storyboard for learning english writing

ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI

STORYBOARDS FOR LEARNING ENGLISH WRITING

Programme/Course Name: Learning English Writing Module Name: The Writing Process SCO No. 1.1 Lesson No/Name 4: Revising & Editing

SCO Title Introduction Topic No/Name -‐ Section No/Name 1: Introduction

Media/Programming

Graphics Description/Instruction When the user go to this page the character will start to talk with (V1): The box T1 will show the first text with voice on the top of the page and T2 box will come after the character finish he is description (V2) of the T1. Interactivities C1: Control Button 1 -‐ If user roll over the button, go to the Main page. C2: Control Button 2 -‐ If user roll over the button, go to the Writing Process page. C2.1: Control Button 3 -‐ If user roll over the button will show the Lesson 4: Revising & Editing, and the tool tip will pop up: SITE MAP.

If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic 1: Introduction of Parallelism.



Narration Animation Description V1: Introducing the Lesson of Revising & Editing. When V1 play, show text1 on the middle on the screen. V2: Learning objectives of Revising & Editing. When V2 play, show text2 after text1.


SCO Title Introduction Topic No/Name 1: Parallelism Section No/Name 1: Introduction

Media/Programming


If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page.



C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic 1: Definition of Parallelism. Narration Animation Description V1: Welcome to the first topic Lesson 1 -‐ Parallelism. When V1 play, show text1 on the middle on the screen. V2: At the end of this topic, learner should be able to apply parallelism in sentences.

When V2 play, show text2 after text1.


SCO Title Definition of Parallelism Topic No/Name 1: Parallelism

Section No/Name 2: Learning Information

Media/Programming

NON

Graphics Description/Instruction When the user go to this page the character will start to talk with (V1): The box T1 will show the first text with voice on the top of the page and T2 box will come after the character finish the is description (V2) of the T1. Interactivities C1: Control Button 1 -‐ If user roll over the button, go to the Main page. C2: Control Button 2 -‐ If user roll over the button, go to the Writing Process page.



C2.1: Control Button 3 -‐ If user roll over the button will show the Lesson 4: Revising & Editing, and the tool tip will pop up: SITE MAP.

If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic 1: Parallelism. Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 1: Introduction of Parallelism. Narration Animation Description V1: Definition of Parallelism. The balance between two or more similar words, phrases or clauses is called parallelism in grammar. Parallelism is also called parallel structure or parallel construction. Parallel construction prevents awkwardness, promotes clarity and improves writing style and readability.

When V1 play, show text1 on the middle on the screen.

V2: Examples: a. Nancy likes playing the piano, the trumpet and play the

guitar. [non-‐parallel] Nancy likes playing the piano, the trumpet and the guitar. [parallel]

b. She played basketball, had a shower and gone to school. [non-‐parallel] She played basketball, had a shower and went to school. [parallel]

c. You can apply to the job by filling this form or apply by telephone. [non-‐parallel] You can apply to the job by filling this form or you can apply by telephone. [parallel]

When V2 play, show text2 on the screen.




SCO Title Rules of Parallelism Topic No/Name 1: Parallelism


Media/Programming

NON

Graphics Description/Instruction When the user go to this page the character will start to talk with (V1): The box T1 will show the first text with voice on the top of the page and T2 box will come after the character finish the is description (V2) of the T1. Interactivities C1: Control Button 1 -‐ If user roll over the button, go to the Main page. C2: Control Button 2 -‐ If user roll over the button, go to the Writing Process page. C2.1: Control Button 3 -‐ If user roll over the button will show the Lesson 4: Revising & Editing, and the tool tip will pop up: SITE MAP.

If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic 1: Activity on Parallelism. Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 1: Definition of Parallelism.



Narration Animation Description V1: Rules of Parallelism. When V1 play, show text1 on the middle on the screen. V2: 1. Parallelism is used to balance nouns with nouns,

prepositional phrases with prepositional phrases, participles with participles, infinitives with infinitives, clauses with clauses.

