Thursday, April 14, 2011


14 th APRIL 2011

Today is the last day for BEL260. For the beginning of class, Ila, Mira, Baini and Ed were present about grammar for the last time. After that, Miss Zu had distribute the exit survey to us. Then, Miss Zu gave some advise to us and we take the picture together.

Miss Zu, first time I know you, I think you are very a scary and strict person but now, after 14 weeks you had teached us, I can understands you now. You always do the interesting thing in your class and I'm very enjoy. I hope you will always in a good health and blessed by Allah. Thanks for everything and sorry if I had make you angry or upset.

*Hope you will get marry as soon as possible. :)

Tuesday, April 12, 2011


12 th APRIL 2011 (8 am)

Today, we had an argumentative essay's test. Miss Zu asked us to form a group. Each group consist 5 members. My group members are me, Malyn, Fiza, Fiqa and Nida.

This essay has 5 paragraph. Every member needs to write one paragraph. A writer needs to write 15 minutes at one paragraph. The tittle for this essay is parental negliences is the main causes of social problems among teenagers.

I think our group had tried our best to complete this essay greatly. I hope so.

12 th APRIL 2011 (8 pm )

Tonight, Miss Zu gave us a sample of final exam questions. Miss Zu told us how to answer the final exam.
I hope I will do my best and apply all the things that I had  I had learnt in final examination.

*Tonight is the last class for JAC1102A

Tuesday, April 5, 2011

5 th APRIL 2011 (8 am)

Today we need to do the presentation about the essay that we had done that used the RHETORICAL QUESTION as an introductory paragraph.

               Racism is one of the world’s major issues today. Do you aware of how much racism still exists in our school, work forces, and anywhere social lives? Racism very much exists and it is about time that people need to start thinking about the solutions to this matter. Can we achieve One Malaysia’s mission with this kind of mind set? Think about it. Many people believe that it depends on if a person was brought into the world as a racist or not but that is not the case at all. In fact, an individual cannot be born a racist but only learn to become one as they grow from child to adulthood. Institutions, government, and anti racism group in Malaysian’s past history are the possible solutions to racism.

One of the solutions of the racism is Education Institution should emphasize the civic subject starting from primary school. The objective of learning civic subject of school is to inculcate a mutual respect towards each other regardless of race, religion and culture. They can know about others culture in term of foods, festivals, religions and their traditional clothes. Thus, they have to apply what they have learnt in civic subject in daily life in order to prevent racism.

The other solution of racism is government should take apart to integrate the community in Malaysia. Government has set a date on September 16 as One Malaysia Day to unite all communities. They should provide activities and campaigns that involving all ethnics group. The examples of activities that held by government in One Malaysia Day are ‘gotong -royong’, ‘Senam Seni Malaysia’, Festivals and many more. Therefore, they have to join the activities to support One Malaysia Day to decrease the percentage of racism in Malaysia.

 Anti-racism group is the other solution for racism .They established to take care of the problem of racism and promote culture development by individual who are concern with the matter involved. They also seek to build the communities centered on equality of social status, equality and mutual understanding without comparative towards all the ethnic. Hence, existence of anti-racism group in Malaysia would avoid the discrimination among the races.

 In conclusion, institution, government and anti-racism group are the solutions to prevent racism. Without these solutions, Malaysian will face a severe crisis of racism and riots against other races. So, all the Malaysians need to inculcate the spirit of One Malaysia to lives in harmony in one unity.



  • Brainstorm ideas on the subject.
  • Identify the main topics.
  • Use these topics as headings for organizing your notes.
  • Decide which side you are on i.e. Which arguments are most convincing? Make sure you choose the side that you can fully support.
  • Plan and write an outline for your essay noting down the information you will include in each paragraph.

Thesis Statement:
I absolutely agree  that the building of nuclear reactors should not be continued  in any country due to its cost, risk and less safety
Topic Sentence 1:
The first problem with nuclear reactors is its cost.
Topic Sentence 2:
Another problem is the serious consequences of accidents.
Topic Sentence 3:
Less safety precautions of its constructions is also one of the major problems of nuclear reactors building in any develop country.
Concluding Statement:
Some people might claim that there is no real alternative to nuclear power.
In short, although nuclear power is an attractive option, it has too many disadvantages.

  • Introduce the topic with a general statement
  • State why it is important
  • State there is a difference of opinion about this topic
  • Thesis statement must state what YOUR claim is and can include the  “parts” of the argument you are going to state.


