essay form 3 2022

Maya Aisyah,

No.3, Taman Jaya,

89790, Petaling Jaya.

The Principal,

SMK Jaya, Taman Jaya,

89790, Kuala Lipis,

Pahang.                                                                                                                                                               23 MAC 2021. 

Chapter : Writing Skills

Topic : essay, related notes.

• Prepositions
• Subject-verb agreement
• Conjunctions

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Sample Essays: Writing with MLA Style

Congratulations to the students whose essays were selected for the 2024 edition of Writing with MLA Style! Essays were selected as examples of excellent student writing that use MLA style for citing sources. Essays have been lightly edited. 

If your institution subscribes to MLA Handbook Plus , you can access annotated versions of the essays selected from 2022 to 2024. 

Writing with MLA Style: 2024 Edition

The following essays were selected for the 2024 edition of Writing with MLA Style. The selection committee for high school submissions was composed of Lisa Karakaya, Hunter College High School; and Heather Smith, Dedham Public Schools. The selection committee for postsecondary submissions was composed of Rachel Ihara, Kingsborough Community College, City University of New York; Tarshia L. Stanley, Wagner College; and Joyce MacDonald, University of Kentucky.

High School Essays

Miguel Kumar (Ransom Everglades School)

“McCarthyism at the Movies: The Effects of Hollywood McCarthyism on the American Public”

Catherine Mao (Hunter College High School)

“ Beauty Is in the Eye of the Beholder, and the Beholder Is a White Man: The 1875 Page Act, Eugenics, and Beauty Standards for Chinese Women versus American Women ”

Undergraduate Essays

Rachelle Dumayas  (California State University, Sacramento)

“Should Deaf Children Get Cochlear Implants?”

Holly Nelson (Johns Hopkins University)

“Creating Space? Representations of Black Characters in Regency Romance”

Chloe Wiitala (University of Minnesota, Duluth)

“ Reanimating Queer Perspectives through Camp: A Study of Frankenstein and Its Parodic Film Adaptations ”

Writing with MLA Style: 2023 Edition

The following essays were selected for the 2023 edition of Writing with MLA Style. The 2023 selection committee was composed of Ellen C. Carillo, University of Connecticut (chair); Rachel Ihara, Kingsborough Community College, City University of New York; and Tarshia L. Stanley, Wagner College.

Caroline Anderson (Pepperdine University)

“ L’Appel du Vide : Making Spaces for Sinful Exploration in The Strange Case of Dr. Jekyll and Mr. Hyde ”

Hunter Daniels (University of South Carolina, Aiken)

“Biblical Legalism and Cultural Misogyny in The Tragedy of Mariam ”

Aspen English (Southern Utah University)

“Putting the ‘Comm’ in Comics: A Communication-Theory-Informed Reading of Graphic Narratives”

Raul Martin (Lamar University)

“The Book-Object Binary: Access and Sustainability in the Academic Library”

Grace Quasebarth (Salve Regina University)

“Finding a Voice: The Loss of Machismo Criticisms through Translation in Isabel Allende’s The House of the Spirits ”

Writing with MLA Style: 2022 Edition

The following essays were selected for the 2022 edition of Writing with MLA Style. The 2022 selection committee was composed of Ellen C. Carillo, University of Connecticut; Jessica Edwards, University of Delaware (chair); and Deborah H. Holdstein, Columbia College Chicago.

Kaile Chu (New York University, Shanghai)

“Miles Apart: An Investigation into Dedicated Online Communities’ Impact on Cultural Bias”

Sietse Hagen (University of Groningen)

“The Significance of Fiction in the Debate on Dehumanizing Media Portrayals of Refugees”

Klara Ismail (University of Exeter)

“Queering the Duchess: Exploring the Body of the Female Homosexual in John Webster’s The Duchess of Malfi ”

Yasmin Mendoza (Whittier College)

“Banning without Bans”

Niki Nassiri (Stony Brook University)

“Modern-Day US Institutions and Slavery in the Twenty-First Century”

Samantha Wilber (Palm Beach Atlantic University)

“‘Pero, tu no eres facil’: The Poet X as Multicultural Bildungsroman”

Writing with MLA Style: 2019 Edition

The following essays were selected for the 2019 edition of Writing with MLA Style. The 2019 selection committee was composed of Jessica Edwards, University of Delaware; Deborah H. Holdstein, Columbia College Chicago (chair); and Liana Silva, César E. Chavez High School, Houston, Texas.

Catherine Charlton (University of King’s College, Nova Scotia)

“‘Coal Is in My Blood’: Public and Private Representations of Community Identity in Springhill, Nova Scotia”

Alyiah Gonzales (California Polytechnic State University)

“Disrupting White Normativity in Langston Hughes’s ‘I, Too’ and Toni Morrison’s ‘Recitatif’”

Meg Matthias (Miami University, Ohio)

“Prescriptions of (Living) Historical Happiness: Gendered Performance and Racial Comfort in Reenactment”

Jennifer Nguyen  (Chaminade University of Honolulu)

“The Vietnam War, the American War: Literature, Film, and Popular Memory”

Emily Schlepp (Northwest University)

“A Force of Love: A Deconstructionist Reading of Characters in Dickens’s  Great Expectations ”

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Bahasa Inggeris (English) Tingkatan 3: Soalan Peperiksaan, Percubaan, Ujian, Nota=

Soalan Peperiksaan Percubaan + Skema Jawapan, Essays, – Bahasa Inggeris (English) Tingkatan 3 .

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.

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Bahasa Inggeris Tingkatan 3 :

• Bahan-Bahan Rujukan Penting Tingkatan 3 — Bahagian 302 (Bahasa Inggeris Tingkatan 3)

Koleksi Soalan Peperiksaan Percubaan Bahasa Inggeris Tingkatan 3 + Skema Jawapan 

Bank Soalan Peperiksaan Percubaan Bahasa Inggeris Tingkatan 3 + Skema Jawapan (KOLEKSI)

Latihan (Soalan) Bahasa Inggeris Tingkatan 3 + Skema Jawapan

• Koleksi Soalan, Latihan, Nota Bahasa Inggeris (English) Tingkatan 3 + Jawapan

Buku Teks Bahasa Inggeris (English) Tingkatan 3 KSSM

Jawapan Buku Teks Bahasa Inggeris Tingkatan 3 KSSM

Contoh Karangan Bahasa Inggeris Mudah (BI) (Simple English Essays)

• Koleksi Contoh Karangan Bahasa Inggeris PT3 (PT3 English Essays)
• Bahasa Inggeris (English) Tingkatan 1, 2, 3 (PT3): Karangan / Essays

English : Novels + Literature Components Tingkatan 1, 2, 3 (PT3)

English Grammar Notes + Common Errors In English

Item Contoh (Soalan Contoh) Bahasa Inggeris PT3 (Format Baharu)

Grammar Notes PT3 English (Bahasa Inggeris PT3)

Bahasa Inggeris : Modul G Cakna PT3 + Skema Jawapan (Tingkatan 1, 2, 3)

Latihan (Soalan) Bahasa Inggeris PT3 + Jawapan    

Teknik Menjawab Soalan Bahasa Inggeris (English) PT3

English Grammar Common Errors

English Grammar Note (RMK)

Tips for Writing A Good Composition  

Bahasa Inggeris (English) PT3 : Tips Peperiksaan, Teknik Menjawab, Soalan Peperiksaan Percubaan, Novels, Essays, Literature Components … (PT)

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Karangan Bahasa Inggeris (English Essays) 

• Contoh Karangan Bahasa Inggeris Mudah (Simple English Essays)
• Grammar Notes + Common Errors In English

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• Koleksi Contoh Karangan Bahasa Inggeris PT3 (Speech Essay Samples)

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Koleksi Nota Ringkas dan Padat, Soalan, Latihan, KBAT, Peperiksaan, Ujian Tingkatan 1, 2, 3, 4, 5 dan Tahun 1, 2, 3, 4, 5, 6 :

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

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Koleksi Soalan, Latihan, Nota Tingkatan 1 + Jawapan

Koleksi soalan, latihan, nota tingkatan 2 + jawapan, koleksi soalan, latihan, nota tingkatan 3 + jawapan.

• Koleksi Buku Teks Digital KSSM Tingkatan 1 (Satu)
• Koleksi Buku Teks Digital KSSM Tingkatan 2 (Dua)
• Koleksi Buku Teks Digital KSSM Tingkatan 3 (Tiga)

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• Koleksi Soalan, Latihan, Nota Sains (Science) Tingkatan 3 + Jawapan
• Koleksi Soalan, Latihan, Nota Matematik (Mathematics) Tingkatan 3 + Jawapan
• Koleksi Soalan, Latihan, Nota Bahasa Melayu Tingkatan 3 + Jawapan-
• Koleksi Soalan, Latihan, Nota Asas Sains Komputer (ASK) Tingkatan 3 + Jawapan-
• Koleksi Soalan, Latihan, Nota Reka Bentuk dan Teknologi (RBT) Tingkatan 3 + Jawapan-
• Koleksi Soalan, Latihan, Nota Sejarah Tingkatan 3 + Jawapan
• Koleksi Soalan, Latihan, Nota Pendidikan Islam Tingkatan 3 + Jawapan-
• Koleksi Soalan, Latihan, Nota Pendidikan Moral Tingkatan 3 + Jawapan-
• Koleksi Soalan, Latihan, Nota Geografi Tingkatan 3 + Jawapan

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

• Koleksi Soalan, Latihan, Nota Sains (Science) Tingkatan 2 + Jawapan
• Koleksi Soalan, Latihan, Nota Matematik (Mathematics) Tingkatan 2 + Jawapan
• Koleksi Soalan, Latihan, Nota Bahasa Inggeris (English) Tingkatan 2 + Jawapan
• Koleksi Soalan, Latihan, Nota Bahasa Melayu Tingkatan 2 + Jawapan
• Koleksi Soalan, Latihan, Nota Asas Sains Komputer (ASK) Tingkatan 2 + Jawapan
• Koleksi Soalan, Latihan, Nota Sejarah Tingkatan 2 + Jawapan
• Koleksi Soalan, Latihan, Nota Geografi Tingkatan 2 + Jawapan
• Koleksi Soalan, Latihan, Nota Pendidikan Seni Visual (PSV) Tingkatan 2 + Jawapan
• Koleksi Soalan, Latihan, Nota Pendidikan Jasmani dan Pendidikan Kesenian Tingkatan 2 + Jawapan
• Koleksi Soalan, Latihan, Nota Reka Bentuk dan Teknologi (RBT) Tingkatan 2 + Jawapan
• Koleksi Soalan, Latihan, Nota Matematik (Mathematics) Tingkatan 1 + Jawapan-
• Koleksi Soalan, Latihan, Nota Sains (Science) Tingkatan 1 + Jawapan-
• Koleksi Soalan, Latihan, Nota Bahasa Melayu Tingkatan 1 + Jawapan
• Koleksi Soalan, Latihan, Nota Bahasa Inggeris (English) Tingkatan 1 + Jawapan
• Koleksi Soalan, Latihan, Nota Reka Bentuk dan Teknologi (RBT) Tingkatan 1 + Jawapan-
• Koleksi Soalan, Latihan, Nota Asas Sains Komputer (ASK) Tingkatan 1 + Jawapan-
• Koleksi Soalan, Latihan, Nota Sejarah Tingkatan 1 + Jawapan
• Koleksi Soalan, Latihan, Nota Pendidikan Islam Tingkatan 1 + Jawapan-
• Koleksi Soalan, Latihan, Nota Geografi Tingkatan 1 + Jawapan

