Posting 6 : Posting 6 Dear students please answer these questions and post them in your blog as posting 6.
BLOG QUESTIONNAIRE-SKBP 1023
Age:21
Tutorial Group:3
LECTURER: Associate Professor Madya Datin Dr Norizan Abdul Razak
1. Do you enjoy blogging?
Yes, i do enjoy blogging. it is because, blogging can improve my writing skill and i have learned many new things that i have never done before.
2.Based on your experience what is the benefit of blogging?
The benefit of blogging are blogging can improve my grammar and writing skills.
3.Do you need more assistance to set up your blog ?
Yes because i do not have a blog before.
4.Do you have any memorable/favorite topic in your blog?
Yes, my favorite topic in my blog is concordance. it is because, i know concordance since i am atteding language and ict class. i never heard it before. for me, concordance is a unique program and it veru useful to us.
5.List 5 advantages of blogging for you
- improve my grammar
- i got many input
- we can share our opinion with other
- improve my writing skill.
- reader can comment our mistakes
6.List disadvantages of blogging
- copyright
- other blogger will know our mistakes easily
7.Will you continue blogging after the course?
Yes, because i fall in love with blogging.
8.Do you think that blogging improve your writing?
Yes, of course. from blogging, we have to write carefully before we publish the article or the task. if we do not do it carefully, it will effect the reader`s impression to our blog.
9.Do you think that we should continue with blogging activity for the next batch of students?
Yes, of course
10.Will you recommend your friend to blog
Yes, of course.
11.Can you teach a friend to set up his or her blog
Yes but just the basic set ut because i never have a blog before.
Thursday, April 9, 2009
Sunday, April 5, 2009
nUmbEr FivE.......
Posting 5 : Dear students, for this week your posting 5 is about concordance. Please find 2 articles about concordance and its applications in language learning and provide the links for readers to get to the articles online. Then you need to post your summary of these two articles and add in your own personal view on what benefits concordance will give to language learning and language teachers. Have fun and dont forget to read Mr Afendi's and my lecture notes on concordance that I've prepared last semester.
First article
Using concordance programs in the modern Foreign Languages calassroom
By : Marie Moelle Lamy, Open University, Uk
Hans Jorgen Klarskov Mortensen, Vordig Vordingborg Gymnasium,Denmark.
Graham Davies, Thames Valley University, UK
This article is actually a module and it includes the aims, authors of this modul and the introduction of concordance. The modul starts with, what are concordancers and how can they help language teacher. Second, concordance software and corpora. Third, how does the use of concordance fit in with language teaching methodologies. Fourth, some practical illustrations. Fifth, preparing yourself and your students for working with concordancers. Last but not least, the future of concordancing in the classroom. This article tell us about the uses of concordancing for language teachers through some practical illustrations. Besides that, the teacher also can use a concodancer to find examples of vocabulary, typical collocations, a point of grammar or even the structure of a text. On the other hand, students can work out rules of grammar or usage and lexical features for themselves by searching for keywords in context.
For more information, click the link below :
http://www.ict4lt.org/en/en_mod2-4.htm#_Toc481294171
Second article
Building and Using Your Own Carpus and Concordance
By : Watson Todd
This article shown how both teachers and student can build and use their own corpora and concordances. Futhermore, using the approaches suggested in this article allows teachers and student outside to gain the benefits of using corpora and concordancing in learning and provides bountiful opportunities for students to discover the patterns of english. Besides that, this article explain more about the concordance and there are a lot of examples.
For more information, click the link below :
http://arts.kmutt.ac.th/call/doc/BuildingandUsingYourOwnCorpusandConcordance.pdf
My own personal view on what benefits concordance will give to language learning and language teachers are……..
Concordance programs are very useful to language lerning and language teachers. There are a lot of benefits that we can gain from concordance. First, the teacher can use a concordancer to find examples of authentic usage to demonstrate features of vocabulary, typical collocations, a point of grammar or even the structure of a text. Second, the teacher can generate exercises based on examples drawn from a variety of corpora, for example gap-filling exercises and tests. Besides that, students can work out rules of grammar or usage and lexical features for themselves by searching for key words in context and its depend on their level, they can be invited to question some of the rules, based on their observation of patterns in authentic language. On the other hand, students can be more active in their vocabulary learning. And its depend on their level, they can be invited to discover new meanings, to observe habitual collocations, to relate words to syntax, or to be critical of dictionary entries.
