1) Orientation (Paragraph 1-3)

• Karina introduces what she is going to tell: her holiday vacation in 2019 with her big family.

• Time: “Last year’s holiday … in 2019”

• Place: hometown in Ciamis; also Pangandaran Beach later.

• Participants: the writer, family members (parents, auntie, grandma, cousins, niece, nephew, etc.).

Events

• Paragraph 4-5 - First day (20 December, babysitting niece & nephew, drawing, cooking at night).

• Paragraph 6-12 - Second day (trip to Pangandaran Beach, eating, playing at the beach, arcade, seafood restaurant).

• Paragraph 13 - Third day (tired, fasting, family members sick, no activities).

• Paragraph 14 - Fourth day (babysitting again, preparing for semester).

• Paragraph 15 - Fifth day (boring day: videos, social media, chatting, sleeping).

Reorientation

• Paragraph 16 - Reflection and emotional closing: fun holiday, unforgettable memories, love for family.

2) Time Connection

• Last year’s holiday

• 20th of December

• The first day

• At night

• The second day

• We took about 2 hours

• After we ate

• Then

• In the middle of the road

• After that

• The third day

• Yesterday

• The fourth day

• On the fifth day

• In the evening

-----------------------------------

Text 2:

1) Emotional Language

• “truly stunning part of Australia” → expresses admiration.

• “Much to my delight” → shows joy/happiness.

• “Well… as you can imagine… it was like ALL my Christmases had come at once!” → hyperbole to emphasize extreme excitement.

• “I was SO excited” → strong emotional response.

• “genuinely say ‘Wow! This place looks cool mum!’” → reaction of excitement.

• “happy place” → personal positive feeling.

• “absolute awe” → strong impressed feeling.

• “care, love and attention to detail” → emotional value, showing affection and thoughtfulness.

• “so excited to see …” → again enthusiasm.

• “wonderful time” → positive summary of the experience.

2) Why dialogue engaging?

• Brings characters to life: Children’s voices and reactions give personality and realism.

• Creates immediacy: Feels like conversations are happening in the moment, drawing the reader in.

• Shows contrast/tension: The narrator’s excitement versus the kids’ eye-rolling adds humor and relatability.

• Makes descriptions vivid: Dialogue like “Wow! This place looks cool mum!” paints a clearer picture than plain narration.

• Adds variety: Breaks up long descriptive passages, keeping the pace lively and engaging.

1. In the text “Last Holiday” by Karinaffa, the orientation appears at the beginning, where the writer introduces the setting, people, and time: “Last year’s holiday, me and my family went to our hometown in Ciamis. We went there on the 20th of December by car.” This part gives the background of who was involved, when it happened, and where the holiday took place.

   The events make up the main body of the recount. The writer explains what happened day by day: “The first day…,” “The second day…,” “The third day…,” and so on. Each day describes specific activities, such as eating together, traveling to different places, playing with family, and resting. To link these actions and show the order, the text uses many time connections such as first, at night, the second day, along the way, after we ate, then, after that, the third day, on the fifth day. These words help the reader follow the sequence of events clearly and show the chronological structure of the recount.

   The reorientation comes at the end of the text, where the writer reflects on the experience: “Visit my hometown and holiday with a big family last year is very amusing for me. Although that was a boring day, I have do fun there! All the moments and experience on holiday last year was interesting. I would never forget it, I love them so much.” This section summarizes the overall impression and expresses feelings about the holiday, closing the recount with a personal reflection.

2. Last year’s holiday, gives a general past time reference to start the story.

   On the 20th of December, specifies the exact time when the events began.

   The first day, marks the beginning of the sequence of events.

   At night, places an action within a specific part of the day.

   The second day, continues the chronological order.

   Along the way, shows what happened during another ongoing activity (the journey).

   After we ate, signals the next action after eating.

   Then, links one action to the next in sequence.

   After that, emphasizes that one event followed another.

   The third day, moves the story to the next day.

   On the fifth day, indicates another point in the timeline, keeping the order.

   Finally, signals the end or conclusion of the sequence.

Text 2

• stunning: shows amazement at the scenery.

• delight: expresses deep happiness and joy.

• absolute awe: communicates a strong sense of wonder and admiration.

• mesmerised: suggests being completely captivated and unable to look away.

• incredible: emphasizes how extraordinary the experience felt.

• thrilled: conveys excitement and enthusiasm.

• beautiful: reflects appreciation and positive feelings toward the surroundings.

• enjoyed: shows pleasure in the activities and experiences.

Dialogue makes the story more engaging because it brings the characters’ voices and personalities to life, making the recount feel less like a report and more like a shared experience. It shows genuine reactions in the moment, adds humor or curiosity, and helps the reader imagine being part of the scene. By including conversations, the writer draws the reader into the interactions, which makes the story more relatable and enjoyable to follow.

By Karina Fitria Alhaq

1. Introduction: Paragraph 1-2 (Hello!...Hope you like it!) Because it is just the intro for telling her story, not the beginning of the story.

2. Orientation: Paragraph 3 (Last year’s holiday...I did fun activities.) This section tells the reader her's information background and why she did the event in the first place.

3. Spoiler alert: I will divide events into different explanations

   a. 1st event, activities at home: Paragraph 4-5 (The first day...this is it!) The author explained her activities in auntie's house.

   b. 2nd event, family: Paragraph 6-13 (The second day...very weak for a whole day.) The author described experience with her family when the vacation.

   c. 3rd event: Paragraph 15-16 (The fourth day...my embrace.) The text told us her last time during the holiday.

4. Reorientation: Paragraph 17 (Visit my hometown...I love them so much.) She told us her feelings after those events.

in 2020, last year, the first day, at night, the second day, first, after, while, when, then, the third day, yesterday, the fourth day, on the fifth day, in the evening,

1. Analysis

Orientation:

In the beginning of the text, the writer introduces herself and gives background information about the holiday she is going to tell. This part can be seen in the sentence “Hello! This is me in 2020! … I’d like to tell you about my last year’s holiday vacation in 2019 with my big family!”. It tells us who (the writer and her big family), when (in 2019, starting on December 20th), and where (in her hometown Ciamis and later Pangandaran).

Events:

The events section describes the holiday activities in chronological order from the first day to the fifth day. On the first day, the writer babysat her niece and nephew by drawing and coloring, and at night she ate suki-yuki with her family. On the second day, they went to Pangandaran Beach, brought food, played on the beach, built sandcastles, rode “sepeda goes,” bought beach clothes, and ate seafood. On the third day, she was fasting and many family members were sick, so they stayed home. On the fourth day, she babysat again while also studying for her semester. On the fifth day, she spent time watching YouTube, chatting with friends, and resting, although she felt bored. These activities are organized with time connectives that show the sequence.

Reorientation (Resolution)

At the end, the writer closes her story by giving her personal impression of the holiday. She says that visiting her hometown and spending time with her big family was very amusing and unforgettable, even though there were some tiring or boring days. This is the reorientation because it reflects the overall experience and gives a positive conclusion.

2. The text uses many time connectives to make the sequence clear, for example

a. Last year’s holiday → shows when the whole story happened (time frame in the past).

b. On the 20th of December → gives a specific date as a starting point of the story.

c. The first day → marks the beginning of the chronological sequence.

e. At night → signals a part of the day when another activity took place.

f. The second day → continues the sequence, moving to the next day.

g. Along the way → shows what happened during the journey to Pangandaran.

h. After we ate → shows what came next after finishing the meal.

i. Then → links one action to the next in order.

j. After we played and bought some clothes → signals that the next event happened following those activities.

Text 2

- The holiday recount uses emotional language to show the writer’s feelings and make the story more vivid. Words and phrases like “much to my delight,” “I was so excited,” and “I had found my ‘happy place’” express her joy, excitement, and happiness during the holiday. These expressions help readers connect with her experiences and understand how much she enjoyed the activities, making the recount more engaging and relatable.

