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Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
Storyboard for Learning English Writing
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Storyboard for Learning English Writing

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  • 1.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Programme/Course  Name:  Learning  English  Writing  Module  Name:  The  Writing  Process  SCO  No.   1.1   Lesson  No/Name   4:  Revising  &  Editing   Topic  No/Name   -­‐  SCO  Title   Introduction   Section  No/Name   1:  Introduction     Media/Programming      Graphics  Description/Instruction  When  the  user  go  to  this  page  the  character  will  start  to  talk  with  (V1):  The  box  T1  will  show  the  first  text  with  voice  on  the  top  of  the  page  and  T2  box  will  come  after  the  character  finish  he  is  description  (V2)  of  the  T1.      Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  show  the  Lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.    If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button  9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  1:  Introduction  of  Parallelism.       ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 2.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Narration     Animation  Description  V1:  Introducing  the  Lesson  of  Revising  &  Editing.   When  V1  play,  show  text1  on  the  middle  on  the  screen.  V2:  Learning  objectives  of  Revising  &  Editing.   When  V2  play,  show  text2  after  text1.    Programme/Course  Name:  Learning  English  Writing  Module  Name:  The  Writing  Process  SCO  No.   1.1   Lesson  No/Name   4:  Revising  &  Editing   Topic  No/Name   1:  Parallelism  SCO  Title   Introduction   Section  No/Name   1:  Introduction   Media/Programming      Graphics  Description/Instruction  When  the  user  go  to  this  page  the  character  will  start  to  talk  with  (V1):  The  box  T1  will  show  the  first  text  with  voice  on  the  top  of  the  page  and  T2  box  will  come  after  the  character  finish  he  is  description  (V2)  of  the  T1.      Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  show  the  Lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.  If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.   ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 3.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button  9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  1:  Definition  of  Parallelism.    Narration     Animation  Description  V1:   Welcome  to  the  first  topic  Lesson  1  -­‐  Parallelism.   When  V1  play,  show  text1  on  the  middle  on  the  screen.  V2:      At  the  end  of  this  topic,  learner  should  be  able  to  apply  parallelism  in  sentences.   When  V2  play,  show  text2  after  text1.      Programme/Course  Name:  Learning  English  Writing  Module  Name:  The  Writing  Process  SCO  No.   1.2   Lesson  No/Name   4:  Revising  &  Editing   Topic  No/Name   1:  Parallelism  SCO  Title   Definition  of  Parallelism   2:  Learning   Section  No/Name   Information   Media/Programming                 NON    Graphics  Description/Instruction  When  the  user  go  to  this  page  the  character  will  start  to  talk  with  (V1):  The  box  T1  will  show  the  first  text  with  voice  on  the  top  of  the  page  and  T2  box  will  come  after  the  character  finish  the  is  description  (V2)  of  the  T1.      Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.   ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 4.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  show  the  Lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.  If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button      9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  1:  Parallelism.  Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  1:  Introduction  of  Parallelism.      Narration     Animation  Description  V1:  Definition  of  Parallelism.  The  balance  between  two  or  more  similar  words,  phrases  or  clauses  is  called  parallelism  in  grammar.  Parallelism  is  also  called  parallel  structure  or  parallel  construction.  Parallel   When  V1  play,  show  text1  on  the  middle  on  the  screen.  construction  prevents  awkwardness,  promotes  clarity  and  improves  writing  style  and  readability.    V2:      Examples:  a. Nancy  likes  playing  the  piano,  the  trumpet  and  play  the   guitar.  [non-­‐parallel]   Nancy  likes  playing  the  piano,  the  trumpet  and  the  guitar.   [parallel]    b. She  played  basketball,  had  a  shower  and  gone  to  school.   [non-­‐parallel]   When  V2  play,  show  text2  on  the  screen.   She  played  basketball,  had  a  shower  and  went  to  school.   [parallel]    c. You  can  apply  to  the  job  by  filling  this  form  or  apply  by   telephone.  [non-­‐parallel]   You  can  apply  to  the  job  by  filling  this  form  or  you  can   apply  by  telephone.  [parallel]                               ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 5.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Programme/Course  Name:  Learning  English  Writing  Module  Name:  The  Writing  Process  SCO  No.   1.2   Lesson  No/Name   4:  Revising  &  Editing   Topic  No/Name   1:  Parallelism  SCO  Title   Rules  of  Parallelism   2:  Learning   Section  No/Name   Information   Media/Programming                 NON    Graphics  Description/Instruction  When  the  user  go  to  this  page  the  character  will  start  to  talk  with  (V1):  The  box  T1  will  show  the  first  text  with  voice  on  the  top  of  the  page  and  T2  box  will  come  after  the  character  finish  the  is  description  (V2)  of  the  T1.      Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  show  the  Lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.  If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button      9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  1:  Activity  on  Parallelism.  Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  1:  Definition  of  Parallelism.       ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 6.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Narration     Animation  Description  V1:  Rules  of  Parallelism.   When  V1  play,  show  text1  on  the  middle  on  the  screen.  V2:  1. Parallelism  is  used  to  balance  nouns  with  nouns,   prepositional  phrases  with  prepositional  phrases,   participles  with  participles,  infinitives  with  infinitives,   clauses  with  clauses.    2. Parallelism  is  used  with  elements  joined  by  coordinating   conjunctions.     My  mother  likes  cooking  and  to  read.  [NON-­‐PARALLEL]   My  mother  likes  cooking  and  reading  [PARALLEL]    3. Parallelism  is  used  with  elements  in  lists  or  in  a  series.   This  task  can  be  done  individually,  in  pairs,  or  can  be  done   in  groups  of  four.  [NON-­‐PARALLEL]   This  task  can  be  done  individually,  in  pairs,  or  in  groups  of   four.  [PARALLEL]     When  V2  play,  show  text2  on  the  screen.  4. Parallelism  is  used  with  elements  being  compared.     She  is  mad  about  watching  TV  more  than  to  read  a  book.   [NON-­‐PARALLEL]   She  is  mad  about  watching  TV  more  than  reading  a  book.   [PARALLEL]    5. Parallelism  is  used  with  elements  joined  by  a  linking  verb  or   a  form  of  be   To  learn  is  understanding  the  world.  [NON-­‐PARALLEL]   To  learn  is  to  understand  the  world.  [PARALLEL]    6. Parallelism  is  used  with  elements  joined  by  linking  words.   The  teacher  not  only  wants  his  students  to  keep  quiet  but   also  to  do  the  task.  [NON-­‐PARALLEL]   The  teacher  wants  his  students  not  only  to  keep  quiet  but   also  to  do  the  task.  [PARALLEL]                         ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 7.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Programme/Course  Name:  Learning  English  Writing  Module  Name:  The  Writing  Process  SCO  No.   1.3   Lesson  No/Name   4:  Revising  &  Editing   Topic  No/Name   1:  Parallelism  SCO  Title   Activity  on  Parallelism   3:  Practice  /  Activity   Section  No/Name   Items   Media/Programming                 NON    Graphics  Description/Instruction  When  the  user  goes  to  this  page  the  character  will  start  to  talk  with  (V1):  The  box  T1  will  show  the  first  text  with  voice  on  the  top  of  the  page.    Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  show  the  Lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.  If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button      9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  2:  Consistent  Point  of  View.  Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  1:  Rules  of  Parallelism.       ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 8.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Narration     Animation  Description  V1:  Activity  on  Parallelism.  In  this  topic,  learner  will  do  the  exercise  on  the  use  of   When  V1  play,  show  text1  on  the  screen.  parallelism  and  click  on  the  button  to  check  the  answers.                                       ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 9.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Programme/Course  Name:  Learning  English  Writing  Module  Name:  The  Writing  Process  SCO  No.   1.1   Lesson  No/Name   4:  Revising  &  Editing   2:  Consistent  Point   Topic  No/Name  SCO  Title   Introduction   of  View   Section  No/Name   1:  Introduction   Media/Programming                           NON    Graphics  Description/Instruction  When  the  user  go  to  this  page  the  character  will  start  to  talk  with  (V1):  The  box  T1  will  show  the  first  text  with  voice  on  the  top  of  the  page  and  T2  box  will  come  after  the  character  finish  he  is  description  (V2)  of  the  T1.      Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  show  the  Lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.  If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button  9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  2:  Definition  of  Consistent  Poinf  of  View.     ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 10.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Narration     Animation  Description  V1:   Welcome  to  the  second  topic  Lesson  1  –  Consistent  Point   When  V1  play,  show  text1  on  the  middle  on  the  screen.  of  View.  V2:      At  the  end  of  this  topic,  learner  should  be  able  to  apply  consistent  point  of  view  in  the  sentences.   When  V2  play,  show  text2  after  text1.      