2. Parallelism is used with elements joined by coordinating

conjunctions. My mother likes cooking and to read. [NON-‐PARALLEL] My mother likes cooking and reading [PARALLEL]

3. Parallelism is used with elements in lists or in a series. This task can be done individually, in pairs, or can be done in groups of four. [NON-‐PARALLEL] This task can be done individually, in pairs, or in groups of four. [PARALLEL]

4. Parallelism is used with elements being compared. She is mad about watching TV more than to read a book. [NON-‐PARALLEL] She is mad about watching TV more than reading a book. [PARALLEL]

5. Parallelism is used with elements joined by a linking verb or a form of be To learn is understanding the world. [NON-‐PARALLEL] To learn is to understand the world. [PARALLEL]

6. Parallelism is used with elements joined by linking words. The teacher not only wants his students to keep quiet but also to do the task. [NON-‐PARALLEL] The teacher wants his students not only to keep quiet but also to do the task. [PARALLEL]





SCO Title Activity on Parallelism Topic No/Name 1: Parallelism

Section No/Name 3: Practice / Activity Items

Media/Programming

NON

Graphics Description/Instruction

When the user goes to this page the character will start to talk with (V1): The box T1 will show the first text with voice on the top of the page.

Interactivities C1: Control Button 1 -‐ If user roll over the button, go to the Main page. C2: Control Button 2 -‐ If user roll over the button, go to the Writing process page. C2.1: Control Button 3 -‐ If user roll over the button will show the Lesson 4: Revising & Editing, and the tool tip will pop up: SITE MAP.

If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic 2: Consistent Point of View. Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 1: Rules of Parallelism.



Narration Animation Description V1: Activity on Parallelism. In this topic, learner will do the exercise on the use of parallelism and click on the button to check the answers.





SCO Title Introduction Topic No/Name 2: Consistent Point

of View Section No/Name 1: Introduction

Media/Programming

NON


If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic 2: Definition of Consistent Poinf of View.



Narration Animation Description V1: Welcome to the second topic Lesson 1 – Consistent Point of View.


V2: At the end of this topic, learner should be able to apply consistent point of view in the sentences.



SCO Title Definition of Consistent Point of View

Topic No/Name 2: Consistent Point of View


Media/Programming

NON

Graphics Description/Instruction When the user goes to this page the character will start to talk with (V1): The box T1 will show the first text with voice on the top of the page. Interactivities C1: Control Button 1 -‐ If user roll over the button, go to the Main page. C2: Control Button 2 -‐ If user roll over the button, go to the Writing Process page. C2.1: Control Button 3 -‐ If user roll over the button will show the Lesson 4: Revising & Editing, and the tool tip will pop up: SITE MAP.



If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic 2: Activity on Consistent Point of View. Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 1: Introduction of Consistent Point of View. Narration Animation Description V1: Definition of Consistent Point of View. Point of view refers to the perspective from which the sentence is told. When we discuss point of view, we use a term called “person,” meaning “who (or what) is the focus of the sentence.” There are three points of view: first person, second person, and third person. 1. First person refers to the narrator being referred to as I; 2. Second person is you or one (this isn’t used for narration); 3. Third person is he, she, it or they.

The most common mistakes of this type involve using you when another point of view is required.

a. If one wants to improve oneself, you should make

improvements to your body, mind, and soul. If one wants to improve oneself, one should make improvements to one’s body, mind, and soul.

b. Once upon a time there was a young girl named Cathy,

and I liked to write stories. Once upon a time there was a young girl named Cathy, and she liked to write stories.

c. The panda bear sat in the corner of the cage, and they

ate the bamboo leaves listlessly. The panda bear sat in the corner of the cage, and he ate the bamboo leaves listlessly.

Personal and impersonal points of view should also be considered. Formal writing insists on use of the third person, which means there shouldn’t be any I’s in the writing. Be sure to keep formal or academic writing impersonal.

d. I did an informal experiment to explore the effects of sodium chloride on stone. The author did an informal experiment to explore the effects of sodium on stone. An informal experiment was conducted to explore the effects of sodium on stone.





SCO Title Activity on Consistent Point of View

Topic No/Name 2: Consistent Point of View

Section No/Name 3: Practice / Activity Items

Media/Programming

NON


When the user goes to this page the character will start to talk with (V1): The box A2 will show the activity of the topic.

