So Paint Me A Picture With Words...

Descriptive Writing

-Descriptive writing is one of the genres of continuous writing tested in SPM Paper One.
-The aim of a descriptive writing is to give a very clear picture of any situation, scene, picture or scenario that needs to be related.
-This can be achieved through the ample use of adjectives (for nouns) and adverbs (for verbs).

E.g: a) I went to the canteen. I ate some food.
b) I walked solemnly to the big, crowded and rather dramatically painted
canteen which is sheltered by some shady trees. I ate some scrumptious yet spicy nasi lemak which enveloped the tiny plastic plate to a total eclipse.

Compare how sentence (a) and (b) is different. It is both talking about a student going to the canteen but the details in sentence (b) makes you more able to understand and imagine the scene.

Adjectives: big, crowded, sheltered by trees (to describe canteen)
Scrumptious, spicy (to describe nasi lemak)
Adverbs: solemnly (to describe walking action)

Below is another example of a highly descriptive passage taken from the short story, Stealth written by Jit Murad.

“Razman was of the age where writing, actual handwriting, had an air of archaic ritual. It was done at school, sure, but Razman saw that as a tedious, dishonest exercise in finger dexterity. Normal writing for twelve year olds like Razman was done on a keyboard. These reports however, as secret as prayer, he did long hand, pausing in between thoughts to embellish a capital or a border with monastic industriousness.
The papers were filed into boxes. Family Mini Market delivered eggs and milk and juice fortnightly so Raz knew there'd always be boxes. Sometimes it took months to fill up a box. Then the box flaps were carefully interlocked and the box carried out to the shed.
Raz would stamp his feet a few times before entering the shed, sending lizards skittering. Once he saw a snake, a harmless ular lidi, trickling out of sight. The shed, built when the house had a full-time gardener, was missing planks now. Raz dropped each box in a corner. Each one hit the ground with a thud and quickened the motes dancing in shafts of ghost-light. He never entered the shed unless to deliver a box”

Can you imagine what Jit is telling us? Can you picture Razman’s actions? Can you almost draw the setting explained?

Okay, maybe this example is too ambitious but it is written by a Malaysian which goes to say that it is not impossible to write like this. Remember, your focus is to write in clear descriptions and emotions that we (the reader) can imagine ourselves being at the scene, inside your head, feeling your ideas and enjoying/despising the scene just as how you imagined it.

Play with words, enrich your adjectives and adverbs… Make all the characters and setting your toys, take charge of the situation by being in control of the reader’s imagination.

So here's a challenge for those who are interested. I have a few pictures that could be linked to a country in ancient time. Describe it for me :)

Arguing Your Way Through Life

In your SPM, one of the five questions in Section B of Paper 1, English 1119 will feature on either argumentative or opinion. You write an argument to convince people to accept the position that you have taken. It's like debating, only one side can be absolutely right. Although it is NOT recommendable for you to attempt these questions, you can still do so (Why? Even I don't know)

But note that finding a solution and providing a critical analysis on the topic given will require you to work extra hard. Some pre-knowledge on the issue would be awesome as students can ramble on without substance. (Which is why some students talk about Puduraya when the question asks on Space Station- asal station, saya jawab)

Here are some tips on how to write it:

1. Have a clear position. You cannot give pros and cons of the topic as that would be a discussion based question.

In your thesis sentence, state what your position is. You do not need to say: "I believe that we should financially support the space station." Using the first person weakens your argument. Say "Funding for the space station is imperative to maintain America's competitive edge in the global economy." The thesis can be modified elsewhere in the essay if you need to qualify your position, but avoid hedging in your thesis.

2. Have a convincing argument.

An argumentative essay does not merely assert an opinion; it presents an argument, and that argument must be backed up by data that persuades readers that the opinion is valid. This data consists of facts, statistics, the testimony of others through personal interviews and questionnaires or through articles and books, and examples.

