30 July 2009
Adalah dimaklumkan SEMAKAN KEPUTUSAN RAYUAN TAWARAN KPLSPM AMBILAN 2009 yang dijadualkan pada 29 Julai 2009 (Rabu) telah ditunda pada 5 Ogos 2009 (Rabu).
Segala kesulitan amat dikesali.
Maklumat lanjut sila hubungi Unit Pengambilan dan Penempatan Pelajar, Bahagian Pendidikan Guru.
Laman Web Rasmi Kementerian Pelajaran Malaysia
In academia, writing and publishing is conducted in several sets of forms and genres. This is a list of genres of academic writing. It is a short summary of the full spectrum of critical & academic writing. It does not cover the variety of critical approaches that can be applied when writing about a subject.
Writing in these forms or styles is usually serious, intended for a critical and informed audience, based on closely-investigated knowledge, and posits ideas or arguments. It usually circulates within the academic world ('the academy'), but the academic writer may also find an audience outside via journalism, speeches, pamphlets, etc.
Typically scholarly writing has an objective stance, clearly states the significance of the topic, and is organized with adequate detail so that other scholars could try to reproduce the results. Strong papers are not overly general and correctly utilize formal academic rhetoric.
A summary or recap is a shortened version of the original. The main purpose of such a simplification is to highlight the major points from the genuine (much longer) subject, e.g. a text, a film or an event. The target is to help the audience get the gist in a short period of time.
Report writing is an essential skill for professionals in almost every field: accountants, teachers, graphic designers, information scientists (the list goes on). That’s one of the reasons why your lecturers will almost certainly require you to write reports during your period of study at the University of Canberra.
A report aims to inform, as clearly and succinctly as possible. It should be easy to read, and professional in its presentation.
Exactly what you include in your report and how you present it will vary according to your discipline and the specific purpose of the report. Here we give some general guidelines, but you should check with your lecturer for more detail on what is expected.
Critical reflection has been elevated to the major objective of adult education in the work of Mezirow (1990).
“Perhaps even more central to adult learning than elaborating established meaning schemes is the process of reflecting back on prior learning to determine whether what we have learned is justified under present circumstances. This is a crucial learning process egregiously ignored by learning theorists.” (Mezirow, 1990:5)
(Lowest) Students identify information directly stated.
Students organize or order the information a different way than it
Students respond to information implied but not directly stated.
Students make judgments in light of the material.
(Highest) Students give an emotional or image-based response.
Based on Barrett, 1968.
Cited in Reading in a foreign language, Alderson & Uquart, Longman. 1984.