just 4 u mom

 

There are Angels God puts on this Earth

Who care for us and guide us.

You can feel their love and gentleness

as they walk through life beside us.

They do great things for us every day

they whisper in our ears,

they even hold us in their hearts

when we are filled with all our fears.

They are always there to give a hug

and try to make us smile.

They treat us with respect and love,

they treat us like their child.

God blessed me with an Angel,

I’m proud to call my own.

She’s been with me throughout my life,

been with me as I’ve grown.

She’s guided me the best she can,

she’s thaught me like no other,

and i’m thankful i’m the lucky one

who get’s to call her...

MOTHER !!!

I love you so much ,  ummi

Thanks for everything

Muahhh <3<3

presentation

today we do the presentation about the essay we had done used QUOTATION as an introductory paragraph.

QUOTATIONS

“Vandalism comes naturally from our soul.” These words come from a teenage boy and his friends who lax in drawing graffiti on the wall of a building. Teenage boys said that this work is a piece of art where they often did this to express their feelings or thoughts about certain things in our life. Furthermore, he said that they also draw the graffiti whenever they feel like doing it. This type of vandalism does not only involve teenagers but also adults.(Hook) However, these teens do not know that they have vandalized the image of the building as well as the environment.(Transition) Vandalism can be prevented if the government creates a law that severely restricts vandals in destroying the environment, giving motivational talk as well as giving punishment by doing community service.(Thesis Statement)

One of the major effective ways in preventing teenagers from vandalism is government should create a law that severely restricts vandals in destroying the environment.  The new law should provide heavier fines and sentences for vandals who found guilty in doing it. However, habitual vandals should be given imprisonment for a term not exceeding two years. Therefore, the incidence of vandalism can be reduced at all places.

Another way in preventing teenagers from doing vandalism is by giving motivational talk. Motivational talk can be given through education and campaigns such as ‘Anti-Vandalism Campaign’. We can give motivational talks to the teenagers about the scope of vandalism as well as its consequences. Thus, motivational talks can help teenagers realise that vandalism is wrong by any reasons.

Last but not least, the ways in preventing teenagers from vandalism is giving punishment by doing community services. Punishment can be given to the vandals by doing 100 hour community services such as cleaning public toilets under the surveillance of police officers and community residents. However, this type of punishment depends on whether the teen is acting on impulse or a group of gangsters with long record. As a result, this will ensure that teenagers will overcome the problem.

In conclusion, vandalism is bad, costs money, and it frightens all people when it gets too extreme. Therefore, these preventive measures should be taken into considerations to reduce vandalism in the future.

Red – Topic Sentence

Olive Green – Supporting Sentences

Blue – Concluding Sentence

Orange - Conclusion

ARGUMENTATIVE ESSAY!!!!

Before Writing...

J  Brainstorm ideas on the subject.

J  Identify the main topics.

J  Use these topics as headings for organising your notes.

J  Decide which side you are on i.e. which arguments are most convincing. Make sure you choose the side that you can fully support.

J  Plan and write an outline for your essay noting down the information you will include in each paragraph.

Introductory Paragraph

Your introduction should:

ü  Introduce the topic with a general statement

ü  State why it is important

ü  State there is a difference of opinion about this topic

ü  Thesis statement must state what YOUR claim is and can include the  “parts” of the argument you are going to state.

Body Paragraphs

>        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.)

Refutation Paragraph

v  This is also used to support your claim.

v  Use the counter arguments to show that your idea is the stronger one.

v  Do not focus only on the opposing ideas.

Useful words and phrases

could be claimed

It                      may be  asserted  that...   However,

might be  argued

Concluding paragraph

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

INTERPRETING WRITER’S POINTS OF VIEW, ATTITUDES OR INTENSION

INTERPRETING WRITER’S POINTS OF VIEW, ATTITUDES OR INTENSION

ü  Trying to understand a text trough the writer’s perception, which is influence by his or her personal beliefs on an issue.

ü  The writer’s beliefs might be neutral (taking no side)

ü  The writer’s beliefs might be biased ( in favour of one side only)

TONE – refers to the writer’s use of words and writing styles to demonstrate his or her stand towards the issue in the 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?

Writers normally write for one of these 4 REASONS:

1)  To inform

2)  To instruct

3) To persuade

4) To entertain

ARTICLE

There are 2 types of articles: indefinite and definite.

INDEFINITE ARTICLES: a and an

A is placed before a singular countable noun that begins with consonant sound. The consonants are b c d f g h j k l m n p q r s t v w x y z

Examples:

a cabinet

                                a soldier

                                a horse

                                a stadium

A is also used if there is an adjective which begins with a consonant sound before a singular countable noun.

Examples:

a filling cabinet

                                a brave soldier

                                a rocking horse

                                a hockey stadium

An is placed before a singular countable noun that begins with a vowel sound. The vowels are a e i o u

Examples:

an ant

                                an egg

                                an igloo

                                an ostrich

                                an umbrella

It is important to note an is also used if

=>There is an adjective which begins with a vowel sound before the singular countable noun.

Examples:

an industrious worker

                                an active participant

                                an old building

                                an eloquent speaker

=>The adjective or noun after the article begins with a silent h.

Examples:

an hour                               - sounds like ‘our’

                                an heir                                 - sounds like ‘air’

                                an honest guide             - sounds like ‘on-est’

                                an honorable man         - sounds like ‘onourable’

Note: not all words begin with a e i o u are spoken with the vowel sound.

