Week 16 problem and solution

This week was the last day in this class in A discourse approach in reading subject with teacher Usa Noytim. 
We did the Exercise 1, we read each passage, wrote the title,and the sentence explaining the main idea of the passage. Then created a problem and solution graphic organizer. I will give some example in this exercise for you.
After that, we did the last text that was Exercise 2, we answered the questions by choosing the best answer and writing the correct answer.

Week 15 Problem and Solution

 Problem and Solution.

Problem and Solution is a pattern of organization where information in a passage is expressed as a dilemma or concerning issue (a problem) and something that was, can be, or should be done to remedy this issue (solution or and attempted solution). The problem and solution text may seem like it would be easy to recognize, but it can be moderately difficult to identify because it is frequently cofused with the cause and effect pattern of organization, as they both have relational structure; however, if you read the passage and look specifically for both a problem and a solution to the problem, you should find it pretty easy to distinguish from cause and  effect passages do nnot propose solutions to any negative occurrences within the passage but rather just explain why or how they happen.

dilemma = a ​situation in which a ​difficult ​choice has to be made between two different things you could do  

We started to read an example that is about teen pragnantcies and analyzed the text.

Example: It seems like there has been a surge in teen pregnancies these days. Teen pregnancies make it very difficult for young mothers to pursue their dreams and meet the demands of an infant. Fortunately, most teen pregnancies can be easily prevented by using birth control; however, even birth control is not 100% effective. The most effective way to prevent teen pregnancies is abstinence, which is 100% effective.

There are also a few signal words which may indicate that information in a passage in ordered in the problem and solution pattern of organization: propose, solution, approach, answer, issue, problem, problematic, remedy, prevention, prevent, solve, handle, and fix

 Source: http://www.ereadingworksheets.com/text-structure/patterns-of-organization/problem-and-solution/

and Then, I learned the words about the problem markers and the solution markers.

Problem markers

• burden
• danger
• hardship
• puzzle
• challenge
• deficiency
• issue
• risk
• complication
• difficulty
• lack
• setback
• concern
• dilemma
• mystery
• shortage
• conflict
• dispute
• obstacle
• threat
• crisis
• excess
• problem
• trouble

Solution Markers

• to address
• to ease
• to resolve
• to alleviate
• to improve
• to respond
• to answer
• to overcome
• to settle
• to cope with
• to relieve
• to solve
• to deal with
• to remedy
• to tackle

And the last exercise in this class, In the following text I circle th problem markers and highlight the solution markers, then write either problem or solution in the margin next to the relevant information

Week 14 Exemplification

Today, I learn the new lesson, the Exemplification.Exemplification writing uses specific , vivid examples for the purpose of adding more information to explain, persuade, define, or illustrate a general idea. Likewise, exemplification provides solid support and strong evidence to prove the writer's main statement. Appropriate examples also create interest in a writing assignment.

commonly used abbreviations and transitions in exemplification text

• f.e./e.g.-for example
• i.e.-that is (to say);in other words
• viz.-namely;it is/they are
• e.g. There are four language skills, viz., listening, speaking, reading, and writing
• to illustrate
• specifically
• for instance
• as an illustration
• for example
• an illustration of this
• a case in point is
• another instance of
• another example of
• another illustration of
• here are a few examples

Next,I read the text about college students' Pressures and complete the diagram


 

Next, I read the second text is Fun things to do in Great Falls and mark the exemplification text

And then, In the third text I read the text and mark the exemplification text and answer the questions correctly.

Week 13 Definition and Classification

Definition and Classification  (Continued)

First, we read the text about What is Anthropology and  write the diagram on the whiteboard. 

The main idea is Anthropology, the study of man, is divided to two types which are Physical Anthropology and Culture Anthropology.

Then, we read text 2 about species of whales. We highlight the discourse markers in the text and completed the diagram on the whiteboard. 

The topic is Types of Whales or Species of Whales

Main idea : There are two main categories of whales.

Week12 Definition and Classification.

classification

noun

1. the act of classifying.

2. the result of classifying or being classified.

3. one of the groups or classes into which things may be or have been classified.

4. Biology. the assignment of organisms to groups within a system of categories distinguished by structure, origin, etc. The usual series of categories is phylum (or, especially in botany, division), class, order, family, genus, species, and variety.    