Programme/Course  Name:  Learning  English  Writing  Module  Name:  The  Writing  Process  SCO  No.   1.2   Lesson  No/Name   4:  Revising  &  Editing   2:  Consistent  Point   Topic  No/Name   Definition  of  Consistent  Point  of   of  View  SCO  Title   View   2:  Learning   Section  No/Name   Information   Media/Programming                 NON    Graphics  Description/Instruction  When  the  user  goes  to  this  page  the  character  will  start  to  talk  with  (V1):  The  box  T1  will  show  the  first  text  with  voice  on  the  top  of  the  page.      Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  show  the  Lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.   ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 11.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button  9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  2:  Activity  on  Consistent  Point  of  View.  Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  1:  Introduction  of  Consistent  Point  of  View.      Narration     Animation  Description  V1:  Definition  of  Consistent  Point  of  View.  Point  of  view  refers  to  the  perspective  from  which  the  sentence  is  told.  When  we  discuss  point  of  view,  we  use  a  term  called  “person,”  meaning  “who  (or  what)  is  the  focus  of  the  sentence.”      There  are  three  points  of  view:  first  person,  second  person,  and  third  person.    1. First  person  refers  to  the  narrator  being  referred  to  as  I;    2. Second  person  is  you  or  one  (this  isn’t  used  for  narration);    3. Third  person  is  he,  she,  it  or  they.     The  most  common  mistakes  of  this  type  involve  using  you   when  another  point  of  view  is  required.     a. If  one  wants  to  improve  oneself,  you  should  make   improvements  to  your  body,  mind,  and  soul.   If  one  wants  to  improve  oneself,  one  should  make   improvements  to  one’s  body,  mind,  and  soul.     b. Once  upon  a  time  there  was  a  young  girl  named  Cathy,   and  I  liked  to  write  stories.   Once  upon  a  time  there  was  a  young  girl  named  Cathy,   When  V1  play,  show  text1  on  the  middle  on  the  screen.   and  she  liked  to  write  stories.     c. The  panda  bear  sat  in  the  corner  of  the  cage,  and  they   ate  the  bamboo  leaves  listlessly.   The  panda  bear  sat  in  the  corner  of  the  cage,  and  he  ate   the  bamboo  leaves  listlessly.    Personal  and  impersonal  points  of  view  should  also  be  considered.  Formal  writing  insists  on  use  of  the  third  person,  which  means  there  shouldn’t  be  any  I’s  in  the  writing.  Be  sure  to  keep  formal  or  academic  writing  impersonal.     d. I  did  an  informal  experiment  to  explore  the  effects  of   sodium  chloride  on  stone.   The  author  did  an  informal  experiment  to  explore  the   effects  of  sodium  on  stone.   An  informal  experiment  was  conducted  to  explore  the   effects  of  sodium  on  stone.     ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 12.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING        Programme/Course  Name:  Learning  English  Writing  Module  Name:  The  Writing  Process  SCO  No.   1.3   Lesson  No/Name   4:  Revising  &  Editing   2:  Consistent  Point   Topic  No/Name   Activity  on  Consistent  Point  of   of  View  SCO  Title   View   3:  Practice  /  Activity   Section  No/Name   Items   Media/Programming                 NON    Graphics  Description/Instruction  When  the  user  goes  to  this  page  the  character  will  start  to  talk  with  (V1):  The  box  A2  will  show  the  activity  of  the  topic.    Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  show  the  Lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.  If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button      9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  3:  Active  Verbs.  Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  2:  Definition  of  Consistent  Point  of  View.     ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 13.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Narration     Animation  Description  V1:  Activity  on  Consistent  Point  of  View.  In  this  topic,  learner  will  do  the  exercise  on  the  use  of  consistent  point  of  view.  Rewrite  each  sentence  to  eliminate  any  mixed   When  V1  play,  show  A2  on  the  middle  on  the  screen.  point  of  view.      1.  The  author  suggests  that  the  truth  is  sometimes  painful,  but  telling  the  truth  is  better  than  living  a  life  being  someone  you  are  not.      2.  When  Margo  married  a  widower  her  life  became  complicated  because  you  can’t  help  but  feel  jealous  about  a  deceased  wife.      3.  Although  it  may  be  painful  for  a  parent  not  to  be  your  child’s  role  model,  Patrice  Grant  doesn’t  have  the  right  to  be  angry  with  her  son’s  choice.      4. As  the  soldiers  marched  away  from  the  battleground,  you  felt  as  if  the  war  may  finally  be  over.               ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 14.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING        5.  A  softball  player  who  wants  to  develop  her  pitching  form  knows  you  will  develop  more  skills  at  a  sleep  away  camp.      6.  Students  underestimate  the  amount  of  time  required  to  study  nursing  because  you  simply  cannot  pass  your  tests  without  extensive  study  and  practical  experience.      7. Regardless  of  how  much  teachers  try,  you  cannot  make  sure  that  students  attend  every  class.                      8. When  I  ran,  you  would  get  cramps.                                   ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 15.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING        Program/Course  Name:  Learning  English  writing    Module  Name:  The  Writing  Process    SCO  No.   1.1   Lesson  No/Name   4:  Revising  and  Editing   Topic  No/Name     3:  Active  Verbs  SCO  Title   Definition  of  Active  Verbs   Section  No/Name   1:  Introduction       Media/Programming                         Non    Graphics  Description/Instruction  When  the  user  go  to  this  page  the  character  will  start  to  talk  with    (v1):  The  box  T1  will  show  the  first  text  with  voice  on  the  top  of  the  page  and  T2  box  will  come  after  the  character  finish  the  description  (v2).    Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  Show  the  Lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.  If  user  clicks ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  3:  How  to  Recognize  Active  and  Passive  Sentences.   ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 16.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  2:  Activity  of  Consistent  Point  of  View.  Narration     Animation  Description  V1:  Welcome  to  the  third  topic  of  this  lesson  1  -­‐  Active  Verbs.    At  the  end  of  this  topic,  learners  should  be  able  to  apply   When  V1  play,  show  text1  on  the  screen.  appropriate  active  verbs  in  sentences.  V2:  Definition  of  Active  Verbs.  Active  verbs  form  more  efficient  and  more  powerful  sentences  than  passive  verbs.    • The  subject  of  an  active  voice  sentence  performs  the   action  of  the  verb:    “I  throw  the  ball.”   When  V2  play,  show  text2  on  the  screen.  • The  subject  of  a  passive  voice  sentence  is  still  the  main   character  of  the  sentence,  but  something  else   performs  the  action:  “The  ball  is  thrown  by  me.”                                         ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 17.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Program/Course  Name:  Learning  English  writing    Module  Name:  The  Writing  Process     4:  Revising  and  SCO  No.   1.2   Lesson  No/Name   Editing   Topic  No/Name     4:  Active  Verbs   How  to  Recognize  Active  and  Passive  SCO  Title   2:  Learning   Sentences.   Section  No/Name   Information     Media/Programming                         Non    Graphics  Description/Instruction  When  the  user  go  to  this  page  the  character  will  start  to  talk  with    (v1):  The  box  T1  will  show  the  first  text  with  voice  on  the  top  of  the  page  and  T2  box  will  come  after  the  character  finish  the  description  (v2).    Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  Show  the  Lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.  If  user  clicks ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.   ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 18.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Next:  Control  Button9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  3:  Differences  Between  Passive  Voice  and  Past  Tense.  Back:  Control  Button10  -­‐  If  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  3:  Definition  of  Active  Verbs.      Narration     Animation  Description  V1:  How  to  Recognize  Active  and  Passive  Sentences.  1. Find  the  subject  (the  main  character  of  the  sentence).  2. Find  the  main  verb  (the  action  that  the  sentence  identifies).  3. Examine  the  relationship  between  the  subject  and  main  verb.   • Does  the  subject  perform  the  action  of  the  main   verb?  (If  so,  the  sentence  is  active.)   • Does  the  subject  sit  there  while  something  else  —   When  V1  play,  show  text1  on  the  middle  on  the  screen.   named  or  unnamed  –perform  an  action  on  it?     (If  so,  the  sentence  is  passive.)   • If  the  main  verb  is  a  linking  verb  (“is,”  “was,”  “are,”   “seems  (to  be),”  “becomes”  etc.),  then  the  verb   functions  like  an  equals  sign;  there  is  no  action   involved  —  it  merely  describes  a  state  of  being.    V2:  Example:    The  sentence  is  active.   “I  love  you.”   1. subject:  “I”   2. action:  “loving”   3. Relationship:  The  subject  (“I”)  is  the  one   performing  the  action  (“loving”).  Example:  This  sentence  is  passive.   When  V2  play,  show  text2  after  text1.   “You  are  loved  by  me.”   1. subject:  “you”   2. action:  “loving”   3. Relationship:  The  subject  (“You”)  sits  passively   while  the  action  (“loving”)  is  performed  by   somebody  else  (“me”).                       ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 19.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING        Program/Course  Name:  Learning  English  writing    Module  Name:  The  writing  process     4:  Revising  and  SCO  No.   1.3   Lesson  No/Name   editing   I. Differences  Between  Passive   Topic  No/Name     3:  Active  Verbs   Voice  and  Past  Tense  SCO  Title   2:  Learning   II. Imperative  –  Active  Commands   Section  No/Name   Information     Media/Programming                         Non    Graphics  Description/Instruction  When  the  user  go  to  this  page  the  character  will  start  to  talk  with    (v1):  The  box  T3  will  show    the  first  text  with  voice  on  the  top  of  the  page  and  T4  box    will  come  after  the  character  finish  the  description  (v2).    Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  Show  the  Lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.  If  user  clicks ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.   ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 20.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING        C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  3:  Sloppy  Passive  Constructions.  Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  3:  How  to  Recognize  Active  and  Passive  Sentences.      Narration     Animation  Description  V1:  Differences  Between  Passive  Voice  and  Past  Tense.  Many  people  confuse  the  passive  voice  with  the  past  tense.  The  most  common  passive  constructions  also  happen  to  be  past  tense   When  V1  play,  show  text3  on  the  screen.  (e.g.  “I’ve  been  framed”),  but  “voice”  has  to  do  with  who,  while  “tense”  has  to  do  with  when.       Active  Voice   Passive  Voice   I  was  (have  been)  taught  [by  someone];   Past  Tense   I  taught;  I  learned.   It  was  (has  been)  learned  [by  someone].   I  am  [being]  taught  [by  someone];   Present  Tense   I  teach;  I  learn.   It  is  [being]  learned  [by  someone].   I  will  be  taught  [by  someone];   Future  Tense   I  will  teach;  I  will  learn.     It  will  be  learned  [by  someone].  V2:  Imperative  –  Active  Commands  A  command  (or  “imperative”)  is  a  kind  of  active  sentence,  in  which  “you”  (the  one  being  addressed)  are  being  ordered  to  perform  the  action.  (If  you  refuse  to  obey,  the  sentence  is  still  active.)   • Get  to  work  on  time.   When  V2  play,  show  text4  on  the  screen.   • Insert  tab  A  into  slot  B.   • Take  me  to  your  leader.   • Ladies  and  gentlemen,  let  us  consider,  for  a  moment,   the  effect  of  the  rafting  sequences  on  our   understanding  of  the  rest  of  the  novel.                   ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 21.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Program/Course  Name:  Learning  English  Writing    Module  Name:  The  Writing  Process     4:  Revising  and  SCO  No.   1.4   Lesson  No/Name   editing   Topic  No/Name     3:  Active  Verbs  SCO  Title   Sloppy  Passive  Constructions   2:  Learning   Section  No/Name   Information     Media/Programming                         Non    Graphics  Description/Instruction  When  the  user  go  to  this  page  the  character  will  start  to  talk  with  (v1):  The  box  T5  will  show  the  text  on  the  page  .    Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  Show  the  lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.    If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.     ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 22.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button  9  -­‐  If  user  click  over  the  button will go to the next page of the topic3: Linking  Verbs  Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  3:  Differences  Between  Passive  Voice  and  Past  Tense.    Narration     Animation  Description  V1: Sloppy  Passive  Constructions  Because  passive  sentences  do  not  need  to  identify  the  performer  of  an  action,  they  can  lead  to  sloppy  or  misleading  statements  (especially  in  technical  writing).  Compare  how  clear  and  direct  these  passive  sentences  become,  when  they  are  rephrased  as  imperative  sentences.  To  drain  the  tank,  the  grill  should  be  removed,  or  the  storage  compartment  can  be  flooded.  Because  they  do  not  specify  the  actors,  the  passive  verbs  (“should  be  removed”  and  “can  be  flooded”)  contribute  to  the  confusing  structure  of  this  sentence.  Does  the  sentence  1)  offer  two  different  ways  to  drain  the  tank  (“you  may  either  remove  the  grill  or  flood  the  compartment”)?   When  V1  play,  show  text5  on  the  middle  on  the  screen.  …or  does  it  2)  warn  of  an  undesirable  causal  result  (“if  you  drain  the  tank  without  removing  the  grill,  the  result  will  be  that  the  storage  compartment  is  flooded”)?  Revision  1:  Drain  the  tank  in  one  of  the  following  ways:   • remove  the  grill   • flood  the  storage  compartment  Revision  2:    1)  Remove  the  grill.                                            2)  Drain  the  tank.    Warning:  If  you  fail  to  remove  the  grill  first,  you  may  flood  the  storage  compartment  (which  is  where  you  are  standing  right  now).             ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 23.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Program/Course  Name:  Learning  English  writing    Module  Name:  The  writing  process     4:  Revising  and  SCO  No.   1.5   Lesson  No/Name   Editing   I. Linking  Verbs     Topic  No/Name     3:  Active  Verbs  SCO  Title   II. The  Passive  Voice  is  Not   2:  Learning   Section  No/Name   Wrong   Information       Media/Programming                         Non    Graphics  Description/Instruction  When  the  user  go  to  this  page  the  character  will  start  to  talk  with    (v1):  The  box  T6  will  show  the  first  text  with  voice  on  the  top  of  the  page  and  T7  box  will  come  after  the  character  finish  the  description.    Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  Show  the  lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.  