Interactivities C1: Control Button 1 -‐ If user roll over the button, go to the Main page. C2: Control Button 2 -‐ If user roll over the button, go to the Writing process page. C2.1: Control Button 3 -‐ If user roll over the button will show the Lesson 4: Revising & Editing, and the tool tip will pop up: SITE MAP.

If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic 3: Active Verbs. Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 2: Definition of Consistent Point of View.



Narration Animation Description V1: Activity on Consistent Point of View. In this topic, learner will do the exercise on the use of consistent point of view. Rewrite each sentence to eliminate any mixed point of view.

When V1 play, show A2 on the middle on the screen.

1. The author suggests that the truth is sometimes painful, but telling the truth is better than living a life being someone you are not.

2. When Margo married a widower her life became complicated because you can’t help but feel jealous about a deceased wife.

3. Although it may be painful for a parent not to be your child’s role model, Patrice Grant doesn’t have the right to be angry with her son’s choice.

4. As the soldiers marched away from the battleground, you felt as if the war may finally be over.



5. A softball player who wants to develop her pitching form knows you will develop more skills at a sleep away camp.

6. Students underestimate the amount of time required to study nursing because you simply cannot pass your tests without extensive study and practical experience.

7. Regardless of how much teachers try, you cannot make sure that students attend every class.

8. When I ran, you would get cramps.



Program/Course Name: Learning English writing Module Name: The Writing Process SCO No. 1.1 Lesson No/Name 4: Revising and Editing

SCO Title Definition of Active Verbs Topic No/Name 3: Active Verbs Section No/Name 1: Introduction

Media/Programming

Non


When the user go to this page the character will start to talk with (v1): The box T1 will show the first text with voice on the top of the page and T2 box will come after the character finish the description (v2).

Interactivities C1: Control Button 1 -‐ If user roll over the button, go to the Main page. C2: Control Button 2 -‐ If user roll over the button, go to the Writing Process page. C2.1: Control Button 3 -‐ If user roll over the button will Show the Lesson 4: Revising & Editing, and the tool tip will pop up: SITE MAP.

If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button9 -‐ If user click over the button will go to the next page of the topic 3: How to Recognize Active and Passive Sentences.



Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 2: Activity of Consistent Point of View. Narration Animation Description V1: Welcome to the third topic of this lesson 1 -‐ Active Verbs. At the end of this topic, learners should be able to apply appropriate active verbs in sentences.


V2: Definition of Active Verbs. Active verbs form more efficient and more powerful sentences than passive verbs. • The subject of an active voice sentence performs the

action of the verb: “I throw the ball.” • The subject of a passive voice sentence is still the main

character of the sentence, but something else performs the action: “The ball is thrown by me.”




Program/Course Name: Learning English writing Module Name: The Writing Process

SCO No. 1.2 Lesson No/Name 4: Revising and Editing

SCO Title How to Recognize Active and Passive Sentences.

Topic No/Name 4: Active Verbs


Media/Programming

Non




If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page.



Next: Control Button9 -‐ If user click over the button will go to the next page of the topic 3: Differences Between Passive Voice and Past Tense. Back: Control Button10 -‐ If user click over the button will go to the previous page of the topic 3: Definition of Active Verbs. Narration Animation Description V1: How to Recognize Active and Passive Sentences. 1. Find the subject (the main character of the sentence). 2. Find the main verb (the action that the sentence identifies). 3. Examine the relationship between the subject and main verb.

• Does the subject perform the action of the main verb? (If so, the sentence is active.)

• Does the subject sit there while something else — named or unnamed –perform an action on it? (If so, the sentence is passive.)

• If the main verb is a linking verb (“is,” “was,” “are,” “seems (to be),” “becomes” etc.), then the verb functions like an equals sign; there is no action involved — it merely describes a state of being.


V2: Example: The sentence is active. “I love you.” 1. subject: “I” 2. action: “loving” 3. Relationship: The subject (“I”) is the one

performing the action (“loving”). Example: This sentence is passive.

