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 writing from different 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
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2.1

NOUN A noun is a word used to name a person, animal, place, thing, and

abstract idea. Nouns are usually the first words which small children learn. The highlighted words in the following sentences are all nouns. a) Late last year our neighbors bought a goat. b) Portia White was an opera singer. c) The bus inspector looked at all the passengers' passes. A noun can function in a sentence as a subject, a direct object, an indirect object, a subject complement, an object complement, an appositive, an adjective or an adverb.

Noun Gender Many common nouns, like "engineer" or "teacher," can refer to men or women. Once, many English nouns would change form depending on their gender -- for example, a man was called an "author" while a woman was called an "authoress" -- but this use of gender-specific nouns is very rare today. Those that are still used occasionally tend to refer to occupational categories, as in the following sentences. a) David Garrick was a very prominent eighteenth-century actor. b) Sarah Siddons was at the height of her career as an actress in the 1780s.

Noun Plurals

Most nouns change their form to indicate number by adding "-s" or "-es", as illustrated in the following pairs of sentences. a) When Matthew was small he rarely told the truth if he thought he was going to be punished. b) Many people do not believe that truths are self-evident.

There are other nouns which form the plural by changing the last letter before adding "s". Some words ending in "f" form the plural by deleting "f" and adding "ves," and words ending in "y" form the plural by deleting the "y" and adding "ies," as in the following pairs of sentences. a) The harbour at Marble Mountain has one wharf. b) There are several wharves in Halifax Harbour.

Possessive Nouns In the possessive case, a noun or pronoun changes its form to show that it owns or is closely related to something else. Usually, nouns become possessive by adding a combination of an apostrophe and the letter "s."You can form the possessive case of a singular noun that does not end in "s" by adding an apostrophe and "s," as in the following sentences:

a) The red suitcase is Cassandra's. b) The only luggage that was lost was the prime minister's. C) The exhausted recruits were woken before dawn by the drill sergeant's screams. 2.1.4 Using Possessive Nouns
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When you read the following sentences, you will notice that a noun in the possessive case frequently functions as an adjective modifying another noun.

The miner's face was covered in coal dust. Here the possessive noun "miner's" is used to modify the noun "face" and together with the article "the," they make up the noun phrase that is the sentence's subject.

Types of Nouns There are many different types of nouns. As you know, you capitalize some nouns, such as "Canada" or "Louise," and do not capitalize others, such as "badger" or "tree" (unless they appear at the beginning of a sentence). In fact, grammarians have developed a whole series of noun types, including the proper noun, the common noun, the concrete noun, the abstract noun, the countable noun (also called the count noun), the non-countable noun (also called the mass noun), and the collective noun. You should note that a noun will belong to more than one type: it will be proper or common, abstract or concrete, and countable or non-countable or collective.

Proper Nouns The noun represents the name of a specific person, place, or thing. The names of days of the week, months, historical documents, institutions, organizations, religions, their holy texts and their adherents are proper nouns. In each of the following sentences, the proper nouns are highlighted. a) The Marroons were transported from Jamaica and forced to build the fortifications in Halifax. b) Many people dread Monday mornings.
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c) Beltane is celebrated on the first of May.

Common Nouns A common noun is a noun referring to a person, place, or thing in a general sense -- usually, you should write it with a capital letter only when it begins a sentence. A common noun is the opposite of a proper noun. In each of the following sentences, the common nouns are highlighted.

a) According to the sign, the nearest town is 60 miles away. b) All the gardens in the neighborhood were invaded by beetles this summer. c) I don't understand why some people insist on having six different kinds of mustard in their cupboards. Sometimes you will make proper nouns out of common nouns, as in the following examples: a) The tenants in the Garnet Apartments are appealing the large and sudden increase in their rent. b) The meals in the Bouncing Bean Restaurant are less expensive than meals in ordinary restaurants. c) Many witches refer to the Renaissance as the Burning Times.

Concrete Nouns A concrete noun is a noun which names anything (or anyone) that you can perceive through your physical senses: touch, sight, taste, hearing, or smell. A

concrete noun is the opposite of an abstract noun. The highlighted words in the following sentences are all concrete nouns. a) The judge handed the files to the clerk. b) Whenever they take the dog to the beach, it spends hours chasing waves. Abstract Nouns An abstract noun is a noun which names anything which you can not perceive through your five physical senses, and is the opposite of a concrete noun. The highlighted words in the following sentences are all abstract nouns: a) Buying the fire extinguisher was an afterthought. b) Tillie is amused by people who are nostalgic about childhood. c) Justice often seems to slip out of our grasp.