If  user  clicks ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  3:  Tricky  Examples  Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  3:  Sloppy  Passive  Constructions.       ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 24.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Narration     Animation  Description  V1:  Linking  Verbs  –  Neither    Active  Nor  Passive  When  the  verb  performs  the  function  of  an  equals  sign,  the  verb  is  said  to  be  a  linking  verb.  Linking  verbs  describe  no  action  —  they  merely   When  V1  play,  show  text6  on  the  screen.  state  an  existing  condition  or  relationship;  hence,  they  are  neither  passive  nor  active.       Subject   =   Description   The  door   is   blue.   The  door   was   closed.   This   could  be   the  first  day  of  the  rest  of  my  life.   She   might  have  been   very  nice.          V2:  The  Passive  Voice  is  Not  Wrong  Passive  verbs  are  not  automatically  wrong.  When  used  rarely  and  deliberately,  the  passive  voice  serves  an  important  purpose.   • When  you  wish  to  downplay  the  action:   Mistakes  will  be  made,  and  lives  will  be  lost;  the  sad  truth   is  learned  anew  by  each  generation.     • When  you  wish  to  downplay  the  actor:   Three  grams  of  reagent  ‘A’  were  added  to  a  beaker  of   10%  saline  solution.   (In  the  scientific  world,  the  actions  of  a  researcher  are   ideally  not  supposed  to  affect  the  outcome  of  an   When  V2  play,  show  text7.   experiment;  the  experiment  is  supposed  to  be  the  same   no  matter  who  carries  it  out.  I  will  leave  it  to  you  and   your  chemistry  professor  to  figure  out  whether  that’s   actually  true,  but  in  the  meantime,  don’t  use  excessive   passive  verbs  simply  to  avoid  using  “I”  in  a  science   paper.)     • When  the  actor  is  unknown:     The  victim  was  approached  from  behind  and  hit  over  the   head  with  a  salami.                 ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 25.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Program/Course  Name:  Learning  English  writing    Module  Name:  The  writing  process     4:  Revising  and  SCO  No.   1.6   Lesson  No/Name   Editing   Topic  No/Name     3:  Active  Verbs  SCO  Title   Tricky  Examples   2:  Learning   Section  No/Name   Information       Media/Programming                         Non    Graphics  Description/Instruction  When  the  user  goes  to  this  page  the  character  will  start  to  talk  with    (v1):  The  box  T8  will  show  on  the  page.  Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  Show  the  lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.  If  user  clicks ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  3:  Activity  on  Active  Verbs  Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  3:  Linking  Verbs.       ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 26.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Narration     Animation  Description  V1:  Tricky  Examples  Punctuality  seems  important.   1. subject:  the  phrase  “punctuality”   2. action:  “being”  (“seems”  is  short  for  “seems  to  be”)   3. relationship:  The  subject  does  nothing  at  all;  the   verb  “is”  functions  as  an  equals   sign:“punctuality  =  important”.      This  sentence  describes  a  state  of  being  (neither  active  nor   passive).     (If  you  replace  the  single  word  “punctuality”  with  the  phrase   “Getting  to  work  on  time”  or     “The  sum  total  of  the  knowledge  of  tribes  of  prehistoric   America  collected  by  amateur  archeologists  during  the  latter   half  of  the  nineteenth  century,”  the  grammar  of  the  sentence   When  V1  play,  show  text8  on  the  screen.   does  not  change.)                      Remember  to  brush  your  teeth.     1. subject:  (You)  This  is  an  order;  the  subject  is  the  person   being  ordered.   2. action:  “remember”  (not  “brushing”)   3. relationship:  The  subject  is  supposed  to  do  the   remembering.  Whether  the  subject  actually                                                                      obeys  the  command  is  irrelevant  to   the  grammar  of  the  sentence.     This  sentence  gives  an  order.  Active.     (It  may  be  grammatically  possible  to  give  an  order  with  a   passive  verb,  such  as  a  Shakespearean  curse  like  “Be   damned!”  But  most  commands  you  encounter  will  be  active.)                 ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 27.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Program/Course  Name:  Learning  English  writing    Module  Name:  The  writing  process     4:  Revising  and  SCO  No.   1.7   Lesson  No/Name   Editing   Topic  No/Name     3:  Active  Verbs  SCO  Title   Activity  on  Active  Verbs   Section  No/Name   3:  Activity       Media/Programming                         Non    Graphics  Description/Instruction  When  the  user  goes  to  this  page  the  character  will  start  to  talk  with    (v1):  The  box  A3  will  show  on  the  page.  Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  Show  the  lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.  If  user  clicks ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson:  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  4:  Concise  Words  Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  3:  Tricky  Examples.       ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 28.