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Hi students, here is the link to submit your discussion text. Make it in PDF.

Wish you a good luck!

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Hi students, I'm sorry that I cannot present on Thursday 29th Jan 2026 due to seminar, so here is an additional reading material to enrich your concept and understanding regarding the discussion text. After you read the text, you have to answer the questions provided in the text on your notebook. submit it on my desk Thursday 29 Jan 2026. Good luck!

https://drive.google.com/drive/folders/1WkltIj8sbskS7FeYJJrnAdXSg8Iie-t5?usp=sharing

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Hi guys and girls! I wanna know how far your progress in Duolingo, so pls add your streak pic in the comment of this post! Cheers~

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Hi students, I would like to ask your favor to share your Duo journey for about 2 months. Oh, and please put the English section for the record, not the other language so I can see your progress. I appreciate your participation, thank you!

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Welcome! Choose one topic below and write your own short argumentative response. Follow the format:

🔹 Claim (your main opinion)
🔹 Two supporting arguments
🔹 (Optional) Counterargument and your response

1. Students should wear school uniforms

2. Homework should be limited

3. Social media is harmful for teenagers

4. Fast food should be banned in schools

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Should We Use Petrol Vehicles Instead of Electric Ones?

As electric vehicles (EVs) become more popular, some people argue that we should stop using petrol vehicles. However, petrol vehicles still have many advantages, especially in terms of convenience, cost, and infrastructure. This essay supports the idea that we should continue using petrol vehicles, at least for now.

First, petrol vehicles are more practical for long-distance travel. They can be refueled quickly at any gas station, while electric vehicles take much longer to charge and charging stations are still limited in some areas. This makes petrol cars more reliable, especially in places without good charging infrastructure.

Second, petrol vehicles are generally cheaper to buy. Although electric vehicles can save money over time, the high initial cost makes them less affordable for many people. Not everyone can buy a new electric car or install a home charger. For many families, petrol cars are still the only realistic option.

Some people argue that electric vehicles are better for the environment. While that is true in theory, most electricity is still produced using fossil fuels in many countries. So, driving an electric car does not always mean it's 100% clean. In addition, producing batteries for EVs can harm the environment too.

In conclusion, while electric vehicles are an exciting new technology, petrol vehicles are still more suitable for many people due to their convenience, availability, and cost. Until electric vehicles become more accessible and supported by strong infrastructure, we should continue using petrol vehicles.

After you read the arguments, give your counter arguments toward the topic, min. 3 points and put the sources.

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Peer Rebuttal Writing

Instructions:
You will respond to a classmate’s argument from Task 1 with a rebuttal — a reasoned disagreement supported by evidence.

Steps to Follow:

1. Read one of your classmates’ Task 1 arguments.

2. Identify the main point they are trying to prove.

3. Refute it with logic, facts, statistics, or real-life examples.

4. Explain why their argument is less convincing than your own stance.

5. Conclude with a short, strong statement that supports your position.

Requirements:

Write 1 paragraph (5–7 sentences).

Use at least one piece of evidence (fact, statistic, or example).

Be respectful — disagree with the idea, not the person.

Example:

Should homework be banned? (Response to Neyla's argument)

You argue that homework should be banned because it causes stress. While it is true that too much homework can be stressful, moderate and well-designed homework actually improves learning and time management. A 2024 study from Maynooth University found that students who had regular homework scored higher on standardized tests compared to those who did not. Stress often comes from poor time management, not homework itself. Therefore, instead of banning homework, schools should focus on giving reasonable assignments that help students practice and master skills.

Moreover, there's a study from Wu (2023) that resulted time spent on in-school homework during weekdays had positive effects on students’ achievement for both grades, and the positive effect was stronger.

Furthermore, A homework can be considered beneficial for students as long as it is in the right proportion with their time and schedule.

Source:

https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1130274/full

https://www.maynoothuniversity.ie/research/research-news-events/latest-news/mu-study-reveals-impact-homework-student-achievement

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Final Boss: Exam on Wednesday (27th August)

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Final Boss: Exam on Wednesday (27th August)

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Hi students! After you have learned the argumentative text, now it's your turn to master it on the incoming exam. Take a look at these text as your example to understand the argumentative text as a whole. Prep urself! Good luck

You need to watch out for these points:

1. Introduction: briefly explain the subject matter dealt with in the text and provide the necessary background, so the reader can understand your position. The introduction presents the thesis, which is the main idea argued for in the text.

2. Body of the argument: this usually consists of three or more paragraphs where the reasoning and data that support your point of view are outlined. Each paragraph should focus on a different idea and should begin by clearly establishing the theme you wish to develop. The opposing arguments that you'll be refuting should be included here along with your own, although the order will depend on the approach you take.

3. Conclusion: this last paragraph should focus on the final argumentation underpinning the thesis, synthesising the most important arguments as developed in the preceding paragraphs. Here, you should avoid including new ideas, and instead highlight the fundamental points in favour of your argument.