3. Use a reasonable tone.

Assume that your reader will disagree with you or be skeptical. It is important, therefore, that your tone be reasonable, professional, and trustworthy. By anticipating objections and making concessions, you inspire confidence and show your good will.


Argumentation/Proposals: Anticipating Objections
and Making Concessions

When writing an argumentative, it is helpful to include two important writing strategies: anticipating objections and making concessions.


Anticipating objections--When you anticipate objections to your argument or proposal, you are making an effort to see the others' viewpoints. By making an effort, I mean you actually state other viewpoints. You are also troubleshooting problems that you must overcome to write a thorough proposal or position paper.


Making concessions--When you make a concession, you actually give in to part of the other person's objections or views. You admit that he is half right, perhaps, or that he has a valid concern. Then you overcome that concern by logic and/or a solution.
If you cannot find any objections or concessions, then you are probably not writing an argumentative paper.
________________________________________
Rationale
Without anticipating objections and making concessions, you are making many statements about yourself that you may not be aware of. You may be saying, for instance, that you are narrow-minded, lazy, or opinionated. You could be, in fact, proving your own ignorance (or your lack of it) by what you leave in and what you leave out of a paper. Such a paper is revealing, and, as such, can be dangerous to your employment health.

Since one of the reasons for writing a position paper is to persuade another person to take your side, what you also do if you ignore other sides is to antagonize your readers and insult their intelligence. If your audience feels that you are not interested in their viewpoints, then there is no reason for them to continue reading your argument. If you are writing a proposal, your audience might dismiss the proposal altogether if it lacks these points. If you have not anticipated objections and made concessions, then you run the risk of seeming to have shallow ideas.

Making concessions and anticipating objections also gives you a built-in checklist to make sure that you have covered all the bases you need to in order to write a thorough proposal or position paper.

The practice also enlarges thinking, forcing writers to realize that they are only a small part of a very complex universe and that other points of view not only exist, but have validity.

Confused? Look at this example then...


You are writing a position paper about censorship. Begin with your introduction and thesis (position). Then write several paragraphs in which you discuss censorship and support your viewpoint. After discussing your viewpoint, write a single paragraph like the following:

While censorship is dangerous to a free society, some of the concerned citizens who are in favor of censorship may have valid points when they object that children should not be exposed to television violence. [Here you have made a concession and anticipated an objection in one sentence.] Indeed, often there is too much violence on television [Again, a concession, a point of agreement.] Perhaps the answer is for all networks to establish the same guidelines of self-censorship [Here I offer a partial solution most can agree on.] If the networks were more responsible and tried to avoid material that is in poor taste, governmental officials, religious groups, and concerned parents might not feel the need to be involved in their decisions at all.

Notice that in the above paragraph I did not call the opposition "ridiculous" or "absurd," which would automatically antagonize them. I called them "concerned citizens" because from their point of view, that's exactly what they are.

My Sound, My Life

If it was up to me, all the sounds of my life should be recorded in these Ipods. Errmm.. maybe in just one. That I-Pod shuffle (yeah, I'm the non-flashy type).

But when we talk about The Sound Machine written by Roald Dahl, it's the quirky, ironic tale of a man who invented a machine that could capture the sounds of plants being hurt by human. Sadly, he never got the chance to prove that as it was broken due to the falling of a branch on it (I honestly think that the tree conspired among themselves to not let their secrets out). You know, like that Ent, the humanoid talking tree in LOTR?


Well, I've found a few videos on YouTube to help you visualise the story but of course, you have got to read it first! Or else, less of the things make sense.


*This one is a 10 minutes clip on the story and it can be quite choppy so keep close attention to the video while having your Literature textbook handy*




*Here is the story told in two sequences... Has a lot of dialogues so listen closely*

My personal preference is the second one... But watch both as the first one iks brilliant in its minimalist story-telling techniques.

History of Monsoon

Malacca is an awesome place with a rich culture. They seem to treasure one of the best sites for historical adventure, hence why it is currently now the UNESCO Heritage Site.

