1.0 INTRODUCTION This short coursework require 2 weeks to be done. It is important to complete this coursework in order to get good mark and result. This coursework needs student to identify and understand different parts of speech and word classes. Besides that this coursework do need student to apply academic research skills to access and compile information on academic writ ing from differe nt source and make some short notes in the form of either mind map or graphic organizer. Students are also required to write academic paper according to the right mechanics and convention. The title of the academic paper is depending on the student based on their own major. Beside that, the student had to present their work in front of the class within three to five minutes. This coursework able to enhance the usage of the part of speech in their daily life and to make sure the student know about the issues on their major and let them think about it. 2.0 NOTES 1
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A non-countable noun (or mass noun) is a noun which does not have a
plural form, and which refers to something that you could (or would) not usually
count. A non-countable noun always takes a singular verb in a sentence. Non-
countable nouns are similar to collective nouns, and are the opposite of
countable nouns. The highlighted words in the following sentence are non-
countable nouns.
The word "oxygen" cannot normally be made plural. Since "oxygen" is a non-countable noun, it takes the singular verb "is" rather than the plural verb "are."
Collective Nouns
A collective noun is a noun naming a group of things, animals, or persons.
You could count the individual members of the group, but you usually think of the
group as a whole is generally as one unit. You need to be able to recognize
collective nouns in order to maintain subject-verb agreement. In each of the
following sentences, the highlighted word is a collective noun.
The collective noun "flock" takes the singular verb "spends."
.
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Joseph Priestly discovered oxygen.
The flock of geese spends most of its time in the pasture.
In this sentence, the possessive adjective "my" modifies "assignment" and
the noun phrase "my assignment" functions as an object. Note that the
possessive pronoun form "mine" is not used to modify a noun or noun phrase.
Demonstrative Adjectives
The demonstrative adjectives "this," "these," "that," "those," and "what" areidentical to the demonstrative pronouns, but are used as adjectives to modify
nouns or noun phrases, as in the following sentences.
In this sentence, the demonstrative adjective "that" modifies the noun "cord" and
the noun phrase "that cord" is the object of the preposition "over."
Interrogative Adjectives
An interrogative adjective ("which" or "what") is like an interrogative
pronoun, except that it modifies a noun or noun phrase rather than standing on
its own (see also demonstrative adjectives and possessive adjectives).
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I can't complete my assignment because I don't have the textbook.
When the librarian tripped over that cord, she dropped a pile of books.
• Isn't "behind enough" or "badenough" to be helped in theschool setting.
• High in IQ, yet may not test wellacademically; tests well orally,but not written.
• Feels dumb; has poor self-esteem; hides or covers upweaknesses with ingeniouscompensatory strategies; easilyfrustrated and emotional aboutschool reading or testing.
• Talented in art, drama, music,sports, mechanics, story-telling,sales, business, designing,building, or engineering.
• Seems to "Zone out" or daydreamoften; gets lost easily or losestrack of time.
• Difficulty sustaining attention;seems "hyper" or "daydreamer."
• Learns best through hands-onexperience, demonstrations,
experimentation, observation,and visual aids.
Vision, Reading, and Spelling
• Complains of dizziness,headaches or stomach acheswhile reading.
• Confused by letters, numbers,words, sequences, or verbalexplanations.
Writing and Motor Skills
• Trouble with writing or copying;pencil grip is unusual;handwriting varies or is illegible.
• Clumsy, uncoordinated, poor atball or team sports; difficultieswith fine and/or gross motorskills and tasks; prone to motion-sickness.
• Can be ambidextrous, and oftenconfuses left/right, over/under.
Math and Time Management
• Has difficulty telling time,managing time, learningsequenced information or tasks,
or being on time.
• Computing math showsdependence on finger countingand other tricks; knows answers,but can't do it on paper.
• Can count, but has difficultycounting objects and dealing withmoney.
• Can do arithmetic, but fails wordproblems; cannot grasp algebraor higher math.
Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.Labelled lazy, dumb, careless, immature, "not trying hard enough," or "behavior problem."
Isn't "behind enough" or "bad enough" to be helped in the school setting.
High in IQ, yet may not test well academically; tests well orally, but not written.
Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easi
Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or enginee
Seems to "Zone out" or daydream often; gets lost easily or loses track of time.
Difficulty sustaining attention; seems "hyper" or "daydreamer."
Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.
omach aches while reading.equences, or verbal explanations.
dditions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.
ent movement while reading, writing, or copying.
eye exams don't reveal a problem.
or lacks depth perception and peripheral vision.
nsion.
y distracted by sounds.
sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking
Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.
Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor s
Can be ambidextrous, and often confuses left/right, over/under
Vision, Reading, and Spelling General
Hearing and Speech
Writing and Motor skills
e, managing time, learning sequenced information or tasks, or being on time.
ependence on finger counting and other tricks; knows answers, but can't do it on paper.
ulty counting objects and dealing with money
Writing and Motor skills
Excellent long-term memory for experiences, locations, and faces.