Countable Nouns A countable noun is a noun with both a singular and a plural form, and it names anything (or anyone) that you can count. You can make a countable noun plural and attach it to a plural verb in a sentence. Countable nouns are the opposite of non-countable nouns and collective nouns. In each of the following sentences, the highlighted words are countable nouns. a) We painted the table red and the chairs blue. b) Since he inherited his aunt's library, Jerome spends every weekend indexing his books. c) Miriam found six silver dollars in the toe of a sock.

Non-Countable Nouns
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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. Noncountable nouns are similar to collective nouns, and are the opposite of countable nouns. The highlighted words in the following sentence are noncountable nouns.

Joseph Priestly discovered oxygen.

The word "oxygen" cannot normally be made plural. Since "oxygen" is a noncountable 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 flock of geese spends most of its time in the pasture.

The collective noun "flock" takes the singular verb "spends."

The juryis dining on take-out chicken tonight

In this example the collective noun "jury" is the subject of the singular compound verb "is dining."

2.2

PRONOUN Pronoun can replace a noun or another pronoun. You use pronouns like

"he," "which," "none," and "you" to make your sentences less cumbersome and less repetitive.

Grammarians classify pronouns into several types, including the personal pronoun, the demonstrative pronoun, the interrogative pronoun, the indefinite pronoun, the relative pronoun, the reflexive pronoun, and the intensive pronoun. Personal Pronouns

A personal pronoun refers to a specific person or thing and changes its form to indicate person, number, gender, and case.

Subjective Personal Pronouns

A subjective personal pronoun indicates that the pronoun is acting as the subject of the sentence. The subjective personal pronouns are "I," "you," "she," "he," "it," "we," "you," "they. In the following sentences, each of the highlighted words is a subjective personal pronoun and acts as the subject of the sentence. a) I was glad to find the bus pass in the bottom of the green knapsack.
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b) You are surely the strangest child I have ever met. c) He stole the selkie's skin and forced her to live with him.

Objective Personal Pronouns An objective personal pronoun indicates that the pronoun is acting as an object of a verb, compound verb, preposition, or infinitive phrase. The objective personal pronouns are: "me," "you," "her," "him," "it," "us," "you," and "them."In the following sentences, each of the highlighted words is an objective personal pronoun. a) Seamus stole the selkie's skin and forced her to live with him. The objective personal pronoun "her" is the direct object of the verb "forced" and the objective personal pronoun "him" is the object of the preposition "with."

Possessive Personal Pronouns A possessive pronoun indicates that the pronoun is acting as a marker of possession and defines who owns a particular object or person. The possessive personal pronouns are "mine," "yours," "hers," "his," "its," "ours," and "theirs." Note that possessive personal pronouns are very similar to possessive adjectives like "my," "her," and "their."In each of the following sentences, the highlighted word is a possessive personal pronoun.

The smallest gift is mine. Here the possessive pronoun "mine" functions as a subject complement.

Demonstrative Pronouns
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A demonstrative pronoun points to and identifies a noun or a pronoun. "This" and "these" refer to things that are nearby either in space or in time, while "that" and "those" refer to things that are farther away in space or time.

The demonstrative pronouns are "this," "that," "these," and "those." "This" and "that" are used to refer to singular nouns or noun phrases and "these" and "those" are used to refer to plural nouns and noun phrases.

Interrogative Pronouns An interrogative pronoun is used to ask questions. The interrogative pronouns are "who," "whom," "which," "what" and the compounds formed with the suffix "ever" ("whoever," "whomever," "whichever," and "whatever"). Note that either "which" or "what" can also be used as an interrogative adjective, and that "who," "whom," or "which" can also be used as a relative pronoun. This must not continue.

"Who" acts as the subject of a verb, while "whom" acts as the object of a verb, preposition, or a verbal. The highlighted word in each of the following sentences is an interrogative pronoun. Which wants to see the dentist first?

"Which" is the subject of the sentence.

Relative Pronouns

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You can use a relative pronoun is used to link one phrase or clause to another phrase or clause. The relative pronouns are "who," "whom," "that," and "which." The compounds "whoever," "whomever," and "whichever" are also relative pronouns.

