story essay pt3

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PT3 ESSAY-DESCRIPTIVE GUIDE TO WRITE A DESCRIPTIVE ESSAY

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How I got A+ in SPM English by memorising 1 story essay

by Tan Le Tian

Writing English essay on the spot in exam is tough. 😐

What if I tell you there is an easier way?

By just memorising one story essay, you can answer all possible questions in exam. 😲

This is how many of my friends and I got the A+ in English. 🙆‍♀️🙆‍♂️

Techniques from SPM Chief Examiner

I have memorised 1 story essay word by word and practice using the SAME ESSAY to answer more than 50 different story questions.

In the real SPM and Trial exam, I was able to easily churn out the same flawless 500 word essay in merely 50 minutes.

All it takes is some techniques to link your story essay properly to any  given title. 😇

I learnt the techniques from my teacher, who used to be an SPM English chief examiner.

And YES, I am going to share with you the secret techniques to use one story essay to answer all possible questions in SPM. 😋 So keep reading.

How I answer the essay question in actual SPM

To get started, here is my real experience in taking English exam in SPM 2014. 

The 500 words essay I memorised is a ghost story. Below is a summary of it. 

A few friends and I challenged each other to visit a haunted hospital. In the hospital, I was chased by a ghost until a dead end. I punched the ghost and the mask fell. It was my friends playing a prank on me.

It looks like a short and simple story. But in fact, I have written a lot of things happening in the hospital.

For example, dark alley, heavy raining and lightning, mysterious woman crying sounds, bloody doll in the cupboard, white shadow zoomed past me, etc.

Below is the question I got in actual exam,

SPM 2014 Story Essay Title:

Write a story about a fisherman beginning with:

“The wind blew strongly. Out at sea, …”

Fisherman story = Ghost Story ??!

From the question, story have to happen at the sea, and is about a fisherman. 

But the story I memorised happened in a haunted hospital, involving some students. 

Look totally unrelated right? How to answer a fisherman story with a ghost story? 

In the actual exam, I took a deep breath and within 1 minute, I got an idea and started writing rapidly.

Excerpt of my essay in real exam

“The wind blew strongly. Out at sea, I had spread out the fishing net, and was resting on the boat, waiting for fish to get into the net.” 

“On the wall of the boat, there is a yellowish photo with a few fisherman  including me, smiling happily. ”

“As my gaze fell upon it, tears started welling up in my eyes, and rolled involuntarily down my cheek. They are all my dearest friends, but now I am the only one left.”

“Looking at this photo always bring back a lot of painful memories for me. I still vividly remember the night when I was chatting with my friends on the beach. ”

“I started to grumble to my friends about the tough life of a fisherman. The sea had been rough recently, and we were unable to go out to the sea to catch fish. Our income was cut off completely. ”

“One of my friends suggested to go to an abandoned hospital nearby to steal some valuable items and generate some income. We agreed...”

Continue remaining with memorised story

After that, I continue the story with everything I memorised, with slight modifications in the ending. 

Something like this: I was chased by ghost in the hospital but manage to escape from it. But all my friends have went missing. 

The modification I made here is, ghost is real now, instead of pretended by my friends. 

End story with moral values = Higher marks

Then I end the story with a Moral Value.

My friends paid a heavy price for stealing (went missing due to ghost). No matter how tough is the life as a fisherman, I promised myself to never steal anything in future.

Examiner will award marks for good moral values in your story. So try to end your story with a moral value whenever possible.

The story had been modified too much?

Now you might asked,

“So you have modified your story a lot to link to title! That is not the same essay you memorised anymore!” 

The bulk of my story(middle part) is how I explore the hospital and got chased by ghost. I did not modify them at all. 

Although I only memorise 1 essay, I have prepared multiple different versions of starting and ending of the story. So the modifications I did in exam is prepared beforehand as well.

Different versions of ending of story for different title

Below is different version of endings I have prepared, after chased by ghost until a dead end:

• I punched the ghost, the ghost was pretended by my friends [funny ending]
• Ghost is real,  I survived, my friends went missing, [sad ending]
• My friend bravely punched the ghost to protect me, ghost ran away [Moral Value/Friendship ending]
• I punched the ghost and it ran away, I felt happy for defeating the evil. [happy ending]

Linking story by recalling past event

For the starting of the story, I use the reminisce technique (recall past events). The typical way of using this technique is usually like this: 

I look at some yellowish photos/ancient items, and started crying/smiling. I still vividly remember XXX… [your story starts here]

Depending on the requirement of the title, I will decide which version of the starting and ending of the story to use.

Examples of linking my story to other titles

Here is another examples of linking a memorised essay to a real SPM question.

SPM2017 Story Essay Title

Write a story of a small town girl who worked hard to become a successful chef. Begin your story with:

"She had used the last of her savings to get to the cooking competition in the big city and ..."

From the question, first identify the key things to link our story to it.

• cooking competition in big city
• worked hard to become a successful chef
• small town girl that used the last of her saving

Here is how I will answer the chef story with my ghost story.

Excerpt of Chef Story

"She had used the last of her savings to get to the cooking competition in the big city and could not afford to fail at it. Tears started welling up in her eyes and rolled down her cheeks involuntarily. "

"A few friends and I felt helpless to see Lily crying so sadly. After a few days, it will be the final round of cooking competition. "

"Lily had managed to enter the final round due to her hard work and determination. "

"However, life had not been fair to her. The final competition required participants to cook dishes with an expensive ingredient, lobster."

"As a poor small town girl, Lily had never have the money to taste lobsters, or even practice cooking it in her life . We knew that she did not stand a chance in the final."

"One of my friends, Alice suggested us to go to an abandoned hospital nearby to steal some valuable stuffs, so that we can use the money to buy required ingredients for Lily. Lily eyes immediately light up and she agreed..."