5. the category, as restricted, confidential, secret, or top secret, to which information, a document, etc., is assigned, as by a government or military agency, based on the degree of protection considered necessary to safeguard it from unauthorized use.

6.

Library Science. any of various systems for arranging books and other materials, especially according to subject or format.

definition

noun

1. the act of defining, or of making something definite, distinct, or clear:

We need a better definition of her responsibilities.

2. the formal statement of the meaning or significance of a word, phrase, idiom, etc., as found in dictionaries. An online dictionary resource, such as Dictionary.com, can give users direct, immediate access to the definitions of a term, allowing them to compare definitions from various dictionaries and stay up to date with an ever-expanding vocabulary.

3. the condition of being definite, distinct, or clearly outlined:

His biceps have great muscle definition.

4. Optics. sharpness of the image formed by an optical system.

5. Radio and Television. the accuracy of sound or picture reproduction.

 

 Next, I made the exercise skill practice 2 : circle the Classification Markers.Then drew a diagram showing the classification and wrote on the whiteboard

Then,I made exercise : Text1 "What is Anthropology?"

circle the Definition Markers

highlight the technical terms

underline the definitions and wrote what is the main idea of the text ? on the board.

 

 

Week11 : cause and effect

Today, We learned Cause and Effect continued last week. We learned the  text in this topic that was The Effect of Stress. Teacher Usa read the text with explained it for us. Then, she asked us to find discourse markers in the text and answered the exercise.

How Does Stress Affect Health?

The human body is designed to experience stress and react to it. Stress can be positive, keeping us alert and ready to avoid danger. Stress becomes negative when a person faces continuous challenges without relief or relaxation between challenges. As a result, the person becomes overworked and stress-related tension builds.

Stress that continues without relief can lead to a condition called distress -- a negative stress reaction. Distress can lead to physical symptoms including headaches, upset stomach, elevated blood pressure, chest pain, and problems sleeping. Research suggests that stress also can bring on or worsen certain symptoms or diseases.

Stress also becomes harmful when people use alcohol, tobacco, or drugs to try to relieve their stress. Unfortunately, instead of relieving the stress and returning the body to a relaxed state, these substances tend to keep the body in a stressed state and cause more problems. Consider the following:

• Forty-three percent of all adults suffer adverse health effects from stress.
• Seventy-five percent to 90% of all doctor's office visits are for stress-related ailments and complaints.
• Stress can play a part in problems such as headaches, high blood pressure, heart problems, diabetes, skin conditions, asthma, arthritis, depression, and anxiety.
• The Occupational Safety and Health Administration (OSHA) declared stress a hazard of the workplace. Stress costs American industry more than $300 billion annually.
• The lifetime prevalence of an emotional disorder is more than 50%, often due to chronic, untreated stress reactions.

   Health problems in modern life

•    Physical problems

•    The heart by causing an increase in pulse rate high blood pressure

•    The respiratory system by causing asthma, breathing problem and a loss of carbon dioxide

•    Stomach aches and problems digesting food

•    Emotional problems

•     Panic attacks and overreact to little problems

•    Mood changes such as making people angry, moody, or nervous

•    Mental health problems

•    Long term stress can create a variety of serious mental illnesses

•    Alcoholism and addictions often develop as a result of overuse of alcohol or drug

•    Anorexia

 

 

 

Week 10 cause and effect

    I have this class on afternoon sunday,we learned the new lesson "Cause and Effect"

Cause and Effect is used to show how the facts or concepts result due to other facts,events or concept. The signals words of this text structure are because, since, therefore, if...then, as a result of, thus, and hence.

  Next, We discuss with our friends about cause and effect of 'Global Warming'

Then, We wrote it on whiteboard. 

 

After that, we read the text about students are not allowed to chew gum in class. We completed the diagram, highlighted discourse markers ,and underlined the causes.

Effect                                              

Students are not allowed to chew gum in my class. While some students think that I am just being mean, there are many good reasons for this rule. First, some irresponsible students make messes with their gum. They may leave it on the bottoms of desks, drop it on the floor, or put it on other people's property. Another reason why I don't allow students to chew gum is because it is a distraction. When they are allowed to chew gum, students are more worried about having it, popping it, chewing it, and snapping it then they are in listening, writing, reading, and learning. This is why I do not allow students to chew gum in my class.