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BBA 1011
STUDY SKILL IN ENGLISH

TAN WAH TIONG
940928-14-5531
201565

017-685 3251
DOUGLAS CHENG
MARCH 2013
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1.0 Content









NO DETAIL PAGE
1.0 Content 1
2.0 Introduction to study skill in English 2
3.0 Task 1 3
4.0 Task 2 4
5.0 Task 3 5-6
6.0 Task 4 7-8
7.0 Reference 9
8.0 Coursework 10-13
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2.0 Introduction to Study Skill in English
Studying at university level means that a lot of your learning will take place independently
using various resources that are available to you. This means that you will need to take a
large amount of responsibility for your own study. Many of the academic skills you are
expected to use whilst at university will be new to you and you are expected to research your
subject, write clear and concise essays, produce reports, give presentations, reference, take
exams, and manage your time effectively.
Investing in your skills development will ease the transition to university life, as you face
new, diverse demands on your time and energy. It will also improve your academic work
and employment prospects both for part-time work while here and for full-time work when
you graduate.
So, you will learn the techniques in this section which is reading skills, so that you can
find the information you need quickly and easily. Next is the way you make note so that they
become clear and easy to understand, and quick to review. Last is review technique so that
you can keep information fresh in your mind. These techniques will help you to assimilate
information quickly. This may involve keeping yourself up-to-date on events within your
field, absorbing information within reports or learning specialist information needed to
complete a project.
These are also very useful tools for mastering course material where you are studying for
exams. They work particularly well in conjunction with the mnemonics described in the
Mind Tools Memory Techniques section used together these two sets of tools will give you
a formidable advantage in organizing and remembering information. This is often what
exams are about.
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3.0 Task 1
How Children Fail
Forty per cent of those who are fail is begin high school drop out before they finish.
Besides, college the figure is also one in three. Many others fail in fact if not in name. They
complete their schooling only because we have agreed to push them up through the grades
and out of the school, whether they know anything or not.
However, there is a more important sense in which almost all children fail; except for a
handful, who may or may not be good students, they fail to develop more than a small part
of the tremendous capacity for learning.
Why do they will fail? They fail because they are afraid. They are displeasing the many
anxious adults around them, whose limitless hopes and expectations for them hang over their
heads. Furthermore, they fail because of bored. This is because the things they are given are
so trivial, and make such limited and narrow demands on the wide spectrum of their
intelligence, capabilities, and talents. Furthermore, They also feel confused and lead to fail.
They dont know any relation to what they really know and to the rough model of reality that
they carry around in their minds.
How do we change the situation? The one of the ways to change it is Strategydeals in
which children try to meet, or dodge, the demands that adults make on them in school. In
addition, Fear and Failure deals with interaction in children of fear and failure, and the effect
of this on strategy and learning. Moreover, Real learning deals with the difference between
what children appear to know or are expected to know and what they really know. Lastly,
How School Fail analyses the ways in which schools foster bad strategies ad raise the
children fears.
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4.0 Task 2
Coffee and Its Processing
Coffee is an evergreen shrub or small tree of African origin begins to produce fruit 3 or 4
years after being planted. It is reddish purple in colour. There are two technique used in
processing coffee which is wet process and dry process.

There are a few steps of wet process are showing below:
Fresh fruit is pulped by a pulping machine
The residue is removed by fermentation in the tanks
Few remaining traces of pulp are then removed from washing.

Next, there are a few steps of dry process are showing below:
Coffee seed are then dried to a moisture content of about 12 per cent either by expose
to a sun or by hot-air driers.
If dried in the sun, must turn by hand several times a day for even drying.
It must be considerate more time
The seeds are mechanically freed from the covering when the fruit have been dried to
a water content of about 12 per cent.
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After that, the coffee is developed by high temperature which is 220-230C. This released
steam, carbon dioxide, carbon monoxide and other volatiles from the beans, resulting in a
loss of weight of between 12 and 23 per cent. Internal pressure of gas expands the volume of
the coffee seed from 30 to 100 per cent. Next, the coffee which leaving the roaster is rapidly
cooled in a vat where it is stirred and subjected to cold air propelled by a blower. Finally, it
will be sorted by electronic sorters to eliminate the seeds that roasted badly.

