#1: Maudlin

Definition:

showing or expressing too much emotion especially in a foolish or annoying way.

Words It Might Replace:

sappy; schmaltzy; overly emotional

Example:

"His daughter's account of his final days manages to capture the emotion without becoming maudlin." – Glenn C. Altschuler, NPR.org, April 28, 2011

How to Get the Most Out of Reading

Students often think they need to read fast so they can get through all the material they're asked to deal with. But there's no point reading and not understanding or remembering what you've seen. A more important skill is to read with comprehension and memory. Here are some tips on reading different material in appropriate ways. They will help you read more effectively.

Textbooks

Textbooks sometimes repay intensive reading, though usually in some parts more than others. Note the signals from your professor or TA on just what sections are relevant to the course. Be aware of the structure of the text as you read: the chapter titles, headings and subheadings will name the main concepts to be covered.

Mark only key passages in the text. Use symbols to show different kinds of points. It's worthwhile to make brief summarizing notes in your own words. That forces you to process the material in your own mind, and it provides a guide for later review.

Primary Sources

Read through each literary work or historical document, paying attention to your own responses and questions. "Stickies" will let you express these on the spot without spoiling the pages. Many people find it useful, immediately after a first reading, to write out a brief journal account of their experience.

A quick review of the work will then let you note how themes or techniques have developed through the work as a whole or how your questions were answered: use light annotations to show these patterns.

Argumentative Essays

In an argumentative essay you give your own opinion and then try to convince other people you are right with your reasons and examples. You can see examples of the argumentative style of writing when you read editorial columns and letters in the NST.

Before beginning to write an argumentative essay think about your own opinion and ask yourself:

• Do you have a strong opinion?
• What have other people said on the subject and do you think they are right?
• Is there any other evidence you can think of to support your views?

To write an argumentative essay, use the following steps to help you:

1. Begin by introducing the debate topic in your own words.

2. Then write if you agree or disagree with the argument

3. Tell people why you hold that opinion and come up with ideas and examples to back up your arguments. Try to put these ideas in an order with the most important ideas first and links between each idea so that the essay flows well.

4. Think about why people might have a different opinion (objections) and try to show why they are not important or they are not true.

5. Conclude with a brief summary and try to make a strong last sentence that people will remember. For example Oprah Winfrey famously wrote," I believe the choice to be excellent begins with aligning your thoughts and words with the intention to require more from yourself." The rest of the article maybe forgotten, but that strong sentence is remembered.

Understanding Essay Topics: A Checklist

Adapted from : Margaret Procter, Writing Support

Before you plunge into research or writing, think through the specific topic you are dealing with. Remember, you are not being asked just to collect facts, but to develop and display your powers of reasoning. You can save yourself time and frustration by beginning this reasoning early in the process. Here are some steps: 1. Note the key terms, including those naming parts of the topic and those giving directions for dealing with it. Look especially for words that define the kind of reasoning you should be using: why, how, analyse, compare, evaluate, argue,etc. Be sure you understand the specific meanings of these terms. · Analyse means look behind the surface structure of your source material. See the relationship of parts to whole. Be able to recognize relationships such as cause and effect, even if it's unstated in what you read. Look for underlying assumptions and question their validity. How and why imply an answer reached by analysis. · Compare means find differences as well as similarities. You will need to formulate the aspects which you are looking at in each item; consider organizing your paper by using these aspects as headings. · Evaluate stresses applying your judgement to the results of your analysis. It asks for an opinion based on well-defined criteria and clearly stated evidence. Wording such as to what extent also asks for an evaluation of an idea. · Argue (or agree or disagree) likewise asks you to take a stand based on analysis of solid evidence and explained by clear reasoning. You will need to consider other possible viewpoints and defend your own in comparison. 2. Note which concepts or methods the topic asks you to use. Are you to argue a point with others, or to explore your own responses? Does the topic ask you to go into depth about some material already covered? Or does it suggest that you evaluate a theory or model by applying it to an example from outside the course material? Whatever the design, an essay assignment expects you to use course concepts and ways of thinking; it encourages you to break new ground for yourself in applying course methodology. 3. To generate ideas from which you can choose the direction of your research or preliminary analysis, ask yourself questions about the specific topic in terms of the concepts or methods that seem applicable. Looking for controversies in the material will also help you find things worth discussing. You may want to look at some general articles in reference works such as encyclopedia to see how others have framed questions or seen problems to discuss. (For further advice on methods of generating ideas. For an essay of argument, formulate a tentative thesis statement at a fairly early stage—that is, a statement of your own likely position in the controversy that most interests you, or your preliminary answer to an important interpretive question. You do not have to stick to this answer or statement, but it will help focus your investigation. Using Thesis Statements, now you will have some sense of direction—even if you eventually choose another path than the one you have mapped. You are ready to begin gathering and analysing your specific material.