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Narration     Animation  Description  V1:  Activity  on  Active  Verbs  In  this  topic,  learner  will  do  the  exercise  on  the  use  of  active  verbs.    Rewrite  the  following  sentences  in  the  text-­‐areas  provided  so  that  passive  constructions  have  been  changed  to  active  verbs.  WARNING!  Some  of  these  sentences  do  not  use  passive  verbs  or  are  better  off  left  in  the  passive,  so  this  exercise  will  also  engage  your  attention  in  recognizing  passive  constructions  and  in  using   When  V1  play,  show  activity  on  the  screen.  them  when  appropriate.    When  you  are  finished  with  each  sentence  (or,  if  you  wish,  wait  until  youve  done  them  all),  click  on  Grammars  Version,  which  will  reveal  how  we  might  have  rewritten  the  sentence  (when  appropriate)  to  achieve  a  more  vigorous  and  concise  statement.  (You  might  notice,  too,  that  changing  from  a  passive  to  an  active  construction  does  not  always  improve  a  sentence!)             ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 29.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING                                             ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 30.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Programe/Course  Name:  Learning  English  Writing    Module  Name:  The  Writing  Process     4:  Revising  and  SCO  No.   1.1   Lesson  No/Name   Editing   Topic  No/Name     4:  Concise  Words  SCO  Title   Introduction     Section  No/Name   1:  Introduction       Media/Programming                         Non    Graphics  Description/Instruction  When  the  user  go  to  this  page  the  character  will  start  to  talk  with    (v1):  The  box  T1  will  show  the  first  text  with  voice  on  the  top  of  the  page    and  T2  box    will  come  after  the  character  finish  he  is  description  (v2)  of  the  T1  .    Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  shows  the  lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.    If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button  9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  4:  Pruning  the  Redundant     ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 31.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Narration     Animation  Description  V1:  Welcome  to  the  fourth  topic  of  this  lesson  1  Concise  Words.  At  the  end  of  this  topic,  learners  should  be  able  to  apply   When  V1  play,  show  text1.  appropriate  concise  words  in  sentences.    V2:  Pruning  the  Redundant.  Avoid  saying  the  same  thing  twice.   • Many  uneducated  citizens  who  have  never   When  V2  play,  show  text2.   attended  school  continue  to  vote  for  better   schools.      Programe/Course  Name:  Learning  English  Writing    Module  Name:  The  Writing  Process     4:  Revising  and  SCO  No.   1.2   Lesson  No/Name   Editing   Topic  No/Name     4:  Concise  Words  SCO  Title   Pruning  the  Redundant   2:  Learning   Section  No/Name   Information     Media/Programming                         Non           ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 32.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Graphics  Description/Instruction  When  the  user  goes  to  this  page  the  character  will  start  to  talk  with    (v1):  The  box  T1a  will  show  on  the  page.  Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  shows  the  lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.    If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button  9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  4:  Pruning  the  Redundant  Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  3:  Introduction.      Narration     Animation  Description  V1:  A  phrase  that  repeats  itself—like  "true  fact,"  "twelve  noon,"  "I  saw  it  with  my  own  eyes"—is  sometimes  called  a  pleonasm.  Redundant  phrases  are  bad  habits  just   When  V1  play,  show  text1a.  waiting  to  take  control  of  your  writing.  Beware  of  the  following.     Redundancy   The  Lean  Version   12  midnight   midnight   12  noon   noon   3  am  in  the  morning   3  am   absolutely  spectacular/phenomenal   spectacular/phenomenal   a  person  who  is  honest   an  honest  person   a  total  of  14  birds   14  birds   biography  of  her  life   biography   circle  around   circle   close  proximity   proximity   completely  unanimous   unanimous   consensus  of  opinion   consensus   cooperate  together   cooperate   each  and  every   each   enclosed  herewith   enclosed   end  result   result   exactly  the  same   the  same   final  completion   completion   frank  and  honest  exchange   frank  exchange  or  honest  exchange   free  gift   gift     he/she  is  a  person  who  .  .  .   he/she   ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 33.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING        Programe/Course  Name:  Learning  English  Writing    Module  Name:  The  Writing  Process     4:  Revising  and  SCO  No.   1.2   Lesson  No/Name   Editing   Topic  No/Name     4:  Concise  Words  SCO  Title   Pruning  the  Redundant   2:  Learning   Section  No/Name   Information     Media/Programming                         Non    Graphics  Description/Instruction  When  the  user  goes  to  this  page  the  character  will  start  to  talk  with    (v1):  The  box  T1a  will  show  on  the  page.  Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  shows  the  lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.    If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.   ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 34.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button  9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  4:  Pruning  the  Redundant  Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  3:  Introduction.      Narration     Animation  Description  V1:  A  phrase  that  repeats  itself—like  "true  fact,"  "twelve  noon,"  "I  saw  it  with  my  own  eyes"—is  sometimes  called  a  pleonasm.  Redundant  phrases  are  bad  habits  just   When  V1  play,  show  text1b.  waiting  to  take  control  of  your  writing.  Beware  of  the  following.     Redundancy   The  Lean  Version   important/basic  essentials   essentials   in  spite  of  the  fact  that   although   in  the  field  of  economics/law  enforcement   in  economics/law  enforcement   in  the  event  that   if   job  functions   job  or  functions   new  innovations   innovations   one  and  the  same   the  same   particular  interest   interest   period  of  four  days   four  days   personally,  I  think/feel   I  think/feel   personal  opinion   opinion   puzzling  in  nature   puzzling   refer  back   refer   repeat  again   repeat   return  again   return   revert  back   revert   shorter/longer  in  length   shorter/longer   small/large  in  size   small/large   square/round/rectangular  in  shape   square/round/rectangular   summarize  briefly   summarize   surrounded  on  all  sides   surrounded   surrounding  circumstances   circumstances   the  future  to  come   the  future   there  is  no  doubt  but  that   no  doubt   usual/habitual  custom   custom     we  are  in  receipt  of   we  have  received           ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 35.       STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Programe/Course  Name:  Learning  English  Writing    Module  Name:  The  Writing  Process     4:  Revising  and  SCO  No.   1.2   Lesson  No/Name   Editing   Topic  No/Name     4:  Concise  Words  SCO  Title   Pruning  the  Redundant   2:  Learning   Section  No/Name   Information     Media/Programming                         Non    Graphics  Description/Instruction  When  the  user  goes  to  this  page  the  character  will  start  to  talk  with    (v1):  The  box  T1a  will  show  on  the  page.  Interactivities  C1:  Control  Button  1  -­‐  If  user  roll  over  the  button,  go  to  the  Main  page.  C2:  Control  Button  2  -­‐  If  user  roll  over  the  button,  go  to  the  Writing  Process  page.  C2.1:  Control  Button  3  -­‐  If  user  roll  over  the  button  will  shows  the  lesson  4:  Revising  &  Editing,  and  the  tool  tip  will  pop  up:  SITE  MAP.    If  user  clicks   ,  go  to  content  list  that  shows  the  other  topics  of  the  lesson  C2.1.1:  Parallelism,  C2.1.2:  Consistent  Point  of  View,  C2.1.3:  Active  Verbs  and  C2.1.4:  Concise  Words  and  C3:  Introduction.  C2.1.1:  Control  Button  4  -­‐  If  user  roll  over  the  button,  go  to  the  Parallelism  page.  C2.1.2:  Control  Button  5  -­‐  If  user  roll  over  the  button,  go  to  the  Consistent  Point  of  View  page.  C2.1.3:  Control  Button  6  -­‐  If  user  roll  over  the  button,  go  to  the  Active  Verbs  page.  C2.1.4:  Control  Button  7  -­‐  If  user  roll  over  the  button,  go  to  the  Concise  Words  page.  C3:  Control  Button  8  -­‐  If  user  roll  over  the  button,  go  to  the  Introduction  page.  Next:  Control  Button  9  -­‐  If  user  click  over  the  button  will  go  to  the  next  page  of  the  topic  4:  Pruning  the  Redundant   ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI
  • 36.     STORYBOARDS  FOR  LEARNING  ENGLISH  WRITING      Back:  Control  Button  10  -­‐  if  user  click  over  the  button  will  go  to  the  previous  page  of  the  topic  3:  Introduction.      Narration     Animation  Description  V1:  A  phrase  that  repeats  itself—like  "true  fact,"  "twelve  noon,"  "I  saw  it  with  my  own  eyes"—is  sometimes  called  a  pleonasm.  Redundant  phrases  are  bad  habits  just   When  V1  play,  show  text1b.  waiting  to  take  control  of  your  writing.  Beware  of  the  following.     Redundancy   The  Lean  Version   important/basic  essentials   essentials   in  spite  of  the  fact  that   although   in  the  field  of  economics/law  enforcement   in  economics/law  enforcement   in  the  event  that   if   job  functions   job  or  functions   new  innovations   innovations   one  and  the  same   the  same   particular  interest   interest   period  of  four  days   four  days   personally,  I  think/feel   I  think/feel   personal  opinion   opinion   puzzling  in  nature   puzzling   refer  back   refer   repeat  again   repeat   return  again   return   revert  back   revert   shorter/longer  in  length   shorter/longer   small/large  in  size   small/large   square/round/rectangular  in  shape   square/round/rectangular   summarize  briefly   summarize   surrounded  on  all  sides   surrounded   surrounding  circumstances   circumstances   the  future  to  come   the  future   there  is  no  doubt  but  that   no  doubt   usual/habitual  custom   custom     we  are  in  receipt  of   we  have  received     ABDUL MALIK AHMAD - MATTHEW WEE - HAFIDZAH AZIZ - MARYAM SH - AHMAD ATANI

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