5.0 Task 3
Should Accept Equal numbers of men and women in every subject?
I totally disagree with the proposition that there should be equal numbers of male and
female students in every subject at a university. Now, I am going to consider few mains
arguments to support my view.
First of all, male and female genetically differ in capacity in different subjects. It is,
actually, students potential and interest that determines what they should learn, rather than
the aim to realize equality in number in every subject. Scientific research has proved that
men and women are different in being good at different tasks. Thus it is more sensible to
allocate students to subjects they prefer as well as are good at, regardless of whether the
number in gender is equal or not. This statement is also supported by the fact that there are
more girls than boys in arts majors like language learning and the fact that males learning
scientific subjects like computing evidently outnumber their female counterparts.


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Next, some subjects appeal more to men than women and vice versa. It is simply
unreasonable to expect all subjects to be equally attractive to both sexes. Engineering, for
example, is more popular with boys in the UK than with girls, and there is no reason why
there should be an equal number of male and female students. On the other hand, primary
school teaching is more popular with women than men, and it is natural that there should be
a majority of female students.
Besides, in university every subject is divided into the department of liberal arts and the
department of science. Putting it differently, there is a result of experiment that said the brain
structure of boys suit better in the subjects related with science than the brain structure of
girls. Therefore, it can be said that there should be different number of male and female
students based on what that subject is about. There is an example supporting this idea. Thus,
I believe that there should be different number of female and male students by what that
subject is about.
In nutshell, when universities make the enrollment policy, they should take at least two
factors into account, the abilities and interest of students as well as the feature of different
majors. It is not sensible for universities to accept equal numbers of male and female
students in every subject.





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6.0 Task 4
People should sometimes do things that they do not enjoy. Use specific reasons and
details to support your answer.
People should sometimes do things that they do not enjoy because this is a basic part of
life. Most people's personal lives are filled with tasks that they don't enjoy doing but they do
them anyway. We do these things, however, because we understand that we need to maintain
our personal property.
Firstly, there are many things that seem essential in our lives. There are some things that
could be identified as our requirements and needs; so, if we keep away from them, we might
lose some other things that could be more significant for us. In this regard, avoiding our
requirements and needs sometimes could cause of losing things that related to our lives. For
example, I may dislike my job, but I cannot find a new appropriate job, so I have to continue
my job for a long time.
Besides, some things that we have a negative view about them are linked to our future
because we maybe get better position in the next few years. Also, doing these things that are
disliked, beside the cause of improving our positions, may be increased our prestige in the
future. For example, mathematics as a difficult lesson among other ones is not a favorite
lesson for many students, but it is helpful to become a professional engineer in the time to
come.
Moreover, it can save your life. Sometimes, you have to obey something or do what you
hate to do. For instance, in a battle if you are sieged by enemy and there is no hope to escape,
you have to surrender to your enemy. Also, when you have diseases, you have to take the
medicine or endure operation.
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In addition, making an effort to achieve something helps us develop more. For example, I
did not like to study mathematics when I was a high school student because it was difficult
and complexicity for me. However, I had to study the subject in order to pass some exams.
At first, I was reluctant to study mathematics, but I studied over and over until I could
understand assignments. As a result, when I could get high scores in exams, I was very glad.
Although I graduated from a high school and hardly study mathematics, making an effort
itself then is meaningful for me.
Lastly, there are things that we have to do in order to reach a specific goal or dream. Any
person, who has a dream, knows that he should do some steps to reach this goal, otherwise
he will fail. For example, a student who has a test, in most cases he doesn't enjoy preparing
for this test, still he works hard to reach success. Despite the fact that he doesn't enjoy this
working hard, but he will surely enjoy his success.
In the nutshell, most people do things that they have to do despite they do not enjoy doing
it. Whether you want success, think about the future, or care about your family, what you do
will pay off. The joy might not be in doing the things; instead, it is in the results of doing
them.