After that I continue the essay with my ghost story in the hospital.

In summary, I was chased by the ghost until I reached the dead end. The ghost dropped a pile of cash in front of me and go away. Lily, my friends and I managed to escape from the hospital.

I gave the cash to Lily for her to buy the ingredients.

She worked incredibly hard, mastering how to cook lobster dishes in a few days, and won the competition. She was hired by a Michelin 3-Star restaurant and become a successful chef.

Many years later, I recalled back the incidents and realised Alice is the one pretending to be the ghost, to give Lily cash indirectly.

I hope you have now get the concept of linking your story essay to any possible questions in exam.

Basically, the middle part of the story can usually remain same as your memorised essay. You just need to write a few sentences as linkers for starting and ending.

The linkers can be prepared beforehand if you practise your story with enough titles.

My Gift for you

This post is written 2 years ago in 2019.

When SPM2020 results were released, I was very touched because many students had told me that the story essay techniques had worked for them to secure an A in their own exam. 🥰

I really want to share with you, the essays they have prepared, memorised and used for their actual SPM back in March this year (2021).

So I have forked out my own pocket money, to pay the good students to contribute their essays, so that I can share them with you.

I have put them all into SPM Essay APP , which now has 100++ BM, BI, BC essays, all written by good students 1-2 years older than you 💕

I have even created an ebook with my full ghost story essay and examples of linking it to different titles. 😍

Ebook is also available for free in SPM Essay APP ❤️

I warmly invite you to download the app with the link below.

https://spmpaper.me/spmessayapp

Feel free to message me if you have any question

Since I published this post 2 years ago, a lot of SPM students have messaged me to help review & improve their story essay 😇

So if you need some suggestion in improving your essay, feel free to message me ya. 😊

Message me via IG: letian.tan , or WeChat: skyletian97

I will try my best to help and answer any questions 😝

Also feel free to check out another article, where I elaborate on how to prepare an A+ story essay to memorise for your exam.

Thanks for reading ❤️ Good luck for your exam!

How to prepare an A+ SPM English story essay to memorise️

If you like this article, I warmly invite you to share this with your friend 😝

Thank you so much 😊, any question on spm and further study 😳, message us on fb, and we will try our best to answer 😇, or leave a comment ☺️, 📚   more study tips.

How to prepare an A+ SPM English story essay to memorise

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Please login to acesss the topical trial papers and english essay ebooks 😊.

We spent a lot of time and effort to build this website. 😝

Feel free to share with your friends if you have found it useful. 😊.

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Latest PT3 Marking Scheme for English Paper 2021

7 minutes to read

• 01. Assessment Instrument for PT3 English Paper
• 02. The Latest PT3 Grading Range
• 03. PT3 Latest English Paper Marking Scheme
• 04. The Pros and Cons of PT3
• 05. Tips to Score PT3 English Paper

I know you must be anxious on how PT3 is marked? Well, you have come to the right place. Before I start, let us get to know what is PT3.

PT3 is Pentaksiran Tingkatan 3 or Form 3 Assessment. PT3 is taken by 15 years old students. From here we know that the middle school final test wasn't called examination but instead an assessment.

PT3 started in 2014 after PMR (Penilaian Menengah Rendah, Lower Secondary School’s Examination) which then, they assessed the examination through Lembaga Peperiksaan Malaysia, LPM (Malaysia Examination Council). LPM will have their own examination markers where all the examination papers will be sent to another state to be marked.

This kind of examination will ensure no bias to any specific students, races and religions. However, since 2014, LPM introduced PT3 which is done by school-based. This assessment will be assessed throughout the year by the subject’s teacher. The marking instruments and standardized grading has been prepared by LPM.

This type of assessment have it pros and cons which I will tell you later in this article. So before we begin, let me explain to you, what is the assessment instrument for PT3 English Paper Marking Scheme

Assessment Instrument for PT3 English Paper

Starting from 2019, all PT3 candidate will need to sit for assessment test for every subjects registered. This assessment is done as a school-based test. If the candidate is absent or did not take it, they will be considered as a no show candidate for that particular subjects. The consequences is failing the examination.

However, if the candidate is absent due to sickness or any unavoidable circumstances, they will need to provide all the supporting documents to the principle of the school before PT3 examination ends. The only acceptable documents are such as a doctor’s letter or police letter.

The differences between PT3 started in 2014 and the latest instrument is that the grading will follow The Common European Framework of Reference for Languages (CEFR) measuring system.

Based on the Malaysia Ministry of Education, the target for PT3 candidate will start at level A1 to B1. The language proficiency is measured into 4 communicative skills from A1 progressing to A2 (Basic user); B1 into B2 (Independent user); and C1 to C2 (Proficient User) (The Star, 2019) .

According to the local newspaper, the general proficiency level for form 5 students was inly at A2. That is considered very weak. Hopefully, with the implementation of PT3, the English proficiency level for PT3 student might reach A2 and progressing fast to B1 or B2 by the time they sit for SPM.

Let us see how is the marking breakdown of PT3 English paper 2021.

The Latest PT3 Grading Range

PT3 has changed their grading range since 2016. The new range is considered more competitive and effective to grade the student.

Check out the difference between the old and the latest grading range.

• 85 - 100 : A : Cemerlang
• 70 - 84 : B : Kepujian
• 60 - 69 : C : Baik
• 50 - 59 : D : Memuaskan
• 40 - 49 : E : Mencapai Tahap Minimum
• 0 - 39 : F : Belum Mencapai Tahap Minimum
• TH : TH : Tidak Hadir

From the previous grading, getting E means failed, but not in the latest grading range. You are considered failed only if you get grade F or absent. I know all of you here will target to get A’s, so, please just focus to get 85% and above.  Don't even bother to look at the other grading, okay? You can also find the  PT3 Latest Format at Superprof.

