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          INTRODUCTION

                     Hello!!. I'm Juvilyn M.Anza ,18 year's of age. I believe that poverty is not hindrance to success , taking up Business administration , Bachelor of Science in Entrepreneurial Management at Sultan Kudarat State University, City of Tacurong.I suddenly live in Tupi , South Cotabato.My goal in life is to finish my studies and maybe someday I'm one of the successful person. Actually my strength to achieve this goal is my beloved parents who always there to guide and care for my own good. When I enter in this institution, I prove that I need to be strong all the times. As a student, maybe I also commit a mistake but it is a part of our life as a person, and I'm not perfect. But I believe God is always there to guide us and God is good all the times that's why we need to trust him.

Never hate the times where you failed.These are the times where you show to the people around you that failures don't define you. It what makes you stronger. About my personality,I hate person's who hates me..I'm a happy and simple person, friendly, caring, lovable person. I have my own judgement and opinion. My hobbies are dancing , writing , drawing and many to mention. I love also music especially love songs that related to my special someone.And I really enjoy my college life it's because of my family's presence and also my friends.

In College life must be focused on what are you trying to achieve in your perspective goal , trials would come in our daily life that's why we need to accept and face it.Because it is a cycle of what we called life and life is not easy.As student of English 121, one I could say in this subject. It may help us to understand and learn , how English is important in our daily life.It is also the best way to learn more and to develop our writing skills and explore our knowledge in relevant field of study.

Much better to learn English than to our different languages. In this connection ,may help us also to communicate other people and to avoid misuderstanding. And you may know also how to use grammar correctly.There will be challenges to face and changes to make in our life and it is up to you to accept them. Constantly keep yourself headed in the right direction for you. And I  believe that poverty or trials would come is not hindrance to pursue our dream. It may not  be easy at times, but in those times of struggle you will find a stronger sense of who you are. So when the days come that are filled with frustration and unexpected responsibilities, remember to trust God and also in your own determination as a person.All you want to be,because the challenges and changes will only help you to find the goals that you know are meant to come true for you..

               

I. The Isles of my Portfolio in English 121 ( Writing in the Discipline)

Chapter 1 - Avoiding Sentence Errors
              2 - Levels of Usage
              3 - Verb Usage
              4 - Pronoun Usage

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               5 - Subject and Verb Agreement
               6 - Pronoun and Antecedent Agreement
               7 - Adjective and verb usage

               8 - Miscellaneous Problems in Usage
              

Avoiding Sentence Errors: Subject-Verb Agreement: Collective Nouns

                 
                  


             Avoiding Sentence Error

Avoiding Sentence Errors: Subject-Verb Agreement: Collective Nouns

Thursday, August 12, 2010

Collective nouns (class, faculty, family, committee, navy, team, species, band, crowd, pair, squad) can be singular or plural in meaning. They require a singular verb when they refer to a group as a unit; they require a plural verb when they refer to the group members as individuals.

The team is [not are] required to submit an expense report for the road trip.(Team refers to a group as a unit; it requires the singular verb is.)

The faculty are [not is] highly experienced. (In this example, faculty refers to the individuals within the group. If the word individuals were substituted for faculty, it would become clear that the plural verb are is needed.)

                                      Levels of Usage

Formal English is, for the most part, a written language. In general, it is confined to the realm of the serious: textbooks, academic or technical works, and most essays you will write at university. You would write formally in a letter of application for a job. Formal language tends to be impersonal and precise, and often uses long, carefully constructed sentences; the formal writer will avoid contractions and abbreviations, and will use a more specialized and complex vocabulary than that employed in everyday speech.

Informal English is the language spoken by most people every day. While educated speakers retain their knowledge of formal rules, they're more relaxed about grammar and less concerned with vocabulary when they're engaged in ordinary conversation. Informal writing reflects this relaxation. Sentences are shorter, and tend to avoid the more formal punctuation of the semi-colon and colon. Contractions and the first person are acceptable. Newspaper articles and columns are usually written informally, and you use informal language when you write to your friends.


Popular English can be colourful and highly expressive, but it is out of place in any writing unless you are reporting speech. In everyday speech, imprecision of meaning or poverty of vocabulary can be compensated for by enthusiastic verbal expression, but you can't wave your hands around, or vary your voice for emphasis when you are writing. Many of the errors in usage covered in the dictionary which follows are a result of a lack of awareness of the difference between written and spoken English.