- Dialogue makes a story more engaging because it shows the interactions between characters, reveals their personalities, and adds realism to the narrative. In the holiday recount, for example, when the husband says, “How far is it from here? You have to go there…you will love it!”, it shows his supportive and encouraging nature. Dialogue also moves the story forward by introducing decisions or actions, like visiting a new place, and breaks up long descriptions, keeping the reader interested. By including dialogue, the story feels more dynamic, lively, and easier for readers to imagine the events as if they were happening in real life.

2.Conjunction : then, The first day, While, At night, The second day, Along the way, First,All the while, On the fifth day,But in the evening.

Conjunction of time : The first day At night, The second day,First,On the fifth day,But in the evening.

1. Much to my delight, it is a truly stunning, I was SO excited, hesitation, very beautiful area, but as soon as we pulled into the driveway I was impressed,This place looks cool,I was in absolute awe of the beauty, care, love and attention to detail shown in the design and creation, amazing contribution,oved writing her name using Braille,mesmerised by the Galton Board,he found it fascinating reading, I was obviously so excited,I HIGHLY recommend,The book is beautifully,he was gracious enough,I am so glad,I guarantee they will find it interesting

2. The dialogue could make the story more engaging because it make us as a writer to fell the environment on the Dr Ange's holiday. It engage us to dive into the story. Its help us to imagine the story vivid.

   
   

Well… as you can imagine… it was like ALL my Christmases had come at once!

I was SO excited...you have to go there…you will love it!

I waited excitedly and finally the day arrived! 

I was impressed

...made me feel like I had found my “happy place”! 

I have used over the years...however we had never met

I was in absolute awe

Entry is completely free, and Cal and Rosemary have funded the building of the gallery entirely themselves.

What an amazing contribution to Maths Education in Australia!

The information on each exhibit was written in simple, child-friendly language that even my 7 year-old could understand.

I HIGHLY recommend you pop in and if your school is local- it would be such a wonderful location for an excursion, particularly for Year ⅚ students.

we had such a wonderful time at Mathema, and I am so glad I decided to pick up that tourism magazine!

I guarantee they will find it interesting! 

2. The highlight of the time connection:

   • Last year's holiday

   • 20th of December

   • The first day

   • At night

   • The second day

   • After we ate

   • Then

   • In the middle of the road

   • After that

   • The third day

   • Yesterday

   • The fourth day

   • On the fifth day

   • In the evening

     
     

     
     

• My holiday recount

  1. The emotional language that was used

  • truly stunning

  • highly recommend

  • ALL my Christmases had come at once

  • SO excited

  • very supportive husband

  • you will love it!

  • I waited excitedly

  • Wow! This place looks cool mum! 🙌🏻

  • impressed

  • happy place

  • absolute awe

  • beauty, care, love and attention to detail

  • truly a ‘passion project’

  • amazing contribution

  • mesmerised

  • loved

  • fascinating

  • #winning

  • obviously so excited

  • amazing mathematical discoveries

  • so much more

  • beautifully published

  • very excited

  • gracious enough

  • such a wonderful time

  • so glad

  • congratulate and thank

  • HIGHLY recommend

  • raving fan!

  2. How does dialogue make the story more engaging?

     Those dialogues that insult the emotion mostly impacts the reader to understand the story more. The words of feelings that were described by the author aids the reader to comprehend the ambience that occurred. For instance: The ambience was actually delightful, "Well… as you can imagine… it was like ALL my Christmases had come at once!

     I was SO excited", but the author did not use such emotional language, "Christmases had come at once. That's why Intend to prepare for it", it would be less engaging since there is not any emotional contradiction that made the story live. In conclusion, emotional language is precisely essential to establish such alive atmosphere that was described in the story, and makes the reader more thrilled to read the story.

1. Analysis:

• Orientation: the part when the writer told that she went to her hometown in Ciamis on the 20th December. I agree this is the orientation part because in this part the writer explained the beginning of her holiday.

• Event: the whole activities in days done by the writer from the time she played with her nephew and niece, cooked and ate suki-yuki, went to Pangandaran Beach, until the fifth days where she finally had nothing to do. This is the event because in this part, the writer told the reader (us) about the whole holiday stories, even though in the last 3 days the writer did nothing (she said she was bored) it's still part of the event because it still explain about the writer's activities.

• Reorientation: the last paragraph where the writer told us about her feelings during her holiday. She explained that her holiday was amusing and interesting even though she still felt bored.

2. Time Connetives:

   • "Then we played some arcade named “sepeda goes”."

   • "After we played and bought some clothes, we ate in the seafood restaurant."

   • "After we ate, we played on the side of the beach and took some photos."

   • "But in the middle of the road, we visited a clothing store and bought some beach clothes."

Recount Text 2:

1. Emotional Languange:

• "I was SO excited"

• "I waited excitedly and finally the day arrived! "

• "immediately made me feel like I had found my “happy place”!"

• "As soon as I walked into the Gallery I was in absolute awe of the beauty, care, love and attention to detail shown in the design and creation."

• "What an amazing contribution to Maths Education in Australia!"

• "Overall, we had such a wonderful time at Mathema, and I am so glad I decided to pick up that tourism magazine!"

1. The dialogue in the story makes the story enganging because it shows interaction between people in this story. For example when the writer's husband said “how far is it from here? You have to go there…you will love it!," it shows that her husband is indeed supportive as she has explained before. Also the children said “Wow! This place looks cool mum!". Her children are impressed by the place and it clearly shows that the place is indeed really beautiful, even children admits it.

Key Points:

-Orientation (paragraph 1-5)

-Event (paragraph 6-11)

-Re-orientation (paragraph 12-16)

Reason:

-Orientation provides background information telling the reader about who, what, when , where of the event. Int the blog there was an evidence where the character had a 7 months old nephew. However the first day of the story began, the main author helped her auntie to took care of her. To summarize, as we can see orientation provides background information, there were an evidence which the author had to took care of her nephew.

-The main body of the orientation is the event where there are the main topic comprehence there. To clarify, in the blog there are an evidence where the author went to Ciamis in 2020 in purpose for visit their hometown. Additionally, the blog had reached its main discussing point if you red from paragraph 6-11. In summary, event is the main topic that is discuss in the text (blog), usually there are lots of interesting that pop out in there.

-The reorientation part of the recount text is found in the last paragraph, where the writer reflects on the overall experience. It shows the writer’s personal feelings about the vacation, stating that visiting the hometown and spending time with family was enjoyable. The writer admits there were some boring moments, but emphasizes that the fun and memorable experiences made the trip special. This conclusion helps wrap up the story by giving a final personal evaluation of the holiday.

Blog 2 "My holiday recount"

Key points:

-Orientation (Paragraph 1–2)

-Event (Paragraph 3–7)

-Re-orientation (Paragraph 8)

Reason:

-Orientation gives background information that tells the reader who was involved, what happened, when and where it took place. In this blog, the author introduces that they went on a holiday with their family to the Sunshine Coast in Queensland. It also gives a general idea about the location, making the readers interested. In short, the first two paragraphs clearly give the setting of the story.

-Event is the main part of the recount where the story is told in sequence. From paragraph 3 to 7, the writer explains several experiences, including the trip to Bribie Island, visiting a science centre, and how their children reacted to different activities. These paragraphs describe what happened step-by-step and include personal experiences and details, which makes it the event section.

-Re-orientation is found in the last paragraph. It shows the writer’s reflection and closing thoughts about the holiday. The author says they had a wonderful time and is glad they picked up the tourism magazine, which led to this memorable trip. This gives a personal evaluation of the overall experience and wraps up the recount.

1. Orientation:

   The writer first introduced her current time which was when she was writing the blog after the holiday. While the main orientation of the holiday started from third paragraph.