PT3 Latest English Paper Marking Scheme

There are four papers in English (Bahasa Inggeris) subjects. The total weightage for each paper is 25% that will accumulated into 100%.  Let’s see how the paper is being divided.

Paper 1 - Reading

Paper 1 English PT3 will test your reading and the use of English. There are 40 questions that are divided into 5 parts. Each correct answer is awarded with 1 mark, thus the total marks for this paper is  40 marks . The time allocated for paper 1 is 1 hour and 15 minutes.

This paper will test your knowledge in linguistic, reading, understanding and the skills for information transfer.

Paper 2 - Essay

The essay and writing paper has 2 questions. The first question is a short communicative message with 20 marks. The second questions is the notes expansion that also has 20 marks. The overall time allocated for paper 2 is 1 hour only.

For this paper, you will need to have the ability to write and express your creativity in the English language. Check out our  tips on writing an essay for PT3.

Paper 3 – Speaking

I know everyone hated to speak especially when you are being evaluated in your speaking skills. Fret not, this test will only take 11 minutes in total! Believe me, you wouldn't have enough time to get any breakdown during this test.

!This test will be carried out internally with your class teacher and classmates. This test environment is set to let you feel more comfortable conversing in English. The overall mark for this test is 20.

There are 3 parts in speaking test. The first part is interview section. The question asked will be very easy and simple. The second part is the individual prompt-card story. Here you’ll receive a card and you’ll need to talk about the question on the card. The last part is the discussion part. Did I told you that you are going to do the speaking test with your partner?

The question asked for you and friend will be different. However, during the last session, you will need to discuss verbally with your friend about the questions given. You will need to be able to express your opinion.

There will be 2 examiners during the test. The first examiner can give you up to 15 marks meanwhile the other examiner will act as intercalator and able to give you 5 marks.

Paper 4 – Listening

For the listening test, there will be 25 questions with a total of 25 marks overall. This test is divided into 4 parts. You’ll be tested in your listening skills. This test will take up 35 minutes.

Are you excited yet to sit for PT3 examination? You can get the latest PT3 English Papers at Superprof.

The Pros and Cons of PT3

Well, the debates for the pros and cons of PT3 over PMR has been on since the first year of PT3 implementation in 2014. It has been 7 years since. Here is the advantages of PT3.

• The new format of speaking and listening test will help students to develop their communication skills.
• Teachers will have more time to focus on individual students’ achievement and are able to help weaker student to improve in assessment.
• Students are able to make continuous improvements.
• Students are not able to simply skip schools due to the on-going assessment which is at random.
• Students are taught to consistently study and not only stressed on final examination.
• Students will become more respectful of teachers as the teachers are the one who’s going to mark their assessment test.

Disadvantages

• Students are unable to fulfil the examination’s requirement due to not enough assessment done.
• Even with the standardize grading method, teachers still can be biased towards their preferable students.
• Malaysian education standard has been downgraded.
• It is hard for teachers to assess each student individually as they teach a lot of students – imagine 1 class, 30 students, and they teach 10 classes in total. So 300 students to continuously assessed.
• All the quiet and introvert student might be invisible to the teacher and are unable to get extra marks compared to the extrovert students.

Tips to Score PT3 English Paper

We have looked at the marking scheme and PT3 English Instruments. You have also take a look at the pros and cons of PT3 assessment. Can you guess what are tips Superprof going to share with you? Check out the Complete Guide to PT3 English for more tips.

If you understand enough all the formats, getting a lot of exercises by doing past year papers and sharpened your English essay writing, I believe you will get outstanding grade in your PT3.

Let me share with you few extra tips to get A in your PT3 test.

• Never skip schools or there is a chance you will miss the test
• Be ready at all time as the assessment will be done at random
• Get help from teachers, friends or tutor if you are weak in any subjects
• Be good to your teachers as they will be the one to access your paper
• Try to speak more such as asking teacher questions during class as the teacher will remember you and they can make good assessment for you

You know PT3 assessment is not very hard to score. If you are weak in the subjects, look for alternative learning method. You can also get extra classes at tuition centre or tutor. You can find a lot of experience tutors at Superprof too! Tutors at Superprof will always be readily available anytime if you need them.

Last but not least, all the best and enjoy your day-to-day classes.

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Alia Jamaludin is known as a passionate environmentalist and animal lover. By being both educator and writer, she can reach out her positive thought to almost every being on this planet.

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PT3 English Essay Examples

• SPM English Essay Examples
• Poem - Notes & Exercises

TALK / SPEECH EXAMPLE ESSAYS:

INFORMAL LETTER EXAMPLE ESSAYS:

Check this one out.

FORMAL LETTER EXAMPLE ESSAYS:

ARTICLE / ESSAY EXAMPLE ESSAYS:

DISCUSSION EXAMPLE ESSAYS:

RECOUNT / STORY EXAMPLE ESSAYS:

Useful idioms for pt3 & spm.

PT3 Oral Test Example Question Sheet

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Blog Pendidikan dan Informasi

Contoh Karangan Bahasa Inggeris Tingkatan 1 2 3 (English Essays) Form 1 2 3

Koleksi Contoh Karangan Bahasa Inggeris Tingkatan 1, 2, 3 (English Essays). Tingkatan / Form 1, 2, 3. Sekolah Menengah. Secondary School. (31) (1/2)

Dunia hari ini menyaksikan manusia berlumba-lumba untuk mengejar kemajuan untuk mencapai cita-cita dan kejayaan kerjaya masing-masing.