“You are loved by me.” 1. subject: “you” 2. action: “loving” 3. Relationship: The subject (“You”) sits passively

while the action (“loving”) is performed by somebody else (“me”).




Program/Course Name: Learning English writing Module Name: The writing process

SCO No. 1.3 Lesson No/Name 4: Revising and editing

SCO Title

I. Differences Between Passive Voice and Past Tense

II. Imperative – Active Commands



Media/Programming

Non




If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page.



C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button9 -‐ If user click over the button will go to the next page of the topic 3: Sloppy Passive Constructions. Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 3: How to Recognize Active and Passive Sentences. Narration Animation Description V1: Differences Between Passive Voice and Past Tense. Many people confuse the passive voice with the past tense. The most common passive constructions also happen to be past tense (e.g. “I’ve been framed”), but “voice” has to do with who, while “tense” has to do with when.


Active Voice Passive Voice

Past Tense I taught; I learned. I was (have been) taught [by someone]; It was (has been) learned [by someone].

Present Tense I teach; I learn. I am [being] taught [by someone]; It is [being] learned [by someone].

Future Tense I will teach; I will learn. I will be taught [by someone]; It will be learned [by someone].

V2: Imperative – Active Commands A command (or “imperative”) is a kind of active sentence, in which “you” (the one being addressed) are being ordered to perform the action. (If you refuse to obey, the sentence is still active.)

• Get to work on time. • Insert tab A into slot B. • Take me to your leader. • Ladies and gentlemen, let us consider, for a moment,

the effect of the rafting sequences on our understanding of the rest of the novel.




Program/Course Name: Learning English Writing Module Name: The Writing Process

SCO No. 1.4 Lesson No/Name 4: Revising and editing

SCO Title Sloppy Passive Constructions Topic No/Name 3: Active Verbs


Media/Programming

Non


When the user go to this page the character will start to talk with (v1): The box T5 will show the text on the page .

Interactivities C1: Control Button 1 -‐ If user roll over the button, go to the Main page. C2: Control Button 2 -‐ If user roll over the button, go to the Writing Process page. C2.1: Control Button 3 -‐ If user roll over the button will Show the lesson 4: Revising & Editing, and the tool tip will pop up: SITE MAP.

If user clicks , go to content list that shows the other topics of the lesson C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page.



C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic3: Linking Verbs Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 3: Differences Between Passive Voice and Past Tense. Narration Animation Description

V1: Sloppy Passive Constructions Because passive sentences do not need to identify the performer of an action, they can lead to sloppy or misleading statements (especially in technical writing). Compare how clear and direct these passive sentences become, when they are rephrased as imperative sentences.

To drain the tank, the grill should be removed, or the

storage compartment can be flooded.

Because they do not specify the actors, the passive verbs

(“should be removed” and “can be flooded”) contribute to

the confusing structure of this sentence. Does the sentence

1) offer two different ways to drain the tank (“you may

either remove the grill or flood the compartment”)?

…or does it

2) warn of an undesirable causal result (“if you drain the tank without removing the grill, the result will be that the storage compartment is flooded”)?

Revision 1: Drain the tank in one of the following ways:

• remove the grill • flood the storage compartment

Revision 2: 1) Remove the grill.

2) Drain the tank. Warning: If you fail to remove the grill first, you may flood the storage compartment (which is where you are standing right now).






SCO Title I. Linking Verbs II. The Passive Voice is Not

Wrong



Media/Programming

Non


When the user go to this page the character will start to talk with (v1): The box T6 will show the first text with voice on the top of the page and T7 box will come after the character finish the description.


If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button9 -‐ If user click over the button will go to the next page of the topic 3: Tricky Examples Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 3: Sloppy Passive Constructions.



Narration Animation Description V1: Linking Verbs – Neither Active Nor Passive When the verb performs the function of an equals sign, the verb is said to be a linking verb. Linking verbs describe no action — they merely state an existing condition or relationship; hence, they are neither passive nor active.


Subject = Description The door is blue. The door was closed. This could be the first day of the rest of my life. She might have been very nice.

V2: The Passive Voice is Not Wrong Passive verbs are not automatically wrong. When used rarely and deliberately, the passive voice serves an important purpose.