   Event:

   Starting from the fourth paragraph where she explain specifically the first day of holiday until the second-last paragraph are a series of the whole holiday with there family.

   Reorientation:

   The last paragraph, there are expressions and reflections with no other additional explanation of the event.

2. Time Connectives

   • Last year's holiday

   • on the 20th of December

   • The first day

   • At night

   • The second day

   • After we ate

   • Then

   • After we played and...

   • On the third day

   • On the fourth day

   • On the fifth day

   • In the evening

The Orientation : First paragraph up to the third paragraph.

It was stated clearly in the first paragraph, where she introduced about her current activity, which is the 2020 new year celebration. The second and third paragraph, she told us about her experience

where she celebrate the 2019 new year in her hometown with her family.

Even though it was written in the blog about her name, but i think it would be better if she introduced her self again in the orientation.

The Event : The fourth paragraph up to the thirteenth paragraph.

For the event during the holiday, she babysat her niece and nephew, taught her niece to color and practice english, they also cooked and enjoyed suki with tom yum gravy. The next day, her family and she traveled to Pangandaran beach, where they enjoyed the time on the beach together. After that day, she then rested because she and her family were tired and even she was sick.

The Re-Orientation : The fourteenth paragraph.

On the reorientation she stated that even though the holiday was boring but she was also having fun and time with her family.

Blog 2 "My holiday recount"

The Orientation : The first paragraph and the second paragraph.

On the first and second paragraph the author introduced her family and holiday in Sunshine Coast Queensland, where she described her family that is very outdoorsy and spent most days surfing or on scenic walks.

The Event : The third up to the twentieth paragraph.

The event told us about she during the holiday, the family spent time outdoors at the beach and on walks. One rainy day, they drove to Bribie Island for lunch, where the she found a tourism magazine featuring the Mathema Gallery. They then planned a visit later in the week. On the day of the visit, they drove 75 minutes through winding roads, they were impressed when they arrived. At the gallery, each family member explored different exhibits, enjoying interactive math games and learning mathematical discoveries.

The Re-Orientation : The twenty third paragraph and the twenty fourth.

The author expressed her gratitude and admiration for the Mathema Gallery creators and fascinating memory about the mathematical history.

1. Analyse the orientation, event, and reorientation

- The orientation starts from when the reader introduces on what she's going to share (Her holiday experience in Ciamis) and ends right there. "Last year’s holiday, me and my family went to our hometown in Ciamis. We went there on the 20th of December by car. I had a great time and I did fun activities."

- The text itself is full of series of event, its ranging from after orientation up until the second last paragraph. For each and every day, she wrote the series of event throughout the day.

- Reorientation is the part where there are no more event, just concluding or emphasizing her feeling towards what she had experienced. By using that fact, we can assume that the last paragraph is the reorientation.

2. highlight the time connective

• Last year's holiday

• on the 20th of December

• The first day

• At night

• The second day

• took about 2 hours

• The third day

• Yesterday

• After we played

The Second Text

1. Highlight Emotional Language

The term, “Much to my delight..” was used to show joy / happiness.

Writer also wrote “I was SO exited” with full caps on SO, it shows a strong emotion that shes exited about something

“Absolute awe” was written to show how impressed the writer was about something.

2. Why dialogue make a story more engaging

Because it shows interraction within the characters involved in the story. This can encourage people to feel more engaged in the narrative.

1. The orientation of the blog is in the first paragraph when the author conveys her Holiday experiences. Here is the orientation:

"Last year’s holiday, me and my family went to our hometown in Ciamis. We went there on the 20th of December by car. I had a great time and I did fun activities."

The reason is because it introduces the background information before the events happen, such as the time, place, and the participants.

The event of the blog is in the paragraphs that tells about her first day until the fifth day of her holiday. for an example :

"The first day, I helped my auntie to keep on watching of my niece and nephew, yeah, I’m being a babysitter for a while. My niece is only two years old and her brother, my nephew is 7 months years old. My auntie asked me to draw some objects in the paper so that my niece will color it. I drew a princess on the paper and my niece put some color on it. While she colored my draw, I also asked her to speak with the English language, like counting the number, guess the color, and some simple conversation." This is the event of the text because it tells use about what actually happened in chronological order, it shows the activity day by day.

And lastly, the reorientation of the blog is in the last paragraph.

"Visit my hometown and holiday with a big family last year is very amusing for me. Although that was a boring day, I have do fun there! All the moments and experience on holiday last year was interesting. I would never forget it, I love them so much."

This is the reorientation because it summarizes and evaluates the holiday experience (reflection).

2. Time connections :

• Last year

• 20th of December

• The first day

• At night

• The second day

• 2 hours

• After we eat

• Then we played some arcade

• In the middle of the road

• After we played

• We went home after that

• Although after that

• The third day

• Yesterday

• The fourth day

• Whole day

• On the fifth day

• In the evening

Recount Text 2 :

1. Emotional Language

   • "it is a truly stunning part of Australia"

   • "it was like ALL my Christmases had come at once!"

   • "Much to my delight"

   • "I was SO excited"

   • "I was impressed"

   • "I am so glad"

   • "a wonderful time"

2. Why the dialogue engaging?

   • It includes direct speech

   • Personal voice and emotion

   • descriptive detail around the dialogue

   • relatable situation and humor

Stylistically, Karina writes in a simple, factual way that suits a personal school-style recount, aimed at teachers or classmates as readers. Ange Rogers, however, writes with a more engaging, narrative style. She uses dialogue, humour, and exaggeration to pull in her audience, who are likely blog readers, normal people or teachers looking for examples of lively writing. Overall, Karina’s text prioritises chronological clarity, while Rogers’ recount prioritises emotional connection and entertainment towards the audience.

The emotion in Kirana’s blog is more neutral comparred to the exited and very expressive Roger’s. Though different, both of the blog share a positive emotions throughout the story.

For emotion feature, Ange Roger's blog is more emotional, because she wrote how happy she was when her family went to the gallery, how she was very amazed by the gallery and how she decribed how happy her children playing when they were playing in this gallery.

For style feature, both blog has their own style. For the Karina's blog, she describes eveyrthing, even the not interesting one so that her blog became very detail. While in the other hand, Ange Roger's blog style is very emotional and engaging way which would made audience very interested going to her destination.

For audience, Karina's blog is more likely for for audience that really wants to know what she did every time, even though she's not going out for a trip, but for Ange Roger's blog, her audience is more likely those who wants a unique destination because of how she describe unique place very interesting.

Both recount text indeed told the same things in terms of emotions and audience, but they also have different aspects to be analyzed. The differences are in the style and structure. Ange Roger's use a casual style of writing, but the disadvantage of using this casual-style writing made Ange Roger's recount text looks not structured. While Ange Roger's story is not that structured, Karina's recount text is more structured and easy to read even though the style that used by Karina is not as casual as Ange Roger's.

Both blogs, Agne Roger's blog and Karina's blogare written as recount texts with orientation, events, and a closing reflection/reorientation. The first blog is more well-structured because it clearly introduces the trip, builds the story with detailed events, and ends with a good conclusion that reflects on the experience. The second blog still follows the recount pattern, but it feels more like a diary, moving from one day to the next without smooth transitions, so the structure is looser and less polished. Even so, both share similarities in being personal, informal, and told in chronological order. In terms of emotion, both writers show enjoyment of their holidays, but in different ways. Agne Roger's blog expresses excitement and amazement, often using humor and dialogue to keep the story lively. On the other hand, Karina’s blog mixes fun with flatness and tiredness, showing a more family holiday feeling. Style also makes a difference. Agne Roger's blog uses richer vocabulary, more detailed description, and quotes to make the story engaging, while the second uses simpler words and a casual tone. These choices connect with the audiences they are meant for. Agne Roger's blog speaks to Teachers and Numeracy Leaders ( as what it says in her blog ), while Karina's blog is written more for peers or a general audience who enjoy reading personal family stories.