We can use the relative pronouns "who" and "whoever" to refer to the subject of a clause or sentence, and "whom" and "whomever" to refer to the objects of a verb, a verbal or a preposition. In each of the following sentences, the highlighted word is a relative pronoun.

You may invite whomever you like to the party.

The relative pronoun "whomever" is the direct object of the compound verb "may invite."

The candidate who wins the greatest popular vote is not always elected.

In this sentence, the relative pronoun is the subject of the verb "wins" and introduces the subordinate clause "who wins the greatest popular vote." This subordinate clause acts as an adjective modifying "candidate.

Indefinite Pronouns An indefinite pronoun is a pronoun referring to an identifiable but not specified person or thing. An indefinite pronoun conveys the idea of all, any, none, or some.

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The most common indefinite pronouns are "all," "another," "any," "anybody," "anyone," "anything," "each," "everybody," "everyone," "everything," "few," "many," "nobody," "none," "one," "several," "some," "somebody," and "someone." Note that some indefinite pronouns can also be used as indefinite adjectives. The highlighted words in the following sentences are indefinite pronouns. Many were invited to the lunch but only twelve showed up.

Here "many" acts as the subject of the compound verb "were invited."

Reflexive Pronouns You can use a reflexive pronoun to refer back to the subject of the clause or sentence. The reflexive pronouns are "myself," "yourself," "herself," "himself," "itself," "ourselves," "yourselves," and "themselves." Note each of these can also act as an intensive pronoun. Each of the highlighted words in the following sentences is a reflexive pronoun. a) Diabetics give themselves insulin shots several times a day. b) The Dean often does the photocopying herself so that the secretaries can do more important work.

Intensive Pronouns An intensive pronoun is a pronoun used to emphasize its antecedent. Intensive pronouns are identical in form to reflexive pronouns. The highlighted words in the following sentences are intensive pronouns.
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a) I myself believe that aliens should abduct my sister. b) The Prime Minister himself said that he would lower taxes. c) They themselves promised to come to the party even though they had a final exam at the same time.

2.3

ADJECTIVES

An adjective modifies a noun or a pronoun by describing, identifying, or quantifying words. An adjective usually precedes the noun or the pronoun which it modifies. In the following examples, the highlighted words are adjectives

a) The truck-shaped balloon floated over the treetops. b) Mrs. Morrison papered her kitchen walls with hideous wall paper. c) The small boat foundered on the wine dark sea. An adjective can be modified by an adverb, or by a phrase or clause functioning as an adverb. In the sentence:

My husband knits intricately patterned mittens.

For example, the adverb "intricately" modifies the adjective "patterned."

Possessive Adjectives A possessive adjective ("my," "your," "his," "her," "its," "our," "their") is similar or identical to a possessive pronoun; however, it is used as an adjective and modifies a noun or a noun phrase, as in the following sentences:
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I can't complete my assignment because I don't have the textbook.

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" are identical to the demonstrative pronouns, but are used as adjectives to modify nouns or noun phrases, as in the following sentences.

When the librarian tripped over that cord, she dropped a pile of books.

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). Which plants should be watered twice a week?

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Like other adjectives, "which" can be used to modify a noun or a noun phrase. In this example, "which" modifies "plants" and the noun phrase "which plants" is the subject of the compound verb "should be watered":

Indefinite Adjectives An indefinite adjective is similar to an indefinite pronoun, except that it modifies a noun, pronoun, or noun phrase, as in the following sentences.

Many people believe that corporations are under-taxed. The indefinite adjective "many" modifies the noun "people" and the noun phrase "many people" is the subject of the sentence.

Common Helping/Auxiliary Verbs Usually when auxiliaries are used in questions, the main verb and its auxiliaries may be separated by the subject of the sentence. Examples: a) Should we eat dinner now? b) Will you go to school next Monday? c) Who would like more macaroni and cheese? 2.4 VERB Linking Verbs A verb expresses action or being. An action verb tells what the subject of the sentence does. A linking verb does not show action, but instead shows state-of-being.

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Verbs called being verbs or linking verbs do not show action. Instead they show what the subject is or is like. Because of this we say linking verbs show state-of-being. These linking verbs link the subject of the sentence with a word in the predicate that tells more about it. Example: a) The dog seems hungry. b) You become 7th graders later this year.

Common Linking Verbs If youre really observant you might have noticed that many of the linking verbs are also on the helping verb list. Adverbs describe verbs (actions). They give more detail about the action.