I think, that all for number five.....tQ
First article
Using concordance programs in the modern Foreign Languages calassroom
By : Marie Moelle Lamy, Open University, Uk
Hans Jorgen Klarskov Mortensen, Vordig Vordingborg Gymnasium,Denmark.
Graham Davies, Thames Valley University, UK
This article is actually a module and it includes the aims, authors of this modul and the introduction of concordance. The modul starts with, what are concordancers and how can they help language teacher. Second, concordance software and corpora. Third, how does the use of concordance fit in with language teaching methodologies. Fourth, some practical illustrations. Fifth, preparing yourself and your students for working with concordancers. Last but not least, the future of concordancing in the classroom. This article tell us about the uses of concordancing for language teachers through some practical illustrations. Besides that, the teacher also can use a concodancer to find examples of vocabulary, typical collocations, a point of grammar or even the structure of a text. On the other hand, students can work out rules of grammar or usage and lexical features for themselves by searching for keywords in context.
For more information, click the link below :
http://www.ict4lt.org/en/en_mod2-4.htm#_Toc481294171
Second article
Building and Using Your Own Carpus and Concordance
By : Watson Todd
This article shown how both teachers and student can build and use their own corpora and concordances. Futhermore, using the approaches suggested in this article allows teachers and student outside to gain the benefits of using corpora and concordancing in learning and provides bountiful opportunities for students to discover the patterns of english. Besides that, this article explain more about the concordance and there are a lot of examples.
For more information, click the link below :
http://arts.kmutt.ac.th/call/doc/BuildingandUsingYourOwnCorpusandConcordance.pdf
My own personal view on what benefits concordance will give to language learning and language teachers are……..
Concordance programs are very useful to language lerning and language teachers. There are a lot of benefits that we can gain from concordance. First, the teacher can use a concordancer to find examples of authentic usage to demonstrate features of vocabulary, typical collocations, a point of grammar or even the structure of a text. Second, the teacher can generate exercises based on examples drawn from a variety of corpora, for example gap-filling exercises and tests. Besides that, students can work out rules of grammar or usage and lexical features for themselves by searching for key words in context and its depend on their level, they can be invited to question some of the rules, based on their observation of patterns in authentic language. On the other hand, students can be more active in their vocabulary learning. And its depend on their level, they can be invited to discover new meanings, to observe habitual collocations, to relate words to syntax, or to be critical of dictionary entries.
I think, that all for number five.....tQ
Friday, April 3, 2009
Thursday, April 2, 2009
nUmbEr fOuR.........
WOMEN AND ICT………
All students are required to go to Tun Sri Lanang library during your tutorial times and do the following: Go to the Internet lab section of the library at the main entrance. Ask the librarian where is the DOA- Dissertation online and find out what it is and also find out the online databases subsribed by TSL libraries. Then you need to search for EBSCOHost,and Lisa Net. Find 2 articles related to one of the following topics from any online databases subsribed by TSL. CALL Bridging Digital Divide Women and ICT E-Learning Summarize these articles and post them as fourth posting.
i found these two articles from EBSCOHost database that related to Women and ICT....
First article
Does Gender Still Matter? A Study of the Views of Women in the ICT Industry in New Zealand.
by Barbara J. Crump*, Keri A. Logan and Andrea McIlroy
This article discussed about using data from in-depth interviews with female information and communication technology (ICT) professionals from New Zealand's four main cities. This article uses a social constructivist framework to investigate the women's perceptions of their ICT work place. The results show that there are regional differences in organization type, job category and salaries, as well as in the perceptions of the women towards their environment. Most women did not actively seek to be employed in ICT. While they enjoyed working in the environment, there was an obvious gendering of the workforce with most technical positions being held by men and women working mainly in the softer side of ICT. The women perceived their gendered roles to be a highly important and an integral part of ICT and believed their salaries were equitable with their male colleagues. Having a greater understanding of how women view their ICT work place will contribute to attracting and retaining them in an industry where a shortage of skills is envisaged in the near future.