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• KOLEKSI Soalan Peperiksaan Percubaan PT3 + Skema Jawapan (Semua Subjek) (Terkini)

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• Bahan Rujukan Penting: Tahun 6, PT3, SPM, STPM, MUET, Tahun 1, 2, 3, 4, 5, 6, dan Tingkatan 1, 2, 3, 4, 5, 6

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Untuk Rujukan PT3, Tingkatan 1, 2, 3  (Soalan Peperiksaan, Nota, Jawapan, Latihan…) :

• Rujukan PT3 (Tingkatan 1, 2, 3) : Soalan Peperiksaan, Soalan Percubaan, Soalan KBAT, Nota, Modul, Jawapan, Latihan …
• Bahan-Bahan Rujukan Tingkatan 3 : Koleksi Soalan Peperiksaan, Soalan Percubaan, Soalan KBAT, Nota, Modul Soalan, Latihan …
• Bahan-Bahan Rujukan Tingkatan 2 : Koleksi Soalan Peperiksaan, Soalan Percubaan, Soalan KBAT, Nota, Modul Soalan, Latihan …
• Bahan-Bahan Rujukan Tingkatan 1 : Koleksi Soalan Peperiksaan, Soalan Percubaan, Soalan KBAT, Nota, Modul Soalan, Latihan …

Komsas Bahasa Melayu : Antologi Tingkatan 1, 2, 3 (Cerpen, Sajak, Pantun, Syair, Drama, Prosa Tradidional … ) :

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Novel-Novel Bahasa Melayu Tingkatan 1, 2, 3 :

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PT3 (Pentaksiran Tingkatan 3). 02, 03 Bahasa Melayu (BM). 12 Bahasa Inggeris (English). 21 Sejarah. 23 Geografi. 31 Bahasa Arab. 32 Bahasa Cina, 33 Bahasa Tamil. 34 Bahasa Punjabi. 37 Bahasa Iban, 38 Bahasa Kadazandusun. 39. Bahasa Semai. 45 Pendidikan Islam. 50 Matematik (Mathematics). 55 Sains (Science).

70 Asas Sains Komputer. 71 Reka Bentuk dan Teknologi. 90 Hifz al-Quran. 91 Maharat al-Quran. 96 Usul al-Quran. 97 Al-Syariah. 98 Al-Lughah al-‘Arabiah al-Mu’asirah. 62 Seni Visual. 63 Seni Tari. 64 Seni Muzik. 65 Seni Teater.

Arahan Am PT3

Calon wajib menduduki semua instrumen pentaksiran bagi mata pelajaran yang didaftar. Calon yang tidak dapat menduduki mana-mana instrumen pentaksiran akan dianggap TIDAK HADIR bagi mata pelajaran berkenaan. Calon yang tidak dapat menduduki atau tidak hadir sesuatu instrumen pentaksiran dikehendaki mengemukakan dokumen sokongan seperti surat perakuan doktor. Dokumen sokongan ini hendaklah diserahkan kepada Pengetua sebelum tamat tempoh pelaksanaan PT3.

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Amaran Di Dewan / Bilik Pentaksiran

Calon tidak dibenarkan:  

• melipat atau merenyuk kertas jawapan sama ada yang belum ataupun yang telah digunakan.
• membawa masuk dan menggunakan cecair pemadam (liquid paper) atau pita pemadam (correction tape)
• keluar dari dewan/bilik pentaksiran 30 minit pertama ujian dimulakan dan 10 minit terakhir sebelum ujian ditamatkan kecuali dengan kebenaran Ketua Pengawas Pentaksiran.
• membawa keluar dari dewan/bilik pentaksiran instrumen pentaksiran sebelum ujian tamat.
• mengganggu ketenteraman di dalam atau berhampiran dewan/bilik pentaksiran semasa ujian.
• memakai pakaian yang tidak sopan dan mencolok mata.
• merokok di dalam dewan/bilik pentaksiran.

Larangan Di Dewan / Bilik Pentaksiran

Calon dilarang:

• membawa masuk sebarang catatan sama ada pada pakaian atau anggota badan, nota, dokumen seperti buku, lukisan, grafik, akhbar, kamus, kertas, Jadual Waktu Pentaksiran serta telefon bimbit, alat-alat komunikasi atau peranti elektronik, bekas alat tulis dan beg ke dalam dewan/bilik pentaksiran kecuali alat tambahan yang dibenarkan semasa pentaksiran.
• menulis nota pada pakaian, anggota badan, dinding atau meja tulis di dewan/bilik pentaksiran.
• mendedahkan instrumen pentaksiran atau skrip jawapan calon sehingga boleh dibaca oleh calon lain.
• memberikan pertolongan, mendapatkan pertolongan, berhubung dengan orang lain di dalam atau di luar dewan/bilik pentaksiran walau dengan apa cara sekalipun yang boleh disabitkan dengan perbuatan salah laku dalam pentaksiran.
• menukar instrumen pentaksiran atau/dan skrip jawapan calon dengan calon lain.
• menukar tempat duduk yang telah ditetapkan tanpa kebenaran daripada Ketua Pengawas Pentaksiran.
• menyamar atau membenarkan orang lain menyamar bagi pihak calon.
• membuat rujukan di luar dewan/bilik pentaksiran semasa pentaksiran.
• membawa intrumen pentaksiran atau skrip jawapan calon keluar dari dewan/bilik pentaksiran semasa pentaksiran.
• membawa intrumen pentaksiran atau skrip jawapan calon sama ada yang belum ataupun yang telah digunakan keluar dari dewan/bilik pentaksiran.

Calon yang melanggar sebarang peraturan pentaksiran dalam Bahagian Larangan di Dewan / Bilik Pentaksiran dianggap salah laku dan akan menyebabkan calon dikenakan tindakan tatatertib. Menurut Peraturan-Peraturan Pendidikan (Penilaian dan Pentaksiran) 1997 dalam Akta Pendidikan 1996 (Akta 550) salah laku ertinya menipu, menyamar, menyeludup apa-apa yang tidak dibenarkan atau apa-apa salah laku yang lain yang disifatkan sebagai suatu salah laku serius oleh Lembaga Peperiksaan. Calon yang disabitkan dengan mana-mana salah laku boleh dikenakan tindakan berikut :-

• keputusan pentaksiran digantung sementara menunggu selesainya penyiasatan;
• keputusan pentaksiran mana-mana kertas pentaksiran dibatalkan;
• keputusan pentaksiran yang dikendalikan di sesuatu pusat pentaksiran diisytiharkan terbatal.

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English Paper 2 Form 3

NOOR LELA BINTI MD TAIB

Test students' ability to write essays creatively with minor guidance.

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• Knowledge Base
• How to structure an essay: Templates and tips

How to Structure an Essay | Tips & Templates

Published on September 18, 2020 by Jack Caulfield . Revised on July 23, 2023.

The basic structure of an essay always consists of an introduction , a body , and a conclusion . But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body.

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Table of contents

The basics of essay structure, chronological structure, compare-and-contrast structure, problems-methods-solutions structure, signposting to clarify your structure, other interesting articles, frequently asked questions about essay structure.

There are two main things to keep in mind when working on your essay structure: making sure to include the right information in each part, and deciding how you’ll organize the information within the body.

Parts of an essay

The three parts that make up all essays are described in the table below.

Order of information

You’ll also have to consider how to present information within the body. There are a few general principles that can guide you here.

The first is that your argument should move from the simplest claim to the most complex . The body of a good argumentative essay often begins with simple and widely accepted claims, and then moves towards more complex and contentious ones.

For example, you might begin by describing a generally accepted philosophical concept, and then apply it to a new topic. The grounding in the general concept will allow the reader to understand your unique application of it.

The second principle is that background information should appear towards the beginning of your essay . General background is presented in the introduction. If you have additional background to present, this information will usually come at the start of the body.

The third principle is that everything in your essay should be relevant to the thesis . Ask yourself whether each piece of information advances your argument or provides necessary background. And make sure that the text clearly expresses each piece of information’s relevance.

The sections below present several organizational templates for essays: the chronological approach, the compare-and-contrast approach, and the problems-methods-solutions approach.

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The chronological approach (sometimes called the cause-and-effect approach) is probably the simplest way to structure an essay. It just means discussing events in the order in which they occurred, discussing how they are related (i.e. the cause and effect involved) as you go.

A chronological approach can be useful when your essay is about a series of events. Don’t rule out other approaches, though—even when the chronological approach is the obvious one, you might be able to bring out more with a different structure.

Explore the tabs below to see a general template and a specific example outline from an essay on the invention of the printing press.

• Thesis statement
• Discussion of event/period
• Consequences
• Importance of topic
• Strong closing statement
• Claim that the printing press marks the end of the Middle Ages
• Background on the low levels of literacy before the printing press
• Thesis statement: The invention of the printing press increased circulation of information in Europe, paving the way for the Reformation
• High levels of illiteracy in medieval Europe
• Literacy and thus knowledge and education were mainly the domain of religious and political elites
• Consequence: this discouraged political and religious change
• Invention of the printing press in 1440 by Johannes Gutenberg
• Implications of the new technology for book production
• Consequence: Rapid spread of the technology and the printing of the Gutenberg Bible
• Trend for translating the Bible into vernacular languages during the years following the printing press’s invention
• Luther’s own translation of the Bible during the Reformation
• Consequence: The large-scale effects the Reformation would have on religion and politics
• Summarize the history described
• Stress the significance of the printing press to the events of this period

Essays with two or more main subjects are often structured around comparing and contrasting . For example, a literary analysis essay might compare two different texts, and an argumentative essay might compare the strengths of different arguments.