The terms of expression used by Karina in her blog aren't as emotionally advance as Roger's due to the choice of words. The choice of words difference shown through the terms such as, stunning, delighted, amazing, mesmerised, wonderful. In addition, Roger mentioned not only her perspectives and reactions. This way, the readers are able to unite with the story and feel the warmth of emotions.

Lastly, Karina likely directed her blog for school assignment and to be read by the teachers or classmates. On the other hand, Roger wrote her blog for general audience such as adult, parents, and teenagers.

The similarities that the first blog and second blog have is that both of the blogs talk about their holiday and enjoyable experience in recount text form and put in to blog. And the difference is that the first blog has a more structured than the second blog.

Emotions :

For the emotion context, In my opinion the second blog gives more emotional vibes from the way the author write the recount text. Make the reader to feel more emotion from the experience.

Style :

For the style, i prefer more with the second blog because of the writing style and also the blog that i think, have a better design :)

Audience :

Meanwhile the biography about Ms Ruth sometimes provide a grammar and structural error like typo and bad capital letter. but the story of Ms Ruth could be inspirational for the others

Another strong reason for prioritising STEM scholarships is the growing demand for skilled professionals in these fields. Many countries face shortages of engineers, scientists, and technology specialists, which can slow economic growth and limit technological advancement. Financial barriers often prevent capable students from pursuing STEM degrees, particularly those from disadvantaged backgrounds. Government-funded scholarships can help ensure equal access to education while also addressing urgent workforce needs. In this sense, prioritising STEM scholarships is a strategic policy choice that aligns education with labour market demands.

However, critics argue that humanities and social sciences should receive equal scholarship funding because they are essential for developing critical thinking, ethical reasoning, and strong communication skills. These disciplines help students understand social issues, cultural diversity, and moral responsibility, which are equally important in shaping balanced and informed citizens. Without adequate support, humanities and social sciences may be undervalued, potentially weakening democratic participation and social cohesion. From this perspective, prioritising STEM alone may create an unbalanced education system.

Despite these concerns, prioritising STEM scholarships does not mean denying the value of other disciplines. Instead, it reflects the reality of limited public funding and the urgent need for technical expertise in key sectors. A strong STEM workforce can drive innovation that benefits society as a whole, while graduates from all disciplines can still contribute in meaningful ways. Therefore, while a balanced education system is important, prioritising scholarships for STEM students can be justified as a practical and forward-looking policy aimed at supporting national development.

- Is any perspective missing?

-Supporting: Because these disciplines play a crucial role in economic growth and technological progress.

-Example:

1. Countries rely on scientific research

2. Stem graduates contribute to industries (healthcare etc).

3. High demand for skilled professional in STEM

-Rebutt:

1. They should receive an equal scholarship for developing critical thinking

Governments should prioritise scholarships for students in STEM (Science, Technology, Engineering, and Mathematics) fields because these disciplines play a crucial role in economic growth and technological progress

Supporting Reason

 In an increasingly globalised and innovation-driven world, countries rely on scientific research and technological development to remain competitive. By investing in STEM education through targeted scholarships, governments can support innovation, productivity, and long-term economic stability.

Another strong reason for prioritising STEM scholarships is the growing demand for skilled professionals in these fields. Financial barriers often prevent capable students from pursuing STEM degrees, particularly those from disadvantaged backgrounds. Government-funded scholarships can help ensure equal access to education while also addressing urgent workforce needs. In this sense, prioritising STEM scholarships is a strategic policy choice that aligns education with labour market demands.

Evidence

 STEM graduates contribute directly to industries such as healthcare, engineering, renewable energy, and information technology, which are essential for national development.

Many countries face shortages of engineers, scientists, and technology specialists, which can slow economic growth and limit technological advancement.

Counter Argument

However, critics argue that humanities and social sciences should receive equal scholarship funding because they are essential for developing critical thinking, ethical reasoning, and strong communication skills. These disciplines help students understand social issues, cultural diversity, and moral responsibility, which are equally important in shaping balanced and informed citizens. Without adequate support, humanities and social sciences may be undervalued, potentially weakening democratic participation and social cohesion. From this perspective, prioritising STEM alone may create an unbalanced education system.

Rebuttal

Despite these concerns, prioritising STEM scholarships does not mean denying the value of other disciplines. Instead, it reflects the reality of limited public funding and the urgent need for technical expertise in key sectors. A strong STEM workforce can drive innovation that benefits society as a whole, while graduates from all disciplines can still contribute in meaningful ways. Therefore, while a balanced education system is important, prioritising scholarships for STEM students can be justified as a practical and forward-looking policy aimed at supporting national development.

Supporting reason : Another strong reason for prioritizing STEM scholarships is the growing demand for skilled professionals in these fields.

Evidence : Shortages of engineers, scientists, and technology specialists, which can slow economic growth and limit technological advancement.

Counterargument : However, critics argue that humanities and social sciences should receive equal scholarship funding because they are essential for developing critical thinking, ethical reasoning, and strong communication skills.

Rebuttal : Despite these concerns, prioritizing STEM scholarships does not mean denying the value of other disciplines. Instead, it reflects the reality of limited public funding and the urgent need for technical expertise in key sectors. A strong STEM workforce can drive innovation that benefits society as a whole, while graduates from all disciplines can still contribute in meaningful ways. Therefore, while a balanced education system is important, priotizing scholarships for STEM students can be justified as a practical and forward-looking policy aimed at supporting national development.

Supporting reasons:

1. By investing in STEM education through targeted scholarships, governments can support innovation, productivity, and long-term economic stability.

2. Prioritising STEM scholarships is a strategic policy choice that aligns education with labour market demands.

Evidence:

1. STEM graduates contribute directly to industries such as healthcare, engineering, renewable energy, and information technology, which are essential for national development.

2. Many countries face shortages of

   engineers, scientists, and

   technology specialists, which can

   slow economic growth and limit

   technological advancement.

3. Financial barriers often prevent

   capable students from pursuing

   STEM degrees, particularly those

   from disadvantaged backgrounds.

Counterargument: However, critics argue that humanities and social sciences should receive equal scholarship funding because they are essential for developing critical thinking, ethical reasoning, and strong communication skills.

Rebuttal: Prioritising STEM scholarships does not mean denying the value of other disciplines.

"Governments should prioritise scholarships for students in STEM (Science, Technology, Engineering, and Mathematics) fields because these disciplines play a crucial role in economic growth and technological progress."

2. Supporting reasons:

"STEM graduates contribute directly to industries such as healthcare, engineering, renewable energy, and information technology, which are essential for national development."

3. Evidence:

"Many countries face shortages of engineers, scientists, and technology specialists, which can slow economic growth and limit technological advancement."

4. Counterargument:

"However, critics argue that humanities and social sciences should receive equal scholarship funding because they are essential for developing critical thinking, ethical reasoning, and strong communication skills."

5. Rebuttle:

"Despite these concerns, prioritising STEM scholarships does not mean denying the value of other disciplines. Instead, it reflects the reality of limited public funding and the urgent need for technical expertise in key sectors."

First of all, the government gather funds by the public money or tax payers. However, in order to achieve a better quality of the students, they need to get a higher academic standards to emphasized their maximum potential once the program is finished. For example, when students does not pushed beyond their limits, they are more likely to reach the stagnant stage that is not what the government aims for.

On the other hand, when a the government gave an input (support) to the students that got the privilege, they should produce better output than the regular students. In this case, the tax payers money should be a responsibility of the government so the funds did not act as a failure. As an example, there are a lot of ineffective money that the government use for, but in some cases these money cannot be utilized effectively.

Moreover, despite the academic standards, there are various different types of students who are not capable in academic, whereas their strengths are in arts or sports. As a result, there are some inequalities between the academic and non-academic students.