Poor memory for sequences, facts and information that has not been ex
success in college get short shrift. This is a serious problem that states must address to
better prepare our young people for success after high school." [ACTIVITY, act.org, spring
2007]Integrated Math
In the 1990s, the traditional math was replaced in many schools with "integrated math" which
combined algebra and geometry. It also required large amounts of reading and writing to
identify the math problems. Many students ended up problem solving math concepts on their
own. Colleges want more understand of the basics. [Genevieve Marshall, The Morning Call,
mcall.com, July 5, 2007]
Higher Placement
Another area where taking many advanced classes is harmful is advanced placement
classes in college. Students are honored that they do not need to take basic college science
or math classes. They took advanced classes and may now move ahead other students and
take higher level classes. The danger in this is that the student assumes that his high school
curriculum in Geometry or Advanced Biology equals the college level Biology or Geometry.This is very unlikely. Therefore, a student has an over inflated opinion of how good they
actually are. Two weeks into the class and the student is going down in flames and now
realizes his high school curriculum was covered in the first ten days of class.
AP Classes
Advanced Placement classes can help students compare apples to apples. If a student takes a
high school AP class and the test that follows, this procedure gives the student a much
better view of what college expectations will be. This student is less likely to jump toward
advance classes in college unless the foundation is truly in place.Mastery Is Key
Pushing students in math and science before they attain mastery of the basic concepts
serves no purpose. Colleges want competent students, well-educated in the basics. That is
more important than calculus and statistics. Many high schools that realize this problem are
teaching Algebra 1 over two years allowing time for mastery.
GRAPHIC ORGANIZER ON ARTICLE 3
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Colleges are forced to rewrite textbooks
Do more re-teaching
Force students to take remedial courses without cren what high schools are graduating and what colleges need to see is widening
pupils from 10th and 11th grade takes three major subject that is English, mathematics and socialpupils from 10th and 11th grade takes three major subject that is English, mathematics and social
f the pupils will learn English for the first period, mathematic in the second period, social studief the pupils will learn English for the first period, mathematic in the second period, social studie
The pupils are placed according to their different achievement level and can be shiftThe pupils are placed according to their different achievement level and can be shift
The aims of the teachers are the same that is to improve the The aims of the teachers are the same that is to improve the
oint of the pupil are strengthened and enhanced by the remedial teachingoint of the pupil are strengthened and enhanced by the remedial teaching
Remedial education is education which is designed to bring students who are lagging behind upto the level of achievement realized by their peers. Most commonly, remedial education comes upin the context of postsecondary education which is designed to provide college students andadults with basic skills which they did not learn in high school. Educators who work in this fieldmay work for remedial educationprograms at colleges and universities and for adult literacy programs which offer this type of education to people who are not interested ingoing to college, but could benefit from additional education.
There are a number of reasons why a student might need remedial education. Some studentsattend schools of poor quality, and don't receive adequate grounding in math and language to prepare them for college or life. Other students may have transferred in and out of schools or missed school a lot, creating gaps in their education which contribute to lack of knowledge incore subjects. Students may also have learning disorders and other issues which have impaired
their ability to learn.
Historically, people who graduated high school without basic skills were out of luck. Somestudents who attended college started classes, realized that they were underprepared, and droppedout. Poorly educated adults struggled to find work and make a living, and often found themselvesunable to advance because they lacked the skills they needed. Remedial education addresses these problems by giving people an opportunity to develop skills which they can use to pursue higher education and career goals.
In remedial education, people are usually given assessments to determine their level of competency. Based on test results, the students are placed in classes which are most likely to provide benefits. Classes are often small, with a focus on high teacher-student interaction, andthey can take place at night or during the day to accommodate various needs. In the course of the
class, the instructor will bring students up to speed so that they have skills comparable to those of their peers.
Some students may be embarrassed about needing to take remedial education classes, especiallyif they are attending college or university. Some institutions have gotten around this byoffering remedial education in the summer so that students can start on the same level of their peers. Other programs have used slightly different names, since “remedial education” carriessome negative connotations. Students should remember that if they need to take such classes, it probably reflects more on the education system than on them.
GRAPHIC ORGANIZER OF ARTICLE 5
42
What is Remedial
EducationRemedial is educationwhich is designed to bring students who are lagging behind up to the level of achie
ndary education which is designed to provide college students with basic skills which they did not learn in high
Why Remedial EducationWhy Remedial Education
hools of poor quality, and don't receive adequate grounding in math and language.hools of poor quality, and don't receive adequate grounding in math and language.
The student is transferred in and out of schools or missed school a lot, creating gaps in their education wThe student is transferred in and out of schools or missed school a lot, creating gaps in their education w
Different Between Remedial Class In Malaysia And The Western Country
Remedial class started in western long ago while the remedial class in Malaysia
started at 1965 with 3 remedial teachers only. Remedial class in Malaysia and in
the western country has few similarity and a few different.
The target of the remedial education in Malaysia include pupil in primary
school. The pupil who involved is only the pupil that cannot master the basic
skills which are reading, writing and counting. In contrast, the target of theremedial student in western are the student that cannot master the basic skill,
student that has low result, student that have lack of knowledge and those
student that lacked of skill required to continue their studies to the higher
education level.
The education strategy is different within the country. In Malaysia, the
teacher will teach the student on the three skills which are reading, writing and
counting. In the same time, the teacher will develop the talent of the remedial
student because although they are a little bit dull in these skill compared to the
other student, they can shine in the other sector. Western strategy is a bit
different. The teacher will teach and develop and enhance the student in order to
encounter the student’s weakness and enhance their knowledge in the same
time.
The similarities between the remedial classes are the structure of the
class. Remedial classes in both Malaysia and western country have small
number of student so that the teacher could give more attention for the student.
Beside that, there are many interactions between the student and the teacher.
The teachers use many strategy and many ways to polish the student in and out.