There are two main ways of structuring a compare-and-contrast essay: the alternating method, and the block method.

Alternating

In the alternating method, each paragraph compares your subjects in terms of a specific point of comparison. These points of comparison are therefore what defines each paragraph.

The tabs below show a general template for this structure, and a specific example for an essay comparing and contrasting distance learning with traditional classroom learning.

• Synthesis of arguments
• Topical relevance of distance learning in lockdown
• Increasing prevalence of distance learning over the last decade
• Thesis statement: While distance learning has certain advantages, it introduces multiple new accessibility issues that must be addressed for it to be as effective as classroom learning
• Classroom learning: Ease of identifying difficulties and privately discussing them
• Distance learning: Difficulty of noticing and unobtrusively helping
• Classroom learning: Difficulties accessing the classroom (disability, distance travelled from home)
• Distance learning: Difficulties with online work (lack of tech literacy, unreliable connection, distractions)
• Classroom learning: Tends to encourage personal engagement among students and with teacher, more relaxed social environment
• Distance learning: Greater ability to reach out to teacher privately
• Sum up, emphasize that distance learning introduces more difficulties than it solves
• Stress the importance of addressing issues with distance learning as it becomes increasingly common
• Distance learning may prove to be the future, but it still has a long way to go

In the block method, each subject is covered all in one go, potentially across multiple paragraphs. For example, you might write two paragraphs about your first subject and then two about your second subject, making comparisons back to the first.

The tabs again show a general template, followed by another essay on distance learning, this time with the body structured in blocks.

• Point 1 (compare)
• Point 2 (compare)
• Point 3 (compare)
• Point 4 (compare)
• Advantages: Flexibility, accessibility
• Disadvantages: Discomfort, challenges for those with poor internet or tech literacy
• Advantages: Potential for teacher to discuss issues with a student in a separate private call
• Disadvantages: Difficulty of identifying struggling students and aiding them unobtrusively, lack of personal interaction among students
• Advantages: More accessible to those with low tech literacy, equality of all sharing one learning environment
• Disadvantages: Students must live close enough to attend, commutes may vary, classrooms not always accessible for disabled students
• Advantages: Ease of picking up on signs a student is struggling, more personal interaction among students
• Disadvantages: May be harder for students to approach teacher privately in person to raise issues

An essay that concerns a specific problem (practical or theoretical) may be structured according to the problems-methods-solutions approach.

This is just what it sounds like: You define the problem, characterize a method or theory that may solve it, and finally analyze the problem, using this method or theory to arrive at a solution. If the problem is theoretical, the solution might be the analysis you present in the essay itself; otherwise, you might just present a proposed solution.

The tabs below show a template for this structure and an example outline for an essay about the problem of fake news.

• Introduce the problem
• Provide background
• Describe your approach to solving it
• Define the problem precisely
• Describe why it’s important
• Indicate previous approaches to the problem
• Present your new approach, and why it’s better
• Apply the new method or theory to the problem
• Indicate the solution you arrive at by doing so
• Assess (potential or actual) effectiveness of solution
• Describe the implications
• Problem: The growth of “fake news” online
• Prevalence of polarized/conspiracy-focused news sources online
• Thesis statement: Rather than attempting to stamp out online fake news through social media moderation, an effective approach to combating it must work with educational institutions to improve media literacy
• Definition: Deliberate disinformation designed to spread virally online
• Popularization of the term, growth of the phenomenon
• Previous approaches: Labeling and moderation on social media platforms
• Critique: This approach feeds conspiracies; the real solution is to improve media literacy so users can better identify fake news
• Greater emphasis should be placed on media literacy education in schools
• This allows people to assess news sources independently, rather than just being told which ones to trust
• This is a long-term solution but could be highly effective
• It would require significant organization and investment, but would equip people to judge news sources more effectively
• Rather than trying to contain the spread of fake news, we must teach the next generation not to fall for it

Signposting means guiding the reader through your essay with language that describes or hints at the structure of what follows.  It can help you clarify your structure for yourself as well as helping your reader follow your ideas.

The essay overview

In longer essays whose body is split into multiple named sections, the introduction often ends with an overview of the rest of the essay. This gives a brief description of the main idea or argument of each section.

The overview allows the reader to immediately understand what will be covered in the essay and in what order. Though it describes what  comes later in the text, it is generally written in the present tense . The following example is from a literary analysis essay on Mary Shelley’s Frankenstein .

Transitions

Transition words and phrases are used throughout all good essays to link together different ideas. They help guide the reader through your text, and an essay that uses them effectively will be much easier to follow.

Various different relationships can be expressed by transition words, as shown in this example.

Because Hitler failed to respond to the British ultimatum, France and the UK declared war on Germany. Although it was an outcome the Allies had hoped to avoid, they were prepared to back up their ultimatum in order to combat the existential threat posed by the Third Reich.

Transition sentences may be included to transition between different paragraphs or sections of an essay. A good transition sentence moves the reader on to the next topic while indicating how it relates to the previous one.

… Distance learning, then, seems to improve accessibility in some ways while representing a step backwards in others.

However , considering the issue of personal interaction among students presents a different picture.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

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English Paper 3 Questions and Answers - KCSE 2022 Prediction

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INSTRUCTIONS TO CANDIDATES

• Answer three questions only
• Each of your essays must not exceed 450 words
• Candidates should check the question paper to ascertain that all the pages are printed and no questions are missing
• Candidates must answer the questions in English

• Write a composition that ends in: ……………………… that was a lesson learnt the hard way (20marks) or
• Write a composition that illustrates the saying: A bird in hand is worth two in the bush (20marks)
• Compulsory set question: Blossoms of the Savannah by Henry Ole Kulet. (20 marks) “people who do bad deeds to others never go unrepaid” Show the validity of this statement with reference to Henry Ole kulet’s novel “Blossoms of the Savannah”. Choose one of the three optional questions given.
• Memories we lost (20 marks) Using Leila Aboulela’s story ‘missing out’ write an essay on how Majoly’s stay in London alienates him from his people.
• Pretenders are worse than murderers. Write an essay to show the truthfulness of this statement basing you answer to Inheritance by David Mulwa.
• The novel: The Pearl by John Steinbeck ‘The society has lost its moral values: using the Pearl by John Steinbeck. For your illustrations show the truth of the above statement.

Marking Scheme

• Paper 101/3is intended to test the candidate’s ability to communicate in writing. Communication is established at different levels of intelligibility, correctness, fluency, pleasantness and originality. Within the constraints set by each question.
• Examiners should not hesitate to use the full range of marks for each essay.
• It is important to determine first how each essay communicates and which category A, B, C or D it fits. (the marks indicated below are for question one)

D CLASS: The candidate either does not communicate at all or his language ability is minimal that the examiner practically has to guess what the candidate wants to say. The candidate fails to fit the English words she knows into meaningful sentences. The subject is glanced at or distorted. Practically no valid. Punctuation. All kinds of errors “broken English” 01 – 02: Chaotic, little meaning whatsoever. Question paper or some words fro, it simply copied. D 03: Although the English is often broken and essay is full of errors of all types we can at least guess what the candidate wants to say.

C CLASS: The candidate communicates understandably but only more or less clearly. He is not confident with his language. The subject is always undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow jerky. There is no economy of language: mother tongue influence is felt. The candidate obviously finds it difficult to communicate his/her ideas. He/she is seriously hampered by his/her very limited knowledge of structure and vocabulary. This results in many gross errors of agreement, spelling, misuses of prepositions, tenses, verb agreement and construction. C 08: The candidate communicates but not with consistent clarity. His/her linguistic abilities being very limited, he/she cannot avoid frequent errors in sentence structure. There is very little variety or originality. Very bookish English, links are weak, incorrect, repeated at times. C+9 – 10: The candidate communicates clearly but in a flat and uncertain manner. Simple concepts sentence form are often strained. There may be an overuse of clichés, unsuitable idioms errors of agreement, tenses and spelling

B CLASS: This class is characterized by greater fluency and ease if expression. The candidate demonstrates that he/she can use English as a normal way of expressing himself/herself. Sentences are varied and usually well constructed. Some candidates become ambitious and sentences are varied and usually well-constructed. Some candidates become ambitious and even over-ambitious. There may be items of merit of one word or one expression type. Many essays in this category may be just clean and unassuming but they still show that the candidate is at ease with the language. There may be a tendency to under mark such essays. Give credit for tone. B 11 – 12: The candidate communicates fairly with some fluency. There may be little variety in sentence structure. B 13: The sentences are varied but rather simple and straight forward. The candidate does not strain himself/herself in an effort to impress. There is a fair range of vocabulary and idiom. Natural and effortless and some item of merit, economy of language. 14 – 15: The candidate communicates not only fluently , but attractively, with originality and efficiency. He/she has the ability to make us share his deep feelings, emotion enthusiasms. He/she expresses himself freely and without any visible constraint. The scripts give evidence of maturity good planning and often humor. Many items merit which indicate of “whole sentence” or the “whole expression” type.

A CLASS: The candidate communicates not only fluently, but attractively, with originality and efficiency. He/she has the ability to make us share his deep feelings, emotion, enthusiasms. He/she expresses himself freely and without any visible constraint the script gives evidence of maturity good planning and often humor. Many items of merit which indicate that the candidate has complete command of the language. There is no strain, just pleasantness, clever arrangement felicity of expression.

A – 16 – 17: The candidate shows competence and fluency in using language. He may lack imagination or originality which usually provide the “spark” in such essays. Vocabulary idiom, sentence structure, links, variety are impressive. Gross errors are very rare. A 18: Positive ability. A few errors that are felt to be slips. The story or argument has a definite impact. No grammar problem. Variety of structures. A definite spark. Many margin ticks. A -19 – 20: The candidate communicates not only information and meaning, but also and especially the candidates whole self: his/her feelings, tastes, points of view, youth, culture. This ability to communicate his deep self may express itself in many ways; wide range C effective vocabulary, original, approach, vivid and sustained account in the case of narrative, well developed and ordered argument in the case of a debate or discussion. Errors and slips should not deprive the candidate of the full marks, he deserves. A very definite spark.

TABLE OF CATEGORIES

2. “people who do bad deeds to others never go unrepaid” Show the validity of this statement with reference to Henry Ole kulet’s novel “Blooms of the Savannah.