As a summary, scholarship recipients should be held a higher academic standards because the government use the funding from the tax payers. As a result, when students were pushed to maximize their potential, they are more likely to have a better future life for themselves and the country.

First of all, the government gather funds by the public money or tax payers. However, in order to achieve a better quality of the students, they need to get a higher academic standards to emphasized their maximum potential once the program is finished. For example, when students does not pushed beyond their limits, they are more likely to reach the stagnant stage that is not what the government aims for.

On the other hand, when a the government gave an input (support) to the students that got the privilege, they should produce better output than the regular students. In this case, the tax payers money should be a responsibility of the government so the funds did not act as a failure. As an example, there are a lot of ineffective money that the government use for, but in some cases these money cannot be utilized effectively.

Moreover, despite the academic standards, there are various different types of students who are not capable in academic, whereas their strengths are in arts or sports. As a result, there are some inequalities between the academic and non-academic students.

As a summary, scholarship recipients should be held a higher academic standards because the government use the funding from the tax payers. As a result, when students were pushed to maximize their potential, they are more likely to have a better future life for themselves and the country.

First, not all scholarships are given for academic excellence. Many universities in this world, including one of the top universities, MIT (Massachusetts Institute of Technology), give schoalrships based on a student's impact on their community or perhaps their leadership potential. MIT states that they consider extracurricular activities, personal qualities, and fit with their mission rather than someone who excel academically but has no ability to be beneficial to society.

Second, holding scholarship students to a higher standard creates an unfair burden to that particular person. These students often come form the low-income families and already face challenges that other students do not. They may need to work at part-time jobs, send the money they have home, or afford college without family members who have it done before. Adding extra academic pressure on top of that is not motivating, it makes exhausted. Meanwhile, students who pay full face no extra expectations. This creates a double standards that 'punishes' students for being financially unable.

Some people argue that scholarships are a privilege, so recipients should work harder to earn that. They say that since country is investing money in them, they owe the academic excellent performance. But this argument forgets that scholarship is not a charity, they are investments. Country give scholarships because they believe that the student will contribute something valuable, not because they want to buyt perfect grades. A student who brings diversity, new ideas, or leadership skills is already giving back to the university, even if their GPA is not the highest in the class.

In conclusion, forcing scholarship students to meet higher academic standards is unnecessary and unfair.

        Governments often spend huge amounts of money on academic scholarship recipients, to improve productivity and quality of their citizens. They reach for talented students across the country and are willing to spend the money for them. For instance, our school Kemala Taruna Bhayangkara only accepts 0.1% of their applicants in order to find the best of the best. In Indonesia, education holds 20% of total amounts of APBN with 724T including MBG. With all of that money, the government doesn’t want to lose a single opportunity to maximize the outcome.  By increasing the academic standard for academic recipients, it would drive the students to improve themselves in order to survive. Therefore, academic scholarship recipients should be held to higher academic standards.

          However, higher academic standards should not be implemented for all scholarships. There are many scholarships for students who have talent in sport, art, and for those who don't have access to school. Sport scholarships recipients might not increase the productivity of the country by STEM and academics, but they still have the talent to improve the productivity by being a good athlete. And for the students who don’t have the access for school, they still have the right to have education even though they're not excellent at it. Because, it is better to have educated people with higher chances to be employed than to save the money and lose the opportunity. 

       In conclusion, higher academic standards should be held for academic scholarship recipients only, and not for other scholarships like sport, art, and for those who don't have access to school. Because it is better to spend the money for increasing the productivity of the citizen by giving scholarships instead of losing the opportunity. 

Acknowledged as a recipient which means he deserve to receive it even it came from excel, poor, or something others that supposed to be. Moreover scholarship is not a cheap things, as a result of giving scholarship which cost much money, higher academic standards have to be set. It’s actually beneficial for the students itself. Due to the higher academic standards, it’s force student to study harder, forge them, and increase their quality. Therefore the students actually more prepare to face further studies or works, which more difficult compare with school life.

Higher academic standards might be will not fair set in athletes that already focused on physical activity. Athletes already have their schedule with many exhausting exercises. If we set higher standards, its means when after did tiring exercise they still should to do intense study. Perhaps it will drain their much energy and gave them a lot of pressure which not good for health and well being. However, even though it gave them that pressure, it’s actually adequate for them. Imagine in real life conditions, we will face that kind of situations frequently, so it could be like rehearsal and make us more prepare to encounter this situation. Moreover not all of athletes could be professional. Its cruel but to being highest level athletes, it needed “talent” and not everyone have it. Therefore for giving them higher academical standard make them more prepare and give them flexible way to further their paths.

In conclude higher academical standards not just a tool for giving factual report to scholarship’s provider that sign students deserved to receive it. It also the tools for students to increase their quality. However it might gave them much pressure, but in fact it make them more prepare and give them flexible change as safety net to counter real world experience.

Therefore, I would like to emphasize the point that not all scholarship is always about academic. A study by Imed Buchaira, Phd in research.com showed that there are over 1.7 to 1.8 million non-academic scholars in the Us, this number clearly highlights the point while not even interpreting the bigger number outside US. Additionally, standards should not be only specified towards one field of subject, rather specified for other fields (e.g., having great physique for sport related scholarship). Moreover, adding this standards towards a non academic-concentrated fields will add a heavy burden towards scholars, as study has proven that almost 40% of recipients in the US faced challenge in fulfilling the academic requirements.

Some people may argue that scholars should in fact receive a higher academic standard regardless of their field. As they believe that standards should be stricter towards recipients because practically they are given the money and support to pursue education. Because at the end of the day, they are representing the institution that gave them the scholars, and it is the portraying that academic undermines quality that still keeps this kind of mindset.

Removing a higher academic standards does not ultimately mean exterminating maintaining academic persistence. Rather a specialized system where academic needs will follow whether the fields of the corresponding scholarship is concentrated towards academic or not. Moreover, other factors that should be taken into account when carrying high academic standards are students mental health and fitness. In conclusion, academic standards should not be rigid equally on a high note for every single subject fields, rather tailored towards academic requirements of each subject while adjusting to other interconnected factors.

High academic standards impose high pressure for the students and instead of leading to low-quality of graduates, it will help them to generate their motivations to overcome the challenges. When students are given the task of fulfilling high-standard requirements, they develop discipline, endurance, and analytic thinking. These are crucial strengths that help them cope with high-standard academic pressures, thereby also enabling them to cope better in real-life scenarios. Instead of oppressing them, such academic pressures can provide a boost, encouraging them to better hone their skills and reach greater heights of academic performance.

Compared to students who are used to low academic pressure, the scholarship recipients will tend to overlap those students. Accordingly, an article from Washington Monthly by Marcus (2016), half a million arriving high school graduates, or about one in four, show up on campuses each fall not ready to take college courses. This data implies that students with high flexibility were currently in a high demand. On the other hand, not only for the sake of the university itself, the students will granted bunch of benefits. It is due to the reason that flexibility will help the students to develop themselves without needing to be concerned of developing time management in a high academic rigor environment. They are ready to fly high and meet the high workforce demand after graduating.

Despite these many advantages, critics indicate that high academic standards can take an obviously negative toll on the mental health and well-being of students. Constant stress can lead to burnout, anxiety, and a loss of intrinsic motivation, especially when students are not able to keep up with extremely high expectations. Some educators say that it would be better for learning standards to be slackened enough so that students can devote themselves more to finding interests that satisfy them and foster creativity, thus maintaining a healthy balance between academics and personal life. If adequate emotional and academic support systems are unavailable, students of capability might be discouraged from achieving their full potential due to overly stringent scholarship requirements.