Individu yang rajin berusaha akan bergerak maju manakala yang malas atau berat tulang pula akan ketinggalan dan mundur.

Manusia yang insaf dan proaktif akan berusaha untuk menimba ilmu pengetahuan kerana ilmu telah menjadi ukuran bagi kejayaan dan kemajuan hidup seseorang di bumi ini.

Pernah orang tua-tua berkata bahawa orang yang tidak berilmu atau kedaifan ilmu ialah orang yang tidak akan berjaya.

………………………………………………………………………………………………..

Koleksi Contoh Karangan Bahasa Inggeris (English Essays) Tingkatan 1, 2, 3

…………………………………………………………………………………

Leading A Healthy Lifestyle (Speech)

Letter Of Application (Directed Formal Letter)

Letter Of Complain (Formal Letter)

Letter Of Complaint (Stray Dogs)

Letter Of Complaint: Hygiene Conditions At Hawker Centre

Letter Of Complaint: Request For Broken Item Replacement

Letter To Newspapers: Expressing Concern On Child Abuse

Lost At Shopping Mall

Making Use of Bottles As Decorative Items (Speech)

Mother’s Day Celebration

My Best Friend

My Best Pal (Friend)

My Daily Routine Free School (English Essay)

My Favorite Subject In School

My Favourite Teacher

My Favourite TV Programme

My First Day At School

My Holiday Experience (Essay)

My Life Years From Now

My Most Embarrassing Situation

My Most Unforgettable Character

Picnic At Seaside

Police Report On Accident

Police Report On Accident (Directed Writing)

Preventing Truancy

Report (Fire In Laboratory)

Report (Problems In School Library)

Report To Principal – Complaint About School Canteen

River Pollutio (Formal Letter)

Road Accident

Road Safety (1)

Road Safety (2)

Road Safety (Speech)

Safety Tips When Going To School

Saving Money Is A Good Habit

Short Essay on Advantages And Disadvantages Of Computers

Should Do’s And Should Not Do’s To Keep The School Clean, Hygienic and Safe

Should School Students Be Given a Mobile Phone Discuss

Showing Favouritism

Single Session School – Advantages and Disadvantages

Speech: Love Your Environment Campaign

Staying Fit and Healthy  

Study Skills (Speech)

Teacher’s Day (Speech)

Teachers’ Day (1)

Teachers’ Day (2)

Teenagers Don’t Smoke

The Beauty Of Malaysia (Essay)

The Benefits of Taking Up Hobbies (Speech)

The Conservation Of Our Natural Forests (Speech)

The Importance of Eating More Fruits and Vegetables

The Importance Of Examinations

The Importance Of Making Friends

The Importance Of Studying English

The Importance Of Studying The English Language (Speech)

The Important Of Obeying School Regulations (Speech)

The Important Of Reading (Speech)

The Malaysian Tradition Of Having Open Houses Is Important And Should

The National Day Celebration

The Need For Rules

The Need For Self Discipline

The Night Market

The Night Market  

The Person I Admire Most

The Unusual Experience

Tips On How To Improve Your Reading Habit

Useful Ways To Spend Leisure Time

Visiting A Book Fair

Ways To Maintain A Good Health

Ways To Prevent Dengue

What Would You Do If You Had A Lot Of Money

Which Do You Prefer, Living in The Countryside or Living In The City? (City)

Which Do You Prefer, Living in The Countryside or Living in The City? (Countryside)

Why School Children Should Have Hobbies (Speech)

Why Should We Have Good Manners ?

Write a Story That Ends With’… Aaah! What a Nice Life It Has Been.’

A Birthday Party

A Camping Experience

A Day At The Seaside

A Day I Wished Had Never Happened

A Hit-And-Run Accident

A Holiday At The Countryside

A Holiday In Cameron Highland

A Narrative Essay KSSM (Story)

A Painful Lesson

A Picnic By The Sea

A Popular Tourist Spot That I Have Visited

A Road Accident

A Road Accident (1)

A Road Accident (2)

A Speech Of “The Disadvantages of smoking and Tips to stop Smoking”

A Squatter Fire

A Terrifying Experience

A Trip To Mount Kinabalu

A Visit To SPCA (Society for the Prevention of Cruelty to Animals)

Accusation Of Stealing (Story)

Activities During The Year – The Caring Club of SMK (Report)

Advantages Of Unity

Advise Your Cousin On How To Lose Weight (Informal Letter)

Anti Smoking Campaign Speech

Anti-Smoking Campaign (Speech)

Ban On Underage Smokers

Be A Wise Shopper

Burglary (Story)

Caning Is An Old-Fashioned Way Of Disciplining Students (Speech)

Cell phones – One of Our Greatest Technologies Misused

Debate: “Advertisements Do More Good Than Harm”

Deepavali Celebration (Informal Letter)

Describe An Afternoon At The Bus Station

Descriptive Essays Describe What You Understand About Success and Explain Why

Directed Writing (Speech) : Obesity

‘Do Not Judge a Book By Its Cover’. Describe An Experience When This Was True For You

Drowning (Story)

Drug Abuse: Problems And Solutions

English Form 1, 2, 3 : Writing Step By Step Handbook

Essay on Healthy Lifestyle

Essay on Mother’s Day In English For School Kids and Children Mother’s

Essay on My Best Friend – 7 Selected Essays on My Best Friend

Experience of Being In A Busy City

Experience of Waiting For A Bus At A Bus Station

Fire (Report)

Flash Flood

Formal Letter: Complaint About Unsatisfactory Food And Restaurant Service

Forms Of Discipline

Games I Like To Play

Global Warming

Haze: A Danger To Health (Directed Writing)

Honesty (Speech)

Honesty Is The Best Policy (Story)

How To Be A Wise Consumer

How To Defend Your Homes From Burglars (Speech)

How To Develop Reading Skill In Children

How To Do Well In Examination (Informal Letter)

If I Were A Millionaire

In What Ways Can People of Your Age Do To Improve Life In Your Country?

