Course Work Elp
Course Work Elp
Course Work Elp
UNIT
MATHEMATICS
LECTURER :
N.BARATITHASAN
DECLARATION
We certified that the attached assignment is our original work and
there are no part of this assignment had been copied or
reproduced from any person`s work without acknowledgement.
We agree for the department to keep the
copy of our assignment for database.
Student`s signature:
Date submitted:08/04/11
CONTENTS
NO
TITLE
PAGE
Declaration
Contents
Introduction
5
24
Task 2 Writing
25
Reflection
28
Reference
29
Appendix
30
INTRODUCTION
2
TASK 1 PREWRITING
3
ACTIVITIES
READING
MATERIALS FROM
INTERNET
Next, write another word or phrase relating to your main idea. This should also
be something about your main idea that you agree with.
Now, write a third word or phrase relating to your main idea that you agree with.
Finally, reread your whole outline. Finish organizing your thoughts. Decide if you
like the order of your topic sentences, or need to change the order a little.
Essay body
Reread your topic sentences. Each topic sentence now becomes the first
sentence of a new paragraph.
Add to the first sentence of each paragraph. Write two or three more sentences
to each. Use these new sentences is to support and explain your ideas. You can
do this by offering facts, details, or examples.
Remember that the job of your essay body is to share ideas with your reader.
See if you can convince your reader to share your opinions.
Conclusion
Its time to write a final paragraphyour conclusion. A conclusion restates the
main idea of your essay, and sums up what your essay is about. Do this in one or
two sentences. Remember that the job of your conclusion is to leave your reader
with something to think about.
Each creator develops ideas by getting immersed and "doodling" in the particular
medium. And writing is no different. In writer's terms, that preliminary stage of idea
development is called "prewriting."
Prewriting usually is messy in terms of having ideas scattered all over the place--think of
the quilter with pieces of fabric all over the living room floor. For a lot of people, it's
liberating to be messy and not worry about logic, pattern, or final form. That's the
purpose of prewriting, to be as free-ranging as possible in generating ideas. If you're
aggravated by mess, then prewriting can be thought of as pre-planning, as a means of
generating the ideas and data that will help you create the essay draft. Either way,
prewriting is a stage of idea incubation, a way to generate ideas and capture your
thoughts through writing.
Ideas for writing develop in many ways, and prewriting techniques try to reflect the
different ways in which ideas can develop.
Some forms of prewriting are intended to help you bring subconscious ideas and
interests into consciousness (a help if you tend to draw a blank when you're asked to
"write about what interests you"):
Freewriting
Brainstorming
Clustering/mapping
9
Other forms of prewriting are intended to help you both generate and focus ideas about
a subject that you've already chosen:
Making a list
Still other forms of prewriting are intended to help you generate your own ideas in
response to others' ideas:
Responding to a text
Freewriting
Freewriting helps you identify subjects in which you are interested. It assumes that
you know your interests subconsciously but may not be able to identify them
consciously, and it assumes that you can bring your interests into consciousness by
writing about them (as writing equals thinking). Freewriting is like stream-ofconsciousness writing in which you write down whatever happens to be in your thoughts
at the moment. After you do a number of freewritings, you may find that you have come
back to certain subjects again and again. Repeated subjects are good for further
development through writing, as they obviously are important in your thoughts.
To freewrite, use your computer or get paper and pencil, whatever is more
10
comfortable for you. Get a kitchen timer. Set the timer for five minutes. Write down
whatever comes into your head during the five minutes without concerning yourself with
complete thoughts, whole sentences, or correct spelling or punctuation. Don't even be
concerned about making sense in the writing. Just concentrate on recording your
thoughts and filling as much space as possible before the five minutes elapse. If you
can't think of anything to write, just write "don't know don't know" until you have other
thoughts. If you think that this exercise is stupid, then write "this is stupid this is stupid"
until you have other thoughts. Remember, the purpose of freewriting is to fill as much
space with as many words as possible in the five minutes of writing time. After the first
five minutes, rest a minute and read over what you have written, then follow the
procedure at least two more times. Stop at this point and do something else. Do another
series of five-minute freewritings later in the day. You may be able to discern common
threads (repeated ideas) after you do a number of freewritings. The ideas you repeat
are good ones for essays as they obviously are ideas that interest you.
Brainstorming
Brainstorming, like freewriting, is a prewriting technique designed to bring
subconscious ideas into consciousness. It's a good technique to use when you know a
general subject you're interested in writing about but don't exactly know what aspect of
the subject you want to pursue. Brainstorming is like a stream-of-consciousness
technique in which you rapidly record all ideas related to a general subject. All ideas are
equally acceptable; the purpose of brainstorming is to identify as many ideas related to
the subject as possible.
Most likely you have either experienced brainstorming in a business setting or have
seen it portrayed on television or film: the ad exec holds up a product and says to the
advertising team, "All right, people, let's pitch ideas to sell this soap!," and a person
standing by a flip chart jots down ideas frantically as employees shout them out.