The Continued Relevance of Traditional Examinations in Higher Education

Traditional examinations remain one of the most important methods of assessment in universities. Despite frequent criticism, exams continue to play a central role in ensuring fairness, academic honesty, and preparation for professional life.

First, exams are effective in protecting academic integrity. A 2024 report in The Times found that while many universities now use online assessments, only about 10% apply full monitoring, leaving exams vulnerable to misconduct (The Times, 2024). In contrast, in-person supervised exams create a controlled environment where performance reflects students’ own effort.

Second, traditional exams provide a fair and standardized benchmark. According to The Guardian (2024), oral and project-based assessments, while innovative, can disadvantage students who are less confident speakers or lack access to resources, making comparability more difficult (The Guardian, 2024). Written exams, however, place students under the same conditions, ensuring greater equity.

Finally, examinations help students build skills that extend beyond the classroom. A 2025 study on assessment methods noted that high-stakes tests still mirror professional realities where individuals must make decisions under pressure (Arxiv, 2025). The ability to stay focused, manage time, and think critically under stress are transferable skills highly valued in many careers.
While universities continue to explore new approaches, traditional examinations remain indispensable. They ensure fairness, safeguard integrity, and develop essential life skills, securing their relevance in modern education.

Sources:

1. https://www.thetimes.com/uk/education/article/integrity-of-undergraduate-degrees-undermined-by-remote-exams-qdtft5chg?region=global

2. https://www.theguardian.com/australia-news/2024/nov/25/back-to-the-futurum-how-one-university-is-countering-ai-with-ancient-examination-techniques

3. https://arxiv.org/abs/2504.04281

The oncoming test might be about the analysis of the claim, thesis, arguments, and the strength and weakness of the text.

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Practice 1: Let's put your concept into real text

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Practice 1: Let's put your concept into real text

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Reading every day is one of the best ways to improve language skills. It helps students learn new vocabulary, understand grammar naturally, and develop better writing habits. In addition, reading exposes students to different ideas and cultures, making them more open-minded. For these reasons, reading is an essential habit for lifelong learning.

What is the main idea of this paragraph?

Which sentences are supporting details?

Is the main idea stated directly, or is it implied?

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Hi students. This is a ppt for the narrative text. We haven't cleared up the narrative due to changing up plans. Happy exploring!

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In a quiet valley surrounded by hills, a river cut through the land like a silver thread. Every year, during the rainy season, the river swelled until it spilled into the fields and houses of the villagers. People rebuilt their homes again and again, each time using the strongest wood they could find. Yet the floods always returned, snapping beams, tearing walls, and washing away their hard work.

Among the villagers was a boy named Arif. He was not the strongest, nor the loudest, but he observed things others ignored. He noticed the bamboo groves near the riverbank. When the waters rose, the bamboo bent low, almost kissing the ground. But when the floods passed, the bamboo stood straight again, unharmed.

One afternoon, after another flood left his neighbors repairing broken houses, Arif spoke up:
“Why don’t we build our walls with bamboo? It bends with the water, but it does not break.”

The elders shook their heads. “Bamboo is weak. Wood is strong.” But Arif insisted, and with the help of his mother, he built a small hut made entirely of bamboo. The villagers laughed at first, calling it a child’s playhouse.

When the next flood came, the rushing waters struck the village. Heavy wooden walls splintered. Roofs collapsed. But Arif’s bamboo hut swayed and creaked, bending with the force, yet never falling. After the waters receded, his house was the only one left standing whole.

The villagers gathered, amazed. They realized that true strength was not always in resisting but in adapting. From that season on, bamboo became the heart of their homes. The village survived the floods with far less damage, and Arif’s wisdom was remembered for generations.

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Retelling Story 2: The Sun and the Clay Pot

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Retelling Story 2: The Sun and the Clay Pot

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In a dry village where the earth cracked under the blazing sun, a woman named Sari earned her living by shaping clay pots. Each morning, she carried heavy baskets of clay from the riverbank and spent her days molding pots with careful hands. But the harsh heat made her life miserable. The sun scorched her skin, and worse, it cracked her pots before she could sell them. Many nights, she went to sleep hungry because her hard work turned to dust.

One evening, after losing almost all her pots to the heat, Sari prayed. “Why must the sun curse me? How can I survive if everything I make is destroyed?” That night she dreamed of the sun, not as an enemy, but as a golden figure with a warm smile. The sun whispered: “Do not fight me. Use me.”

The next day, Sari remembered her dream. She gathered broken mirrors, shiny metal scraps, and an old wooden frame. With trial and error, she built a rough oven that trapped the sun’s heat. At first, her neighbors mocked her strange contraption, but soon her clay baked harder than ever before. The pots became stronger, smoother, and lasted longer.