In the text, characters like Oloisudori, Ole kaelo and others perpetuate evil towards other characters, but they also receive their equal measure of pain and suffering as discussed below. Oloisudori is a businessman but with questionable deals. Despite his age, and being polygamous, he shamelessly wants to marry Ole Kaelo’s teenage daughter. He blackmails Ole Kaelo into giving his daughter Resian in marriage to him or forgets his numerous business contracts which Oloisudari had helped Ole Kaelo to secure. He further puts Ole kaelo in a tight corner where he has to forcibly circumcise. Taiyo and give her to him in marriage after Resian runs away from home. However, his actions never go unpaid, in a bid to forcibly take his bride from Minik’s ranch, his convoy of vehicles is attacked and several of hi cars burnt. He ends up losing both Resian and Taiyo, his money and his property. Ole kaelo betrays their trust of his daughter Resian. He openly resents Resian and is quick to scold her for the slightest of mistakes. He insults her just because he expected a boy child for his second born and not a girl child. He readily agrees to marry off Resian to Olisudori rather than forfeit his numerous business contracts which Oloisudiri had helped secure. He also turns down her request to join Egerton University saying that he had already received her dowry. However, Ole kaelo pays dearly for his decisions since Resian openly comfronts him at his shop and turns down the marriage deal with Oloisudari, she later escapes from home and leaves Ole kaelo with no option but to give out Taiyo in marriage to Oloisudori. Mama Milanoi’s bad deeds towards her daughters leaves them with a strong dislike for their mother. As a mother, she never comes to the defense of her daughter when Ole kaelo constantly scolds her. She further colludes with her husband to marry off Resian to Oloisudori. They collect gifts and dowry from Oloisudori and even shamelessly hatches a plan on how Olisudari will collect his bride Mama Milano also colludes with the Enkamuratuni to have Taiyo forcibly circumcised thereby causing her a lot of physical and emotional pain. All her actions never go unrepaid as her two daughters all run away from home and vow never to copy her example as their mother. Oloisudori bad deeds towards Resian never go unpunished. He rescues Resian just before her attempted suicide promising to take her to Minik’s Ranch. He however turns on his words, forcibly abducts her with the intentions of marrying her. She endures a long torturous journey at the back of an old pick – up track. She forced to stay in a lonely dark hut and even physically assaults her when his attempted rape on her backfires. He however pays dearly for his actions as Resian bites off his thumb to near amputation during the attempted rape. He is rebuked by his mother for his actions and forced to go into hiding for a number of days. In conclusion bad deeds are always paid with bad deeds as seen above.

• INTRODUCTION (UP TO 2MKS) Majoly is at first unhappy when he gets to London. He pleads to come home, but his mother pleads with him to stay on and read. Eventually, Majoly becomes distant from his people. He drops their practices and sets his mind on staying in London.
• BODY Majoly abandous his people prayer habit while in London. When Samra asks him for a prayer mat, he confesses he does not have one. He does not even know the direction of the Ka’ba or where the Qibla is. He does not even observe the mandatory Friday prayers. Majoly considers London civilized, and Khartoum backward. He does not want to come back home. He even enrolls for a PHD. He is unable to appreciate the more relaxed, simple and rich family life back home. Majdy is so indifferent to his people that he is not able to sympathize with his mother. Samra informs Majoly of her struggle when she went to call him at central post office. She could not get transport due to petrol shortage. Samra accuses him of disloyalty of indifference. Majoly is eventually so distant, from his people that he does not desire to go back home. When he is almost done with his PHD, he is invited to a conference in Bath.
• CONCLUSION ( UP TO 2 MARKS) Majoly feels a childish sense of exclusion, of being left out of life at home, however he has no desire to go back home. NB; Any four point x 3 =(12marks) Language = 4 (marks)
• INTRODUCTION In the society, some people may pretend to have moral standard or opinion that they do not actually have. This is a situation we find many characters in the play Inheritance. Or Most people in any society may pretend that everything is alright, yet they do know that something is wrong.this is what David Mulwa demonstrates in his play The Inheritance. Lacuna pretends to honour King Kutula xv during his commemoration. He says ‘lets always remember with gratitude what my father the king did for us. On your behalf I shall now walk to the Royal grave to pay our continued National respects.’ Yet he was the one who killed the King in order to pave way for his leadership. Lucuna also pretends that Judah’s death was as a result of faulty machines but he is the one who arranged his killing. We get to know this from Robert’s words. It was Murder for poor Judah, not the age of the machines as you would like the world to believe? Bishop Menninger calls himself a man of God and teaches and adheres to the teachings of Christianity, but he is involved in plotting and poising of King Kutula xv. “……..it was time to bring Kutula back to dignity ……….” “ ……… An then it happened ……. I must do it for her future… Menninger say so ……….” Goldstein pretend to care about Katula citizens yet he advices Lacuna to reduce the work force, thus creating unemployment, more so the wages should be kept low, While the working hours are to be extended. This is unfair to the citizens. He also tricks Lacuna into taking loans and advices him to take drastic actions which will only benefit themselves “you will nationalize that valley and we shall occupy it.” Meshack, the commander of Katula’s armedforces, is hypocritical. He pretend to be so much supportive to King Lacuna yet, we know that he is against his rush decisions. “ I know sir. Its hard to be a leader like you.” He flees for his life without notifying his master, when he sees that his end has come. Thorne Macay and Bishop Menninger tell King Kutula xv that they have the interest ‘of his people at heart but behind his back, they plot his killing leading to the citizens of Kutula being left in the hands of a bad leader as Lacuna. They see that King Kutula xv doesn’t serve their interest, thus thinking Lacuna will serve their interest better. In conclusion Lacuna, Goldenstein, Meshak, Bishop Menninger and Thorne are all hypocritical.
• INTRODUCTIONS (2MKS) Accept - General introduction or contextual introduction
• Greed When Kino gets the pearl, people are greedy to either have the pearl or the money when the Pearl is sold. The priest thinks about the church repairs. He also wonders how much the Pearl is worth. He tells Kino to give thanks to one who has given him the treasure. All this translates to him getting part of the money when the Pearl is sold.
• Materialism Kino guards the pearl with all the energy including killing several people who attempt to steal it from him. When Juana wants to throw away the Pearl, he slaps and kicks her. The pearl buyers’ are materialistic. They offer the least to Kino to maximize on the profit they make once they sell the pearl.
• Hypocrisy The doctor is hypocrital. When Kino and Juana take Coyotito for treatment at his house, he sends the servant informing them he is not in because they have no money. When he learns about the pearl, he visits Kino and offers to treat Coyotito and wait for money. The reason why he is ready to treat him is because there is hope for money once the pearl is sold.
• The doctor is interested in the money than the lives of the poor villages
• The priest also exploits his congregation when he learns about the pearl, he thinks about whether he had married them in church and the repair the church needs.
• The pearl buyers exploit the buyers by buying their pearls at a lower price than the actual.
• They conspire to cheat Kino off his pearl.
• Kino attacks Juana who wants to throw back the pearl to the sea.
• The three trackers carry weapons of war. It ends in Coyotito’s death. Any other plausible answer
• Conclusion (2mks) NB: the essay should be written in continuous prose. Language (4 marks)

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The 2021-2022 Common App Essay: How to Write a Great Essay That Will Get You Accepted

If you’re reading this, then you’ve probably started the very exciting process of applying to college—and chances are you may be a little overwhelmed at times. That’s OK! The key to getting into the right college for you is taking each step of the application process in stride, and one of those steps is completing the Common App and the Common App essay.

In this post, you’ll learn what the Common Application essay is, how to write one (including a free checklist to help you with the process), example essays, and much more. Let’s get started!

Table of Contents

What is the Common App, and More Importantly, What is the Common App Essay? Quick Facts on the 2021-2022 Common App Essay How Do You Write a Common App Essay?

What Should I Avoid in My Common App Essay? What Are Some Good Common App Essay Examples?

Common Application Essay FAQs

What is the common app, and more importantly, what is the common app essay.

The “Common App,” short for the Common Application , is a general application used to apply to multiple college undergraduate programs at once. It’s accepted by hundreds of colleges in the United States as well as some colleges internationally.

The idea is that the Common App is a “one-stop shop” so you don’t have to complete a million separate applications. That said, plenty of colleges still require their own application components, and the Common App, as user-friendly as it aims to be, can still feel like a bit of a challenge to complete.

Part of the reason the Common App can seem intimidating is because of the Common App essay component, which is required of all students who submit a college application this way. But never fear! In reality, the Common App essay is easy to ace if you know how to approach it and you give it your best.

So without further ado, let’s take a look at anything and everything you need to know about the 2021-2022 Common App essay in order to help you get into the school of your dreams. We’ve also created a downloadable quick guide to writing a great Common Application essay.

Quick Facts on the 2021-2022 Common App Essay

Below are just a few of the short and sweet things you need to know about the 2021-2022 Common App essay, but we’ll elaborate on some of this content later in this post.

How Do You Write a Common App Essay?

The million dollar question about the Common App essay is obviously, “How do I actually write it?!”

Now there’s something to keep in mind before exploring how to compose the Common App essay, and that’s the purpose of this task. You may be wondering:

• What are college admissions boards actually looking for?
• Why are you being asked to write this essay?

College admissions boards want to see that you can compose a compelling, well-crafted essay. After four years of high school, you’re expected to be able to craft a clear and concise piece of writing that addresses a specific subject.

So yes, you’re actually being evaluated on your essay writing skills, but the purpose of the Common Application essay is deeper than that—it’s to present the type of person and thinker that you are.

Regardless of which prompt you choose, colleges are trying to get a sense of how thoughtfully and critically you can reflect on your life and the world around you .

And furthermore, they want to get a sense of who you are—your interests, your personality, your values—the dimensional aspects of you as an applicant that simply can’t be expressed in transcripts and test scores . In short, you want to stand out and be memorable.

That said, there is no exact formula for “cracking the case” of the Common App essay, but there are plenty of useful steps and tips that can help you write a great essay.

(In a hurry? Download our quick and concise handout that sums up some of the keys to the Common App essay!)

1) Familiarize Yourself With the Common App Prompts and How to Approach Them

The Common App recently released the 2021-2022 essay prompts , which are almost the same as last year’s prompts, but with one BIG difference.

The prompt about problem solving (formerly prompt #4) has been replaced with a prompt about gratitude and how it has motivated you. According to Common App President and CEO Jenny Rickard, this change was inspired by new scientific research on the benefits of writing about gratitude and the positive impact others have had on our lives.