My cat eats slowly.

Slowly is an adverb since it describes the way my cat eats. How does my cat eat? Slowly. Adverbs will generally answer the question 'How'.

Types of Adverbs There are many types of adverbs, such as: Adverbs of Frequency - always, sometimes, never, etc. Adverbs of Manner - carefully, slowly Adverbs of Time and Place - here, yesterday, then

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Adverbs of Relative Time - recently, already, soon Adverbs of Degree - very, extremely, rather Adverbs of Quantity - a few, a lot, much Adverbs of Attitude - fortunately, apparently, clearly

Adverbs Word Order Adverbs are usually placed after the verb:

He speaks clearly. When there is an object, the adverb is usually placed after the verb + object: I put the vase carefully on the table.

However, adverbs are never positioned between the verb and the object. a) I read the book quickly. - (Correct) b) I read quickly the book. - (Incorrect)

2.5

ADVERB

Adverb: a word that describes or modifies another verb, adjective, or adverb a) Negative: a word that means no or not b) Double Negative: 2 negatives used together to modify or describe 1 negative idea or thought.

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c) Positive: the opposite of a negative, a word meaning yes, some, or any, the positive form of a negative. * Adverbs that modify verbs answer/describe how, when, or where something happened * Many adjectives that modify verbs end in -ly (rapidly, cheekily) * When describing other adjectives or adverbs, adverbs can answer to what extent something happened instead of how it happened (a very big group came super fast); very describes big which describes group, and super describes fast which describes came * Adverbs can be used to make comparisons of adverbs, verbs, and adjectives * Adverbs can come before or after the target word that they modify * To compare 2 things use the comparative form of an adverb, for 3 or more things use the superlative form of an adverb

When you compare actions or qualities that are less rather than more use less or least instead of more or most If the adverb ends in -ly, then add more or most to make comparisons instead of -est or -er Dont combine -er with more or -est with most Some adverbs have irregular superlative and comparative forms.

Some words mean no or not (negatives), they can reverse the meaning of a sentence or phrase (I did/ I did not) Some examples of common negatives are no, not, none, never, no one, nobody, nothing, and nowhere) Dont use double negatives to describe or modify a negative Dont use double negatives to modify 1 thing or action Most negatives have opposites, or positives.

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To prevent double negatives, you can replace the negative with a positive form of the negative To not get adjectives and adverbs confused with each other, remember that: When an adjective and an adverb sound or look alike the adverb probably ends in -ly. Example: a) silently b) loud- loudly c) bad- badly Adjectives modify nouns and pronouns Adverbs modify verbs, adjectives, and other adverbs Good is an adjective, but well is usually an adverb (it is an adverb when it means healthy). 3.0 EXERCISE 3.1 NOUN EXERCISE Fill the gaps with the correct form of the nouns (singular or plural).

1. You can put (sugar) sugar in your tea. 2. They ate some (tomato) tomatoes. 3. I need to wash my (hair) hair. 4. We have to buy new (furniture) furniture. 5. We had lots of (fun) fun. 6. Could you give some (information) information on your project? 7. Those (man) men seem to be very tired. 8. How many (people) people went to cinema with you last night? 9. Mildred has lots of (money) money. 10. Heidi cooks a bowl of (noodle) noodles.

Use capital letters for Proper Nouns in the following sentences. 1. paris is the capital of france. (Paris/France)

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2. william shakespeare is a famous english author. (William Shakespeare/English) 3. war and peace' was written by leo tolstoy. 4. The universities of oxford and cambridge offer degree courses at the highest level. 5. john's two dogs are named rover and boxer. 6. david will travel to france to do a degree course on the french revolution. 7. suez canal joins the red sea and the mediterranean sea. 8. republic of liberia is on the west coast of africa. 9. mick jagger is the lead singer of rolling stones 10. mount kilimanjaro is the highest mountain in africa. Fill in the blank s with suitable collective nouns. 1. A flock of birds flew high in the sky. 2. They saw a pride of lions at the zoo. 3. The farmer has a herd of cattle on his farm. 4. He ate a cluster of grapes today. 5. Our friend shows us a collection of stamps. 6. We saw a flock of sheep on our way home. 7. Police have arrested a gang of thieves. 8. She bought a _____ of bananas from the market. 9. The _____ of pupils are listening attentively to their teacher. 10. You can put the _____ of tools in that box.