Informal Letter (Directed Writing)

Informal Letter (Visit To Pulau Langkawi)

Informal Letter: Write A Letter To Your Mother Asking For Some Money

Internet (Essay)

Interview A Policeman

It Was The Last Day Of School

Keeping Cool

Kite Flying

………………………………………………………………………………….

• Improve Your Spelling: Frequently Misspelled Words (1)
• Improve Your Spelling: Frequently Misspelled Words (2)
• Improve Your English : Frequently Confused Words (1)
• Improve Your English : Frequently Confused Words (2)
• Improve Your English : Frequently Confused Words (3)
• Improve Your English : Frequently Confused Words (4)
• Improve Your English : Frequently Confused Words (5)

……………………………………………………………………………………………….

• Koleksi Soalan dan Latihan Bahasa Inggeris (English) Tingkatan 3 + Jawapan
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Koleksi soalan dan latihan tingkatan 2 + jawapan, koleksi soalan dan latihan tingkatan 3 + jawapan.

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• Koleksi Soalan dan Latihan Reka Bentuk dan Teknologi (RBT) Tingkatan 3 + Jawapan-
• Koleksi Soalan dan Latihan Sejarah Tingkatan 3 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Islam Tingkatan 3 + Jawapan-
• Koleksi Soalan dan Latihan Pendidikan Moral Tingkatan 3 + Jawapan-
• Koleksi Soalan dan Latihan Geografi Tingkatan 3 + Jawapan

………………………………………………………………………………………………..

• Koleksi Soalan dan Latihan Sains (Science) Tingkatan 2 + Jawapan
• Koleksi Soalan dan Latihan Matematik (Mathematics) Tingkatan 2 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Melayu Tingkatan 2 + Jawapan
• Koleksi Soalan dan Latihan Asas Sains Komputer (ASK) Tingkatan 2 + Jawapan
• Koleksi Soalan dan Latihan Sejarah Tingkatan 2 + Jawapan
• Koleksi Soalan dan Latihan Geografi Tingkatan 2 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Seni Visual (PSV) Tingkatan 2 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Jasmani dan Pendidikan Kesenian Tingkatan 2 + Jawapan
• Koleksi Soalan dan Latihan Reka Bentuk dan Teknologi (RBT) Tingkatan 2 + Jawapan

……………………………………………………………………………………………

• Koleksi Soalan dan Latihan Matematik (Mathematics) Tingkatan 1 + Jawapan-
• Koleksi Soalan dan Latihan Sains (Science) Tingkatan 1 + Jawapan-
• Koleksi Soalan dan Latihan Bahasa Melayu Tingkatan 1 + Jawapan
• Koleksi Soalan dan Latihan Reka Bentuk dan Teknologi (RBT) Tingkatan 1 + Jawapan-
• Koleksi Soalan dan Latihan Asas Sains Komputer (ASK) Tingkatan 1 + Jawapan-
• Koleksi Soalan dan Latihan Sejarah Tingkatan 1 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Islam Tingkatan 1 + Jawapan-
• Koleksi Soalan dan Latihan Geografi Tingkatan 1 + Jawapan

…………………………………………………………………………………………

• KOLEKSI Soalan Peperiksaan Percubaan Tingkatan 1, 2, 3 + Skema Jawapan
• Koleksi Nota Ringkas dan Padat, Soalan, Latihan, KBAT, Peperiksaan, Ujian Tingkatan 1, 2, 3, 4, 5, 6 dan Tahun 1, 2, 3, 4, 5, 6

…………………………………………………………………………………………….

• Tingkatan 3 : Soalan, Nota, Peperiksaan, Ujian, Bahan Rujukan Penting Semua Subjek
• Tingkatan 2 : Soalan, Nota, Peperiksaan, Ujian, Bahan Rujukan Penting Semua Subjek
• Tingkatan 1 : Soalan, Nota, Peperiksaan, Ujian, Bahan Rujukan Penting Semua Subjek
• Bahan-Bahan Rujukan Penting dan Berguna untuk Subjek-Subjek Utama SPM, Tingkatan 1, 2, 3, 4, 5, dan Tahun 1, 2, 3, 4, 5, 6

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Amna Khalid says institutions need to rethink DEI initiatives.

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Pushing back on DEI ‘orthodoxy’

Panelists support diversity efforts but worry that current model is too narrow, denying institutions the benefit of other voices, ideas

Nikki Rojas

Harvard Staff Writer

It’s time to take a harder look at the role of Diversity, Equity, and Inclusion in higher education.

That was the overall theme of a searing panel discussion at Smith Campus Center on Thursday. Titled “Academic Freedom, DEI, & the Future of Higher Education,” the event featured scholars specializing in law, history, politics, and diversity.

“The power of diversity for learning is irreplaceable,” said panelist Amna Khalid, associate professor of history at Carleton College in Minnesota. “It is incredible, and it is a value that I strongly believe in as someone who is the product of various educational systems.”

However, Khalid shared that she often finds herself at odds with the approach DEI practitioners take in higher education — an approach she termed “DEI Inc.”

Khalid wrote an opinion piece with Carlton colleague Jeffrey Aaron Snyder last year for the Chronicle of Higher Education. The essay, titled “ Yes, DEI Can Erode Academic Freedom. Let’s Not Pretend Otherwise ,” argues that under the logic of the prevailing DEI model, “Education is a product, students are consumers, and campus diversity is a customer-service issue that needs to be administered from the top down.”

All too often, Khalid said at the event, practitioners implement a “model underscored by a notion of harm and that students somehow need to be protected from harm.”