  • Arguments for:  The reasons “parts” of your thesis statement will be in your body paragraphs. 
  • Give clear arguments for your claim with support (examples, statistics, explanations, etc.)
  • Use transition words as you move from paragraph to paragraph (Firstly, secondly, furthermore, in addition, moreover, finally).
  • You can also use any of the transitions from the other essay types as long as they are appropriate for your argument. (You may want to compare/contrast things, give reasons/results, descriptions, definitions etc.)


  • Used to support your claim.
  • Use the counter arguments to show that your idea is the stronger one.
  • Do not focus only on the opposing
  • Useful words and phrases
When you can think of the opposing opinion but you have not seen it written anywhere:
                        could be claimed  
  It may be asserted.......that.....Howeever,                              
                       might be  argued

When you have seen the opposing opinion written in another text:
It  has been asserted  that...   However,


Your conclusion should:
  • Restate the main claim
  • Present one or two general sentences which accurately summarise your arguments which support the main premise
  • Provide a general warning of the consequences of not following the premise that you put forward and/or a general statement of how the community will benefit from following that premise.

5th APRIL 2011 (8 pm)


The writer's attitude towards an issue is shown through the tone he or she uses in his or her writing. 
Tone refers to the writer's use of word and writing styles to demonstrate his or stand towards the issue in a text.
You can determine the tone used in a text by : 
  • Looking at word choice : words have positive, negative or even neutral association
  • Analyzing the phrasing used to describe an event: Is the author sarcastic? Does the writer lay out facts with no opinion?
  • Considering how you feel when you read the text: What emotions have been evoked in you?Do you feel angry, sad or happy?

Example of tone words:

You can understand writer's intention by asking your self what the writer's reasons for writing is/ are. Writers normally write for one of these four reasons, to inform, to persuade, to instruct. to entertain.

Answering the question below will help you in analyzing the writer's intention:

  • What is the tone of  the writer?
  • what are the writer's point of view/ belief on the issues?
  • Who is the writer? (Background , occupation) 
  • Who is the intended audience?
  • What is his statement of purpose / thesis statement?
  • What do the titles, headings, boldface, italics suggest?
  • What are being highlighted in the introductory and concluding paragraphs?

Thursday, March 31, 2011


31 st MARCH 2011

Today me, Fiza and Nida were present aboun article

Types of article:
- Indefinite article
- Definite article

-Refer to a, an
-Refer to something not specially known to the person you are communicating with
-Use before nouns that introduce something or someone you have not mentioned before.

- I saw an elephant this morning
- I ate a banana for lunch.

-Use ‘the’ when you know that the listener knows or can work out what particular person / thing you are talking about.

- The apple you ate was rotten.
- Did you lock the car??
- She got two children. a girl and a boy. The girl's eight and the boy's fourteen.
 ( You should also use the when you have already mentioned the thing you are talking about)

-Use ‘the’ to talk about geographical point on the globe
- The North Pole, the equator

-Use ‘the’ to talk about rivers, oceans and seas
- The Nile, the Pacific.

-Use ‘the’ before certain nouns when we know there is only one of a particular thing.
- The rain, the sun, the wind, the world

-Usually use no article to talk about things in general
- Inflation is rising
- People are worried about rising crime. (Note! people are generally so no article)

-Do not use article when talking about sports
- My son plays football.
- Tennis is expensive.

-Do not use article before uncountable nouns when talking about them ganerally.
- Information is important to any organization.
- Coffee is bad for you.

-Do not use article before the names of countries except they indicate multiple areas or   contain the word (state. kingdom, republic, union).
- No article- Italy, Mexico. England
- Use article- the UK, the USA           

After my group present, Syida, Mai, Hazirah and Dian were presented about subject verb and  agreement

* Some English sentences require that the subject ‘agree’ with the verbs and vice versa.
* This simply means that a singular subject must have a singular verb.
* However, this is only applicable in sentences using certain tenses which consider the singularity or plurality of the subject of the sentences.
* It includes simple past (be verb), present continuous, past continuous and present perfect.

Sentence                                                               s IDENTFYING SUBJECT VERB AND AGREEMENT
His mother leads a healthy lifestyle.
His mother – singular
Leads – singular
The triplets speak quietly almost all the time.
The triples – plural
Speak – plural
We are here.
We – plural
Are – plural
She was with me all the time.
She – singular
Was – singular
The children were waiting.
The children – plural
Were – plural
Amina has talked to the Dean
Amina – singular
Has – singular


The verb ‘go, do, have’ are plural verbs. Hence they are preceded by plural subjects. Singular subject are followed by ‘goes, does, has ‘