Her fame spread from village to village. People traveled to buy her work, and some even asked her to teach them how to build “sun ovens.” Sari no longer feared the heat; she welcomed it. The same sun that once destroyed her livelihood had become her greatest ally.

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Retelling Story 3: The Fisherman and the Giant Wave

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Retelling Story 3: The Fisherman and the Giant Wave

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On a rocky shore lived a fisherman named Damar. Every morning before sunrise, he sailed his large boat and returned with nets overflowing with fish. He sold some in the market, but most he threw away because he could not store them. “The sea is endless,” he told his friends. “It will always provide.”

But one stormy morning, the sky turned black, and a giant wave crashed into the coast. Damar’s big boat shattered against the rocks. He barely swam back to shore with his life. His nets, his boat, and his wealth—all gone in a single day.

For weeks, Damar sat idle, angry at his fate. One evening, an old man visited him. “The sea gives enough for all, but you took more than you needed. Perhaps it is time to learn balance.” The old man gave him a small boat.

Reluctantly, Damar began fishing again. With the small boat, he caught only what his family could eat and a little more to sell. To his surprise, the sea seemed richer, and other fishermen also had better harvests. Slowly, he realized the truth: the sea was not endless; it was generous only to those who respected it.

From then on, Damar became known not for his wealth, but for his wisdom. Whenever young fishermen grew greedy, he told them about the day the giant wave took everything and taught him the meaning of enough.

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Long ago, fireflies were large and bright as birds. Their glow lit the forest so well that animals no longer needed the sun or the moon to travel at night. But as time passed, the fireflies grew proud. They competed with each other, showing off their brilliance instead of lighting the forest for others.

The animals began to suffer. The fireflies’ light was no longer steady—it flickered and flared unpredictably. Some nights the forest was bright, but on others it was pitch dark. Animals stumbled, hunters missed their prey, and travelers lost their paths.

Angry, the Moon came down from the sky. “You were given light to help, but you wasted it for pride,” she said. As punishment, she shrank the fireflies until they were no larger than pebbles. Their glow dimmed to a soft flicker.

Ashamed, the fireflies apologized to the animals. “We cannot guide you as before,” they said. But the animals replied, “Even your small light helps us in the darkest places.” From then on, fireflies no longer tried to outshine one another. They accepted their size and flickered gently, enough to bring hope to travelers on lonely nights.

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Retelling story 5: The Farmer and the Windmill

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Retelling story 5: The Farmer and the Windmill

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In a wide valley, the wind blew so fiercely that children often had to chase after their hats. To most villagers, the wind was only a nuisance—it dried their lips, knocked over baskets, and made travel hard. But to a farmer named Jaya, the wind was something more.

Jaya’s land was dry, and his crops grew weak. One day, while watching the wind whip across the valley, he thought, What if this force could help me instead of trouble me? He began building a wooden structure with blades. His neighbors laughed at him, calling it “Jaya’s spinning toy.”

Day after day, Jaya worked, attaching gears and a grindstone. Finally, when the wind turned the blades, the grindstone spun. Jaya poured corn into it, and within moments, fine flour came out. For the first time in years, his family ate bread.

The villagers soon noticed. Instead of mocking, they asked Jaya to build more windmills. Together, they ground grain faster than ever before. With steady food, the valley prospered, and no family went hungry.

Years later, when travelers passed through the valley, they saw lines of windmills turning in the breeze. People told the story of Jaya, the farmer who stopped fighting the wind and turned it into a friend.

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Once, a river ran clear as glass through a green valley. Fish darted beneath its surface, children played on its banks, and the villagers called it the “Singing River” because at night its waters hummed gently over the stones.

But as the village grew, people became careless. They threw waste into the water, cut down trees along the banks, and let the soil wash in. The river’s song grew hoarse, and soon it stank. Fish died, and children no longer played there.

Among the villagers was a young girl named Lila. One night she dreamt she heard the river crying. When she awoke, she could still hear a faint, sorrowful hum. She told her friends, “The river is sick. We must help it.”

The children began cleaning the riverbank, pulling out trash with their bare hands. They planted young trees whose roots held the soil. At first, the adults only watched, but slowly they joined in, ashamed. Over months, the water cleared, fish returned, and the hum of the river became sweet again.

Travelers who passed by said they could hear the river’s joyful song. The villagers learned that the river sang not only because of water, but because people chose to care for it.

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Task 3 (Thursday, 11th September): The Power of the Wind

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Task 3 (Thursday, 11th September): The Power of the Wind

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Hi students, since we left-hanging up the narrative text, we're gonna review again with this story.

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Hi students, how are you? Hope you feeling good whenever you read this. So this is our third material, namely, Exposition. Let's explore more about it in the ppt above! Cheers!

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Hey students, This is the exposition practice to prepare urself for the exam. Good luck!

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Hi students, here is another practical exercise for exposition text. Good luck!

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Hi students, You can take a look at the text and analyze the structure and answer the following questions.