• When you wish to downplay the action: Mistakes will be made, and lives will be lost; the sad truth is learned anew by each generation.

• When you wish to downplay the actor: Three grams of reagent ‘A’ were added to a beaker of 10% saline solution. (In the scientific world, the actions of a researcher are ideally not supposed to affect the outcome of an experiment; the experiment is supposed to be the same no matter who carries it out. I will leave it to you and your chemistry professor to figure out whether that’s actually true, but in the meantime, don’t use excessive passive verbs simply to avoid using “I” in a science paper.)

• When the actor is unknown: The victim was approached from behind and hit over the head with a salami.

When V2 play, show text7.





SCO Title Tricky Examples Topic No/Name 3: Active Verbs


Media/Programming

Non


When the user goes to this page the character will start to talk with (v1): The box T8 will show on the page.


If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button9 -‐ If user click over the button will go to the next page of the topic 3: Activity on Active Verbs Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 3: Linking Verbs.



Narration Animation Description V1: Tricky Examples

Punctuality seems important.

1. subject: the phrase “punctuality” 2. action: “being” (“seems” is short for “seems to be”) 3. relationship: The subject does nothing at all; the

verb “is” functions as an equals sign:“punctuality = important”.

This sentence describes a state of being (neither active nor passive).

(If you replace the single word “punctuality” with the phrase “Getting to work on time” or “The sum total of the knowledge of tribes of prehistoric America collected by amateur archeologists during the latter half of the nineteenth century,” the grammar of the sentence does not change.)

Remember to brush your teeth.

1. subject: (You) This is an order; the subject is the person being ordered.

2. action: “remember” (not “brushing”) 3. relationship: The subject is supposed to do the remembering. Whether the subject actually obeys the command is irrelevant to the grammar of the sentence.

This sentence gives an order. Active.

(It may be grammatically possible to give an order with a passive verb, such as a Shakespearean curse like “Be damned!” But most commands you encounter will be active.)






SCO Title Activity on Active Verbs Topic No/Name 3: Active Verbs Section No/Name 3: Activity

Media/Programming

Non


When the user goes to this page the character will start to talk with (v1): The box A3 will show on the page.


If user clicks , go to content list that shows the other topics of the lesson: C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button9 -‐ If user click over the button will go to the next page of the topic 4: Concise Words Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 3: Tricky Examples.



Narration Animation Description V1: Activity on Active Verbs In this topic, learner will do the exercise on the use of active verbs. Rewrite the following sentences in the text-‐areas provided so that passive constructions have been changed to active verbs. WARNING! Some of these sentences do not use passive verbs or are better off left in the passive, so this exercise will also engage your attention in recognizing passive constructions and in using them when appropriate. When you are finished with each sentence (or, if you wish, wait until you've done them all), click on Grammar's Version, which will reveal how we might have rewritten the sentence (when appropriate) to achieve a more vigorous and concise statement. (You might notice, too, that changing from a passive to an active construction does not always improve a sentence!)

When V1 play, show activity on the screen.



Programe/Course Name: Learning English Writing Module Name: The Writing Process


SCO Title Introduction Topic No/Name 4: Concise Words Section No/Name 1: Introduction

Media/Programming

Non


When the user go to this page the character will start to talk with (v1): The box T1 will show the first text with voice on the top of the page and T2 box will come after the character finish he is description (v2) of the T1 .

Interactivities C1: Control Button 1 -‐ If user roll over the button, go to the Main page. C2: Control Button 2 -‐ If user roll over the button, go to the Writing Process page. C2.1: Control Button 3 -‐ If user roll over the button will shows the lesson 4: Revising & Editing, and the tool tip will pop up: SITE MAP.

If user clicks , go to content list that shows the other topics of the lesson C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic 4: Pruning the Redundant



Narration Animation Description V1: Welcome to the fourth topic of this lesson 1 Concise Words. At the end of this topic, learners should be able to apply appropriate concise words in sentences.


V2: Pruning the Redundant. Avoid saying the same thing twice.

• Many uneducated citizens who have never attended school continue to vote for better schools.