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3.2 PRONOUN EXERCISE Use the correct personal pronouns. Watch the words in brackets. Example: ___ often reads books. (Lisa) Answer: She often reads books. 1) is dreaming. (George) 2) is green. (the blackboard) 3) are on the wall. (the posters) 4) is running. (the dog) 5) are watching TV. (my mother and I) 6) are in the garden. (the flowers) 7) is riding his bike. (Tom) 8) is from Bristol. (Victoria) 9) got a brother. (Diana) 10) Have got a computer, Mandy?

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1) I talked to the girl car had broken down in front of the shop. 2) Mr Richards, is a taxi driver, lives on the corner. 3) We often visit our aunt in Norwich is in East Anglia. 4) This is the girl comes from Spain. 5) That's Peter, the boy has just arrived at the airport. 6) Thank you very much for your e-mail was very interesting. 7) The man, father is a professor, forgot his umbrella. 8) The children, shouted in the street, are not from our school. 9) The car, driver is a young man, is from Ireland. 10) What did you do with the money your mother lent you?

Fill one of the following relative pronouns who, which or whose to the blank section.

Which object form of the personal pronoun can substitute the underlined phrase in the sentence? Thick the right answer. 1) The teacher always gives the students homework.

me

them

you 2) I am reading the book to my little sister.

her

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us

him 3) The boys are riding their bikes.

it

them

her 4) My father is writing a letter to John.

me

her

him 5) I don't know the answer.

she

her

it 6) Sally is going to Anne.

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her

him

me 7) Open the window, please.

it

them

us 8) Can you tell the people the way to the airport, please?

you

them

us 9) The books are for Peter.

him

her

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you 10) Can you help my sister and me, please?

her

me

us

3.3 VERB EXERCISE Chose the correct form of the verb to be - am/is/are. Top of Form
1. It 2. I 3. They 4. There

cold today. at home now. Korean. a pen on the desk.

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5. My name 6. We 7. That 8. I

Nikita.

from Ukraine. right. OK, thanks. married.

9. Clara and Steve 10. She

an English teacher.

Click on the words in the correct order to make positive sentences with the verb to be. 1 am old. twenty-five years I

2 are from We Venezuela.

3 My Anton I'm student. and a name is

4 book. This is my

5 a It's nice today. day

6 name Paul. Her is brother's

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7 an is John engineer.

8 My husband's Johansson. is name

9 in class. twelve students my There are

10 My at the letter. of the is top address new

Bottom of Form

Complete the text below with the appropriate tenses.

1. A: What (you, do) B: I (try) 2. After I (find) when the accident occurred? to change a light bulb that had burnt out. the wallet full of money, I (go, immediately) it in. that Tom (be) to stay at home for a couple of days. 27 too sick to go to work and that

to the police and (turn) 3. The doctor (say) he (need)

4. Sebastian (arrive) not) in French.

at Susan's house a little before 9:00 PM, but she (be, for her final examination

there. She (study, at the library)

5. Sandy is in the living room watching television. At this time yesterday, she (watch, also) 6. A: I (call) there. Where were you? B: I (work) 7. When I (walk) managers (discuss, quietly) 8. I (watch) out at the fitness center. into the busy office, the secretary (talk) methods to improve customer service. on the television. That's all she ever does! you last night after dinner, but you (be, not)

phone with a customer, several clerks (work, busily)

at their desks, and two

a mystery movie on TV when the electricity went out. Now I am

never going to find out how the movie ends. 9. Sharon (be) in the room when John told me what happened, but she . about you.

didn't hear anything because she (listen, not) 10. It's strange that you (call)

because I (think, just)

3.4 ADVERB EXERCISES Choose the most suitable adverb in bold to fill each blank angrily, enough, never, outside, yesterday 1. She left _____ for the university where she is doing a degree course. 2. We are standing _____ his house waiting for him. 3. He told us _____ not to walk on the grass. 4. I am not strong _____ to help him carry that box. 5. She will _____ be happy in that job. down, last week, often, quickly, rarely 6. _____, I saw him walking to the church.
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7. My father is _____ late for work. 8. He drove _____ to avoid being late. 9. I _____ play badminton with my sister. 10. This is the place where he fell _____. always, just, nearly, online, unusually 11. It took _____ two hours to get here. 12. They were _____ very friendly. 13. He has _____ strong hands. 14. She has _____ completed her degree course. 15. This dictionary went _____ in 2003.

