UPM-CALC/BBI2424 ACADEMIC WRITING/SEM 1/2017_18/SCL/WORKSHEET 5

SCL WORKSHEET 5 (WEEK 9)

Due Date: 19 November 2017

Name: Chong Rong Cheng

Matric no.: 187243 Group: 44

TOPIC: Unity and Coherence

ITEMS 1-2
Read the text below and answer the questions that follow.

1 1Project-based learning (PBL) involves completing complex tasks that typically

result in a realistic product, event or presentation to an audience. 2Jameson &
Paterson (2002) explain that effective project-based learning is vital in the
education system. 3He also mentioned that it leads students to encounter central
concepts or principles involving inquiry and knowledge building of the real world.
4
Research on PBL has also found that students who engage in this approach
benefit more than students who engage in traditional forms of instruction (Figgs,
2000). 5The goals of PBL are broader than simply the development of content
knowledge. 6This approach aims to take learning one step further by enabling
2 students to transfer their knowledge to new kinds of situations and problems.
7
Students who study in a traditional context have poor reading and mathematical
skills. 8Studies have shown that the implementation of PBL in the classroom can
benefit students in numerous ways.
9
In one study conducted by Shepherd (1998), he studied the results of a group
of fourth and fifth graders who completed a nine-week project to define and find
10
solutions related to housing shortages in several countries. In comparison to
the control group, the students engaged in PBL demonstrated a significant
increase in scores on his or her critical-thinking test. 11Another study by Boaler
3 (1997) followed students over three years in two British schools, one school

used the traditional curriculum and the other school used a project-based
12
curriculum. The traditional school featured teacher-directed whole class
instruction using texts, workbooks and tests, while the other school used open-
ended projects in the classrooms. 13Schools that do not apply new teaching and
learning practices in the curriculum have reported to have high dropout rate.
1
 UPM-CALC/BBI2424 ACADEMIC WRITING/SEM 1/2017_18/SCL/WORKSHEET 5

14
The study found that those who had participated in the project-based

4 curriculum did better on conceptual problems presented in the National Exam.

15
Other short-term, comparative studies of traditional vs. project-based
approaches have also demonstrated several benefits from projects, such as an
increase in the ability to define problems, improved ability to support reasoning
with clear arguments and enhanced ability to plan a project (Moore & Sherwood,
16
1996). Schools these days must be equipped with technological facilities to
enhance student and teacher interaction. 17Moreover, additional studies have
documented positive changes for students in motivation, critical thinking skills
18
and problem-solving abilities. Interestingly, students who struggle in traditional
instructional settings have often been found to excel when you have the
opportunity to work in a PBL context.
19
Also, in addition, PBL has received a lot of research interest in various fields of
20
study. Much of the research into PBL is associated with the medical field,
21
where this approach is widely used. For example, physicians-in-training are
typically presented with a patient profile, including the patient’s history and
22
symptoms. Using this information, a small group of medical students must
generate a diagnosis and perform diagnostic tests in order to identify possible
23
causes of the pain or illness. On the other hand, the instructor only plays a
24
facilitating role throughout the process. Overall, studies have found that
medical students who are enrolled in problem-based curricula score higher on
clinical problem solving measures than peers who are not enrolled in such
25
programmes (Albanese & Mitchell, 1993). Similarly, likewise problem based
approaches have been used in business, law and teacher education to help
students learn to analyse complex situations and to develop decision-making
skills.

Adapted from Barron, B. & Hammond, L. D. (2008). Teaching for meaningful learning: A
review of research on cooperative learning. San Francisco, CA: John wiley & sons inc.

1. Identify sentences that are off topic and affect paragraph unity. Write the sentence
number in the space provided.

a. Sentence number: 7

b. Sentence number: 13

2
 UPM-CALC/BBI2424 ACADEMIC WRITING/SEM 1/2017_18/SCL/WORKSHEET 5

c. Sentence number: 16 (3 marks)

2. Identify sentences that contain inconsistent pronouns. Write the sentence number
and rewrite the sentence using a consistent pronoun.

a. (i). Sentence number: 3

(ii). Correct sentence

They also mentioned that it leads students to encounter central concepts or

principles involving inquiry and knowledge building of the real world.
(2 marks)

b. (i). Sentence number: 10

(ii). Correct sentence

In comparison to the control group, the students engaged in PBL demonstrated a

significant increase in scores on their critical-thinking test.
(2 marks)

c. (i). Sentence number: 18

(ii). Correct sentence

Interestingly, students who struggle in traditional instructional settings have often

been found to excel when they have the opportunity to work in a PBL context.
(2 marks)

ITEM 3
The paragraph below is taken from the previous text. Complete the following tasks:

a. Circle two unnecessary transition signals.

b. Underline the transition signal in sentence 21 and sentence 22. Replace each
transition signal with another appropriate signal. Write the new transition signal
above it.

3
 UPM-CALC/BBI2424 ACADEMIC WRITING/SEM 1/2017_18/SCL/WORKSHEET 5

Paragraph 4
20
Also, in addition, PBL has received a lot of research interest in various fields of

study. Much of the research into PBL is associated with the medical field, where
(For instance)
21
this approach is widely used. For example, physicians-in-training are typically
(as well as)
presented with a patient profile, including the patient’s history and symptoms.

22
Using this information, a small group of medical students must generate a
(as well as) (so as to)
diagnosis and perform diagnostic tests in order to identify possible causes of the
(besides)
pain or illness. 23On the other hand, the instructor only plays a facilitating role

24
throughout the process. Overall, studies have found that medical students who

are enrolled in problem-based curricula score higher on clinical problem solving

measures than peers who are not enrolled in such programmes (Albanese &

Mitchell, 1993). 25Similarly, likewise problem based approaches have been used in

business, law and teacher education to help students learn to analyse complex

situations and to develop decision-making skills.

(4 marks)

(2 marks)