Second article
From Virtual to Local Realities: Access to ICT and Women Advocacy Networks in Turkey
By Nurcan Torenli
This article discussed about compare and contrast the two theoretical approaches and discuss the policy implications from a critical perspective. It is claimed that the knowledge society approach is more appropriate in the understanding of specific problems of Turkey with regard to the production, distribution, access, and power relationships in the context of ICTs. The main empirical focus of the paper is women advocacy networks and their use of ICTs. In order to substantiate the claims developed in the theoretical discussion, the results of the survey conducted among women advocacy networks are presented. The main finding of the survey shows that, in the context of Turkey, the ICTs and advocacy networks are used only by an elite sector of the Turkish women. In contrast with the assumed potential of the ICTs as inclusive technologies, the fact that they can work to exclude large segments of the population casts doubt on the universal validity claims of the mainstream theories.
All students are required to go to Tun Sri Lanang library during your tutorial times and do the following: Go to the Internet lab section of the library at the main entrance. Ask the librarian where is the DOA- Dissertation online and find out what it is and also find out the online databases subsribed by TSL libraries. Then you need to search for EBSCOHost,and Lisa Net. Find 2 articles related to one of the following topics from any online databases subsribed by TSL. CALL Bridging Digital Divide Women and ICT E-Learning Summarize these articles and post them as fourth posting.
i found these two articles from EBSCOHost database that related to Women and ICT....
First article
Does Gender Still Matter? A Study of the Views of Women in the ICT Industry in New Zealand.
by Barbara J. Crump*, Keri A. Logan and Andrea McIlroy
This article discussed about using data from in-depth interviews with female information and communication technology (ICT) professionals from New Zealand's four main cities. This article uses a social constructivist framework to investigate the women's perceptions of their ICT work place. The results show that there are regional differences in organization type, job category and salaries, as well as in the perceptions of the women towards their environment. Most women did not actively seek to be employed in ICT. While they enjoyed working in the environment, there was an obvious gendering of the workforce with most technical positions being held by men and women working mainly in the softer side of ICT. The women perceived their gendered roles to be a highly important and an integral part of ICT and believed their salaries were equitable with their male colleagues. Having a greater understanding of how women view their ICT work place will contribute to attracting and retaining them in an industry where a shortage of skills is envisaged in the near future.
Second article
From Virtual to Local Realities: Access to ICT and Women Advocacy Networks in Turkey
By Nurcan Torenli
This article discussed about compare and contrast the two theoretical approaches and discuss the policy implications from a critical perspective. It is claimed that the knowledge society approach is more appropriate in the understanding of specific problems of Turkey with regard to the production, distribution, access, and power relationships in the context of ICTs. The main empirical focus of the paper is women advocacy networks and their use of ICTs. In order to substantiate the claims developed in the theoretical discussion, the results of the survey conducted among women advocacy networks are presented. The main finding of the survey shows that, in the context of Turkey, the ICTs and advocacy networks are used only by an elite sector of the Turkish women. In contrast with the assumed potential of the ICTs as inclusive technologies, the fact that they can work to exclude large segments of the population casts doubt on the universal validity claims of the mainstream theories.
Wednesday, March 18, 2009
nUmbEr tHreE.......
Salam and hello out there….
Search Engine?? Now, many search engine are available in the internet. We just type whether google.com, yahoo.com, mama.com or other to search any information that we want to know. But, what are the differences and similarities between mamma.com, google scholar, eric digest and yahoo.com?
First is, mamma.com. Mamma.com`s main page is simple and there is a logo of mamma.com. mamma.com provide information through web, jobs, videos, shop, travel, yellow pages and white pages. Besides that, mamma.com offered two languages. the languages are english and france.
Second, google scholar. The appearance is quite similar to mamma.com main page. There is a logo of google and the logo is colourful. Its differ to mamma.com logo`s. How can we search information is same, through web, images, news, groups, books, Gmail, scholar, blogs and others that provided in this search engine. There are two languages that offered by google. The language are English and malay. Besides that, we can create our own e-mail account using Gmail in google.com. its different from mamma.com and eric digest but quite similar to yahoo.com.
