REFLECTION

UNIT 8

PRODUCING AND EVALUATING CRITICAL WRITING: PART 2

This unit is the last unit and associates with the previous one. The topic on matter above will be interpreted in depth in this unit. This unit continues to develop the skills to produce and evaluate critical writing. This is to prepare for the last task given. In reading 8.1 the article which is about ‘Drugs or guns’ is given to draw more understanding and provide extra example for the task received. In unit 8, the critical guideline on commentary is given an easiest sample to complete the critical evaluation. The style of comments required is just by following the sample given.

REFLECTION

UNIT 7

PRODUCING AND EVALUATING CRITICAL WRITING: PART 1

Unit 7 will be discussed on the topic of producing a good piece of writing and evaluating others critical writing. This part of unit will be focused more on academic writing. This unit also will develop the skills on the topic mattered above. Based on reading 7.1 which is about ‘Dieting’, the article’s given just for the rough view on how the next task will be carried out. The reader has to skim and scan the article to get the ideas and to identify all the areas needed just like the same in the previous task done. Then, the points taken will be arranged according to the following areas and the writing style now is different. The reader will have to shift the style of the critical writing into paragraph not in the point form anymore. Although the article’s given seems a bit complicated but fortunately the example of the critical review in the study guide has given much understanding towards the task received. Basically, the article is about the terms of dieting itself, the tips and the types of dieting which can be applied by readers. In addition, there are also some effects of dieting are discussed. For further understanding, in the Critical Literacy: Study Guide there is also a full example of commentary to the critical review of ‘Dieting’. The commentary will be looked through by each paragraph. However, the easiest way and step will be mentioned in the next unit.

REFLECTION

UNIT 5

AUDIENCE AND IMPACT: WHO IS THE AUDIENCE? WHAT IMPACT DOES THE TEXT HAVE ON THE AUDIENCE?

Through this unit, it will cover on the intended audience and the impact goes to the reader. This unit is focusing more on how to identify the audience based on the reading and the language used. First and foremost in reading 5.1 which is the ‘Australia’s Methadone Madness’ it tells the story that to assist the heroin addicts in Australia. However, the article is a little bit confusing and complicated. Next, in reading 5.2 from the article ‘Out of Puff’ it is about the smoking habits that hard to resist not only for men but even for women too. The audience and the impact can be identified based on the types of exposition which are mentioned in reading 5.3 simultaneously about the differences on type of analytical and hortatory exposition. The reading gives many examples on analytical and hortatory exposition texts. However, after skimming further in the next reading, it makes the reader become anxious about the content all together. Although, there have adequate amounts of examples but it still lead to confusion because it contains too many parts and sections.

REFLECTION

UNIT 4

ARGUMENT AND EVIDENCE: WHAT IS THE ARGUMENT AND WHAT EVIDENCE SUPPORTS IT?

Unit 4 will be focusing on the argument and the evidence found in every article. The argument is about the main case that being mentioned. The evidence is the proof that provides to support the argument. In each article there must be an argument to be rise as the main issue of the headline. Based on reading 4.3 there is an issue on ‘What is the evidence? In all cases readers are advised to generate and find the evidence on each critical stance towards everything that is read before drawing a conclusion. Every evidence found will support and giving the sufficient details of the argument arise. Furthermore, in reading 4.4, it provides supported evidence which through statistics. The argument will be strongly supported by statistics which give facts and figures. It includes by clarifying terms and mentioning the number of participants involve. Sometimes, there are graphs, tables and pictures to give the exact evidence of each situation. In the reading 4.5 which is about ‘Crooked and Fallacious Thinking’ it is actually hard to understand the reading simultaneously. By and large, in unit 4, the reader can have the idea on how to find to argument and the evidence.

REFLECTION TO PRESENTATION

BY ALONG, WANIE & ELLA

This presentation is conducted by Along, Wanie and Ella. Three of them are trying to explain about the argument and evidence that support in every article review. They touched on the every part clearly and can make the audience have the idea on this unit. They are all ell-prepared and the presentation gone smoothly.

REFLECTION

UNIT 3

POSITIONING: HOW DOES THE WRITER CONSTRUCT THE PARTICIPANTS IN THE TEXT AND HOW IS THE READER CONSTRUCTED?