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7.0 Reference
http://pwenglish.co.uk/pdf/writing/universities%20male%20female%20essay.pdf
http://www.studymode.com/essays/Universities-Should-Accept-Equal-Numbers-Of-
614479.html
http://writefix.com/?page_id=2722/about-this-forum/universities-should-accept-equal-
number-of-male-and-female-students
www.google.com.my
http://www.english-test.net/forum/ftopic55072.html
http://www.english-test.net/forum/ftopic16958.html
http://lang-8.com/158440/journals/573147/Do-you-agree-or-disagree-with-the-following-
statement%253F-People-should-sometimes-do-things-that-they-d
http://ielts.host-race.net/writing/essays/150-people-should-sometimes-do-things-that-they-
do-not-enjoying-doing-
http://www.ssees.ucl.ac.uk/StudySkills.pdf




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8.0 Coursework
Tips for short oral presentation
1. Time limit. Your tutor may give you a time limit, or you may be allowed to decide
for yourself. If it is the latter, let your audience know what it is and make sure that it
leaves plenty of time for discussion. Do not exceed your limit.
2. Full version of presentation. Write out everything you have to say, including
examples and so on, then rehearse it until you feel comfortable with ot.
3. Outline notes. Reduce your talk to outline notes. Rehearse your talk again, this time
from the outline notes. Speak from the outline notes. (But bring along the full version,
just in case!)
4. Shared outline with audience. It will probably help your audience if you share your
outline notes, or perhaps just the main headings, with them. Some ways of doing this
are:
OHP (overhead projector). Make sure that what you have written can be easily read,
even from the back of the room.
Chalkboard/ Flipchart. Preferably written up beforehand but see OHP comment.
Handout. Leave plenty of room between the headings for participants to make their
own notes.
Power point (computer) Presentation. (But see OHP comment.)
5. Eye contact. As far as possible, look at your audience while you are speaking. While
you are looking at your audience, try to sense if they are understanding you, You will
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never make contact with your audience if your eyes are constantly fixes on the paper
in front of you.
6. Helpful overview. Start by very briefly reminding your audience of the topic and
summarizing in a sentence or two what you are going to say and/or how you are
going to deal with the topic.
7. Signposting. Your talk should be clearly structured, and the language you use should
signpost the structure (that is, make clear to the audience what the structure is: main
points/ examples/ digressions/ summary and so on).
8. Strong ending. Leave time for a strong ending. One way of doing this is simply to
emphasis the most important point that you have made in your talk, but you may
think of another good way of ending, depending on the topic. Welcome comments
from the other participants.

CHECKLIST for assignment
Pre-writing stage
What is the weighting of this assignment in your course assessment?
Do you know and understand the criteria for making the assignment?
Do you understand the assignment title?
Can you divide it into frame and topic?
What is the key words in the topic?
What is the frame? Can you think of an appropriate organization framework?
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Do you already have some ideas of your own on this topic? If so, what are they?
Will you have to do any basic research?
If so, what sources of data and information are available to you?

Content
Is your content sufficiently comprehensive? (For example, in a discussion, have you
considered ALL the arguments for and against?)
Have you produced evidence to support your argument?
Have you been sufficiently self-critical? (For example, have you thought of contrary
arguments, contrary evidence?)
Have you been able to rebut (refute) contrary arguments/ evidence?
(Plagiarism.) If you have used someone elses words or ideas, has this been duly
acknowledged? (In other words, have you made it clear what your source is , and
where that sources can be found)
Where your sources are in conflict, have you made your own position clear?
Is there any content that is irrelevant to argument?
Is there any unnecessary?



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Organization and presentation
If you have used an abstract have you made your main conclusions clear? Have you
begun with a helpful overview?
Is your argument clearly signposted with appropriate use of headings/sub-headings
and discourse markers?
Have you used diagrams etc. where they would clarify your argumnet?
Have you ended with a helpful; summary or conclusion?

Re-drafting/proofreading
Have you carefully read the assignment through, assessing its overall impact?
Have you checked for errors in grammar, spelling (NB proper names) and
punctuation?
Have you checked that all your sources are in your List of References?
Have you carefully checked your Bibliography/ List of References for errors,
omission and/ or inaccuracies?
Note: This checklist may be freely photocopied