Third, yahoo.com. The main page of yahoo.com are quite beautiful compare to other search engine. There is abstract of news, advertisement, the title of news and a box to sign in yahoo e-mail account. How yahoo.com provide information is same to other search engine, its through web, images, videos, local, shopping, news and others. Besides that, in this search engine it has a box on Today`s Top Searches, Yahoo! TV: Dancing with the stars and Pulse-what yahoo are into. Its different to other search engine. Furthermore, yahoo.com have some services like downloads, health, kids, geocities, mail plus and Y! international. On the other hand, we can create our own e-mail account that similar to google scholar.
Last but not least, eric digest. I never heard eric digest before and this is my first to look for it. Eric digest are short reports on topics of prime current interest in education. There are a large variety of topics covered including teaching, learning, libraries, charter schools, special education, higher education and others. It suitable for teachers, administrator, policymakers and other practitioners, but generally useful to the broad educational community. Eric digest offered two languages. The languages are English and spain (en espanol).
In anutshell, between these four search engine there are some differences and similarities.
I think that all for this posting….tQ……
Wednesday, March 11, 2009
nUmbEr twO......
Grammar Myths for the ELL/ESL Classroom
by Traci Gardner
Yesterday was the first National Grammar Day, a new holiday that encourages people to use and champion good grammar all day long. I first heard about the holiday when Grammar Girl, Mignon Fogarty, twittered that she was working on a Top Ten Grammar Myths podcast that would celebrate the event. Most English teachers will be familiar with the items on her list:
10. A run-on sentence is a really long sentence.
9. You shouldn't start a sentence with the word however.
8. Irregardless is not a word.
7. There is only one way to write the possessive form of a word that ends in s.
6. Passive voice is always wrong.
5. I.e. and e.g. mean the same thing.
4. You use a before words that start with consonants and an before words that start with vowels.
3. It's incorrect to answer the question “How are you?” with the statement “I’m good.”
2. You shouldn’t split infinitives.
1. You shouldn’t end a sentence with a preposition.
(from http://grammar.quickanddirtytips.com/top-ten-grammar-myths.aspx)
Those rules are the kinds that make English so frustrating for students to learn. When grammar rules are open to popular controversy, how can students ever pin down the right way?We could explain to students that there are always exceptions or share the old adage “Rules are made to be broken”—but neither response is particularly satisfying.
How are language learners to know which rules are real and which are myths? How can they learn the ways that a rule can be broken? Underlying these issues is perhaps the worst grammar myth language learners bring to the classroom: There is a correct way to speak and write English. One of the telling things about students and language is that nearly all students, language learners or not, will readily accept this myth as true. It can take only one correcting voice to convince someone that there is a right and a wrong way to read and write.I remember getting a new package of stationery from my parents as a reward for babysitting my younger siblings. I quickly wrote letters to my grandparents describing the things that we were all doing that summer—trips to the beach, walks to the bookmobile, and courses at nearby parks. About a week later, I received a reply that commented on the things we were doing, but ended with admonishing me for errors that I’d made in my writing. I felt like the worst writer in the world, and I don’t remember writing another letter that summer. I was afraid I’d make more mistakes. I was convinced that there was a right way to write and a wrong way to write . . . and that I could only write in the wrong way. Now, of course, I know that’s a flawed conclusion, but at the time, it was a myth that I easily accepted as true. There was a right way, the way of my grandfather, and there was the wrong way, my way. For an English language learner, the voice of the right way may be a teacher, a correcting peer, or a family member, but the effect is similar. Students mistrust their own literacy skills and sometimes learn it’s better not to try. What can we do in response? Try these strategies to support English language learners in the classroom:
-Position students’ home language and cultural knowledge as useful resources. Ask students to share their expertise with the class and draw comparisons among the ways that different language work.
-Start where students are grammatically. Discuss and extend the grammatical tools they have.
Acknowledge the meanings students have constructed as active language users. Remind students to focus on communicating as they use language.
-Discuss grammar in the context of making meaning of texts that students read and write. Grammar should never be an add-on that’s explored in abstract or unconnected ways.
Explore culturally relevant texts with students. Students will better understand discussions of the form and function of different words and structures when they have a thorough understanding of the ideas expressed by those words and structures.
-Explore language myths explicitly by talking about the ways that rules and usage change depending upon a range of factors including the speaker, the audience, and the purpose for the text.