Here are some examples of how vocabulary changes in each level of usage:

Formal	Informal	Popular
comprehend	understand	get it
intoxicated	drunk	wasted
exhausted	tired	bagged
dejected	sad	bummed

                                      

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                      Verb Usage


A common error that appears in the writing of UTEP students is verb tense usage.  A common mistake is to switch tense throughout one’s essay, sometimes using a present form while using a past form at other points.  This is complicated by the fact that different citation styles have different rules for verb usage, with MLA preferring present tense (i.e. Daniels says) and APA preferring past tense (i.e. Daniels said).  It is important to be consistent throughout your writing projects by using the same tense throughout.  

Another common mistake in verb usage is subject-verb agreement. Singular verbs must be used with singular subjects, and plural verbs must be used with plural subjects. First-person verbs must be used with first-person pronoun subjects (I, we), second-person verbs must be used with second-person pronoun subjects (you), and third-person verbs must be used with third-person subjects (she, he, it, or they).

MLA and APA style reference research using different verb tenses.  You are likely most familiar with an MLA reference, which might look like this:

Norton argues that the deep sea sawtooth is the most dangerous fish in the world.

With APA style, which you will be using in 1311 and 1312, you can use the past or present perfect to reference research.  According to the APA Manual, “Use the past tense to express an action or a condition that occurred at a specific, definite time in the past, as when discussing another researcher’s work and when reporting your results” (p. 78).  Here is an example of a past tense citation:

Norton (2003) argued that the deep sea sawtooth is the most dangerous fish in the world.

Similarly, the APA Manual states, “Use the present perfect tense to express a past action or condition that did not occur at a specific, definite time or to describe an action beginning tin the past and continuing to the present” (p. 78).

Since that time, several investigators have used this method.The present perfect is also used to reference previous research, like in the following example:

Norton (2003) has argued that the deep sea sawtooth is the most dangerous fish in the world.

The following chart shows a few sentences with verb errors, explains the problem, and provides corrections:

                            
                                  PRONOUN USAGE
                            

                  

Appropriate Pronoun Usage

Summary: This handout will cover some of the major issues with appropriate language use: levels of language formality, deceitful language and Euphemisms, slang and idiomatic expressions; using group-specific jargon; and biased/stereotypical language.

Contributors:Dana Lynn Driscoll, Allen Brizee
Last Edited: 2010-04-17 05:38:58

Because English has no generic singular—or common-sex—pronoun, we have used HE, HIS, and HIM in such expressions as "the student needs HIS pencil." When we constantly personify "the judge," "the critic," "the executive," "the author," and so forth, as male by using the pronoun HE, we are subtly conditioning ourselves against the idea of a female judge, critic, executive, or author. There are several alternative approaches for ending the exclusion of women that results from the pervasive use of masculine pronouns.

Recast into the plural

• Original: Give each student his paper as soon as he is finished.
• Alternative: Give students their papers as soon as they are finished.

Reword to eliminate gender problems.

• Original: The average student is worried about his grade.
• Alternative: The average student is worried about grades.

Replace the masculine pronoun with ONE, YOU, or (sparingly) HE OR SHE, as appropriate.

• Original: If the student was satisfied with his performance on the pretest, he took the post-test..
• Alternative: A student who was satisfied with her or his performance on the pretest took the post-test.

Alternate male and female examples and expressions. (Be careful not to confuse the reader.)

• Original: Let each student participate. Has he had a chance to talk? Could he feel left out?
• Alternative: Let each student participate. Has she had a chance to talk? Could he feel left out?

                               Subject and Verb agreement
           
Although you are probably already familiar with basic subject-verb agreement, this chapter begins with a quick review of basic agreement rules.

Subjects and verbs must AGREE with one another in number (singular or plural).  Thus, if a subject is singular, its verb must also be singular; if a subject is plural, its verb must also be plural.

In the present tense, nouns and verbs form plurals in opposite ways: nouns ADD an s to the singular form; verbs REMOVE the s from the singular form.

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                          Pronoun and Antecedent Agreement

                

Pronoun

A pronoun is a substitute for a noun. It refers to a person, place, thing, feeling, or quality but does not refer to it by its name. The pronoun in the following sample sentence is bolded.