In conclusion, though there are some risks in lowering and raising academic standards, high academic standards remain with more positive effects as long as there is appropriate guidance. High-stakes academic environments help build stronger minds in terms of motivation, resilience, and preparedness for future challenges, and this will ultimately result in better quality students. However, there is also the aspect of stress levels; to ensure this does not affect the students, there should be appropriate guidance and adaptive learning strategies to ensure scholarship students become not only competent but also effective agents of societal development.

• Overall effect: Using digital games to improve students’ academic performance could be one of the effective methods for STEM education.

• Moderator analysis: The effectiveness of video games is influenced by other variables such as: subject discipline, duration. Under the randomeffects model, moderator analyses were performed on these moderator

• Analysis: There was only slight different between the traditional treatment group with the multimedia approach. However, there are an improvement

       is more effective than other instruction strategies, indicating that intervention of digital games seems to improve student learning.

• Conclusion: Students understanding can be improve by implementing video games related to STEM. STEM games need to be as alligned as the real life example.

a promising pedagogical method in STEM education that effectively improves learning gains.

Explanation:Learning these disciplines has been considered to have various difficulties and challenges due to the subject's complex, abstract, and multi-dimensional nature. Digital games are considered to have a profound potential to meet these challenges and positively impact students' learning gains and attitudes. Games perform an essential function of promoting cognitive development, are an immersive, enjoyable, and exciting activity, and are widely used in educational contexts. Furthermore, researchers have noted that digital games can achieve diversified STEM learning goals that enhance students' learning motivation, improve their understanding of knowledge concepts, and cultivate their problem-solving abilities.

Evidence:The analysis results of effect sizes from 33 studies (N=3894) published from 2010 to 2020 showed that digital games contributed to a moderate overall effect size (ES=0.667,95%CI[0.520−0.814],p<0.001) when compared with other instructional methods. The effect size of digital game-based instruction compared to multimedia is 0.848 (p<0.001), and when comparing digital game-based instruction with traditional introduction, the effect size was 0.558 (p<0.001). The effect size of science (ES=0.750,p<0.001) is higher than that of mathematics (ES=0.629,p<0.001). Regarding education levels, it is most beneficial for primary education (ES=0.835,p<0.001) to learn with the assistance of digital games, with results that were significantly better than those in secondary (ES=0.487,p<0.001) and higher education (ES=0.492,p<0.05). The results of the subgroup analyses of gaming platforms summarize that using computers (ES=0.625,p<0.001) and mobile devices (ES=0.768,p<0.001) both significantly enhance students' learning.

• Introduction= brief explanation about the global issue of technology advancement and the lack of resources, which will be connected to the theme human ingenuity specifically in technological development for african children.

• Paragraph 2= The main objective will be about the undeveloped technology advancement used by the children showing poverty.

• Paragraph 3= The main objective will be about the lack of technology reserved in the picture which led to global issue scarcity.

• Conclusion= Closing statement about how the picture represents human ingenuity as an issue where in some part of the world scarcity and poverty of technology still happen.

• The image portrays a group of students in a setting that, whilst not explicitly defined, strongly suggests a classroom environment through their collective focus.

• The primary activity involves a lesson delivered through digital platforms rather than traditional physical textbooks.

• The atmosphere is characterised by a sense of concentrated energy, with the light from screens illuminating the students' faces.

• This scene offers a snapshot of how modern education is being implemented in environments that may face logistical challenges.

The Reality of Resources

• A noticeable shortage of digital hardware, particularly headsets and tablets, is evident in the frame.

• This lack of equipment necessitates that students work in pairs or small groups to access the material.

• The ratio of students to devices serves as a visual indicator of the broader disparities in educational funding and infrastructure.

• Despite these gaps, the students demonstrate a high level of adaptability in how they navigate the shared technology.

• The specific types of devices shown provide clues about the level of technological investment available to the local community.

Engagement and Innovation

• The expressions of the students reveal a genuine sense of excitement and curiosity towards the digital content.

• This visible enthusiasm suggests that the interactive nature of the lesson is successfully capturing their attention.

• The transition to digital tools reflects a deliberate move towards more sustainable, paperless teaching methods.

• By reducing the reliance on large quantities of paper, the school aligns its pedagogical goals with environmental conservation.

• The shift in teaching style emphasises digital literacy as a fundamental skill for the modern era.

• Whilst sharing is born of necessity, it inadvertently creates a highly collaborative learning culture amongst the peers.

Broader Impact and Synthesis

• The skills acquired in this room directly influence the long-term professional prospects of the individuals in this area.

• Providing digital access in this context acts as a vital bridge to close the technological gap within the wider community.

• The image highlights the potential for academic growth even when physical resources are far from abundant.

• There is a clear tension shown between the high spirit of the learners and the limited tools at their disposal.

• Ultimately, the picture represents a resilient approach to education that prioritises a sustainable and technologically inclusive future for its students.

Elements:

1. 2 kids in the foreground amazed of technology

2. Students learning together with tablet and headphone as educational purpose technology

3. Possibilities in rural areas

4. School uniform

Paragraph 1:

Good morning/afternoon, today, I will analyse this visual stimulus. The global issue that I will explore is human ingenuity, specifically on how technology creates a new learning environment and widens access to learning. Through this image, I will examine how technological advancement fosters curiosity, collaboration, and opportunity, particularly in contexts where access to traditional resources may be limited.

Paragraph 2: 

To begin with, the image’s foreground shows two young children using a tablet and each wearing headphones. Their expression represents excitement and amazement, suggesting a sense of curiosity and discovery. This reaction reflects the idea that human ingenuity not only produces advanced tools, but also inspires wonder and active engagement in learning, especially among younger generations.

Paragraph 3: 

The tablet and headphone in the image symbolize the role of technology as purposeful educational tools, reflecting the impact of human ingenuity on modern learning. Rather than passively receiving information, the students are actively engaged with digital content, showing that learning is becoming more interactive and focused on the students. The use of headphones implies a personalized learning experience, where students can control their focus. However, this also can raise a critical issue: while such technology can enhance learning, it is not equally accessible to all students, meaning that its educational benefits may deepen existing inequalities rather than eliminate them.

Paragraph 4:

Furthermore, the setting of the image suggests a rural or less developed environment, indicated by the simple classroom and limited resources. This supports that technology can create new possibilities especially for students in such areas, allowing them to access opportunities they may not have had before. As a result, human ingenuity is presented to help bridge the gap in education and reduce inequalities among different countries.

Paragraph 5: 

The presence of school uniforms in the image also highlights the role of education in shaping a shared identity among students. By wearing the same uniform, the students appear equal, regardless of their individual backgrounds, which can promote a sense of belonging and unity within the classroom. This suggests that schools do not only provide knowledge, but also influence how students see themselves as part of a group. However, while uniforms create equality on the surface, they may also reduce individual expression, showing how educational systems balance between unity and personal identity.

Paragraph 6:

In conclusion, the visual stimulus presents human ingenuity as a powerful force that transforms education by making it more accessible. Through the presence of technology, learning is no longer limited by traditional boundaries, allowing students to explore knowledge in more interactive and personalised ways. However, the image also suggests that these advancements come with challenges, particularly in terms of equal access and the balance between unity and individuality. Overall, the visual highlights how innovation continues to reshape education while raising important questions about its impact on society.

Elements:

1. 2 kids in the foreground amazed of technology

2. Students learning together with tablet and headphone as educational purpose technology

3. Possibilities in rural areas

4. School uniform

Paragraph 1:

Good morning/afternoon, today, I will analyse this visual stimulus. The global issue that I will explore is human ingenuity, specifically on how technology creates a new learning environment and widens access to learning. Through this image, I will examine how technological advancement fosters curiosity, collaboration, and opportunity, particularly in contexts where access to traditional resources may be limited.