Essay Writing Competition

In conjunction of Malaysia Day September 16 2011, a writing competition will be held throughout school, district and state level.

For those who are interested to participate in the competition please refer to Pn Hjh Norizan for further information.

Essay Title :

1. The aspects of Human Values determine the destination of One’s Life.

2. Good Thinking is inspired by Good Values that one practices on a Daily Basis.

3. By practicing Human Values, we become better in every aspects of life.

Winner will represent the school to district level with great prizes. Good Luck!!

Kem Bestari, Kuala Rompin, Pahang

SMK Dato' Sulaman English Camp, 7-9th April 2011

at Kem Bestari, Kuala Rompin, Pahang.

Casey Abrams: Nature Boy - Performances

English Camp 2011

The English Language Society is conducting a camp far away in Rompin, Pahang on April 7th till April 9th 2011. More than 80 students and 10 teachers will participate in the event. Contents will be more on motivation, self-awaken and group study activities, team work and physical activities as well. More news will be submitted here then. Good Luck guys!!

How to speak excellent English like native speakers do?

Actually, broadening/improving one's language skills is a very broad concept, it should be done in more than one ways at the same time which is highly recommended. One can NOT become better ONLY in one area e.g. chatting or speaking, one MUST improve skills in ALL dimensions of the language!

Learning language well requires being as active as possible and making the learning as FUN for oneself as possible. Taking lessons is always important, but equally important are these:

1) Listen/watch: Keep listening to internet radio stations like BBC, watch TV shows in English (use only subtitles, NOT voice dubbing in case you are not a native English speaker!), etc.

2) Write/communicate: Try to find discussion forums from the web about things that you find interesting and FUN (music/various artists, hobbies, etc.) and start communicating there with other people using only English. Start using instant messaging systems in case you find some new friends or start emailing them.

3) Buy yourself a proper dictionary, and each time when you see a strange word that you do not understand, look it up. Putting words into their CONTEXT is one of the best ways to broaden one's vocabulary and grammar knowledge, the more you read and write the better. Memorising is NOT the best way to go with learning vocabulary, grammar or any other language areas!

The main point in ANY language learning is to make it as fun as possible for yourself. Try to find topics that INTEREST you, read online newspapers (Times, Guardian, Independent...), listen to BBC/NBC and other radio stations online, if you find a discussion forum for e.g. your favourite hobby or your idols in music do participate there, etc. The key word here is CONTEXT, which means that it is easier to learn new words and their usage as well as grammar when you use/see them in their real CONTEXT. The more you see and hear the new words in their context and the more you use them in your speech & writing, the easier it becomes to remember their meanings and correct spelling.

I'm sorry there is no easy way out with this, one really must develop language skills in ALL these language "levels" or dimensions in order to reach better language skills!!

Last but not least: NEVER EVER use ANY online translators, they are nothing but utter rubbish!! English is practically EVERYWHERE in the online world these days, you just have to use your imagination to find it! Learning pace is always personal, it takes the time it takes so there is no reason to hurry it up too much. If you do, you will not learn so well. Also, please learn the basics of the standard English first before advancing to finer details like dialects/accents.

Good luck!

HOW TO PREPARE FOR EXAM

"How to Prepare for Exam?" A big question that you always ask yourself. Here are some tips that may help you. Dear student friends you people may be of different types. I know, many of you, no all of you are so brilliant students.Yet there may be some problems regarding your studies Let's discuss it here.Many of you may be working hard and getting good marks and some of you may not be working hard but still manages to get high marks in exams,Others may be wondering how it happens?.And also there will be a few of you study well but still not able to score well in exams.Don't worry there are some very simple tips by following which you can become master. These tips will tell you 'How to prepare for Exams in Short time', 'How to prepare for a high school exam' as well as a competitive exam and even you can prepare for exams in a week just by following these tips. It will be even better if you follow this for a long period of time.

for students please click HERE. ......................................... for parents please click HERE.

Learn English Vowels

Learning English vowels can be a great headache for students. English teachers, especially often struggle to find the best way to teach them the correct pronunciation of the vowels.