Enhance Writing Skills Through Blogging
From this article, i have learn something new that to improve writing skills we have to know the rules of writing and we have to read a lot. through blogging, we incidentally read something that can increase our knowledge too. more we read, more knowledge we can get. from that, we know how to spell some words correctly. besides that, it improve our grammar too on how to make the correct sentence or use the suitable word for a sentence..it can make our writing going smoothly and make others undrestand to what we are going to write or to talk about..
i think that all for second posting....thank you.....
by Traci Gardner
Yesterday was the first National Grammar Day, a new holiday that encourages people to use and champion good grammar all day long. I first heard about the holiday when Grammar Girl, Mignon Fogarty, twittered that she was working on a Top Ten Grammar Myths podcast that would celebrate the event. Most English teachers will be familiar with the items on her list:
10. A run-on sentence is a really long sentence.
9. You shouldn't start a sentence with the word however.
8. Irregardless is not a word.
7. There is only one way to write the possessive form of a word that ends in s.
6. Passive voice is always wrong.
5. I.e. and e.g. mean the same thing.
4. You use a before words that start with consonants and an before words that start with vowels.
3. It's incorrect to answer the question “How are you?” with the statement “I’m good.”
2. You shouldn’t split infinitives.
1. You shouldn’t end a sentence with a preposition.
(from http://grammar.quickanddirtytips.com/top-ten-grammar-myths.aspx)
Those rules are the kinds that make English so frustrating for students to learn. When grammar rules are open to popular controversy, how can students ever pin down the right way?We could explain to students that there are always exceptions or share the old adage “Rules are made to be broken”—but neither response is particularly satisfying.
How are language learners to know which rules are real and which are myths? How can they learn the ways that a rule can be broken? Underlying these issues is perhaps the worst grammar myth language learners bring to the classroom: There is a correct way to speak and write English. One of the telling things about students and language is that nearly all students, language learners or not, will readily accept this myth as true. It can take only one correcting voice to convince someone that there is a right and a wrong way to read and write.I remember getting a new package of stationery from my parents as a reward for babysitting my younger siblings. I quickly wrote letters to my grandparents describing the things that we were all doing that summer—trips to the beach, walks to the bookmobile, and courses at nearby parks. About a week later, I received a reply that commented on the things we were doing, but ended with admonishing me for errors that I’d made in my writing. I felt like the worst writer in the world, and I don’t remember writing another letter that summer. I was afraid I’d make more mistakes. I was convinced that there was a right way to write and a wrong way to write . . . and that I could only write in the wrong way. Now, of course, I know that’s a flawed conclusion, but at the time, it was a myth that I easily accepted as true. There was a right way, the way of my grandfather, and there was the wrong way, my way. For an English language learner, the voice of the right way may be a teacher, a correcting peer, or a family member, but the effect is similar. Students mistrust their own literacy skills and sometimes learn it’s better not to try. What can we do in response? Try these strategies to support English language learners in the classroom:
-Position students’ home language and cultural knowledge as useful resources. Ask students to share their expertise with the class and draw comparisons among the ways that different language work.
-Start where students are grammatically. Discuss and extend the grammatical tools they have.
Acknowledge the meanings students have constructed as active language users. Remind students to focus on communicating as they use language.
-Discuss grammar in the context of making meaning of texts that students read and write. Grammar should never be an add-on that’s explored in abstract or unconnected ways.
Explore culturally relevant texts with students. Students will better understand discussions of the form and function of different words and structures when they have a thorough understanding of the ideas expressed by those words and structures.
-Explore language myths explicitly by talking about the ways that rules and usage change depending upon a range of factors including the speaker, the audience, and the purpose for the text.
Enhance Writing Skills Through Blogging
From this article, i have learn something new that to improve writing skills we have to know the rules of writing and we have to read a lot. through blogging, we incidentally read something that can increase our knowledge too. more we read, more knowledge we can get. from that, we know how to spell some words correctly. besides that, it improve our grammar too on how to make the correct sentence or use the suitable word for a sentence..it can make our writing going smoothly and make others undrestand to what we are going to write or to talk about..
i think that all for second posting....thank you.....