Jeannie Suk Gersen, John H. Watson, Jr. Professor of Law at Harvard Law School, agreed with that assessment and said that people who object to DEI do not often equate it to the idea of diversity.

“It’s, in fact, a set of ideas that have become very narrowed to one specific orthodoxy about what diversity means, what equity and inclusion mean, so that it shuts out a whole bunch of other ideas about what diversity, equity, and inclusion may be,” Suk Gersen said.

The lone voice to advocate for a professionalized and accountable DEI workforce was Stacy Hawkins, a Rutgers University law professor and scholar of DEI.

“Perhaps it’s simply just the introduction of diversity into our institutions that’s going to create discomfort — that’s going to make it harder to have the same conversations, to do the same things, to say and behave in the same ways that we used to,” said Hawkins, who underscored the challenge of welcoming diverse students without diverse faculty. “But that doesn’t mean that it’s not a worthwhile exercise to try.”

Panelists also fielded questions on academic freedom and free speech, and whether DEI infringes on those rights.

DEI is “almost always wrong in the sense that it subverts classical liberal principles of the academic mission of open inquiry, truth seeking, knowledge creation, research, and debating ideas,” responded panelist Ilya Shapiro, senior fellow and director of constitutional studies at the Manhattan Institute.

He went on to quote Hanna Holborn Gray, former president of the University of Chicago, who once said: “Education should not be intended to make people comfortable; it is meant to make them think.”

Shapiro proved the only panelist to argue for the total elimination of university DEI offices without replacing them with other structures designed to achieve diversity goals. Instead, he said that student affairs, compliance officers, and admissions should assume any responsibilities related to diversity.

Last week’s discussion was sponsored by the Faculty of Arts and Sciences’ Civil Discourse Initiative , the Harvard College Intellectual Vitality Initiative , and the Edmond & Lily Safra Center for Ethics .

Also discussed were social media and the distorted views it surfaces on DEI.

Hawkins noted that DEI takes a real beating on the platforms, all while cancel culture is the true driver behind most modern outrage. “There is this heightened sense of awareness,” she said. “There’s this heightened sense of accountability. There is this heightened sense of threat. And this heightened sense of punitive action, all surrounding a larger cultural phenomenon that has nothing to do with diversity, equity, and inclusion.”

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Msnbc’ host’s nicole wallace tosses script on air, slams trump for calling out judge’s daughter on social media.

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MSNBC host  Nicole Wallace  threw her script in the air during a live broadcast Friday while she railed against Donald Trump for calling out a judge’s daughter.

Wallace said it was “time to do something different” when she went off script to discuss a scathing social media post from the former president targeting the Democratic-connected daughter of the judge overseeing a hush money case against Trump.

“Like, we’re not going to have this conversation again!” Wallace said. “I have come on the air with breaking news about requests for gag orders because of threats for judges and their kids more times than I could count today before I got ready.

“Donald Trump brazenly and repeatedly attacks not just judges. Judges don’t have Secret Service protecting them,” she continued. “What are we going to do differently, because Donald Trump sure as hell isn’t changing.”

One of her guests, former federal Judge Michael Luttig, said Trump’s goal was to “delegitimize” courts so if a negative ruling came his way, his fans would dismiss it. 

“We all have to understand that from the first time that the former president began his attacks — vicious attacks — on the federal courts and the state courts and their judges, his objective was to delegitimize those courts so that when and if they ruled against him in the various matters that he’s been charged with, then at least his followers, if not a good part of the nation, would dismiss those rulings against him as having been politically inspired and motivated,” he said.

A judge was asked by Manhattan prosecutors to clarify  a gag order that was placed on the former president  earlier this week following his posts about New York Supreme Court Judge Juan Mechan’s daughter, political consultant Loren.

Trump wrote Thursday: “Judge Juan Merchan is totally compromised, and should be removed from this TRUMP Non-Case immediately. His Daughter, Loren, is a Rabid Trump Hater, who has admitted to having conversations with her father about me, and yet he gagged me.”

Merchan imposed the gag order on the presidential candidate in his hush-money case due to the fact that Trump had “prior extrajudicial statements” and saying that he posed a “a sufficient risk to the administration of justice.”

The judge ordered Trump or others to make direct or public statements about witnesses, such as his former fixer Michael Cohen and the porn star at the center of the case, Stormy Daniels. Trump is accused of doctoring financial records related to hush money payments to Daniels and Karen McDougal.

However, Trump suggested Merchan’s daughter’s  interests as a Democratic political consultant  has worked against him, aiding President Joe Biden and other Democrats. 

He accused Loren of having an “obvious goal” to see him jailed. 

He has also accused Merchan of “hating’ him. 

Trump has pleaded not guilty to 35 felony counts of falsifying business records in the case and has denied having an affair with Daniels. 

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PT3ENGLISH.com

For teachers and students, fast and easy ways to write your email/note/postcard: question 3(j).

Previously, I’ve posted  an entry on How to start and end question 3(J) and it’s been well received and I’ve also gotten some valuable feedbacks from our readers. I also mentioned that I might share with you a cycle that I normally introduce to my learners.  So, why not now? The test is closer now that it is July, I am sure you guys are feeling more anxious now. Maybe this could help you.

*The usefulness of this cycle is very subjective, if you do not think it will work with your learners, I welcome you to write to me and we can chat 🙂

PT3 Papers have certain ways of constructing this question. There is almost a pattern in the things they ask for.

In almost all the question types that have been asked out there, you will most probably be asked to :

• invite/suggest/recommend
• give 1 or more reasons
• encourage someone to take action

It does not run away from this. Therefore, all you need to do is to link all of them together and try to make your writing sound as natural and interesting as you can.