Find the adjective in the first sentence and fill the gap with the adverb.
1. Joanne is happy. She smiles happily. 2. The boy is loud. He shouts

. . . .

3. Her English is fluent. She speaks English 4. Our mum was angry. She spoke to us 5. My neighbour is a careless driver. He drives 6. The painter is awful. He paints

. . .

7. Jim is a wonderful piano player. He plays the piano 8. This girl is very quiet. She often sneaks out of the house 9. She is a good dancer. She dances really 10. This exercise is simple. You

. have to put one word in each space.

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3.5 INTERJECTION EXERCISE Underline the INTERJECTIONS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Hey! You left me behind. Ouch! That soup is hot. Oops! The plate broke. Well, I guess Ill go. Hurray! We won the game. Wow! John hit the ball far. Hurry! I saw something scary in the cave. Alas! I cannot go with you. Shh! I heard something. Ah, I see what you mean.

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Fill in the blanks with correct INTERJECTIONS Eek!, Oh!, Oops!, Wow!, Hey!, Aha!, Ouch!, Ah!, Well, Ugh! 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. ________ He stole my watch. ________ That hurts. ________ I think Ill go. ________ I hate rats. ________ What a cute kitten. ________ I lost my pencil. ________ The bus left. ________ How exciting. ________, I guess you can have my soup. ________ I slipped.

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4.0 ARTICLE 4.1 ARTICLE 1 37 COMMON CHARACTERISTIC OF DYSLEXIA

1992 by Ronald D. Davis.Most dyslexics will exhibit about 10 of the following traits and behaviors. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about dyslexics is their inconsistency. General 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 selfesteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing. Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering. 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. Vision, Reading, and Spelling Complains of dizziness, headaches or stomach aches while reading. Confused by letters, numbers, words, sequences, or verbal explanations. Writing and Motor Skills 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 skills and tasks; prone to motionsickness. Can be ambidextrous, and often confuses left/right, over/under. Math and Time Management Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time. Computing math shows dependence on finger counting and other tricks; knows answers, but can't do it on paper. Can count, but has difficulty counting objects and dealing with money. Can do arithmetic, but fails word problems; cannot grasp algebra or higher math. Memory and Cognition Excellent long-term memory for experiences, locations, and faces. Poor memory for sequences, facts and information that has not been experienced. Thinks primarily with images and feeling, not sounds or words (little internal dialogue).

Behavior, Health, Development and Personality Extremely disorderly or compulsively orderly. Can be class clown, troublemaker, or too quiet. Had unusually early or late developmental stages (talking, crawling, walking, tying shoes).

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GRAPHIC ORGANIZER ON ARTICLE 1

Vision, Reading, and Spelling

General

s or stomach aches while reading.

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."

ords, sequences, or verbal explanations.

ons, additions, transpositions, omissions, substitutions, and reversals in letters, numbers helped in the school setting. Isn't "behind enough" or "bad enough" to be and/or words.

n-existent movement while reading, writing, or copying.yet may not test well academically; tests well orally, but not written. High in IQ,

on, yet eye exams don't reveal a problem.

Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrate 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.

vant, or lacks depth perception and peripheral vision. in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering. Talented

prehension.

ntly.

Hearing and Speech

; easily distracted by sounds.

leaves 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. Can be ambidextrous, and often confuses left/right, over/under

DYSLEXIA

Writing and Motor skills

Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and ta

Writing and Motor skills

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Writing and Motor skills

ng time, managing time, learning sequenced information or tasks, or being on time.

hows dependence on finger counting and other tricks; knows answers, but can't do it on paper. Excellent long-term memory for experiences, locations, and faces.

s difficulty counting objects and dealing with money

Poor memory for sequences, facts and information that has not been experienced

4.2 ARTICLE 2

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GRAPHIC ORGANIZER ON ARTICLE 2

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4.3 ARTICLE 3

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College Remedial Math Increasing

Are Advanced Math Classes Helping or Hurting? Aug 5, 2007 Barbara Pytel

Remedial College Math Increasing - ablestock.com

Students are not doing better in math even after taking advanced classes in high school. Learn how it is possible to need remediation after taking advanced classes.
Math Phenomenon

