• Will then be supported by several sentences with supporting details
• Examples:  elaborations, explanations, examples, descriptions
• It contains an idea or opinion about the topic
• The idea is called a controlling idea about the topic