Paragraph 2: 

To begin with, the image’s foreground shows two young children using a tablet and each wearing headphones. Their expression represents excitement and amazement, suggesting a sense of curiosity and discovery. This reaction reflects the idea that human ingenuity not only produces advanced tools, but also inspires wonder and active engagement in learning, especially among younger generations.

Paragraph 3: 

The tablet and headphone in the image symbolize the role of technology as purposeful educational tools, reflecting the impact of human ingenuity on modern learning. Rather than passively receiving information, the students are actively engaged with digital content, showing that learning is becoming more interactive and focused on the students. The use of headphones implies a personalized learning experience, where students can control their focus. However, this also can raise a critical issue: while such technology can enhance learning, it is not equally accessible to all students, meaning that its educational benefits may deepen existing inequalities rather than eliminate them.

Paragraph 4:

Furthermore, the setting of the image suggests a rural or less developed environment, indicated by the simple classroom and limited resources. This supports that technology can create new possibilities especially for students in such areas, allowing them to access opportunities they may not have had before. As a result, human ingenuity is presented to help bridge the gap in education and reduce inequalities among different countries.

Paragraph 5: 

The presence of school uniforms in the image also highlights the role of education in shaping a shared identity among students. By wearing the same uniform, the students appear equal, regardless of their individual backgrounds, which can promote a sense of belonging and unity within the classroom. This suggests that schools do not only provide knowledge, but also influence how students see themselves as part of a group. However, while uniforms create equality on the surface, they may also reduce individual expression, showing how educational systems balance between unity and personal identity.

Paragraph 6:

In conclusion, the visual stimulus presents human ingenuity as a powerful force that transforms education by making it more accessible. Through the presence of technology, learning is no longer limited by traditional boundaries, allowing students to explore knowledge in more interactive and personalised ways. However, the image also suggests that these advancements come with challenges, particularly in terms of equal access and the balance between unity and individuality. Overall, the visual highlights how innovation continues to reshape education while raising important questions about its impact on society.

Elements:

1. 2 kids in the foreground amazed of technology

2. Students learning together with tablet and headphone as educational purpose technology

3. Possibilities in rural areas

4. School uniform

Paragraph 1:

Good morning/afternoon, today, I will analyse this visual stimulus. The global issue that I will explore is human ingenuity, specifically on how technology creates a new learning environment and widens access to learning. Through this image, I will examine how technological advancement fosters curiosity, collaboration, and opportunity, particularly in contexts where access to traditional resources may be limited.

Paragraph 2: 

To begin with, the image’s foreground shows two young children using a tablet and each wearing headphones. Their expression represents excitement and amazement, suggesting a sense of curiosity and discovery. This reaction reflects the idea that human ingenuity not only produces advanced tools, but also inspires wonder and active engagement in learning, especially among younger generations.

Paragraph 3: 

The tablet and headphone in the image symbolize the role of technology as purposeful educational tools, reflecting the impact of human ingenuity on modern learning. Rather than passively receiving information, the students are actively engaged with digital content, showing that learning is becoming more interactive and focused on the students. The use of headphones implies a personalized learning experience, where students can control their focus. However, this also can raise a critical issue: while such technology can enhance learning, it is not equally accessible to all students, meaning that its educational benefits may deepen existing inequalities rather than eliminate them.

Paragraph 4:

Furthermore, the setting of the image suggests a rural or less developed environment, indicated by the simple classroom and limited resources. This supports that technology can create new possibilities especially for students in such areas, allowing them to access opportunities they may not have had before. As a result, human ingenuity is presented to help bridge the gap in education and reduce inequalities among different countries.

Paragraph 5: 

The presence of school uniforms in the image also highlights the role of education in shaping a shared identity among students. By wearing the same uniform, the students appear equal, regardless of their individual backgrounds, which can promote a sense of belonging and unity within the classroom. This suggests that schools do not only provide knowledge, but also influence how students see themselves as part of a group. However, while uniforms create equality on the surface, they may also reduce individual expression, showing how educational systems balance between unity and personal identity.

Paragraph 6:

In conclusion, the visual stimulus presents human ingenuity as a powerful force that transforms education by making it more accessible. Through the presence of technology, learning is no longer limited by traditional boundaries, allowing students to explore knowledge in more interactive and personalised ways. However, the image also suggests that these advancements come with challenges, particularly in terms of equal access and the balance between unity and individuality. Overall, the visual highlights how innovation continues to reshape education while raising important questions about its impact on society.

Human Ingenuity: Examines how creativity and innovation affect the world, including technology, media, and artistic expression.

Issue 

I will explore the global issue of the inequality of technology in the human educational process.

Elements : - Old technology on modern era

• Unequal distribution of technology seen from the back

• Interactive educational activities which improves collaboration and communication skills

Intro

    Good morning. Today I will be analyzing this visual stimulus, which shows a group of children using a tablet. I will explore the global issue of the inequality of technology in the human educational process, and I will connect it to the prescribed theme of Human Ingenuity, which focuses on innovation, technology, and their effects on society.

Paragraph 2

The first major element in this photo is the clear inequality in technology, shown by how these students are still using old, low-quality devices even though we live in a modern era. While kids in wealthier areas are using the latest tablets with high-speed internet and wireless headphones, these children are stuck with a bulky, outdated tablet and messy wires. It is unfair because even though the photo was taken recently, these students have to struggle with slow and "leftover" tech that most of the world has already thrown away. This "digital divide" proves that technology isn't equal for everyone; these kids have the same potential as anyone else, but they are being held back because they aren't given the modern tools they need to keep up with the rest of the world.

Paragraph 3

The second element is the unequal distribution of resources within the classroom, which we can see by looking at the students in the background. While the two children in the front are lucky enough to use a tablet and headphones, the other students behind them are just sitting at their desks without any digital tools. This shows that the school doesn't have enough equipment for everyone, so only a few kids get to experience digital learning while the rest are left out. Even in a "modern" school, the fact that some kids have tech and others don't proves that the opportunity to learn is still not shared fairly among all students.

Paragraph 4

The third element is how technology can bring students together and improve their ability to work as a team. Even though the device is old, sharing it forces the two children to talk, listen, and solve problems together. We can see this in their excited facial expressions and body language; they aren't just staring at a screen in silence, but are actively engaging with each other. By using one tablet, they are practicing important communication skills that they wouldn't get if they were working alone, showing that technology can be a powerful tool for collaboration when it is used in a group setting.

Paragraph 5 (Closing)

In conclusion, this image effectively represents the theme of Human Ingenuity by showing both the positive impact and the limitations of technological innovation. While the shared device provides an opportunity for students to collaborate and build communication skills, it also highlights the harsh reality of the digital divide and the lack of resources for all learners. Therefore, the global issue of technological inequality in education is clearly illustrated through the contrast between the students' engagement and their outdated environment.

Esperanza is mainly the narrator of the novel, a mexican-american girl growing up in chicago neighborhood. She present herself as observant, thoughtful, and probably insecure. She is like a person that is very aware of her surroundings and how people perceives her. She has a "lazy" hair. Most likely, she define herself with her feelings such as different, often lonely, and not fully understood. She want a desire for future and does not want to remain trapped in her current life.

No. 2

The house on the Mango Street is small, red, has crumbling bricks, small windows, one bathroom, crowded bedrooms.

Her family expected a house with multiple bathrooms, a big yard, trees and space, and privacy and comfort.

No. 3

Mama - loving, comforting

Papa - Hardworking

Nenny - immature and sometimes embarassing

Carlos & Kiki - distant from the girls

Cathy - "snobbish"

Lucy & Rachel - Esperanza best friends

Marin - older girl who dreams of romance

No. 4

In english = hope

In spanish = sadness, reminds of her great grandmother who lived an unhappy life

No. 5

• Name and language - esperanza struggles between english and spanish identity

• Gender roles - girls are restricted, boys have more freedom

• Social class - poverty affects how others treat her

• Cultural background - mexican vs. american society

No. 6

so that it feels like memories or snapshots of life and makes her experience feels more personal

No. 7

In “Hairs,” Cisneros uses sensory imagery to describe each family member’s hair.