11
Brainstorming also involves a second step. Once you've exhausted your ideas about
the subject, you need to go back to those ideas and review them, crossing some off,
linking others that are related, and marking some that seem more important than others.
You can group and re-group ideas that you've generated, and perhaps decide to pursue
some ideas further through more brainstorming or other types of prewriting.
Clustering/Mapping
Clustering or mapping can help you become aware of different ways to think about a
subject. To do a cluster or "mind map," write your general subject down in the middle of
a piece of paper. Then, using the whole sheet of paper, rapidly jot down ideas related to
that subject. If an idea spawns other ideas, link them together using lines and circles to
form a cluster of ideas. The whole purpose here is to use lines and circles to show
visually how your ideas relate to one another and to the main subject.
A cluster or map combines the two stages of brainstorming (recording ideas and then
grouping them) into one. It also allows you to see, at a glance, the aspects of the
subject about which you have the most to say, so it can help you choose how to focus a
broad subject for writing. For example, the writer of the map above his or her writing
12
on time devices, leisure time, warps in which time passes, child vs. adult time or time in
sports, any of which would provide a logical focus for an essay.
about what you observe and write those thoughts in your journal entries. Think of Andy
Rooney's commentaries as a prototype for journal entries; he often starts an essay or a
television segment by asking, "Did you ever wonder why...?"
as a group, ways in which we could stop or at least delay the town's action. One
person, who seems to be emerging as the group's leader, talked about specific
channels that we could tap into and knew names of persons to contact. She started to
get the group organized into smaller sub-groups to do different tasks. It amazes me that
people who haven't done much more than say hello in passing this past year were able
to get together this quickly to start to fight for a cause.
Through this journal entry, the writer has identified a number of ideas that may be
fruitful for broader development in an essay, ideas related to how people function in
groups, community organization, different responses to adverse situations, and the
workings of local governments.
Ask Questions to Narrow a Subject Ask questions about your subject and use the
answer to activate another question until you come to a question that is a good stopping
15
place (a focused question that you know you can research, or a focused question that
you can answer on your own with examples and details). For example:
Subject:Education
Education in what country?
the U.S.
education for
children
special programs
reading readiness
As you develop a "chain" using each answer to generate another question, your
subject both narrows in scope and becomes more complex--more appropriate for a
college-level essay which requires some depth of thought.
Ask Questions to Determine a Subject's Feasibility Once you have a few subjects
that you think might be appropriate for further development into essays or research
papers, ask questions to determine each subject's feasibility:
What exactly do I know about the subject?
Where did I get my knowledge (first-hand experience, books, television, newspapers,
discussions with others, etc.)?
Will my knowledge yield sufficient examples and details for me to write in some depth
about this subject, or will I have to do some additional research? That is, if I want to
write about this subject, what else do I need to know?
Where can I find additional information if I need more? books? magazines? journals?
interviews with co-workers? family members? personal observations?
16
Making a List
Making a list means just what it says, recording ideas that relate directly to a certain
subject. Listing is more directed than brainstorming or freewriting; if you decide to make
a list as a form of prewriting, then you already have a sense of both your particular
focus on the subject and the various aspects related to that focus. You may end up
expanding or deleting from your list as you work with it, and that's to be expected. A list
is a means of capturing all aspects that you can think of that relate to your focus on the
subject. For example:
Focused Subject: ways in which communication can flow in an organization
1. traditional top-down, with managers providing information and issuing orders
to subordinates
2. bottom-up, which is rarer, in which management has an open-door policy for
receiving information and suggestions from employees
3. cross-departments, in which people on the same level in the organization
share information
4. working teams, which may include members from various levels of the
organization brought together by a special project
17
5. grapevine, which cuts through all levels and is the most difficult to control
Responding to a Text
Many writers develop ideas from reading. For example, what do you think about a
recent magazine article about manufacturers moving out of the U.S. to keep costs down
(to pay workers $1.00 a day instead of $18.00 per hour)? What do you think about a
newspaper editorial that is for/against quotas to ensure equal employment? What do
you think about the idea, offered in a college textbook, that the U.S. is a society
dominated by a traditional class structure? Reading can spark lots of ideas for writing,
and it's a sure bet that you will be asked to respond to certain assigned college readings
with your own ideas.
You can prewrite for an essay by writing your ideas down as you read. Record your
thoughts in the margins. Agree or disagree with others' ideas, and jot down your
reasons. Jot down questions that occur to you as you read. In essence, carry on your
own dialogue with the writer of the text, as though you were talking with him or her, and
write that dialogue down so you can retrieve it later on.
18
What's the author's main idea or argument, and what are the important
supporting points for that idea?
A response journal also gives you the opportunity to record your own thoughts and
reactions to the text.
19
3. Prewriting Essays
What is the prewriting stage?