Additionally, the Common App now includes an optional Covid-19 prompt where you can discuss how you’ve personally been affected by the Covid-19 pandemic.

Now, let’s take a look at each 2021-2022 Common App prompt individually. You’ll notice that every prompt really has two parts to it:

• share, explain and describe a narrative, and
• reflect on, analyze, and draw meaning from it.

Let’s take a look.

  Prompt #1: A snapshot of your story

Prompt: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

• Discuss a background, identity, or interest that you feel is meaningful to who you are and/or that or sets you apart from others.
• Reflect on why this attribute is meaningful and how it has shaped you as a person.

  Prompt #2: An obstacle you overcame

Prompt: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

• Recount a time you faced a challenge, setback, or failure.
• Reflect on how this affected you, what you learned from it, and if it led to any successes later down the line.

  Prompt #3: A belief or idea you questioned or challenged

Prompt: Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

• Explain a time that you questioned a particular belief or way of thinking.
• Elaborate on what prompted this questioning, what the outcome was, and why this outcome was significant.

  Prompt #4: An experience of gratitude that has motivated you

Prompt: Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

• Describe the specific experience or interaction that made you feel a sense of gratitude. Make sure to explain who did something nice for you and why it was surprising or unexpected.
• Explain, as specifically as possible, how this feeling of gratitude changed or motivated you. What actions did you take a result? How did your mindset change?

  Prompt #5: An accomplishment or event that sparked personal growth

Prompt: Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

• Describe an accomplishment or event that sparked personal growth for you.
• Reflect on the nature of this growth and/or a new understanding you gained in the process.

  Prompt #6: An interest so engaging you lose track of time

Prompt: Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

• Discuss a topic, idea, or interest that is so engaging to you that you lose track of time when focused on it.
• Reflect on and explain why this interest is so important to you, and your method of learning more about it.

  Prompt #7: An essay topic of your choice

Prompt: Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

• Discuss any subject matter or philosophical question of interest to you.
• Reflect on the implications of this subject or question, and how it has shaped you, transformed you, impacted your life, etc.

  Now keep in mind that to some degree, it doesn’t actually matter which prompt you choose to answer, so long as you write and present yourself well. But you obviously want to pick whichever Common App essay prompt speaks to you most, and the one you think will provide you the meatiest and most meaningful material.

This is an outstanding guide to choosing the right Common App essay prompt, but as a rule of thumb, the “right” prompt will probably stand out to you. If you have to rack your brain, for example, to think of a challenge you’ve overcome and how the experience has shaped you, then that prompt probably isn’t the right one.

Authenticity is key, so choose the prompt you can answer thoroughly.

2) Brainstorm

Whether you know immediately which prompt you’re going to choose or not, do yourself a huge favor and brainstorm . Take out a notebook and jot down or free write all of the ideas that spring to your mind for as many of the prompts that you’re considering. You might be surprised what ideas you generate as you start doing this, and you might be surprised which ideas seem to have the most content and examples to elaborate on.

Also, it’s important to note that your subject matter doesn’t have to be highly dramatic or spectacular. You don’t have to recount a near-death experience, an epic overseas adventure, a 180-degree turn of faith, etc. Your ordinary life, when reflected upon thoughtfully, is interesting and profound.

3) Answer the Question (and Stay on Topic!)

This may sound painfully obvious, but for some of us, it can be hard to stay on topic. Each prompt is posed as a question , so don’t lose sight of that and let your essay devolve into a story about yourself that never really gets at the heart of the prompt.

As you’re drafting your essay—say after each paragraph—pause and refer back to the question, making sure each paragraph plays some part in actually responding to the prompt.

4) Structure and Organize Your Essay Effectively

The Common App essay isn’t like many of the other argumentative essays you’ve been taught to write in school. It is argumentative in that you are essentially arguing for why you are a good candidate for a particular college, using your personal experience as support, but it’s more than that.

The Common Application essay is essentially a narrative essay that is reflective and analytical by nature. This means that regardless of which prompt you select, you’ll be sharing something personal about yourself, and then reflecting on and analyzing why what you shared is important.

And even if this isn’t an essay format that you’re accustomed to writing, you can still rely on your knowledge of basic essay structures to help you. You’ll still need a clear introduction, body, and conclusion.

Let’s talk about those three pieces now.

Introduction

The purpose of an introduction is 1) to grab the reader’s attention and compel them to continue reading, and 2) to introduce the reader to the general subject at hand.

So the most important part of the introduction is a unique attention-getter that establishes your personal voice and tone while piquing the reader’s interest. An example of a good hook could be a brief illustrative anecdote, a quote, a rhetorical question, and so on.

Now, you may be wondering, “Do I need a thesis statement?” This is a great question and the simple answer is no.

This is because some students prefer to hook their reader with a bit of mystery and let their story unfold organically without a thesis sentence “spoiling” what is to come. This doesn’t mean you can’t have a thesis sentence, it just means you don’t need one. It just depends on how you want to build your personal narrative, and what serves you best.

That said, your essay does need a greater message or lesson in it, which is another way of saying a thesis . You just don’t necessarily have to write it out in the introduction paragraph.

It might help you to keep a thesis in mind or even write it down just for your own sake, even if you don’t explicitly use it in your introduction. Doing so can help you stay on track and help you build up to a stronger reflection.

Here are some examples of narrative thesis statements:

• I moved a lot as a child on account of having a parent in the military, which led me to become highly adaptable to change.
• The greatest obstacle I’ve overcome is my battle with leukemia, which has taught me both incredible resilience and reverence for the present.
• An accomplishment that I achieved was making the varsity volleyball team, which has made me grow tremendously as a person, specifically in the areas of self-confidence and collaboration.

As discussed earlier, there are two parts to each prompt: explanation and reflection . Each part should be addressed throughout the essay, but how you organize your content is up to you.

A good rule of thumb for structuring the body of your essay is as follows:

• Situate your reader: provide context for your story by focusing in on a particular setting, subject matter, or set of details. For example, you may frame an essay about an internship at the zoo with the phrase, “Elephants make the best friends.” Your reader knows immediately that the subject matter involves your interaction with animals, specifically elephants.
• Explain more about your topic and how it affected you, using specific examples and key details.
• Go deeper. Elaborate and reflect on the message at hand and how this particular topic shaped the person you are today.

Note that while there are no set rules for how many paragraphs you should use for your essay, be mindful of breaking paragraphs whenever you naturally shift gears, and be mindful of too-long paragraphs that just feel like walls of text for the reader.

Your conclusion should flow nicely from your elaboration, really driving home your message or what you learned. Be careful not to just dead-end your essay abruptly.

This is a great place to speculate on how you see the subject matter informing your future, especially as a college student and beyond. For example, what might you want to continue to learn about? What problems do you anticipate being able to solve given your experience?

5) Write Honestly, Specifically, and Vividly

It may go without saying, but tell your own story, without borrowing from someone else’s or embellishing. Profound reflection, insight, and wisdom can be gleaned from the seemingly simplest experiences, so don’t feel the need to stray from the truth of your unique personal experiences.

Also, make sure to laser in on a highly specific event, obstacle, interest, etc. It is better to go “narrower and deeper” than to go “wider and shallower,” because the more specific you are, the more vivid and engrossing your essay will naturally be.

For example, if you were a camp counselor every summer for the last few years, avoid sharing several summers’ worth of content in your essay. Focus instead on one summer , and even better, on one incident during that summer at camp.

And on that note, remember to be vivid! Follow the cardinal rule of writing: show and don’t tell . Provide specific details, examples, and images in order to create a clear and captivating narrative for your readers.

6) Be Mindful of Voice and Tone

Unlike in most academic essays, you can sound a bit less stuffy and a bit more like yourself in the Common App essay. Your essay should be professional, but can be conversational. Try reading it aloud; does it sound like you? That’s good!

Be mindful, however, of not getting too casual or colloquial in it. This means avoiding slang, contractions, or “text speak” abbreviations (e.g. “lol”), at least without deliberate context in your story (for example, if you’re recounting dialogue).

You’re still appealing to academic institutions here, so avoid profanity at all costs, and make sure you’re still upholding all the rules for proper style, grammar, and punctuation.

7) Revise and Proofread

This one is a biggie. Give yourself time during your application process to revise, rework, and even rewrite your essay several times. Let it grow and change and become the best version it can be. After you write your first draft, walk away from it for a couple days, and return to it with fresh eyes. You may be surprised by what you feel like adding, removing, or changing.

And of course, make sure your essay is pristine before you submit it. Triple and quadruple check for spelling and usage errors, typos, etc. Since this isn’t a timed essay you have to sit for (like the ACT essay test , for example), the college admissions readers will expect your essay to be polished and sparkling.

A tried and true method for both ensuring flow and catching errors is reading your essay aloud. You may sound a little silly, but it really works!

What Should I Avoid in My Common App Essay?

Resume Material

Your Common App essay is your chance to provide a deeper insight into you as a person, so avoid just repeating what you’d put on a resume. This is not to say you can’t discuss something mentioned briefly on your resume in greater depth, but the best essays offer something new that helps round out the whole college application.

Controversy

Okay, now this one is a bit tricky. On the one hand, you should write boldly and honestly, and some of the prompts (the one about challenging a particular belief, for example) are appropriate for addressing potentially contentious topics.

But that said, avoid being controversial or edgy for the sake of being controversial or edgy. Be steadfast in your beliefs for the greater sake of the narrative and your essay will be naturally compelling without being alienating to your readers.

Vague Stories

If you have a personal story that you’re not entirely comfortable sharing, avoid it, even if it would make a great essay topic in theory. This is because if you’re not comfortable writing on the subject matter, you’ll end up being too vague, which won’t do your story or overall application justice. So choose a subject matter you’re familiar with and comfortable discussing in specifics.

Unless they really, truly serve your essay, avoid general platitudes and cliches in your language. It is definitely encouraged to have an essay with a moral, lesson, or greater takeaway, but try to avoid summing up what you’ve learned with reductive phrases like “slow and steady wins the race,” “good things come in small packages,” “actions speak louder than words,” “you can’t judge a book by its cover,” and so on.

What Are Some Good Common App Essay Examples?

There are tons of Common App essays out there, including these Common App essay examples accepted at Connecticut College, which include explanations from admissions readers about why they were chosen.

But let’s take a look here at two versions of an example essay, one that is just okay and one that is great.

Both Common App essay examples are crafted in response to prompt #2, which is:

Essay Version #1, Satisfactory Essay:

During my sophomore year of high school, I tore my ACL, which stands for “anterior cruciate ligament,” and is the kiss of death for most athletic careers. This injury ended up being one of the greatest obstacles of my life. It was also, however, a turning point that taught me to see opportunity amidst adversity.

