REFLECTION TASK 7

What information in this unit did you find interesting?

Sorry to say that this last unit has no interesting information for me because basically most of the terms in this unit has been covered in previous unit. But for the presentation from Nana, Tun, and Lynn, I satisfied with them and their delivery regarding the topic fully understands.

Not only that, that group has also helped me in how to draft a critical review. This skill will be used in assignment 3.

The adding information by the lecturer has given clearer view about the topic.

Overall, there is no difficulty regarding this topic.

REFLECTION TASK 6

What information in this unit did you find interesting?
First of all, I would to tell about what I have learnt in this unit. At this point, I have learnt the guided to make review writing. On 25th April 2008, Chah, Zai, and Mira have presented this topic. They used Reading 7.1, “Dieting” as a guide.

At first, I was “blur” as their group also did not fully understand about review of writing. Thank God, after some explanation from Sir Humam, I got it where I have to make my own review on the chosen article and then, I have to make critical review on my friend’s review. That is mean I have to make two works in one time. Overall, there is no problem to finish my homework about the review writing and I enjoyed in doing it.

Were any concepts/tasks/terminology difficult to understand?
As I have said above, I have a little bit problem relating to the review of wrting, but after the lecture class by Sir Humam, I have no problem to finish my assignment.

REFLECTION TASK 5 (AUDIENCE AND IMPACT)

What information in this unit did you find interesting?

On 11th April, Sue, Nad and Farah has presented this unit. Here, they have helped mo to have clear understanding on audience term. In identifying audience, a good question to ask first is “who is the text clearly not intended for?”. This is often easier to answer and narrows down the range of potential audiences, so giving us important clues.

In addition, the group also has given a brief explanation about the impact. Remember that impact of the text is the effectiveness with which it achieves its purpose for a given audience

Not only that, my lecturer, Sir Humamuddin also explains the meaning as well as the function of audience and impact terms. His explanation gave clearer view to the students and approach them to provide better work especially assignment as they have fully understand the concept.

Overall, this unit is interesting since I understand all the information that has given by them.


Were any concepcts/tasks/terminology difficult to understand?
Honestly, at first, I have some difficulties to answer the question which is relating to the audience. Fortunately, after the presentation of the group and also the explanation by Sir, I got what I want. For the impact, that has no problem to me to understand the concept.

REFLECTION TASK 4 (ARGUMENT AND EVIDENCE)

My group (Wanie, Along & Ella) has presented the task regarding to argument and evidence. Below is our explanation:

Argument
can be define as a different opinion base on some reasons
opinion that support the statement

Evidence
is divided into two:
ü circumstantial evidence: note (eg handwriting)
ü
Argument + Evidence = LOGICAL PROOF (headline) (picture)
testimonial evidence: eyewitness (is preferred)




v Statistic (chart, graph, diagram, and etc) can also be the evidence to support the statement.
v Readers can evaluate it themselves by looking at the numbers and texts given.








Interesting information

Reading 4.1
- Arguments given about “Body Language That Speaks to Muggers” provide together with the evidence.
- Eg: Grayson and Stein research used video tape as the evidence support the argument that pedestrians are the easy target for mugging by the way they walk.
- From the video tape, we can see several movements characterized easy victims.

Reading 4.5
v Crooked and Fallacious is also a manipulative tools in the hand of writers wishing to influence an affect the judgment of their readers. (the way to attract the reader)

Task/terminology difficulties
* Overall, there is no difficulties in understanding all the concept/ task/ terminology in this unit, but, it takes time to proof that the arguments can be classified as hard evidence or not.

REFLECTION TASK 3 (POSITIONING)

In my perspective, I found that it is a little bit difficult to understand “positioning” term because sincerely, I have never seen this term before.
When doing the assignment which needed me to include the perspective, I have to ask my lecturer and friends to help me.
Fortunately, after some explanation from them, I can complete the position part. To my understanding, positioning the way the writer constructed the reader as well as the participant in the article.
On the other hand, there is also interesting information that I got from this task. Here, I have learnt how to “attract” the readers’ to read the article from feeling bored. Furthermore, we also can see the writer’s view regarding to the topic.