The critique of Plato's Republic was written from a contemporary point of view. It was an in-depth analysis of Plato's opinions about possible governmental forms.

Antecedent

An antecedent is the word, phrase, or clause to which a pronoun refers, understood by the context. The antecedent in the following sample sentence is bolded.

The critique of Plato's Republic was written from a contemporary point of view. It was an in-depth analysis of Plato's opinions about possible governmental forms.

While the pronouns I and you can be replaced by nouns, the context of a sentence does not always require the nouns to make clear to which persons I and you refer. However, the third person pronouns (he, she, it, they) almost always derive their meaning from their antecedents or the words for which they stand. Remember that pronouns in the third person communicate nothing unless the reader knows what they mean:

It is the best source available. What source is that?

Agreement

A pronoun must agree with its antecedent in three ways:

• Person refers to the quality of being.
• Number is the quality that distinguishes between singular (one entity) and plural (numerous entities).
• Gender is the quality that distinguishes the entities as masculine or feminine.

                     Adjective and Adverb Usage

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Using Adverbs and Adjectives

Adverbs are words that modify verbs, adjectives, other adverbs, and sometimes clauses and whole sentences. Adjectives are words that modify nouns and pronouns. Be careful not to use an adjective where you need an adverb. Consider the following sentences, for instance:

[WRONG] Once the test was over, Sharon walked slow out of the classroom.

[RIGHT] Once the test was over, Sharon walked slowly out of the classroom.

The sentence needs an adverb, not an adjective, to modify the verb "walked."

[WRONG] We tried real hard to get the muffin mixture perfect.

[RIGHT] We tried really hard to get the muffin mixture perfect.

The sentence needs an adverb, not an adjective, to modify the adjective "hard." (Note that "really" is an informal substitute for "very", and you should avoid in in formal essays.)

Using "good," "bad," "well," and "badly."

You might also note the distinctions between "good" and "bad" (which are adjectives) and "well" and "badly" (which are adverbs):

Shelley plays the piano well and the drums badly.

The actor's performance was good even though he felt badthat night.

"Well" is an adjective only when it refers to health or condition:

She protested that she was well enough to start playing sports again.

Using Adjectives with Linking Verbs

In the same vein, remember that adjectives modify nouns and pronouns. Do not mistakenly use an adverb to modify these parts of speech.
For example, after a linking verb you may be tempted to use an adverb instead of an adjective. You will recall that the linking verb is a special kind of verb because it links its subject to a subject complement. A subject complement can be either a noun (renaming the subject) or a modifier (describing the subject). When it is a modifier it must be an adjective because it describes the subject (always a noun or pronoun). It does not modify the linking verb itself and should therefore not be an adverb:

[WRONG] We felt badly about having caused the accident

[RIGHT] We felt bad about having caused the accident.

                   Miscellaneous Problems in Usage

Miscellaneous Problems in Usage

Writers need to choose their words carefully to make sure that they are not confusing words that sound alike or have similar but slightly different meanings or that they are not using an incorrect word or expression.

Part of the fascination with space travel is the element of the unknown—the conviction that it's different from earthbound experiences. And it is.
—from "Single Room, Earth View" written by astronaut Sally Ride

The sentences correctly used it's (instead of its) and different from (instead ofdifferent than).

Negative Sentences

Do not use two negative words in the same clause. That creates an error called adouble negative.
Double Negative – I can't wait no longer.
Correct – I can't wait any longer.
Correct – I can wait no longer.

The most common negative words are never, no, nobody, none, not, nothing, andnowhere. Other negative words to watch out for are barely, but, hardly, andscarcely.
Double Negative – There isn't but one cookie left.
Correct – There is only one cookie left.
Double Negative – I couldn't hardly wait.
Correct – I could hardly wait.

Common Usage Problems

Many words that have similar meanings, spellings, or sounds are confused for each other. Here are some pairs that give writers and speakers trouble:
accept / except beside / besides set / sit
affect / effect farther / further than / then
all ready / already lay / lie their / there
among / between of / have to / too

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bad / badly saw / seen where / that

II.Students output of E- Portfolio

  1.jonalyn bargayo
  2.dannah grace lacro
 3.franklin rabanos
 4.jasabel julaila
5.jacinth grospe
6.vanessa marie trinidad
7.rubyjean lopez
8.jonarld ordonio
9.mae gantes
10.doreen yap
11.emie marcos
12.cristina taludar

                             

III.Writing in the Discipline as a Plat form in Education for Sustainable Development

                                 

         Our early work revealed a number of themes that are important to children about where they

live. These include, for example, personal concerns such as health, family, and friends, and the

perception of safety or danger posed by people, roads, or vandalism. It was striking to the

adults how important the quality of their local environment was to the children.