Beneath all those wonders, we have something that tell us a significant side of Malacca's special people. Them being the Baba Nyonya or Peranakan Cina ethnic. The ethnic is defined in wiki as:

Peranakan and Baba-Nyonya (traditional Chinese: 峇峇娘惹; Hokkien: Bā-bā Niû-liá) are terms used for the descendants of late 15th and 16th century Chinese and Alabanian immigrants to the Nusantara region during the Colonial era. It applies especially to the ethnic Chinese populations of the British Straits Settlements of Malaya and the Dutch-controlled island of Java and other locations, who have adopted partially or in full Nusantara customs to be somewhat assimilated into the local communities.

While the term Peranakan is most commonly used among the ethnic Chinese for those of Chinese descent also known as Straits Chinese (土生華人; named after the Straits Settlements), there are also other, comparatively small so-called Peranakan communities, such as Indian Hindu Peranakans (Chitty), Indian Muslim Peranakans (Jawi Pekan) (Jawi being the Javanised Arabic script., Pekan a colloquial contraction of Peranakan.) and Eurasian Peranakans (Kristang.) (Kirstang= Christians).


The language of the Peranakans, Baba Malay (Bahasa Melayu Baba), is a dialect of the Malay language (Bahasa Melayu), which contains many Hokkien words. It is a dying language, and its contemporary use is mainly limited to members of the older generation. English has now replaced this as the main language spoken amongst the younger generation.

Okay, so Shirley Lim wrote a poem on the Baba Nyonya in The Monsoon History which we have studied. The setting was 40 years ago and it seeks to tell us what the culture is like. She wants to recall the memories of familial love and oneness. The new generation of Baba Nyonya has probably forgotten all these and Lim is attempting to remind them.

Although the poem is about Baba Nyonya in Malacca but it is a reflection of all Malaysians who wait for their husbands to return from work in the evening, of family who revere their older generations (in the action of hanging ancestors pictures in parlour etc). This is a Malaysian poem.


This is an interpretation of a student just like you, look at her artwork :)

Educating Bratz (Not!)

So today is another experiment with internet and using computers in the access room. The main problem with doing or organising such classes will always be very directly related to lack of facilities. 4 Archimedes is a class of 32 active people (mind you, SBPs do have an overflow of students too), all needing their own space but they are left to work around 8 working PCs (okay, there are 9 but I am using one to organise the class and typing this.. heh!)

But being the good children that they are, they still find ways to overcome the problem. What I try to do is to ensure all the members have the opportunity to work. Switch the person typing every now and then, make sure we direct them to apt sites, make sure their presentations are good enough (but again, what is good enough?)...

It is going to be challenging with the large class of 4 Archimedes but trying is the first step. What I really need to do right now is separate the blaring sounds of Lady Gaga, Akon and Katy Perry all mixed up, tangling my already knotted mind.

Owh, beautiful Paris...

So the setting of the short story is the beautiful Paris of France. Here are some pictures to help you guys imagine the place :)


Here is Palais Royal where Monsieur and Madame Loisel found a jeweler who sells the same necklace as the one lost.


Champs Elysees- where Madame Loisel bumped into her friend, Madame Forestier while taking a stroll in the evening at the end of the story where the shocking twist is revealed.

The Necklace

Okay, so a girl can be clumsy and lose her jewelery.. What's the big deal about that? Almost nothing, unless of course if you borrowed it off a close friend and it might cost you all your savings and the rest of your life.

here is a comprehensive summary taken off the cummings study guide website which is helpful for concise idea about some short stories.