10 Common Expressions

You must look into other people as well as at them.

Lord Chesterfield

Clearer Sentences 2

Using words as alternative parts of speech:

An important characteristic of English to understand is that most words can be used as different parts of speech and have more than one meaning.

Learners need to develop knowledge of the alternative, grammatical uses of words. Knowing the various meanings of words is a pre-requisite to using them as superior alternatives to other words.

It is worth noting that some words are single lexical units or lexemes such as pneumonia and penicillin. These words have only one meaning each that never changes, regardless of the context in which they are used.

However, hundreds of thousands of words represent at least two or more lexemes. Many can be used as different parts of speech – with different meanings – depending on their function in a sentence.

Take for example the word “case”. As a verb, “case” can mean to “carefully survey” or “look over” some particular thing, as in this sentence: Professional thieves always case a place before they attempt to rob it.

“Case” can also be used as an adjective to mean “a record”, for example: My doctor keeps a case history on every patient.

And metallically, its meaning changes again, as in: That steel lid wascase-hardened.

Clearer Sentences

Using alternative forms of punctuation:

When writing, it is usual for most people to limit their use of full stops by writing very long sentences, and also to rarely use commas to indicate pauses. Compare these two texts:

Hiking in the national park Joseph Greta Guy and Joanna became separated in the thick forest and it took the park rangers Mike and his partner Trevor more than five hours to locate them because each hiker had decided to try to find their own way back to their camp by going in four different directions and soon became completely lost as the longer they walked the farther they ventured away from safety.

Hiking in the national park, Joseph, Greta, Guy and Joanna became separated in the thick forest. It took the park rangers, Mike and his partner, Trevor, more than five hours to locate them. This was because each hiker had decided to try to find their own way back to their camp by going in four different directions. They soon became completely lost as the longer they walked, the farther they ventured away from safety.

The second paragraph is far easier to follow because it is broken down into several shorter sentences.

Text can be made easier to understand and a passage can be even more interesting when shorter sentences are intermittently used. Commas can greatly add to the clarity of a sentence.

Just A Joke

A man was pulled over for driving too fast, even though he thought he was driving just fine.

Officer: You were speeding.
Man: No, I wasn't.
Officer: Yes, you were. I'm giving you a ticket.
Man: But I wasn't speeding.
Officer: Tell that to the judge! (The officer gives man the ticket.)
Man: Would I get another ticket if I called you a jerk?
Officer: Yes, you would.
Man: What if I just thought that you were?
Officer: I can't give you a ticket for what you think.
Man: Fine, I think you're a jerk!

HAPPY CHINESE NEW YEAR

Wishing all Tionghua students and teachers a Happy New Year

GONG XI FA CHAI

Anti-Virus

Many users install anti-virus software that can detect and eliminate known viruses after the computer downloads or runs the executable. There are two common methods that an anti-virus software application uses to detect viruses. The first, and by far the most common method of virus detection is using a list of virus signature definitions. This works by examining the content of the computer's memory (its RAM, and boot sectors) and the files stored on fixed or removable drives (hard drives, floppy drives), and comparing those files against a database of known virus "signatures". The disadvantage of this detection method is that users are only protected from viruses that pre-date their last virus definition update. The second method is to use a heuristic algorithm to find viruses based on common behaviors. This method has the ability to detect novel viruses that anti-virus security firms have yet to create a signature for.

Some anti-virus programs are able to scan opened files in addition to sent and received e-mails "on the fly" in a similar manner. This practice is known as "on-access scanning". Anti-virus software does not change the underlying capability of host software to transmit viruses. Users must update their software regularly to patch security holes. Anti-virus software also needs to be regularly updated in order to recognize the latest threats.

One may also minimize the damage done by viruses by making regular backups of data (and the operating systems) on different media, that are either kept unconnected to the system (most of the time), read-only or not accessible for other reasons, such as using different file systems. This way, if data is lost through a virus, one can start again using the backup (which should preferably be recent).

If a backup session on optical media like CD and DVD is closed, it becomes read-only and can no longer be affected by a virus (so long as a virus or infected file was not copied onto the CD/DVD). Likewise, an operating system on a bootable CD can be used to start the computer if the installed operating systems become unusable. Backups on removable media must be carefully inspected before restoration. The Gammima virus, for example, propagates via removable flash drives.