Go – plural
During the Pesta Kaamatan, or the Harvest Festival, most Sabahans go back to their home state to celebrate it.
Goes – singular        
Monica Siliu, of Kadazandusun descent, always goes back to Kota Kinabalu to be with her family for the celebration.
Do – plural
Kadazandusuns do this since it is their belief that rice, in whatever form, embodies Bambaazan that must be protected from harm.
Go – plural
During the Pesta Kaamatan, or the Harvest Festival, most Sabahans go back to their home state to celebrate it.
Goes – singular
Monica Siliu, of Kadazandusun descent, always goes back to Kota Kinabalu to be with her family for the celebration.
Do – plural
Kadazandusuns do this since it is their belief that rice, in whatever form, embodies Bambaazan that must be protected from harm.
Does – singular
Her family usually does every ritual related to the festival, which is to honour the spirit, Bambaazan or Bambarayon.
Have – plural
These people also believe that inanimate items have life and that they are all living things.
Has – singular
The selected pageant festival queen has  the honour of symbolising Huminodun, the daughter of the Creator, Kinoingan.

  The following take on singular verbs :

Co   Conditions
Indefinite pronouns – everybody, everyone, each, every, somebody, someone, either one, anyone.

- Everybody follows a unique lifestyle.
- Each culture is distinct.
The use of ‘neither of’ and ‘either of’.
- Neither of the girls believes in Halloween.
- Either of the students has travelled extensively.
Nouns that end in ‘s’ but are singular in nature – physics,economics, athletics, mathematics, and so on.
- Physics was a subject I dreaded in school.
- Mumps is contagious.
- News travels very fast.

Sum and products of mathematical processes.
- Four and four is eight.
- Four times four divided by two is eight.
Nouns that refer to language – French, Italian, German.
- German is one of the foreign languages offered at the Academy of Language Studies.
- French has been her favorite language.
Nouns preceded by ‘a pair of’.
-A pair of green pants goes well with that shirt.
Collective nouns.
-A group of activists is fighting for a greener earth.
-A pack of wolves has been seen in the nearby woods.
Nouns preceded by ‘one of the’.
-One of the paintings belongs to me.
-One of the children has gone jogging.


The following take on plural verbs:

Nouns joined by ‘and’
-Arts and culture are two different fields.
Nouns preceded by ‘a number of’
-A number of students consider visiting the museum a treat.
Nouns such as scissors, tweezers, trousers, glasses/ spectacles, pants, shorts, shears.
-These tweezers are too small.
-The glasses were missing.
-Your creased pants need ironing
Nouns that refer to nationality – the English, the French.
-The French enjoy eating escargot.
-The Japanese are known for their tea ceremony.
The use of ‘both’ ‘both..and’ ‘several’ ‘many’ ‘few’          ‘others’.
-Both Nasyreen and Airina are Soraya’s daughters.
-Many people like swimming for recreation while others enjoy brisk walks.


The following can either take on plural or singular verbs:

Co    Conditions
Nouns which refer to a group (e.g. Family, government, jury, committee, team) can take on either singular or plural verbs.
-The family is visiting the museum of modern arts.
-The committee have agreed to use a culturally -suitable theme for the festival.
Nouns preceded by ‘none of the’.
-None of the fish is edible. They have all gone bad.
-None of the girls know about the Lourvre, so it is time we went to Paris.
Nouns used with ‘together with’ , ‘along with’ , ‘including’ ,’accompanied by’ , ‘in addition to’ , ‘as well as’ etc (the verb agrees  with th earlier noun ).
-Nashrudin together with his brother Ariff, has been to London.
-The boys, including their mother, enjoy cooking and travelling.
Subjects that come after verbs.
-Here is the book that you need.
-There was a time when a lot of people were into aerobics.
-Here come the bride and groom.
-There are many diverse cultures in Malaysia.
Nouns and verbs separated by a relative clause ( the verb agress with the noun referred to.)
-My mother, whom I love dearly, is a great seamstress.
-The towers, which are occupied by city dwellers, seem in need of extra security guards.
The use of ‘neither..or..’, ‘Neither…nor’           (The verb
agrees with the noun closer to it).
-Either the boys or Jenna has taken the key.
-Neither the guard nor the students know the new ruling for outings.
Nouns preceded by fractions and percentages      ( the    verb agrees with the noun, not the fraction )
-Forty per cent of the cake was eaten by him.
-Half of the sand costs RM40.
-Forty per cent of the students think the rule was impartial.
-Three fifth of the children were absent.
Units of money, distance and time take on singular   verbs if they precede the verbs and take on plural verbs if they come after the verbs.
-RM1000  is a lot of money to lose.
-Five kilometers is a long way to jog.
-There are 1000 meters in a kilometer.
-There are 100 000 cent in RM1000