In my previous post  How to start and end question 3(J),  I have explained how you can start and end with some ready-to-go phrases.

In here you will find some more help for you to go about with your content:

• This is to make sure you are on the right direction. It also helps you to make sure you answer the question.
• It is very important that you give AT LEAST 2 reasons to show that you understand what the question asks.
• In 2017, the question changed its format and ASK FOR ONLY 1 REASON . It killed many students and it showed that many students either don’t read the question properly or don’t understand the difference between ‘REASONS’ and ‘REASON’ 
• As TEACHERS , it’s extremely important to brief your students on this and make it a point for them to READ the questions. EVERY QUESTION should be READ and DISSECTED!
• Use connecting words to help arrange your points. 
• Some suggested sentence starters are there to help you build around the notes given from given text.
• REASON 3 is optional but highly recommended if you feel that you don’t have much to say
• Here are some very useful sentences I introduce to my student:
• I know you like ______ right?
• You are going to love it. 
• We can have fun together.
• We can take a lot of pictures there.
• What are you waiting for? Come and join me.

These may sound simple but they could be life saver for your weaker groups. They feel more confident when they have some sentences up their sleeve.

Just remind them try not to repeat the same sentence too often.

ENCOURAGEMENT

• They always ask for this in the question. If you worry your students can’t understand the word, make it a point for them to write this in. I mean, it can’t be wrong, can it?
• Just a sentence to end the whole writing. 

The picture below may help you to better understand what I am talking about here:

From my experience, students feel less lost when they have a guideline like this.

The positive side of it:

• It comes most useful with the weaker groups. They will be able to come up with something instead of nothing.
• Some students like playing safe. This is SAFE.
• They write quicker. Once they get used to the pattern, it’s faster for them to get it done.
• Avoid a lot of weird language (grammar and tenses comedy)

The negative side of it:

• You take away students’ creativity. They might stick with your samples language. If you want genuine products from them, this might not be what you’re looking for.
• Expect a lot of similar answers. But hey, if it gets them to the shore, why not?
• Also, many will still get it wrong. I’ve seen many learners still not able to connect the phrases into meaningful language. For this, I’m still looking for ways to help them, any ideas from you?

9 thoughts on “ Fast and Easy ways to write your Email/Note/Postcard: Question 3(J) ”

Very useful indeed as were the others you have sent. Thank you Grace.

Kudos to a wonderful teacher for her refreshing ideas. Much thought too given to cater to different set of students. Keep up the good work. May God bless you with more great sharings.

Thank you so much for your updates. This is the best site that supports tchrs and i appreciate yiur prompt replies and guides!!

Santhimuru,

Appreciate your kind words! Let’s spread the love! 🙂

this is so useful. even advance students need base guideline. thanks so much

This is waaaaayy helpful than looking at those emails on the guidebooks

appreciate your kind words!

appreciate your kind words! however, with the implementation of the new format, we’re going to change the content of this post to better fit the new requirements of the new format. stay tuned!

Thanks. Easy way. May I share to my students?

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Guest Essay

Something Other Than Originalism Explains This Supreme Court

By Marc O. De Girolami

Mr. De Girolami is a law professor at the Catholic University of America. He is writing a book about traditionalism in constitutional law.

It is a sign of the polarizing nature of the current Supreme Court that even knowledgeable critics of its opinions make diametrically opposed arguments.

This week, for example, the former Supreme Court justice Stephen Breyer, in a new book, “Reading the Constitution,” chides the current court’s approach to the law, which he says fixates on the text of the Constitution and attaches too much significance to the meanings of its provisions at the time they were ratified. If only, Justice Breyer urges, justices would soften this “originalist” approach and take into account how “our values as a society evolve over time” — including by respecting the “longstanding practice” of the court and other organs of government.

Justice Breyer’s criticism follows on the heels of that of another judge, Kevin Newsom of the U.S. Court of Appeals for the 11th Circuit. In a talk last month at Harvard Law School, Judge Newsom made the opposite argument: He criticized the Supreme Court, when considering matters such as handgun regulation and abortion rights, for being insufficiently faithful to originalism and overly attuned to social practices that occurred or continued after constitutional ratification. Such traditions, he warned, “have no demonstrable connection to the original, written text.”

The current Supreme Court is the object of considerable controversy and confusion. To understand its decisions properly, especially over the past three or four years, the key is to realize that each critic is half right. Justice Breyer is right that the Constitution should be interpreted, in part, in light of practices that persisted after its ratification, but wrong to think that the current court is not doing this. Judge Newsom is right that the current court is doing this, but wrong to think that it should not be.

This court is conventionally thought of as originalist. But it is often more usefully and accurately understood as what I call “ traditionalist ”: In areas of jurisprudence as various as abortion, gun rights, free speech, religious freedom and the right to confront witnesses at trial, the court — led in this respect by Justices Samuel Alito, Clarence Thomas and Brett Kavanaugh — has indicated time and again that the meaning and law of the Constitution is often to be determined as much by enduring political and cultural practices as by the original meaning of its words.

The fact that the Supreme Court seems to be finding its way toward an open embrace of traditionalism should be broadly celebrated. To be sure, the court’s traditionalism has played a role in many decisions that have been popular with political conservatives, such as the Dobbs ruling in 2022 that overturned Roe v. Wade. But it is not a crudely partisan method. Justice Sonia Sotomayor, an Obama nominee, has used it in a decision for the court — and Justice Amy Coney Barrett, a Trump nominee, has expressed some skepticism about it.

Traditionalism may not be partisan, but it is political: It reflects a belief — one with no obvious party valence — that our government should strive to understand and foster the common life of most Americans. The Supreme Court has relied on traditionalism to good effect for many decades, though the justices have seldom explicitly acknowledged this. Traditionalism should be favored by all who believe that our legal system ought to be democratically responsive, concretely minded (rather than abstractly minded) and respectful of the shared values of Americans over time and throughout the country.