Examples:

a European                     - sounds like ‘yu-ropean’

                                a unicorn                            - sounds like ‘yu-nicorn’

                                a university                        - sounds like ‘yu-niversity’

                                a one-sided match         - sounds like ‘won-sided match’

DEFINITE ARTICLE: the

=) used before singular countable nouns, plural countable nouns and uncountable nouns

Uses of THE	Examples
To refer to a particular person (or persons) or thing (or things)	The policeman who caught the robber was given a special award.
To refer to the person (or persons) or thing (or things) that has been mentioned earlier	The KL Tower has a revolving restaurant. Jane has been to restaurant many times.
Before nouns of which there is only one	The moon revolves around the earth every thirty-one days.
Before a title, a post or a position	The Vice-Chancellor  of Universiti Teknologi MARA.
Before the names of -          Rivers -          Seas -          Oceans -          Groups of island -          Mountain ranges -          Deserts -          Important building -          Organizations -          Special events -          Countries which have the form of government as part of their name	The Klang River, the River Nile The Dead Sea, the Caspian Sea The Atlantic Ocean, the Indian Ocean The Andes, the Alps The Bahamas, the Maldives The Gobi Desert, the Atacama Desert The Putra World Trade Centre The Red Crescent Society The Special Olympics The United States of America
Before a superlative	The best, the smartest, the most beautiful
Before ordinals (first, second, etc.) and the word last when it is not followed by a day or a month	The first man to step on the moon The tenth caller to the radio show The last visitor to the museum
Before specific public places	The bus station, the public toilet
Before certain expressions of time	In the morning, in the afternoon, in the evening, during the night
Before the name of a musical instrument when we refer to a specific instrument that a person plays	Jack sings beautifully and plays the Spanish guitar. Mei Ling’s favourite hobby is playing the clarinet.

UNDERSTANDING ACTIVE & PASSIVE VOICE

v  Voice is the form a verb takes to indicate whether the subject of the verb performs or receives the action.

v  There are two types of voice:  active voice and passive voice.

Active Voice

v  Active Voice – indicates that the subject of the verb is acting

v  Because the subject does or "acts upon" the verb in such sentences, the sentences are said to be in the active voice.

v  These examples show that the subject is  doing the verb's action.

>        The dog jumped onto the boy.

ü  The dog (subject) is doing the jumping (verb).

>        Kristy will give a book report to the class.

ü  Kristy (subject) is doing the giving (verb).

>        The computer printed my paper.

ü  The computer (subject) is doing the printing (verb).

Passive Voice

v  In a passive voice sentence, the subject and object flip-flop. The subject becomes the passive recipient of the action.

v  Because the subject is being "acted upon" (or is passive), such sentences are said to be in the passive voice.

v  These examples show the subject being acted upon by the verb. 

v  The boy was jumped on by the dog.

ü  Boy (subject)  was being jumped on (verb)

v  A book report will be given by Kristy to the class.

ü  Report (subject) will be given (verb).

v  My paper was printed by the computer.              

ü  Paper (subject) was being printed (verb).

REASONS FOR USING THE PASSIVE VOICE

v  Passive voice is used when the agent (doer of an action) is obvious, unknown, or unnecessary.

J  Oranges are grown in California.

J  Toyotas are made in Japan.

J  Her purse was stolen.

v  Passive voice is used when the agent is known, but the speaker/writer does not want to mention it.

J  She was given bad advice.

J  A mistake has been made.

v  Passive voice is often used when the agent is very general such as people or somebody.

J  English is spoken here.

J  The door should be locked at all times.

v  Passive voice is used when the speaker/writer wants to emphasize a result or emphasize the receiver of the action instead of the performer.

J  Seven thousand people were killed by the earthquake

         =) The earthquake killed 7,000 people.

J  The professor was hit by three snowballs.

         =) Three snowballs hit the professor.

Reasons to Use the Active Voice

v  Most writers prefer to use active voice because it is more direct.

v  Compare

J  Active: The waiter dropped the tray of food.

J  Passive: The tray of food was dropped by the waiter.

v  The active voice is less awkward and clearly states relationship between subject and action.

v  Compare

J  Passive: Your request for funding has been denied by the review committee.

J  Active: The review committee denied your request for funding.

v  The active voice sentence pattern propels the reader forward through your writing thus avoiding weak prose.

When to Use Passive Voice

v  In general, the passive voice is less direct, less forceful, and less concise than the active voice. 

v  Use the passive voice in the following situations:

J  Use passive voice when you do not know or do not want to reveal the performer of an action.

J  Use passive voice when you want to emphasize the receiver of an action.

Examples

v  Awkward Passive:  My bicycle was repainted by John.

v  Deliberate Passive:  My bicycle was repainted.  (The performer is not mentioned and the emphasis is on the bicycle.)

Form of Passive Voice Verbs

v  The passive voice requires a "double verb" and will always consist of a form of the verb "to be" and the past participle (usually the "en/ed/t" form) of another verb.

v  Example:

                Active:  John baked the bread.

                Passive:  The bread was baked by John.  (Was is a form of the verb “be”.)

v  Writers should be familiar with the forms of "to be" , often called linking verbs, so that they can easily identify the passive voice in their work.

v  Review the forms of "to be":

J  am, is, are, was, were, be, being, been

v  Note the forms of "to be" in the examples of the verb "to kick" in various forms of the passive voice:

   is kicked - - - - - >had been kicked

    was kicked - - - - - >is going to be kicked
 is being kicked - - - - - >will be kicked
 has been kicked - - - - - >can be kicked
 was being kicked - - - - - >should be kicked

v  Often passive voice sentences will contain a "by" phrase indicting who or what performed the action.

v   Passive sentences can be easily transformed into active sentences when the object of the preposition "by" is moved to the subject position in the sentence.

v  Examples:

J  Passive: The cookies were eaten by the children.

J Active: The children ate the cookies.

J  Passive: The tunnels are dug by the gophers.

J Active: The gophers dug the tunnels.