Based on this unit it covers s the topic on how the writer constructs the participants in each article and how the writer constructs the reader through the article. In the reading there are some texts provided to present the ideas on positioning the participants and the reader. There are two texts and two commentaries for each text. The commentaries explained about the language that indicate and connected with positioning roles. Next, in reading 3.4 it discuss about the speech and speakers: the formation of individuals in discourse and genre. This part is giving the ideas on how to position the word used in every article. The discourse is actually the language used the article to associate with the reader. The language can be recognized through the experience of texts and knowledge from the language users itself. Besides that, the reading mentioned about the genre and the reading position in constructing the participants and the reader. Each genre constructs positions or roles which the participants in the genres occupy. The example of texts is given and it is about Regions. In unit 3, the articles provide are ‘Please, let me go to your school’ by Adele Horin and ‘Truth about Youth’ from The Advertiser. Through the reading and the examples mentioned, the reader can respond positively on how to apply the role of positioning in every article given. Positioning is all touched on the participants that have the connection with the reader.

PRESENTATION BY QURSYIA, THURAYA & YUSAFIZA

REFLECTION

UNIT 2

PERSPECTIVES: WHAT STANCE DOES THE WRITER TAKE IN THE TEXT?

This topic covers the role of perspective in each article given. The article given is ‘Battling the Bullies’. The article tells about the bullies’ problem that always happened among students and the prevention that should be considered. This article can be a practiced to apply the role of perspective that has been told in this unit whether to condemn or to commend. The language used can be traced as a perspective from the writer in each article. The writer of each article may use the metaphorical process to signify something. Although there are some terms and ideas explained in this unit such as metonymy, euphemism, diachronic perspective, equivocation and attenuate but then the reader is still hard to understand the terms and apply the usage of each of them in evaluating every article. There are some examples given in the reading on how to relate the role of perspective by the language used. There are also explained about the differences of text and textualities. The complicated examples also have been briefed. From the Portfolio task text Reading 2.2 Battling the Bullies, the perspective is about to condemn the school that not pertain the anti-bully policy. However the unfamiliar terms and ideas are still cannot be attached to the perspective of the article. The terms seem to be very confusing and rigid. However the examples given with the aim to give the ideas on how to apply the skills are good enough and well-present.

REFLECTION TO PRESENTATION

BY ZALIKHA, DALILA & FATIHAH

For this presentation, the presenters choose to explain and brief about the unfamiliar terms and ideas of metonymy, euphemism, diachronic perspective, equivocation and attenuate. However, the explanations given are still not adequate and there are insufficient details brief about the terms on how to use in and apply them in responds for every article. And again the lecturer trying to brief back to what extend the next presentation should cover about.

REFLECTION

UNIT 1

AN INTRODUCTION- WHO PRODUCED THIS TEXT, FOR WHOM AND WHY?

Based on the background reading in the reading book (blue book BB), there are many information about various types of writing. There are many stages of writing in order to guide the reader to produce a good writing. Furthermore, there are some examples of texts given to let the reader viewpoint their own writing in future. There are also some rules and regulations in writing. The reader is given the examples of some texts and word structures to make use for them in the appropriate sentence and paragraph. The reading includes the general regulation for students. This part shows the institutional style of writing. Therefore from the Portfolio task text in Reading 1.1 Convicted Killer Back at Work, the reader can apply the skills and the examples that are provided in the reading and follow the rules and regulations with the aim to construct a good piece of writing.

However, after skimming and scanning all the readings in Unit 1, there are some parts that are too complicated and cannot be understood by the reader. Not just all that, sometimes the examples given is also very hard to comprehend. The contents of the readings are too long. It will make the reader feel bored and not interested. Then, refers to the article for the Portfolio task, the reader do not know how to apply it with the readings. It seems like the points given do not reach to the reader. Therefore all the readings in Unit 1 must be simplified to make them more organized by constructing it in a bullet point and by including just the main ideas and some examples that adhere to the topic. Thus, it will be more attractive and can make the reader interested to read it not just skimming or scanning the texts.

REFLECTION TO PRESENTATION

BY NABIL, ANUAR & RAHMAT

For the first presentation, the presenters are still can not cope for what will be done and discussed about the topic chosen. They are well-prepared but the result of the presentation was not achieved. Then, the lecturer gives a brief explanation for the next presentation and what should be included in the presentation. Learn from mistakes. =)