Most of the children already moved around the community more independently of their

parents and wider families. They had detailed knowledge of their local community and could

operate safely and successfully in it. Their knowledge of their community however, and how

they used it were very different from that of adults, (e.g., their knowledge of the recreation

areas, who used them, and how safe they were). This knowledge was gained through

exploration and play, exchanges with peers and families through stories, and by renewed

contact with each other, with older children, with adults, and with the community. Despite this

detailed knowledge, the children felt they had limited access to the community and particularly

to the places dedicated for the recreational use of young people, and that there were not

enough appropriate places for them to go. They felt that the community serves younger and

older children and adults more effectively than it does their age group. The children also

perceived a number of barriers that prevent them from making the most of their local knowledge

and contributing to local improvement, for example, their lack of knowledge about local

community forums and decision making processes and lack of access to decision making

forums.

In short, there is a gap between what children know about and want for their local

environment, and the extent to which they are able to take action to achieve this. The children

had a strong desire to be involved in local improvements. They were concerned, for example,

about environmental quality, and they wanted to see more wildlife habitats. They felt that school

could support their involvement, but that the gap between their own knowledge and that favored

by the school works against this happening.

There is also a gap between children's own local knowledge and the knowledge favored

by the school through its curriculum and teaching methods. Indeed, it seems that children's

local knowledge is mostly unknown by schoolteachers and curriculum developers—and hence

not used.

An Environment Curriculum Council (ECC) evolved from the research team and was

chaired by a girl and a boy elected by members of the team. The goals were to reduce the gap

between children's own knowledge and that taught in school, and to break down the barriers to

children's involvement in the community. The E C C focused on ways of bringing project findings

into the life and curriculum of the school by exploring:

• How children's local knowledge can be used in the school.

• How children can become involved in the community, possibly leading to action.

• How the research process can be integrated into school life in order to sustain a

concern for children's local community and environmental perspectives.

A significant outcome of the project was a Children's Conference that gave all the

children in the year cohort opportunities to reflect on their school and local community

experience and ask questions of a panel including a police officer, the local authority parks

committee member, and the head teacher.

IV.Reflection in English 121

As a student of English 121 the only one I could say in this specialization, it may help us to understand and learn, how English is important and to know the different kind of part of speech and other's perspective in this area. It is also the best way to learn more and to develop our writing skills, explore our knowledge in relevant field of sudy. Much better to learn English than to our different languages. In this connection, may help us also to communicate other people.

Chapter 8 - Miscellaneous Problem in Usage
                    In connection of this usage,sometimes it might be in the same words cause problem merely because they have similar meaning in every words in a form of sentence.Miscellaneous problem you may also know and learn how to use and form a negative sentences correctly.It might be has troublesome words and expression have lightly common problem usage in a sentence.


Chapter 7 - Adjective and Adverb Usage
                   Reflection of this usage will show you how to form different adjective and adverbs in order to make comparison,it may explain it in ways of avoiding some common usage problem involving comparison.The use of this usage it can make difference between in a own sentence especially in a skilled writers use this kind of part of speech.


Chapter 6 - Pronoun and Antecedent Agreement
                  When we say antecedent,all nouns for which pronouns stand in this section is one of the general rules that we need to be use in order to make a sentence.You may also learn how to form a pronoun that agree in its antecedent.


Chapter 5 - Subject  and Verb Agreement
                  In connection of subject verb agreement always have an actual connection that we we could collect and taking up relation to apply it.And you can able to commit a constructing of sentence,in which of this agreement reminds us that English subject must be reconcile to the verb.Verb must be correspond also into subject.


Chapter 4 - Pronoun Usage 
                   In this usage has a great deal like for example in making a paragraph and avoid repeating the name of a noun and privilege in your paragraph to come awkward in reading or writing.This usage may help to catch the eye of the reader.Pronoun assumes the function of noun and they also called a noun places.