REFLECTION TASK 2

READING 1 (BEFORE UNDERSTAND THE FOCUS SKILL)

• Without find the word of perspective from the dictionary, honestly I want to say that I do not know what the meaning of this word is.
• Could not elaborate any information which related to the Battling the Bullies.
• Could not find any sentences that are related to the writer’s perspective
• “Blur”

READING 2 (AFTER LECTURER’S EXPLANATION)

• Fortunately, Sir Humam explanation has helped me a lot in understand the practice articles, Battling the Bullies and also to complete my assessment.
• Get some view about perspective and helped me to find lots of information which related to the story.
• First of all, before talking about this, I want to apologize to Sir Humam for giving a negative opinion. Actually, I think the explanation of this story was not too enough and good as the first story, Convicted Killer, but thank God I can complete this second task although it is not the best one.
• After some explanation during lecture hours, I started to understand the relation between the headline and the picture. Both of them are representing bullies (negative perception)

THE GROUP PRESENTATION

• Talking about group presentation, in this unit, they should really focus on the stance and perspective of the writer.
• On 30^th February 2008, Ieka, Yuyu, and Dilla had given some explanation about the stance and the perspective.
• First, Dilla explained what the meanings of the text and myth are. She said that text means signs link together while myth means set of signs which implies extremely familiar and influential social structure of thing. Both of them are different because myth must be related to culture.
• Second, Ieka explained about the textual analysis and textual production.
• Third, Yuyu explained about the ideology (belief system) of the writer.
• Overall, I understand with their explanation.

REFLECTION TASK 1

READING 1 (BEFORE UNDERSTAND THE FOCUS SKILL)

• After read the word of “critical literacy”, I think this subject is different and more difficult than other subject.
• Do not know what is actually this subject will be teaching about.
• I’ve ever heard about this subject from seniors. Most of them said that this subject is difficult, but if we follow all of the lecturer’s advice and complete all the tasks, it’s not impossible to get higher mark.
• Talking about the practice texts, “Convicted Killer”, at first, I still confusing to find out all the elements that are needed to complete the task.

READING 2 (AFTER LECTURER’S EXPLANATION)

• Fortunately, after Sir Humam give details explanation of Critical Literacy, I can understand what is actually this subject is about.
• In my opinion, it is not too difficult to learn this subject if we give full concentration especially during lecture class. Besides, we also must use all the information that we get in the task given.
• In addition, my understanding towards Sir Humam’s explanation has helped me a lot especially in finding information through “Convicted Killer” text.
• Basically, I have understood all the elements that are needed when we read articles.
• In my opinion, what we have learnt in General English 2 in the last Semester 2 can be used in Critical Literacy subject. For example, we can understand, analyze, criticize, an also explain lots of information only by looking at the Headline and the Picture. But, beware because usually, we will have different story from what we are predicted. So, to avoid from any mistake, we must read and understand all the text is actually about.
• Well, I’m not saying that we are at the wrong side if we first analyze at the headline and the picture because sometimes what we get from both of that are right. So, it’s better to do both of the methods, which analyze the head line and picture, and also read all text carefully till we understand what the text is about.
• I believe that, by following all the above steps, we will not have any difficulties to find all of the elements that we need.

THE GROUP PRESENTATION

• First of all, I would like to say that I’m fully understood what the group is explaining about.
• Nabil, Nuar and Kamak had given brief explanation about many elements such as :

ü What we must explain about the write

ü Who is the target reader

ü What are the obstacles and difficulties can we found in “Convicted Killer” story

ü How to find any interesting information

ü What is the meaning of concept/ task/ terminology

ü How to differentiate between two readings