To get a better sense of what traditionalism is, it is useful to compare it with the two dominant approaches to constitutional interpretation in adjudication: originalism and what is often called “living constitutionalism.”

Sometimes the Constitution’s words are not clear and their application to a particular issue is also unclear. Consider the line “Congress shall make no law respecting an establishment of religion,” from the First Amendment. Judges face choices about how to determine what exactly Congress (and today, by extension, the states) is being forbidden from doing.

One option is to discern the meaning that those words would have had at the time of their adoption, using ratification-era dictionaries, contemporary documents by learned authorities, databases of usage, other linguistic and legal sources and perhaps activities closely confined to the founding period. That is originalism.

Another option is to understand those words by recourse to a high ideal or abstraction. For example, a judge might take that passage of the First Amendment to reflect a principle of separation of church and state and then apply that principle in light of the judge’s moral views or perceptions of contemporary moral standards in the case at hand. That is living constitutionalism.

Traditionalism offers a third option. Here, one would look at specific political and cultural practices — the activities of the organs of government and of individuals and groups across the country over long periods of time — to help determine constitutional meaning and law. For example, one might observe that the practice of legislative prayer (prayer that opens legislative assemblies) was pervasive long before and at the time of the First Amendment’s ratification, and that it continued for centuries afterward. For that reason, one would conclude that legislative prayer is unlikely to violate the prohibition against an “establishment of religion.”

The intuition is straightforward: It would be odd to think that the Establishment Clause of the First Amendment prohibits legislative prayer if legislative prayer was widely practiced before, during and for centuries after ratification. Were we supposed to put a stop to a practice many showed no sign of wanting to stop, and indeed, that a great many people were eager to continue and did continue? Sometimes, yes, moral reflection or changed circumstance prompts a re-evaluation of our practices. But in general, we do what we mean and we mean what we do, and constitutional law takes its shape accordingly.

In its 2021-2022 term, traditionalism was the Supreme Court’s preferred method in a number of high-profile cases. Consider New York State Rifle and Pistol Association v. Bruen, a 2022 decision that concerned a New York law that strictly limited the carrying of guns outside the home. Justice Thomas, writing for the majority, held that New York’s requirement to demonstrate a “special need for self-protection” before the state would issue a handgun permit for self-defense outside the home violated the Second Amendment.

The “historical tradition” of handgun regulation, Justice Thomas argued, established the limits of the right to keep and bear arms. He noted that the practices of regulation “from before, during and even after the founding” of the United States indicated “no such tradition in the historical materials,” which suggested that a long, unbroken line of tradition, stretching from medieval England to early 20th century America, was at odds with New York’s law. The opinion granted the existence of scattered 19th-century regulations akin to New York’s, but argued that these were dwarfed by the dearth of analogous traditions of gun regulation over time and across state and local communities.

One can see a similar traditionalist approach in Dobbs, where Justice Alito, writing for the court, examined the government practices of abortion regulation before, during and after ratification of the 14th Amendment, concluding that there is no constitutional right to abortion in part because there is “an unbroken tradition of prohibiting abortion” that persisted “from the earliest days of the common law until 1973.”

Likewise, in Kennedy v. Bremerton School District, the Supreme Court decided in 2022 that a public school football coach who prayed on the field after games was not in violation of the Establishment Clause by holding, in an opinion by Justice Neil Gorsuch, that this was not analogous to prayer practices long considered Establishment Clause violations. And in the unanimously decided case Houston Community College System v. Wilson, the court in 2022 held that “long settled and established practice” determined that elected bodies do not violate their members’ freedom of speech when they censure one of their members.

For some critics, the invocation of “tradition” sets off alarm bells. After all, our country looks very different today, demographically and otherwise, than it did hundreds of years ago, when political power was held by relatively few and denied to others for illegitimate reasons. These critics ask how well traditionalism deals with the contemporary realities of American democracy.

The answer to this legitimate question is: Compared to what? Consider again originalism and living constitutionalism. These approaches, different as they are from each other, are both suited to elite actors working at the nerve centers of legal and political power. Both depend on the preferences and findings of the legal professional class. Originalism privileges the centuries-old writings of illustrious figures of the founding or Reconstruction era as determined by today’s most brilliant legal historians and theorists. Living constitutionalism privileges the high ideals of today’s most prominent academics and judges.

Traditionalism, by contrast, looks to the ordinary practices of the American people across time and throughout the country. In democracies, people obey the law because they believe it is legitimate, and the law acquires legitimacy when the people believe they have had a hand, direct or indirect, in shaping it. True, the practices of “the people” may be repudiated or upended — no political tradition is perfect — but while they endure, their origin in popular sovereignty is a presumptive reason to preserve them.

Tradition, in the law and elsewhere, illuminates a basic fact of human life: We admire and want to unite ourselves with ways of being and of doing that have endured for centuries before we were born and that we hope will endure long after we are gone. At its core, this is what constitutional traditionalism is about: a desire for excellence, understood as human achievement over many generations and in many areas of life, that serves the common good of our society.

Not all traditions are worthy of preservation. Some are rightly jettisoned as the illegitimate vestiges of days gone by. But many, and perhaps most, deserve our solicitude and need a concerted defense.

Traditions can be fragile things. To the extent that a revitalized practice of constitutional interpretation is possible, it will depend on determining the content of the Constitution with an eye to their sustenance and restoration.

Marc O. De Girolami ( @MarcODeGirolami ) is a law professor at the Catholic University of America, where he is a co-director of the Center for Law and the Human Person.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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