It was particularly awful that I was just about to score a winning goal during a championship hockey game when I was checked by a guy on the opposing team and came crashing down on my knee. It was pain unlike anything I’d ever felt before, and I knew immediately that this was going to be bad.

For the few months that followed the accident, I was lost, not really knowing what to do with myself. I didn’t know who I was anymore because hockey had been my whole world and sense of identity. Between working out, attending practice, playing home and away games, and watching games to learn more, it was my lifeblood. Losing my ability to play took a toll on me physically and emotionally and I grew lethargic and depressed.

And then one day I heard my school would be adding an advanced multimedia art class for those students who wanted to continue studying art beyond what was already offered. I had taken the handful of art classes my school offered and really enjoyed and excelled at them—though I had never considered them more than just fun electives to fill my scheduled, as required.

After a couple of weeks of the class, I began feeling better. Suddenly I wanted to draw or paint everything I looked at. I wanted to share the world around me as I saw it with others, to connect with people in a way I’d never done before. I met and made friends with many new people in that art class, people I would have never known if I hadn’t taken it, which also opened me up to all kinds of new mindsets and experiences.

We’re all familiar with the common adage, “When one door closes, another opens,” and this is exactly what happened for me. I might never have pursued art more seriously if I hadn’t been taken out of hockey. This has served as a great reminder for me to stay open to new opportunities. We never know what will unexpectedly bring us joy and make us more well-rounded people.

Areas for Improvement in Version #1:

• It lacks a compelling hook.
• The discussion of the obstacle and reflection upon it are both a bit rushed.
• It could use more vivid and evocative language.
• It uses a cliche (“one door closes”).
• It is somewhat vague at times (e.g. what kinds of “new mindsets and experiences” did the writer experience? In what ways are they now more “well-rounded”?).

Now let’s apply this feedback and revise the essay.

Essay Version #2, Excellent Essay:

My body was splayed out on the ice and I was simultaneously right there, in searing pain, and watching everything from above, outside of myself. It wasn’t actually a “near death” experience, but it was certainly disorienting, considering that just seconds before, I was flying down the ice in possession of the puck, about to score the winning goal of our championship game.

Instead, I had taken a check from an opposing team member, and had torn my ACL (or anterior cruciate ligament), which is the kiss of death for most athletic careers.

My road to recovery included two major surgeries, a couple months on crutches, a year of physical therapy, and absolutely zero athletic activity. I would heal, thankfully, and regain movement in my knee and leg, but I was told by doctors that I may never play hockey again, which was devastating to me. Hockey wasn’t just my passion—it was my life’s goal to play professionally.

For the few months that followed the accident, I was lost, feeling like a ghost haunting my own life, watching everything but unable to participate. I didn’t know who I was anymore because hockey had been my whole world and sense of identity. Between working out, attending practice, playing home and away games, and watching games to learn more, it was my lifeblood. Losing my ability to play took a toll on me physically and emotionally, and I grew lethargic and depressed.

And then one day I heard my school would be adding an advanced multimedia art class after school for those students who wanted to study art more seriously. I had already taken the handful of art classes my school offered and really enjoyed them—though I had never considered them more than just fun electives to fill my schedule, as required. And, because of hockey, I certainly had never had afternoons open.

After a couple of weeks of the class, I began to feel alive again, like “myself” but renewed, more awake and aware of everything around me. Suddenly I wanted to draw or paint everything I looked at, to bring everything I saw to life. It wasn’t just that I’d adopted a new hobby or passion, it was that I began looking more closely and critically at the world around me. I wanted to share what I saw with others, to connect with people in a way I’d never done before.

My art teacher selected a charcoal portrait of mine to be showcased in a local art show and I’ve never been more proud of myself for anything. Many of my friends, family members, and teammates came to see the show, which blew me away, but also I realized then just how much of my own self worth had been attached to people’s perception of me as a successful athlete. I learned how much better it feels to gain self worth from within. Unlike hockey, which I’d trained to be good at since I was a toddler, art is something that made me much more vulnerable. I didn’t do it to try to be the best, I did it because it felt good. And getting out of my comfort zone in this way gave me a sense of confidence I had never known prior, despite all my time on the ice during high-stakes games.

Today, I’m back in skates and able to play hockey, but will probably not play professionally; while I am disappointed, I’m also at peace with it. We make plans in life, and sometimes life has other plans for us that we have to adapt to and embrace, which is the more profound lesson I’ve learned in the healing process. We can crumple in the face of obstacles, or we can look for a silver lining and allow ourselves to grow into more complex, dynamic, well-rounded people. I don’t know what the rest of life holds for me, but I do know that I’m going to keep making art, and I’m going to keep opening myself up to new opportunities and experiences.

Strengths of Version #2:

• It has a compelling hook that draws the reader in.
• It has a clear beginning, middle, and end (expressed as an introduction, body, and conclusion).
• It directly addresses the prompt at hand and sticks to it.
• It focuses on one specific incident.
• It is well balanced in its explanation of and reflection on a given experience.
• It uses a clear, unique voice and tone as well as vivid, evocative language.
• It has a logical and cohesive flow.
• It is highly personal while also polished and professional.

Hopefully these examples have given you ideas of how you can take your Common App essay from good to great. If you have more questions about how to write a Common App essay, keep reading our FAQs below.

How much do I actually have to write for the Common App essay?

Last year, the Common App essay was capped at 650 words with a minimum of 250 words required. The best essays tend to range between 500-650 words.

Think of it this way as you start to draft: 500 words is one single-spaced page (250 words is one double-spaced page), so you should write roughly a page to page and half of typed, single-spaced content.

Where can I find the official Common App essay prompts?

Here are the 2021-2022 Common App essay prompts , which are the same as last year’s, with the exception of a new prompt #4 and the addition of a Covid-19 Common App prompt .

Do I need a title for the Common App essay?

A title is not required for the Common App essay, but you are, of course, more than welcome to include one if you’d like.

Where can I go for more information about the Common App essay?

All of the necessary information for the Common App and the Common App essay can be found on the Common Application home page.

For further reading, here are some posts that tackle and dispel common myths about the Common App essay:

Myth: The Common App essay must sound professional. Myth: Colleges can’t tell if someone helps write a common app essay.

If you haven’t already, you can download our free Common App essay checklist .

Happy Writing!

There you have it! The Common App essay can actually be quite rewarding to write if you give yourself enough time to prepare for it thoroughly. Remember, it’s all about you, and you’re the authority on that! So hunker down and don’t forget to have fun in the writing process.

We’d also love to hear from you! What questions or concerns do you still have about the Common Application essay? What are you thinking about writing on?

Comment below, and good luck!

Nadyja von Ebers is one of Magoosh’s Content Creators. Nadyja holds an MA in English from DePaul University and has taught English and at the high school and college levels for twelve years. She has a decade of experience teaching preparation for the AP exams, the SAT, and the ACT, among other tests. Additionally, Nadyja has worked as an academic advisor at college level and considers herself an expert in all things related to college-prep. She’s applied her college expertise to posts such as UCLA Admissions: The SAT Scores, ACT Scores, and GPA You Need to Get in and A Family Guide to College Admissions . Nadyja loves helping students reach their maximum potential and thrives in both literal and virtual classrooms. When she’s not teaching, she enjoys reading and writing for pleasure and loves spending time in or near the ocean. You can connect with her on LinkedIn !

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Topikal UASA A+ English Form 3

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Keywords: Topikal UASA A+ English Form 3,Topikal UASA A+,Topikal English Form 3,Topikal UASA English Form 3,English Form 3,English,Form3,Topical English Form 3,KSSM English Form 3,UASA English Form 3,KSSM,USAS

Sem. M‘sia RM 8.30 Sabah/Sarawak RM 8.60 ISBN 978-967-466-815-0 English Book extend: 120pp Spine: 5.8 mm 3 Express Notes in Audio Form for Every Chapter PBD Implementation through Intensive Practice Pentaksiran Sumatif Ujian Akhir Sesi Akademik (UASA) Complete Answers Intensive practices in this book are arranged in subtopics and the contents fulfil the requirements of Dokumen Standard Kurikulum dan Pentaksiran (DSKP) KSSM. Pentaksiran Sumatif has been written based on the format of Ujian Akhir Sesi Akademik (UASA) Menengah Rendah issued by Lembaga Peperiksaan. Topikal UASA A+ A T + Topikal UASA Dr Girija Kumari Preena Nair Shobana Nair English CEFR-Aligned FORM Form 3 Titles in this series: Subject Form 1 2 3 Sains (Dwibahasa) Matematik (Dwibahasa) Sejarah Geografi Reka Bentuk dan Teknologi Asas Sains Komputer English (CEFR-Aligned) 199101016590 (226902-X) Be part of our writing team? Join us by emailing your contact details to [email protected] . Digital Access Jadual Tahap Penguasaan Audio Files 9 789674 668150 C M Y CM MY CY CMY K

ii UNIT 1 Quality Time 1.1 Reading ...........................................................1 1.2 Vocabulary ......................................................2 1.3 Reading ...........................................................3 1.4 Grammar.........................................................5 1.5 Writing.............................................................6 UNIT 2 Know Your Food 2.1 Reading............................................................9 2.2 Vocabulary ....................................................10 2.3 Reading..........................................................11 2.4 Grammar.......................................................12 2.5 Writing...........................................................13 UNIT 3 Nature at Its Best 3.1 Reading .........................................................16 3.2 Vocabulary ....................................................17 3.3 Reading .........................................................18 3.4 Grammar.......................................................20 3.5 Writing...........................................................22 UNIT 4 Animals in Human World 4.1 Reading .........................................................25 4.2 Vocabulary ....................................................26 4.3 Reading .........................................................26 4.4 Grammar.......................................................27 4.5 Writing...........................................................30 UNIT 5 Home Sweet Home 5.1 Reading .........................................................33 5.2 Vocabulary ....................................................34 5.3 Reading .........................................................35 5.4 Grammar.......................................................36 5.5 Writing...........................................................39 UNIT 6 Team Spirit 6.1 Reading .........................................................41 6.2 Vocabulary ....................................................42 6.3 Reading .........................................................43 6.4 Grammar.......................................................44 6.5 Writing...........................................................47 UNIT 7 Unprecedented Events 7.1 Reading .........................................................49 7.2 Vocabulary ....................................................50 7.3 Reading .........................................................51 7.4 Grammar.......................................................52 7.5 Writing...........................................................54 UNIT 8 Favourite Pastime 8.1 Reading .........................................................57 8.2 Vocabulary ....................................................58 8.3 Reading .........................................................59 8.4 Grammar.......................................................60 8.5 Writing...........................................................61 UNIT 9 Tech-Savvy 9.1 Reading .........................................................64 9.2 Vocabulary ....................................................65 9.3 Reading .........................................................66 9.4 Grammar.......................................................67 9.5 Writing...........................................................70 UNIT 10 Let the Show Begin 10.1 Reading .........................................................72 10.2 Vocabulary.................................................73 10.3 Reading .........................................................74 10.4 Grammar.......................................................76 10.5 Writing...........................................................78 UNIT 11 Lifelong Learning 11.1 Reading .........................................................81 11.2 Vocabulary ....................................................82 11.3 Reading .........................................................83 11.4 Grammar.......................................................85 11.5 Writing...........................................................88 UNIT 12 Everybody is Beautiful 12.1 Reading .........................................................91 12.2 Vocabulary ....................................................92 12.3 Reading .........................................................93 12.4 Grammar.......................................................94 12.5 Writing...........................................................95 Pentaksiran Sumatif Ujian Akhir Sesi Akademik (UASA)................98 Answers........................................................... 110 Contents 00_Contents Topikal UASA A+ Eng F3.indd 2 25/07/2023 2:26 PM

