ONLY:Marker’s

Programme Name: Foundation Diploma

Student’s ID
20223610
Student’s Name
Yakubov Asilbek
Lecturer’s Name Kim Ho Melvin Goh
Module name English for Academic Purposes

Intake September intake

Date of submission

Submission deadline

FOR OFFICIAL USE ONLY:

Marker’s Comments

Marker’s Name: Initial Marks Awarded /100

Penalty on Late
Submission

Final Marks Awarded /100

Introduction

Our first module dealt with English. Namely, academic English. I had previously overlooked this.
Because I used common terms. But as soon as the session began, I knew that this is crucial when
studying at university. And your job is appropriate for the language level. I've learnt how to properly
utilize words. I learnt how to properly read, listen, and write an essay. My vocabulary has grown. I
learned how to work in a group. I learned how to read and evaluate texts. Properly propose. I
learned how to swiftly memorize facts. We looked at how to correctly plan your time in order to be
on time for everything in the first class.That was quite beneficial to us since we had time for
everything. Then we were acquainted with what we would be studying further. We rapidly learnt
and began our duty in a short period of time. We learned academic English step by step in the
following classes.
Read, recite and review

In this lesson, I learned about SQ3R. The SQ3R strategy gives students a purpose for
reading by having them formulate questions that they answer while reading. SQ3R is a
well-known and popular reading and study strategy. The components of this strategy
reflect many of the behaviors that are engaged in by expert readers (Pressley & Afflerbach,
1995). SQ3R allows students to be aware of a purpose for reading, overview the text, read
selectively, and review what is read.

There are several variations to SQ3R. According to page 84 of Dr. Mimi Miller and Nancy
Veatch in their 2011 book entitled Literacy in Context (LinC): Choosing Instructional
Strategies to Teach Reading in Content Areas for Students Grades 5-12, "One variation of
SQ3R is to have students only divide their paper into twosections as opposed to three. This
provides students with more space to record notes; label the sections “Questions” and
“Notes.” Another variation is to provide strategy cards for students that remind them of the
steps involved in this process (survey, question, read, review, recite). Included can be
reminders about what to do for each section. These cards can be used as bookmarks in
student’s textbooks if the strategy is used often enough.

Metaphor ,Simile and Analogy

A metaphor is a figure of speech that uses one thing to mean another and makes a comparison
between the two. A simile compares two different things in order to create a new meaning. An
analogy is comparable to metaphor and simile in that it shows how two different things are similar,
but it’s a bit more complex.
Metaphor
Remember, metaphors use “one thing to mean another.”
So, when someone says, “He’s become a shell of a man,” we know not to take this literally, even
though it’s stated directly as if this person had actually lost his internal substance.
Simile
In the case of similes, we are made explicitly aware that a comparison is being made due to the use of
“like” or “as.” (He’s like a shell of a man.)
For fun, the next time someone corrects you and says, “That’s a simile, not a metaphor,” you can
respond by letting them know that a simile is a type of metaphor, just like sarcasm is a type of irony.

Analogy
Rather than a figure of speech, an analogy is more of a logical argument.

The presenter of an analogy will often demonstrate how two things are alike by pointing out shared
characteristics, with the goal of showing that if two things are similar in some ways, they are similar in other
ways as well.

Vocabulary and Reflective Writing

Vocabulary Development and Reflective Writing

This class taught me about reflective writing.

What exactly is reflective writing?

Writing reflectively entails critically analyzing an event, reflecting how it affected you, and planning what you will do
with your new knowledge. It can help you reflect on a deeper level since the act of writing things down frequently
helps people think through an event.

The key to writing reflectively is to be analytical rather than descriptive. Rather of just reporting what happened
during an encounter, always ask why.

Remember...

Written in the first person, reflective writing is...

Analytical

a free flow

Subjective

A tool for questioning assumptions

A time commitment

Written in the third person, reflective writing isn't...

Descriptive

 Objective
 A tool to ignore assumptions
 What you think you should write
 A waste of time (reflective writing)

Academic writing

Academic writing, also known as academic writing, assists scholars in presenting ideas, analyzing research, and
constructing an effective argument. Despite the objective of academic writing varies by field, this type of
writing shares many characteristics.

What exactly is academic writing?

Academic writing is a formal writing style used by academics and educators in scholarly publications. It
employs evidence-based arguments and logical reasoning to help the reader grasp a subject. This approach
may be used by writers to identify and examine a topic, as well as to provide a hypothesis or reasoned
conclusion. Depending on their expertise, professionals may employ academic writing in a variety of ways.
Conclusion

This module taught me about academic English. I learned how to use English properly. I learnt to write
properly and with fewer words. As students, we collaborated. My students were from many nations, and we
shared a variety of experiences and talents. We all spoke in the same language, which was English. This
language had bonded us. We worked together to complete this module. I am quite pleased with how my
English has improved.