The prewriting stage is when you prepare your ideas for your essay before you begin
writing. You will find it easier to write your essay if you build an outline first, especially
when you are writing longer assignments.
Six Prewriting Steps:
1. Think carefully about what you are going to write. Ask yourself: What question
am I going to answer in this paragraph or essay? How can I best answer this question?
What is the most important part of my answer? How can I make an introductory
sentence (or thesis statement) from the most important part of my answer? What facts
or ideas can I use to support my introductory sentence? How can I make this paragraph
or essay interesting? Do I need more facts on this topic? Where can I find more facts on
this topic?
2. Open your notebook. Write out your answers to the above questions. You do not
need to spend a lot of time doing this; just write enough to help you remember why and
how you are going to write your paragraph or essay.
20
3. Collect facts related to your paragraph or essay topic. Look for and write down
facts that will help you to answer your question. Timesaving hint: make sure the facts
you are writing are related to the exact question you are going to answer in your
paragraph or essay.
4. Write down your own ideas. Ask yourself: What else do I want to say about this
topic? Why should people be interested in this topic? Why is this topic important?
5. Find the main idea of your paragraph or essay. Choose the most important point
you are going to present. If you cannot decide which point is the most important, just
choose one point and stick to it throughout your paragraph or essay.
6. Organize your facts and ideas in a way that develops your main idea. Once you
have chosen the most important point of your paragraph or essay, you must find the
best way to tell your reader about it. Look at the facts you have written. Look at your
own ideas on the topic. Decide which facts and ideas will best support the main idea of
your essay. Once you have chosen the facts and ideas you plan to use, ask yourself
which order to put them in the essay. Write down your own note set that you can use to
guide yourself as you write your essay.
21
22
READING
MATERIALS FROM
BOOKS
2. MIND MAP
Build hotel
and chalet
Destruction of
wildlife habitat
food sources
23
Disruption of
parent-offspring
bonds
Artificial
feeding
Offspring
exposed to
predator attacks
TASK 2
WRITING
24
Wildlife tourism can be an eco and animal friendly tourism, usually showing
animals in their natural habitat. Wildlife tourism is watching wild animals in their
natural habitat. Wildlife tourism is an important part of the tourism industries in many
countries. But, without we realize, wildlife tourism can cause significant disturbances to
animals in their natural habitats.
One of the negative impacts of wildlife tourism is the destruction of the wildlife
habitat. Rain forest and mangrove forest lands will lose when people cut all the tree and
build hotel and chalet for wildlife tourism. The animal will die when their habitat is lose
because their habitat provide food and shelter for them. For example, the construction
25
of chalet in Kuala Gula, Perak change the mangrove forest and decrease the population
of animal in there especially the bird and fish.
Other than that, feeding of wildlife by tourists can have severe consequences for
the animal social behavior patterns. Feeding of wildlife by tourists is called artificial
feeding and also result in a complete loss of normal feeding behaviors. For example, in
the Galapagos Islands, when the artificial feeding by the tourists is stopped, some
animals were unable to locate their natural food sources. This thing is very worrying
because some animal will starving and die when they cant find their food by itself.
Lastly, wildlife tourism can also cause disruption of parent offspring bonds. When
the tourist are surround the animals, the females remaining with their pups spent
significantly less time nursing and more time watching the tourists. There is also a risk
of the young not being recognized, and being more exposed to predator attacks. A
similar concern has been expressed over whale watching, whale calves normally
maintain constant body contact with their mothers but, when separated, can transfer
their attachment to the side of the boat.
In a nutshell, humans should shows their love and caring to the animals by not
disturb them especially in their natural habitat. Make the wildlife tourism as a journey
that can help and avoid the animals from extinction. So, our next generation will have a
chance to see the animals like us now.
26
REFLECTION
This coursework gives me a few outputs that I think, brings benefits for me. One
the benefit that I meant is, I had learn on how to make a good pre writing activities
before I write my essay and I also know the right way to make a draft before I make a
full essay.
Besides that, this coursework had given me a chance to write an essay based on
the titles that already given. My roommate help me a lot with the essay because he is
TESL students and he teach m many thing about essay and grammar.
27
Last but not least, this coursework also indirectly had taught me to be patient
when I need to work in a limited time and I also need to complete the other coursework.
But, I very grateful when I already finish done this coursework.
REFERENCE
BOOKS
INTERNET
28
http://www.howtowriteanessay.com/index2.html
http://www.esc.edu/esconline/across_esc/writerscomplex.nsf/0/ce2b510e7d9975
ae852569c3006acccc?OpenDocument
http://www2.actden.com/writ_den/tips/essay/prewrite.htm
29
APPENDIX
COLLABORATION FORM
DATE
NAME
OPTION
: 2 PPISMP MT/PI/B 2
LECTURER
: N.BARATITHASAN
SUBJECT
SIGNATURE
30
31