One would think that if a student has taken integrated math incorporating algebra, geometry, trigonometry and calculus, college math should be a breeze. That is not the case and colleges are becoming very concerned. Marie Wilde of Cedar Crest College in Allentown, PA is very concerned about math skills at the college level. "Many bright students are hurried through algebra and trigonometry courses on their way toward statistics and calculus." Wilde is the chairwoman of the mathematical and information sciences program at Cedar Crest. [Genevieve Marshall, The Morning Call, mcall.com, July 5, 2007] Remedial Classes Colleges are overwhelmed with students needing remedial classes in math. The problem is becoming so large that colleges are forced to rewrite textbooks, do more reteaching, and even force students to take remedial courses without credit. American College Testing The ACT newsletter, Activity, states in spring of 2007 that the gap between what high schools are graduating and what colleges need to see is widening. ACT states, "The study, which surveyed college and high school instructors across the country, reveals that colleges generally want incoming students to have in-depth understanding of a selected number of fundamental skills and knowledge, while high schools tend to provide less in-depth instruction of a broader range of skills and topics." To sum that up: High schools offer general information in many areas. Colleges prefer in-depth information in fewer areas.

According to Cynthia Schmeiser, president and chief operating officer, ACT education division, "State learning standards are often too wide and not deep enough," said Schmeiser. "They are trying to cover too much groundmore ground than colleges deem necessaryin the limited time they have with students. As a result, key academic skills needed for

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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

Causes

Ef fect

Colleges are forced to rewrite textbooks etween what high schools are graduating and what colleges need to see isDo more re-teaching widening Force students to take remedial courses without credit chools offer general information in many areas.

es prefer in-depth information in fewer areas.

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Integr a

ted Ma th

Causes Lack o f maste ry

lleges are forced to rewrite textbooks more re-teaching rce students to take remedial courses without credit High er Place m e

nt

Some of the student did not master the basic at high

that his high school curriculum in Geometry or Advanced Biology equals the college level Biology or Geometry. But actually they are

4.4 ARTICLE 4

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GRAPHIC ORGANIZER FOR ARTICLE 4

ded pupils from 10th and 11th grade takes three major subject that is English, mathematics and social studie

CURRICULUM FOR for the first period, mathematic in the second period, social studies at the All of the pupils will learn English SLOW LEARNER

The pupils are placed according to their different achievement level and can be shifted acc

The aims of the teachers are the same that is to improve the pupils.

ak point of the pupil are strengthened and enhanced by the remedial teaching

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4.5 ARTICLE 5

What Is Remedial Education?

Remedial education is education which is designed to bring students who are lagging behind up to the level of achievement realized by their peers. Most commonly, remedial education comes up in the context of postsecondary education which is designed to provide college students and adults with basic skills which they did not learn in high school. Educators who work in this field may 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 in going to college, but could benefit from additional education. There are a number of reasons why a student might need remedial education. Some students attend 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 in core 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. Some students who attended college started classes, realized that they were underprepared, and dropped out. Poorly educated adults struggled to find work and make a living, and often found themselves unable 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, and they 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, especially if they are attending college or university. Some institutions have gotten around this by offering 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 carries some 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

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What is Remedial About Remedial Education Remedial is education Education which is designed to bring students who are lagging behind up to the level of achievement

secondary education which is designed to provide college students with basic skills which they did not learn in high school

Why Remedial Education

d schools 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 which con

Take place in the small class

Teach by special remedial teacher

High interaction between student and teacher

Take place during day or night

5.0 ACCADEMIC WRITING Nicholas Amid WAJ 3102

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Mr Sandau Mili 4 March 2011 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 the remedial 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 students 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.

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As a conclusion, the remedial class is different in involvement and education strategy but similar in the structure. Beside that, remedial class around the world is going to encounter the problem of their student.

6.0 REFLECTION The part of speech is very important in our daily life. In order to have better English, we have to learn more and make more exercise. It is not only to know but we have to know and use it every day. Speaking few right english is better than speaking many broken english. Remedial education is very important to the person who needs lot of knowledge and skill to proceed their education to a higher level. For me myself, without the remedial education in school, the dull student will be left far away behind the other student. It is good for a dull student to get into the remedial education because they can have better attention from the teacher. Beside that, I noticed that the remedial in Malaysia is more on teaching the student mastering the basic skill. It is differ than the western where they teach the student to master mo skill and more knowledge. From my though, I think it is a factor why the western can develop faster than us. Lastly, I hope the Malaysian education can develop their education system so that we can achieve something better someday soon. It is not the teachers or the remedial student to be blame if the education system is not running well. But, point to ourselves and ask what have we do to develop ourselves and other.

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