Chapter 3 - Verb Usage
                   The reflection of verb usage is so very important especially in writing.It has the major function of the sentence that we construct because the verb serves us the indicator of subject in a form of sentence and must be remember that verb has the heart in the sentence.Verb also is one of the major consideration of constructing a sentence because verb usage must always agree in a subject.


Chapter 2 - Levels of Usage
                    It may contains varieties of an English standard.Levels of usage has two kind,standard and a non standard,may also learn how to make level of usage.Standard stands for acquire through understanding how verbs are being use in level of usage in a form of sentence.


Chapter 1 - Avoiding Sentence Error
                   My own reflection of this avoiding sentence error,it is very important in our daily life most especially in a student.Avoiding sentence error have a big advantage in our development,must in our writing skills because being careless to construct a sentence ti can cause misunderstanding between the reader and the writer.We can use it,in making paper works so that our input is incorrect form,easily to understand and it is very interesting especially in a student that belong in English class.

                  

V.Integration of Education for Sustainable Development to English 121

8 Recommandations for Climate Change Education and ESD

Climate change and education for sustainable development - 8 recommandations for political initiatives.

Climate change is the greatest public policy issue of our time. If humanity is to respond to the challenges, education has a key role to play in promoting understanding and helping individuals, society and governments to make informed choices.

This is not simply about giving people information, but ensuring that education – and schools specifically – is mobilized to re-orient society towards sustainable practices.

Education is not a ‘magic bullet’ in approaching climate change and sustainability, but without co-ordinated educational interventions, even the best thought through technical policies will fail.

In order to promote such a reorientation the International Alliance of Leading Education Institutes has agreed on eight recommendations, informed by the jointly conducted research project and targeted the world’s political decision makers.

Downloade the report with recommandations on policy and approach to Climate Change Education here

8 Climate Change Education Recommandations and ESD:

1 //
Climate change makes sustainable development an urgent priority. Sustainable development is impossible without learning. We are therefore clear that policies which promote Education for Sustainable Development should play a key part in the negotiation of global agreements on climate change policy (COP15)

2 //

Societies need to change radically consumption, production and behaviour patterns to meet the challenges we face. The urgency of climate change policy and sustainable development risks narrowing the role of education to communication of expert-defined advice to citizens. This will be counter-productive in the long-term. We strongly recommend maintaining and implementing the more ambitious aims of Education for Sustainable Development providing people with the com

3 //
ESD will make demands on all of society but schools will play a critical role, through what they teach and how they model sustainable practices. Governments need to ensure that schools are able to play a leading role in Education for Sustainable Development through the way education systems are managed, schools are organized and pupils taught.

4 //
Whole-school approaches are promising: societies need to re-orient schooling towards a stronger emphasis on education for sustainability. In practical terms, this means greater interdisciplinary work, participation in authentic sustainability challenges and interaction with others outside school. We recommend these approaches as a way of integrating Education for Sustainable Development into current educational practices.

5 //
One of the key obstacles to Education for Sustainable Development is teacher knowledge and understanding, because of the lack of pre- and in-service teacher training in Education for Sustainable development. We recommend allocating resources to remedy this: universities should offer Education for Sustainable Development courses for pre- and in-service teachers and governments should implement policies which help all teachers to develop their capacity to implement Education for Sustainable Development.

6 //
Teacher education in Education for Sustainable Development will not change school practice unless resources and time for experimentation are provided and the sustainability is integrated into the curriculum. Thus, policy initiatives in teacher education should be coordinated with support for Education for Sustainable Development at school level.

7 //
Interaction between researchers, teachers, NGOs, public officers and others in the field of Education for Sustainable Development is essential, in order to support knowledge sharing, enhance curriculum development and promote more valid and reliable ways of evaluating ESD. We recommend the establishment of mediating organizations and groups to promote this. Regional Centres of Expertise on Education for Sustainable Development, which already exist at some places, may serve as models for this endeavour.

8 //

Education for Sustainable Development research needs to be augmented. It should be focused on (1) documenting the state of practice and identifying promising practices, (2) exploring educational outcomes and their evaluation in respect of Education for Sustainable Development, (3) identifying and explaining opportunities and problems of general relevance. As people are influenced by a number of different agents and media, informal and non-formal education is an important field that needs to be studied more thoroughly.