Journal Reflection 6AR 2013

Journal Reflection for MUET

17 June 2013, 11.20 am

I have been giving a deep thought about training my students to be self-motivated, generative and autonomic. The trait of students that we are having nowadays are too dependent on the teachers. They are not self-reliant in many ways. At most times they are waiting for the instructor’s decisions and commands to act. What I hope to have here is a batch of students who can plan, design strategies ant take actions according to the nature of the tasks given. They are supposed to be critical, analytic and creative.

We should not produce moulded cakes but self-raising buns which take many shapes and sizes. They need not be good looking but tasty and nourishing.  What we should do now is to train them to work on their own. We should train them to be handy with recent technology. They should know how to search for relevant information, edit and present it in the most fashionable way. Once the students are used to what they are required to do, it will become part of their style.

I had many times found students who ask what is this and that. Most of them had not taken the pleasure of finding it out through various means. For instance, a student had asked what arable farming is. He should be more proactive by finding it out on his own from the dictionary or browsing the webs. This is not uncommon among students in advanced countries like Japan, Korea and USA. They prefer to venture into reading and searching for relevant information.

Wikipedia English - The Free Encyclopedia

Arable relates to the growing of crops:

Arable farming or agronomy, the cultivation of field crops

Arable land, land upon which crops are cultivated

Arable crops program, a consolidated support system operated under the EU Common Agricultural Policy.

The good thing about using word processor is, there is not even a single handwriting needed or cracking your head to define the words.

Describing Line Graphs

Describing Line Graphs (1)

Look at the following simple line graph: 

 

It shows the population of Denmark from 1996 to 2007. You can see that in 1996 the population was 5.25 million and that by the year 2007 it had grown to 5.45 million.

When you write about a line chart it is important to look first at the Chart Title. This tells you what information the graph displays and you can use this information in your description.

Then look at the X and Y axes. The titles of these axes sometimes give you information you can use in your description. It is important also to look at the UNITS. On the Y-axis in this graph the units are millions. The population of Denmark in 1996 was not 5.25, but 5.25 million people.

Line graphs describe change. When describing these graphs you must answer the question, "What changed?". In this case we can see that the population of Denmark increased from 1996 to 2007.

We can also ask the question, "How did the population change?". Because the line is fairly smooth, we can say that the population increased steadily.

Lastly, we can ask the question, "How much?". In this case, "How big was the change in population?" The population in 1996 was 5.25 million and in 2007 it was 2.45 million. So there was an increase of 0.2 million or 200,000 people. 

To write a short description of this graph ask yourself (and answer!) the following questions:

1. What exactly does the graph show? (Use the chart title to help you answer this question)
2. What are the axes and what are the units?
3. What changed?
4. How much did it change?

Answering these questions will help you to write a short description of this simple graph.

Here is an example:

This graph shows population change in Denmark from 1996 to 2007. Denmark's population grew steadily from 5.25 million in 1996 to 5.45 million in 2007, an increase of 200,000 people.

Vocabulary

Other words you can use instead of increased or grew are rose and went up.

Adverbs you can use with these words are:

	How?	How much?
increased	dramatically, significantly, considerably, rapidly, substantially, steadily, sharply, markedly, greatly, slightly, exponentially, proportionally, strongly	by X% (by X per cent), by X (units), from X to Y, tenfold, fourfold ...
grew	rapidly, steadily, slowly, gradually, dramatically, substantially, enormously, quickly	by X% (by X per cent), by X (units), from X to Y
rose	sharply, slowly, steadily, slightly, rapidly, quickly, dramatically, significantly, substantially, gently, fractionally, considerably, gradually	by X% (by X per cent), by X (units), from X to Y
went up	The above adverbs are not usually used with "went up".	by X% (by X per cent), by X (units), from X to Y

Describing Line Graphs (2)

Look at the following simple line graph: 

It shows the population of Hungary from 1996 to 2007. You can see that in 1996 the population was more than 10.3 million and that by the year 2007 it had fallen to just over 10.05 million.

What change is shown by this graph? In this case we can see that the population of Hungary decreased from 1996 to 2007.

Also in this graph the line is fairly smooth, so we can say that the population decreased steadily.

How big was the change in population? The population in 1996 was 10.32 million and in 2007 it was 10.07 million. So there was a decrease of 0.25 million or 250,000 people. 

To write a short description of this graph ask yourself (and answer!) the following questions:

1. What exactly does the graph show? (Use the chart title to help you answer this question)
2. What are the axes and what are the units?
3. What changed?
4. How much did it change?

Answering these questions will help you to write a short description of this simple graph.

Here is an example:

This graph shows population change in Hungary from 1996 to 2007. Hungary's population fell steadily from 10.32 million in 1996 to 10.07 million in 2007, a decrease of 250,000 people.

Vocabulary

Other words you can use instead of fell or decreased are declined, dropped and went down .

Adverbs you can use with these words are:

	How?	How much?
fell	sharply, heavily, slightly, steadily, dramatically, significantly, considerably, quickly, rapidly, steeply, gradually, gently, substantially, precipitately, fractionally, drastically, marginally, markedly, progressively, continuously	by X% (by X per cent), by X (units), from X to Y, tenfold, fourfold ...
decreased	significantly, markedly, slightly, steadily, rapidly, considerably, continuously, dramatically,	by X% (by X per cent), by X (units), from X to Y, tenfold, fourfold ...
declined	sharply, rapidly, dramatically, steadily, slightly, markedly, significantly, considerably, steeply, drastically, continuously, substantially, quickly	by X% (by X per cent), by X (units), from X to Y
dropped	dramatically, sharply, slightly, considerably, steadily, significantly, rapidly, drastically, alarmingly, noticeably, markedly, radically, abruptly, substantially, gradually, gently, slowly	by X% (by X per cent), by X (units), from X to Y
went down	The above adverbs are not usually used with "went down ".

Describing Line Graphs (3) - Using Adverbs

The following graphs illustrate the use of some adverbs: 

 

• The population rose slowly. (small increase in the population over the period)
• The population rose steadily. (little or no variation in the rate of growth)
• The population rose slightly. (small increase in the population over the period)
• The population rose gently. (small increase in the population over the period)
• The population rose gradually. (small increase in the population over the period)

From 1996 to 1998, the population increased dramatically. From 1996 to 1998, the population increased significantly.