1 How to have family interactions • Maintaining close rapport with parents, siblings and grandparents • Participating in family fun activities to spend quality time together • Avoiding stressful life by creating situations and experiences of an easy and joyful life • Enabling family members to interact, laugh and chat during meals and feel happy together. • Allowing opportunities for sharing and caring • Understanding and acknowledging each other’s abilities • Being open and honest to one another by expressing oneself • Teaching children to share things such as food or even flowers from the garden with neighbours—a great way for children to get to know people nearby and to teach generosity • Enabling members to express their needs, wants and concerns to each other; being a good listener so that one feels loved and valued • Showing empathy by understanding the feelings of family members • Benefit: having a sense of confidence in life UNIT 1 Quality Time 1.1 Reading Audio Read the text below and answer questions 1 to 8. Questions 1 to 8 Complete the following table. Choose no more than five words and/or a number from the text for each answer. LS3.1.2 For each question, write your answer in the space provided. How to have family interactions Family interaction means 1. with family. Advantage of family interaction: 2. Recognising Why is this interaction crucial? 3. Opportunities What is open and honest interaction? 4. How do you improve interaction with family? 5. Spend Why must one be a good listener? 6. To feel How will you express empathy? 7. Understand Why do you need a strong family? 8. To have Unit 1 01_Topikal UASA A+ Eng F3.indd 1 25/07/2023 12:16 PM

2Unit 1 1.2 Vocabulary Find words in the text 1.1 that have the same meaning as the words/phrases given. LS3.1.3 1. – relationship 2. – conveying 3. – talk or interact 4. – recognising or accepting 5. – kindness 6. – worries or fears 7. – appreciated, respected or treasured 8. – sympathy or compassion 01_Topikal UASA A+ Eng F3.indd 2 25/07/2023 12:16 PM

6Unit 1 Textbook: pages 14, 15, 130 & 131 1.5 Writing A Short Communicative Message Read the email from your sister, Betty. Hi, Sam, I’m thinking of organising a surprise 50th birthday celebration for Mum and Dad during this coming school holidays, which will be at the end of this month. Since it’s a special birthday, I was thinking of preparing a home-cooked lunch, a weekend’s stay at a resort or a special dinner with close friends. Do you have any suggestions? Do let me know your view. Betty In about 80 words, write an email to Betty, giving some suggestions. LS4.1.5 To [email protected] Subject 01_Topikal UASA A+ Eng F3.indd 6 25/07/2023 12:16 PM

7Unit 1 B Notes Expansion In your class, you have been talking about family celebrations. In about 120 words, write an essay about a celebration that you had with your family. LS4.2.3 Why did you celebrate it? A family celebration Where and when did you celebrate it? How did you feel? What was the celebration about? Whom did you celebrate it with? Write your essay. 01_Topikal UASA A+ Eng F3.indd 7 25/07/2023 12:16 PM

Unit 2 9 Read the text below and answer questions 1 to 8. UNIT 2 Know Your Food 2.1 Reading Audio Negative Eating Habits of Teenagers • Skipping breakfast Breakfast is an important meal of the day. It helps to ensure that we have the daily nutrients needed. It also helps to improve school performance and to maintain a healthy weight. However, the majority of teenagers do not take breakfast on a regular basis. • Increased consumption of highly processed foods This  includes foods such as soft drinks, snack foods, fast foods and desserts. Teenagers should aim to decrease the intake of these food. However, for some of them, half of their energy intake is from these types of food. This is of a concern as highly processed foods are often high in fat, calories and sugar but are low in vitamins and minerals. • Increased eating outside the home Eating outside the home has increased, and a lot of the foods consumed in restaurants are high in fat and calories, especially at fast food restaurants. There has been an increased consumption of pizza, cheeseburgers and salty snacks among teenagers, mostly due to eating out. Teenagers should aim to eat more home-cooked food. • Increased consumption of soft drinks  Teenagers enjoy consuming soft drinks. It is because they enjoy eating out in restaurants. Water is important for active teenagers. Physical activity can make a teenager dehydrated. Therefore, it is important to keep a bottle of water always. Drink water before, during and after a workout. 02_Topikal UASA A+ Eng F3.indd 9 25/07/2023 12:32 PM

20Unit 3 Textbook: pages 21, 35 & 151 3.4 Grammar Audio A Adjectives and Adverbs 1. We can use so and such to intensify or make adjectives or adverbs stronger. Example: It’s so hot today! 2. If we are using the comparative form of the adjective or adverb, we use so much to make it stronger. Example: I work so much more quickly when I can concentrate. 3. With a noun or adjective + noun, we use such to make it stronger.  Example: You’re such an angel! 4. When we use much, many, little and few with a noun, we use so to make it stronger. Example: I’ve had so little time to myself this week. Structure Pattern Meaning and Use Examples so so + adjective Meaning = very (positive and negative sentences) 1. The pudding was so delicious. 2. My friends are so cooperative. 3. The smell of the dish was so awful. 4. The weather is so cold today. such such (+article) (+adjective) + noun Meaning = very (positive and negative sentences) 1. That was such a bitter soup. 2. My friends are such nice people. 3. It was such an awful day yesterday. 4. Ali is such an admirable character. A Fill in the blanks with suitable words. 1. I’m excited about my tour to Middle East countries. 2. It’s a regretful day when the incident happened during the party. 3. Alex and his team worked hard to complete the project on time. 4. Asha is an amazing cook that her friends get her recipes to try out. 5. It always takes much longer to get to our destination when we start our journey late. 6. Recently, we’ve had much rain that our rivers are almost flooded. 7. We bought our products from a local supplier because their price was much cheaper. 8. My pet cats have got gorgeous eyes that my friends admire them. 03_Topikal UASA A+ Eng F3.indd 20 25/07/2023 12:24 PM

22Unit 3 Textbook: pages 66, 67, 144 & 145 3.5 Writing A Short Communicative Essay Read the message from your friend, Susan. Hi, The Nature Club of my town is setting up a library in its premises for the public, especially nature lovers. I would like to contribute a book on the scientific study of birds. Since you are very much a nature lover, I was wondering if you can recommend a book on ornithology. Susan In about 80 words, write a message to Susan recommending a good book to buy for the Nature Club library in her town and give reasons to support your choice. LS4.1.5 Hi, From, 03_Topikal UASA A+ Eng F3.indd 22 25/07/2023 12:24 PM

Unit 4 UNIT 4 Animals in Human World Audio 4.1 Reading Read the text below and answer questions 1 to 8. ✎ Many people love to have wild animals as pets. Although it is expensive, they are proud to be owners of exotic creatures such as chimpanzees, pythons, kinkajous and scarlet macaws. ✎ Wild animals are good to keep for protection, but there is a possibility that these animal may turn wild at any time, as they have lived for years without direct influence with humans. ✎ Many can bite, scratch and attack an owner, children or guests. Animal owners can be legally responsible for any damages, injuries or illnesses caused by animals they maintain. ✎ These animals are adapted for survival in complex, wild environments, but not well adapted to live with humans or in a house. ✎ Wild animals carry diseases throughout their life and when people keep them as pets, they can spread diseases to them. Some of the diseases carried by wild animals are Rabies, Hepatitis B and Salmonella. ✎ Some people keep wild animals as pets but they do not know how to take care of these animals. ✎ It is better that we take care of our forests, as there is no risk. Pet lovers can joint venture with organisations to bring down old buildings that are not in use and make animal sanctuaries. Questions 1 to 8 Complete the table below. Choose no more than five words and/or a number from the text for each answer. LS3.1.2 For each question, write your answer in the space provided. Animals in Human World A reason for keeping wild animals as pets 1. Two examples of exotic creatures mentioned 2. Some diseases spread by wild animals are 3. . A danger of keeping wild animals as pets 4. anytime Wild animals may not be well adapted to 5. . Wild-pet owners can be legally charged for any caused by their pets. 6. Two ways to preserve wild animals 7. . 8. . 25 04_Topikal UASA A+ Eng F3.indd 25 25/07/2023 12:32 PM

5.3 Reading Audio Read the text below and answer questions 1 to 10. A house is a place where a person feels safe, relaxed and confident with family members. I feel free and comfortable when at home. My house is very special to me and I love every part of my house. Situated in a small housing area, it took four years to build. My family moved into this house in 2005. It has an area of 1,054 square feet. I love the windows in the living room as it faces the field where lush greenery grows. The house has four bedrooms, a spacious living room, a kitchen and three bathrooms. My house is always bright during the daytime as the windows are facing the sun’s rays. There is a dining hall, a popular area where my family meets every day during meals. There is a porch outside my house, so my father can park his car there. We also have a small storeroom where we store things such as tools and things we do not use often. As for the interior of my house, my mother managed to make this place special. It is not crowded with things. We have comfortable pieces of furniture in the living room, a soft white carpet and an antique wooden table in a corner. All things fit each other well, as my mother is good in interior design. The house has a green lawn that the gardener cuts regularly. My mother is fond of gardening, so we have some flowering plants. The garden looks colourful during the flowering season, when the flowers bloom. Besides, my mother and I love to have plants in the house, so there are plenty of them in all the rooms. My house looks attractive as my father constructed beautiful wooden shelves and hangers to arrange the plants. I love when the sun shines into the rooms through the windows, and the leaves begin glowing with its deep green colour. I love being at home as it is peaceful and comfortable. I can say that my parents know how to create a special atmosphere in the house. I have learnt from them how to transform a regular house into an exceptional home. Questions 1 to 8 Answer the questions below. Choose no more than five words and/or a number from the text for each answer. LS3.1.2 For each question, write your answer in the space provided. 1. The writer’s house is located in a . 2. The writer gets to see greenery from his . 3. A favourite spot in the house is the . 4. The writer’s mother loves so the garden looks colourful when the plants . 5. The writer has a to take care of the lawn. 6. The writer’s house looks attractive with beautiful to arrange the plants. 7. I enjoy being at home as it has a and feeling. 8. This passage has taught me how a regular home can be converted into . Unit 5 35 05_Topikal UASA A+ Eng F3.indd 35 25/07/2023 12:37 PM