.Even though Mathilde is pretty and quite charming, she has none of the advantages of upper-class girls: a dowry, a distinguished family name, an entree into society, and all the little fineries that women covet. Consequently, she accepts a match made for her with a clerk, Monsieur Loisel, in the Department of Education.
.......Her home is common and plain, with well-worn furniture. The young girl from Brittany who does the housework is a constant reminder to Mathilde of her own commoner status. But she dreams of having more: tapestries, bronze lamps, footmen to serve her, parlors with silk fabrics, perfumed rooms, silver dinnerware, exotic food, jewelry, the latest fashions.
.......One evening, her husband presents her an envelope containing a special surprise. He is sure it will please her. Inside the envelope she finds a card inviting her and her husband to a social affair as guests of the Minister of Education, Georges Rampouneau, and his wife at the palace of the Ministry of Education.
.......But Mathilde is not at all pleased, for she has nothing to wear. When her husband asks her what it would cost to buy her suitable attire, she says 400 francs–the exact amount he has set aside to buy a gun to shoot larks at Nanterre with friends. However, he agrees to provide the money, and she buys a gown. When the day of the fête draws near, Loisel notices that Mathilde is downcast and inquires into the cause of her low spirits. She tells him she has no jewels to wear. As a result, others at the party will look down on her as a commoner. But her spirits brighten when Monsieur Loisel suggest that she borrow jewels from her friend, Madame Jeanne Forestier.
.......Wasting no time, Mathilde visits her friend the following day. Madame Forestier, only too willing to cooperate, opens a box and tells Mathilde to choose. Inside are glittering jewels. She chooses a diamond necklace so beautiful that it quickens her heartbeat.
.......At the party, Mathilde is the center of attention. Handsome men of high station ask who she is and line up to dance with her. Not until 4 a.m. do the Loisels leave the palace. On their way out, Mathilde’s husband puts a wrap on her shoulders–an article of clothing from her common, everyday wardrobe. To avoid being seen in it, she hurries out against her husband’s wishes. He wants to wait for a cab to arrive. Out in the cold, they search for transportation, wandering toward the Seine. In time, they find a cab, and it takes them to their home on Rue des Martyrs. In her bedroom, Mathilde stands before a mirror and removes her wrap to gaze upon the woman who has enchanted so many men. Then she notices to her horror that the necklace is missing. She and her husband search through their belongings but cannot find it. After they conclude that the necklace must have come off in the cab, Monsieur Loisel goes out to search for the cab . He returns at 7 a.m. after failing to find it. Visits to the police and the cab company, as well as other measures, also leave them empty-handed.
.......At her husband’s suggestion, Mathilde writes to Madame Forestier, telling her that the necklace clasp has broken and that it is being repaired. This ploy will buy time. Next, they decide that their only recourse is to replace the necklace. Going from jeweler to jeweler, they search for a facsimile. They find one in a shop in the Palais Royal. The price: 36,000 francs. To raise the money, Loisel uses all of his savings and borrows the rest, writing promissory notes and signing his name on numerous documents. Then the Loisels buy the replacement, and Mathilde takes it in a case to Madame Forestier. The latter expresses annoyance that it was returned late, then takes the case without opening it to check its contents.
.......Thereafter, the Loisels scrimp and save to pay their debt. After they dismiss their housemaid, Mathilde does the work herself, washing dishes and linen, taking out the garbage, and performing other menial labors. She also wears common clothes and haggles at the market. Monsieur Loisel moonlights as a bookkeeper and copyist.
.......Ten years later, they are out of debt. They have paid back every borrowed franc and sou. By this time, Mathilde is fully a commoner, with rough hands, plain clothes, and disheveled hair. And she looks older than her years. Occasionally, she thinks back to the day when she wore the necklace and when so many men admired her. What would have happened if she had never lost the necklace?
.......One day Sunday on the Champs Elysées, she encounters Madame Forestier walking with a child. When Mathilde addresses her, her friend does not recognize her–so haggard does Mathilde look. After Mathilde identifies herself, she decides to tell Madame Forestier everything. What could be the harm? After all, she has paid for the necklace, working ten long years at honest, humble labor to fulfill her obligation. Madame Forestier then holds Mathilde’s hands and says, “Oh, my poor Mathilde. But mine was false. At most, it was worth five hundred francs!”

Owwwwwwhhh, after all those reading which showed your diligence, here is a video for your entertainment *wink*


For a more Malaysianised one, here is a link to a DIY project done by Form Four students.