The most powerful image is Mama’s hair:

• “Smells like bread”

• Associated with warmth, safety, and comfort

This imagery:

• Creates a strong emotional connection

• Shows how Esperanza experiences love through sensory details

• Contrasts with the harsher outside world

no. 8

1. Poverty

• The house is small and disappointing

• Esperanza feels ashamed (nun scene)

2. Identity

• “My Name” shows her struggle with cultural and personal identity

3. Gender roles

• Boys and girls live in “separate worlds”

• Marin waits for a man to change her life

4. Belonging vs. isolation

• Esperanza wants a true friend

• She often feels like she doesn’t fully belong anywhere

5. Dreams and escape

• The dream of a better house

• Marin’s dream of marriage

• Esperanza’s desire for a new name and future

2. The house is small and is different from esperanza's expectation. She imagines a beautiful and big house, but in reality the house her family feels narrow and made her uncomfortable. This difference emphasizes her disappointment and her family's condition economically.

3. Characters:

• Mom: caring, emotional, and very close to her children

• Dad: hardworking

• Nenny (Esperanza's younger sister): still innocent and often doesn't understand Esperanza's feelings

• Neighbors: diverse, there's someone who is inclusive, exclusive, friendly, welcoming, or sensitive

4. She explains that her name is complex, that her name is not merely a name, but represents the burden from experiences and feelings (from her grandma’s past) since it has so many meanings in different languages.

5. The identity is being described as something that is influenced by name, family, and culture, but also something that Esperanza wants to change.

6. The structure makes the story feel like pieces of thoughts and experiences. As a result, in my opinion, we can get a more personal and intimate feelings from reading this book. 

7. In "Hairs", Cisneros use the imagery to describe every family members through each type of their hair. For instance, Mama's hair was described as something that has comfortable and warm scent. This creates a feeling of safe, and show their closeness emotionally

8. In my opinion, the theme that starts to emerge in this story is identity, since Esperanza clearly states that she feels uncomfortable in her house and doesn't like her name.

• Who is Esperanza, and how does she describe herself in the early chapters?

Esperanza or in english means hope, is a girl in a family that lives in Mango Street. She  was born in the Chinese year of the horse. She lives there with her Papa, Mama, Carlos, Kiki, and her younger sister Nenny. She has a lazy hair that never obeys barrettes or bands

• What is the house on Mango Street like? How is it different from Esperanza's expectations?

            The house on Mango Street is small and red with tight steps in front and a very small window. The bricks are crumbling, and the front door is swollen. No front yard and it has only four little elms the city planted by the curb. In the back, there is a small garage for the car and a small yard between two buildings. It was really different from Esperanza expectations. She thought it would be white with trees around it, and a great big yard and grass growing without a fence. There would be a basement and at least three washrooms so they don't have to tell everybody when a person is still taking a bath.

• Who are some of the key characters introduced (e.g., family members, neighbors)? What are they like?

Two of the key characters are Nenny the Little Sister and Cathy the Queen of Cats. Nenny is too young to be Esperanza’s friend. She has slippery hair. She is very easily influenced by others. And Nenny can’t understand Esperanza’s jokes. Because Nenny comes after Esperanza, she is her responsibility. Meanwhile, Cathy is one of her neighbors–She lives upstairs next door to Joe the baby-grabber. Cathy knows all of the neighbours around Mango Street. Cathy has many cats starting from big to skinny, her home is like cat heaven. 

• What happens in the vignette "My Name"? Why is Esperanza unhappy with her name?

In the vignette “My name” Esperanza explains what is the meaning and the origin of her name. She is unhappy with her name because she thinks it’s ugly. Moreover, a lot of her friends make fun of her name, since its syllables were made out of tin and hurt the roof of your mouth.

• How does The House on Mango Street present the idea of identity in these early chapters?

It presents identity by describing the character characterization and background settings, which could easily makes us understand their idea and identity. 

• What do you notice about the structure (short vignettes)? How does this affect your understanding of Esperanza’s experiences?

I really noticed this structure since the first i read it. In this structure, a single part has really few pages and short sentences. Sometimes the structure of the sentences also slightly messed up and not really coherent. A wild guess pop up in my mind. The writer write like that on purpose, so it creates stronger feeling of ‘limitation’ in educational opportunity. 

• Choose one vignette (e.g., "Hairs" or "Boys & Girls"). How does Cisneros use imagery or language to create meaning?

In vignette ‘The House on Mango Street’, Cisneros use descriptive language to create a direct meaning of ‘poverty’.

• What themes are beginning to emerge (e.g., gender roles, belonging, poverty)? Support with examples.

Since the first vignette, the theme ‘poverty’ is clearly illustrated from the text. To exemplify, In the first page of the vignette ‘The House on Mango Street’ Esperanza explains her previous story before she moved to Mango Street. “We had to leave the flat on Loomis quick.”, “The water pipes broke and the landlord wouldn't fix them because the house was too old.”, “We had to leave fast.”, “We were using the washroom next door and carrying water over in empty milk gallons.”.  It’s really clear that her family was suffered from poverty and they have to move each year to find a appropriate place.

1. Who is esperanza

Esperanza is a young girl and a narrator as well for this novel. Not only that, based on the novel she made, she’s an observant person that wrote the novel in a detailed manner. She lived in Chicago where her family recently moved to different places in America and in fact, her family owned a small street named Mango street which in most cases they rarely stayed there. Moreover, Esperanza described herself as having “lazy” hair and a name that means hope in english, while in spanish it means sadness. Lastly, she is a person that is independent but with a unique friend where her friend only last short usually until they moved again and she had just a few friends in her neighborhood,

2. What is the house on mango street like?

The house on the Mango street was small and filled with the color red and condense small steps in the front doors. Not only that, the house is surrounded with bricks that have crumbled the space with the front door to be so swollen. Meanwhile, when other neighbors have a front yard, this house does not have it; however, they have a garage and backyard that have limited space and are smaller than their neighbours. 

3. Who are some of the key characters introduced?

Narrator (Esperanza)= Observant, Independent, Lonely
Father= Hardworker
Mother= Lover, Caring, Sympathethic
Nenny (sister)= Innocent, Embarrassing,
Cathy (Neighbour)= Sympathetic, Naturalist

4. Why is Esperanza unhappy with her name?

Esperanza is unhappy with the name because a Chinese myth that aligns with Mexican suggests that a female horse rider is bad luck because the people do not like the strong woman. On the other hand, her friends in school were mocking her because she has a funny name where the syllables were made out of tin and hurt the roof of your mouth.

5. How does the house of mango street present the idea of identity in this early chapter

The Mango street house represents the identity of their family, social status and economic status as it can be seen their home does not have a front yard and owns the whole small street while they have a small garage.

6. What do you notice about structure (short vignette)

I notice that the short literary portrait of this novel is being represented thoroughly by descriptive and humble terms. For example, when their house in Mango street used ordinary hall stairs which the narrators did not like and preferred more on to spacious stairs that look better. Therefore, Esperanza are hoping some day their family could get a better living in a house that does have free of facility problems.

7. Vignette (Boys vs Girls)

Cisneros uses a 3rd person perspective and describes the situation in a factual way. For example, his brothers Carlos and Kiki are both best friends and have no problem talking to his sisters. Meanwhile they cannot speak to the opposite gender in school because they already found their soulmate which means the facts that Cisneros gave to the readers.

8. Esperanza

In my view, the opening focuses on the poverty because it is stated that their family lived with many children while they need to stay in a temporary house with often a broken home facility. For example, the pipe and water problem during their temporary living in other places. This shows that their families are living in a poor living condition and highlights poverty in the real life situation.