Tuesday, March 10, 2009
nUmbEr OnE.........
hi out there....
well....why im posting this article????
the objective is to analyze which category does this article in....
is it...reading for plesure....reading for information....reading for task completion....
4 Steps Eye Makeup Application Technique For Beautiful And Attractive Eyes
by Alice Calandra
Eye makeup is one of the most important parts in the overall cosmetic application technique. If you know how to apply eye make up which is suitable for your own; you could highly cheer up your appearance and attractiveness. Here are the 4 important steps in eye make up application technique.
1. Choose the right eye shadow suitable for yourself
Eye shadows are mainly classified into cream type and powder type. Powder type eye shadow is more suitable for higher age or with oily skin type. A matured lady may have more wrinkles around the eyes. It should be noted that cream type eye shadow would be more easily hidden into the wrinkles and darken the lines around the eyes. Besides, the cream type eye shadow would be more easily dissolved in oily skin and is less long-lasting.
2. Choose the right color
A brownish eye shadow is generally a natural selection for daytime. If you are attending some formal nighttime party, then it have to be matched with your dress’s color and usually a brighter color is suitable. It is not necessary to match exactly the same color with your dress, but they should be under the same color ranges. Although there are a lot of colors for choice on the market, you may not find the one which is most suitable for yourself. Then you could utilize your creativity to develop your own color by mixing 2 different colored eye shadows. You could simply do it by brushing the powder type eye shadows onto the back of your hand and mix the color thoroughly before you apply it to your eyes.
3. Skillfully apply the eyeliner
After you finished applying the eye shadow, the next step would be wearing the eyeliner. Choose of eyeliner application includes eyeliner pencil, eyeliner liquid and eyeliner cream, and they have different usage and functions. Eyeliner pencil would be the most easily to use, and have the most naturally effect. However, it is comparatively less long-lasting and would be most easily to dissolve. Eyeliner liquid is more long lasting but the appearance would be less natural, and it is more suitable for on-stage use. When using the eyeliner cream, the eyeliner brush should be dampened first and then apply with a little drop of eyeliner cream. It needs the highest skill because a shaking hand will easily result two or more eyelines in one application. If you want your appearance to be younger, a natural brownish colored eyeliner should be applied starting 1/3 from the inside corner and all the way to the outside corner of eyes. Besides, the eyeliner should be applied closely to the eyelashes. In general, eyeliner pencil is the most commonly used, and below is the tip to make it longer lasting, After finished applying the eyeliner with the eyeliner pencil, a minute black color or dark grey eyeshadow could be brushed on top of the eyeline. It is acted as protective layer for the eyeliner and makes it more long lasting.
4. Framing with mascara
The final step is applying mascara to make your eyes look with beautiful flaps of thick, dark, long eyelashes. The most common problem encountered would be dirtying the lower eyelid by mascara during blinking. It would be easily solved by applying small quantity of dry powder onto the lower eyelid. It would absorb excessive moisture and oil around the eyelid, and prevent dissolving the mascara. If you want to have thickened and attractive eyelashes, you should apply a minute quantity of dry powder onto the eyelashes first and then apply the first layer of mascara. You could repeat this procedure one more time after the first layer of mascara is dried. Use a small eyelash brush to separate the thickened eyelashes. You may choose the mascara which contains ingredients for nourishing the eyelashes. In case you love swimming activities or you would be easily cried in a movie, you may also choose the water-resistant mascara. But be sure that you have the special removal cream for those water-resistant makeups since general makeup remover may not do the work.
ANALYSIS OF THE ARTICLE
This article can be classified as reading for information. Everyone wants to look beautiful, so am i. That why i find this article to know how to make my eyes look more beautiful by using make-up. on 23th march, there will be my college dinner and the theme is arabian. That why i search this article... This article also help me in english. it is because, the steps were in english. from this article, i can learn new words and grammar too. besides that, in this article, there is no short form such as you become 'u'. it really help me on spelling..it can improve my vocabullary too. for example word 'dampened'. before this, i never heard and do not know what is the meaning of that word. after reading this article, i find the meaning of the word and the meaning is slightly wet. it increase my vocabullary. furthermore, it help me on how to make a nice sentence and make everyone understand what im trying to discuss too.
i think, that all for my second posting.... :)
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