SCO Title Pruning the Redundant Topic No/Name 4: Concise Words


Media/Programming

Non




When the user goes to this page the character will start to talk with (v1): The box T1a will show on the page.


If user clicks , go to content list that shows the other topics of the lesson C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic 4: Pruning the Redundant Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 3: Introduction. Narration Animation Description V1: A phrase that repeats itself—like "true fact," "twelve noon," "I saw it with my own eyes"—is sometimes called a pleonasm. Redundant phrases are bad habits just waiting to take control of your writing. Beware of the following.

When V1 play, show text1a.

Redundancy The Lean Version 12 midnight midnight 12 noon noon 3 am in the morning 3 am absolutely spectacular/phenomenal spectacular/phenomenal a person who is honest an honest person a total of 14 birds 14 birds biography of her life biography circle around circle close proximity proximity completely unanimous unanimous consensus of opinion consensus cooperate together cooperate each and every each enclosed herewith enclosed end result result exactly the same the same final completion completion frank and honest exchange frank exchange or honest exchange free gift gift he/she is a person who . . . he/she







Media/Programming

Non




If user clicks , go to content list that shows the other topics of the lesson C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page.



C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic 4: Pruning the Redundant Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 3: Introduction. Narration Animation Description V1: A phrase that repeats itself—like "true fact," "twelve noon," "I saw it with my own eyes"—is sometimes called a pleonasm. Redundant phrases are bad habits just waiting to take control of your writing. Beware of the following.

When V1 play, show text1b.

Redundancy The Lean Version important/basic essentials essentials in spite of the fact that although in the field of economics/law enforcement in economics/law enforcement in the event that if job functions job or functions new innovations innovations one and the same the same particular interest interest period of four days four days personally, I think/feel I think/feel personal opinion opinion puzzling in nature puzzling refer back refer repeat again repeat return again return revert back revert shorter/longer in length shorter/longer small/large in size small/large square/round/rectangular in shape square/round/rectangular summarize briefly summarize surrounded on all sides surrounded surrounding circumstances circumstances the future to come the future there is no doubt but that no doubt usual/habitual custom custom we are in receipt of we have received







Media/Programming

Non




If user clicks , go to content list that shows the other topics of the lesson C2.1.1: Parallelism, C2.1.2: Consistent Point of View, C2.1.3: Active Verbs and C2.1.4: Concise Words and C3: Introduction. C2.1.1: Control Button 4 -‐ If user roll over the button, go to the Parallelism page. C2.1.2: Control Button 5 -‐ If user roll over the button, go to the Consistent Point of View page. C2.1.3: Control Button 6 -‐ If user roll over the button, go to the Active Verbs page. C2.1.4: Control Button 7 -‐ If user roll over the button, go to the Concise Words page. C3: Control Button 8 -‐ If user roll over the button, go to the Introduction page. Next: Control Button 9 -‐ If user click over the button will go to the next page of the topic 4: Pruning the Redundant



Back: Control Button 10 -‐ if user click over the button will go to the previous page of the topic 3: Introduction. Narration Animation Description V1: A phrase that repeats itself—like "true fact," "twelve noon," "I saw it with my own eyes"—is sometimes called a pleonasm. Redundant phrases are bad habits just waiting to take control of your writing. Beware of the following.

When V1 play, show text1b.

Redundancy The Lean Version important/basic essentials essentials in spite of the fact that although in the field of economics/law enforcement in economics/law enforcement in the event that if job functions job or functions new innovations innovations one and the same the same particular interest interest period of four days four days personally, I think/feel I think/feel personal opinion opinion puzzling in nature puzzling refer back refer repeat again repeat return again return revert back revert shorter/longer in length shorter/longer small/large in size small/large square/round/rectangular in shape square/round/rectangular summarize briefly summarize surrounded on all sides surrounded surrounding circumstances circumstances the future to come the future there is no doubt but that no doubt usual/habitual custom custom we are in receipt of we have received

storyboard for learning english writing

Education

size smalllarge

nancy likes

panda bear

length shorterlonger

bamboo leaves

mother likes

interest interest

abdul malik