Computer Virus

A computer virus is a computer program that can copy itself and infect a computer. The term "virus" is also commonly but erroneously used to refer to other types of malware, including but not limited to adware and spyware programs that do not have the reproductive ability. A true virus can spread from one computer to another (in some form of executable code) when its host is taken to the target computer; for instance because a user sent it over a network or the Internet, or carried it on a removable medium such as a floppy disk, CD, DVD, or USB drive.

Viruses can increase their chances of spreading to other computers by infecting files on a network file system or a file system that is accessed by another computer. As stated above, the term "computer virus" is sometimes used as a catch-all phrase to include all types of malware, even those that do not have the reproductive ability. Malware includes computer viruses, computer worms, Trojan horses, most rootkits, spyware, dishonest adware and other malicious and unwanted software, including true viruses. Viruses are sometimes confused with worms and Trojan horses, which are technically different.

A worm can exploit security vulnerabilities to spread itself automatically to other computers through networks, while a Trojan horse is a program that appears harmless but hides malicious functions. Worms and Trojan horses, like viruses, may harm a computer system's data or performance. Some viruses and other malware have symptoms noticeable to the computer user, but many are surreptitious or simply do nothing to call attention to themselves. Some viruses do nothing beyond reproducing themselves.

DESCRIPTIVE COMPOSITIONS

Writing Guide :

1. In type of composition, you have to describe something clearly. It may be an event, incident, a person or a place.

2. Read the question and information given carefully. Make sure you understand what the topic is about.

3. If you are describing a person who is still standing alive, you should use the Present Tense. If you are describing an event that has already over, you should use the Past Tense.

4. Plan your draf so that your ideas flow smoothly and are correctly organized into paragraphs.

5. Your draf should have an introduction, a body and a conclusion.

6. Read your draf and amend it if necessary. Remember to avoid any mistakes and correct all errors.

PMR English paper: Just too many errors

2010/10/15C.B. LIM, Kuala Lumpur letters@nst.com.my

I WISH to highlight the glaring grammatical and logical errors in the recent Penilaian Menengah Rendah (PMR) 2010 English Paper 1.

Students had to read through a passage and answer question 29 to 34 in the English Paper 1.I was deeply disappointed to find that the passage was peppered with errors.

In the first paragraph, the author wrote: "Being a Penangite, it was indeed fun to go somewhere far as it would be a change from my normal routine."

This is a classic dangling modifier in which the author refers it (the trip) as a Penangite. There were two not-so-serious flaws in the second paragraph: "Drop me off at a small town" should be corrected as " in a small town" whereas "I went to enquire at the bus station" should be "I went to enquire about the bus schedule at the bus station".

The writer wrote in the third paragraph: "I alighted where most buses stopped for passengers to get refreshments and stretch their legs."Did he really mean he got off the bus where most buses stopped for passengers to get refreshments and stretch their legs?Then, in the fourth paragraph, the passage read: "I enquired from someone and was told to wait at a bus stop across the road. Hence, I waited eagerly."

"Hence" means "for that reason"; is it logical for a person to wait eagerly for the reason he was to wait at a bus stop across the road? And "hence" is a formal word and should not be included in that context. This is like a square peg in a round hole. Hence, the writer or teacher has poor diction.

Furthermore, "I enquired from" is not a standard form of English, it should be "I enquired of".I was fuming when I read the last sentence of the passage: "This will definitely be one experience that I will never forget!" Did the author imply that the experience has yet to happen yet?

It should be: "That was definitely an experience that I will never forget!"In question 32: "The word alighted means... A) got down...". We use "get off the bus".In question 22: "The bus stopped at Yong Peng to allow the passengers to ... A) take a nap; B) relax themselves; C) check into a hotel..." "Check into a hotel" should be "check in at a hotel" or "check in to a hotel".

Whereas the word "relax" is not used with reflexive pronouns like myself, yourself, themselves, etc. In Unit 76 of Advanced Grammar in Use by Martin Hewings, it states: "Some verbs are rarely or never used with a reflexive pronoun in English.

These include complain, concentrate, lie down, meet, relax, remember."Finally, "Questions 29-34..." on page 12 should be "Question 29-34".There were at least four grave grammatical mistakes in this English Paper 1 passage and PMR is a "national exam".

Those who set the papers are leading hundreds of thousands of young students astray. Even the reviewers (I suppose they hold an English degree) were not able to point out the flaws.

As the Russian proverb says: "A fish rots from the head down."

If we want to improve our standard of English, we have to retrain our English teachers, comprehensively and thoroughly.