Textbook: pages 113 & 117 6.4 Grammar Audio A Passive Simple Present Tense When the active verb is in the simple present tense, we make passive verb forms with am/is/are + the past participle form of the verb. Note that the object of the active verb becomes the subject of the passive verb. The subject of the active verb becomes the object of the passive verb. However, in most cases, the object is not mentioned in the passive voice before the past participle form of the verb. Examples: 1. She dances during the cultural shows. Active Voice Subject Verb Adjective Object She dances cultural shows 2. Thousands of people watch her cultural dance. Passive Voice Subject Adjective Noun Verb + Past Participle Object Her cultural dance is watched by thousands of people A Change the following sentences in the passive simple present tense. 1. He opens his gift. . 2. We set the table. . 3. She pays a lot of money. . 4. I draw a picture. . 5. They wear black shoes with red socks. . 6. They don’t help you. . 7. She doesn’t open the book. . 44Unit 6 06_Topikal UASA A+ Eng F3.indd 44 26/07/2023 11:58 AM

Unit 7 Read the text below and answer questions 1 to 8. Thai Cave Rescue The 12 football players and their coach who survived a flooded cave in northern Thailand, regained full freedom on Wednesday. They are seen walking out of a hospital a week after being trapped underground for 18 days. On June 23, the Wild Boars teammates went to Tham Luang cave for a quick, relaxing exploration after football practice. However, rain began to fall while they were underground, and the water filled the caverns, preventing their escape. After two days of being trapped in the cave, one of the players said he began to feel weak and lacked the strength to continue his life. They explained that they had no food but found a trickle of fresh water to drink coming down from a rock in the cave. One of the team’s youngest members stated that he tried not to think about food, but found it difficult to forget about fried rice. Another said he tried to keep his stomach full of water to distract himself from his hunger. They got on with digging to find a way out for days. According to one of the boys, they had to use their only flashlight economically. Divers discovered the group 10 days later, huddled on a patch of dry ground deep inside the cave. They looked hungry but otherwise healthy. Over three days, an international team of rescuers used diving equipment and pulleys to save the 12 boys and coach through the narrow, flooded passageways, concluding on July 10. During their stay in the hospital, some of the boys were treated for minor injuries, but all 13 survivors’ conditions have been described as getting better. When asked about the former Thai Navy SEAL who died during the rescue operation and was memorialised by the boys while still in the hospital, the coach, Ekkapol “Ake” Chantawong, said he and the boys were very sad when they learned of his death. “We felt we were to blame for his death and the cause of his family’s loss,” he explained.  (Adapted from: Thailand Soccer Team Leaves Hospital Speaks in Chiang Rai/CBS News.com/2018-07-18) UNIT 7 Unprecedented Events Audio 7.1 Reading 49 07_Topikal UASA A+ Eng F3.indd 49 25/07/2023 12:43 PM

8.3 Reading Audio Read the text below and answer questions 1 to 10. Spare time is a time to relax, when one is not working but uses it for enjoyment or any recreational activity. Activities during spare time include activities that give you pleasure and are not work-related. It is a way to escape from work and personal worries. It is a time you take care of yourself, to disconnect. The quality of your spare time does not depend on the duration of your activity. It depends on how meaningful you can make it. Having spare time gives many benefits. Taking spare time gives immediate positive effects, but its benefits are long lasting, affecting positively both your physical and mental health from stress. Professor Matthew Zawadzki’s study showed that people who took spare time have reduced stress levels, better moods and a lower heart rate. The mind and body will tune in and you will feel relaxed. A sedentary lifestyle puts you at risk of serious diseases such as heart-related, obesity or diabetes, and emotional distress. So disconnect yourself and involve yourself in physical activities. A recreational activity does not need an extensive plan. Be spontaneous to follow your needs and moods. One day you choose a calm walk on the beach or a park, and the next available day you go surfing or for a gym session. It is your time, do whatever makes you happy. Spare time is all about you—how to connect to your needs, wants, thoughts and emotions. It is a way to prevent you from falling in negative, stressful and depressive situations. Therefore, activities during spare time can improve the quality of your life. Questions 1 to 8 Answer the questions below. Choose no more than five words and/or a number from the text for each answer. LS3.1.2 For each question, write your answer in the space provided. 1. What is the meaning of spare time? . 2. State one benefit of having spare time. . 3. Taking some spare time helps to give positive from stress. 4. The researcher who carried out a study on people who take spare time was . 5. Name one risk of having a sedentary lifestyle. . 6. You can do recreational activities based on your own . 7. Spare time refers to how a person connects to one’s needs, , and . 8. Spare time activities can of one’s life. 59Unit 8 08_Topikal UASA A+ Eng F3.indd 59 26/07/2023 12:38 PM

UNIT 9 Tech-Savvy Audio 9.1 Reading Read the poem below and answer questions 1 to 8. INTERNET ADDICTION by Jovanna Lizarraga Incredible urges to get away Not caring about what people say. They say it is a disease Every second I’m in need, without it I freeze. Realise the power of internet Nothing can stop me from leaving it. Everything else means nothing The internet is everything. A necessity to me Days go by why can’t you see? Days I wish I could let this go Impossible to just get up and go Can’t keep my eyes off the screen This has taken over me, without it I scream. I need this to avoid suffocation Oh, I know this is a depraved condition No, this is my internet addiction. Unit 9 64 09_Topikal UASA A+ Eng F3.indd 64 26/07/2023 12:03 PM

Textbook: pages 61 & 65 10.4 Grammar Audio Future Forms Present simple to talk about the future The present simple tense can be used to refer to events in the future. The events are certain because they are facts, or because there is a clear fixed schedule or a high certainty or chance that the plan is going to happen. Examples: Her birthday falls on a Friday next year. (a known fact about the future) She has a driving test next week. (a fixed arrangement) The train arrives at 8.12 p.m. (a timetable) What time does their flight to Seoul leave? (a schedule) 1. How to form the simple future The formula for the simple future is will + [root form of verb]. The decision is made at the moment of speaking. There is a low certainty of it happening. Examples: I will learn a new language. Jen will read that book. My brothers will sleep till noon if no one wakes them up. However, there is another way to show that something will happen in the future. It follows the formula am/is/are + going to + [root form of verb]. The going to construction is common in speech and casual writing. Examples: I am going to learn a new language. Jen is going to read that book. My brothers are going to sleep till noon if no one wakes them up. Keep in mind though that it is on the informal side, so it is a good idea to stick to the will + [root form] construction in formal writing. 2. How to form the simple future negative To form the simple future negative, the formula is will + not + [root form]. Examples: Jen will not quit before she reaches her goal. Make sure you arrive on time tomorrow because the bus will not wait for you. He will not say anything bad about his boss. I will not finish my homework in time for class. When using the going to construction, the formula is am/is/are + not + going to + [root form]. Examples: Jen is not going to quit before she reaches her goal. Make sure you arrive on time tomorrow because the bus is not going to wait for you. He is not going to say anything bad about his boss. I am not going to finish my homework in time for class. 3. How to ask a question in the simple future To ask a question in the simple future, the formula is will + [subject] + [root form]. Examples: Will Jen finish War and Peace over the holidays? Will I have the discipline to study English every day? What will you buy with the money you found? The formula for the going to construction is am/is/are + [subject] + going to + [root form]. Examples: Is Jen going to finish War and Peace over the holidays? Am I going to have the discipline to study English every day? What are you going to buy with the money you found? 76Unit 10 10_Topikal UASA A+ Eng F3.indd 76 26/07/2023 12:04 PM

A Fill in the blanks with the correct form of the verbs using be going to. 1. It (rain). 2. They (eat) fried rice. 3. I (wear) red shoes tonight. 4. We (not/help) you. 5. James (not/walk) home. 6. you (cook) dinner? 7. Susan (share/not) her biscuits. 8. she (take part) in the competition? 9. I (not/spend) my holidays abroad this year. 10. they (leave) the house? B Complete the sentences with be going to with the verbs in brackets. 1. Next holidays, I (travel) to Canada. 2. My sister, Latha (live) in Madrid. 3. They (play) tennis this afternoon. 4. My father (buy) a new car. 5. Susan and David (see) the film tonight. 6. I (visit) the dentist tomorrow. 7. Lim (plan) a reunion for the Class of 1975. 8. I am sorry, I (study) for my exams. 9. Linda (shower) before starting her journey. 10. They (organise) a gathering in conjunction with her graduation. C Fill in the blanks with will or be going to and complete the sentences. Use contractions where necessary. 1. Have you got any plans for tomorrow? / Yes, I see my grandparents. 2. Why is she learning French? / She travel to France. 3. We are thirsty. / Wait here. I get some water. 4. Chicken or mutton? / I have some chicken, please. 77Unit 10 10_Topikal UASA A+ Eng F3.indd 77 26/07/2023 12:04 PM

B Notes Expansion You are interested in cooking and your mother allowed you to have the kitchen every Saturday. In about 120 words, write an essay on the safety measures that are important while cooking in the kitchen. LS4.2.3 Passion for cooking – permission from Mother Safety measures in the kitchen Handling hot dishes Mother agreed – gave strict safety measures to adhere Preventing kitchen hazards – personal safety Usage of cooking utensils Write your essay. Unit 11 89 11_Topikal UASA A+ Eng F3.indd 89 25/07/2023 2:15 PM

91Unit 12 UNIT 12 Everybody is Beautiful Audio 12.1 Reading Read the poster below and answer questions 1 to 8. Your bones help you, protect you and support you every day, so making sure to protect them should be a top priority. Did you know? There are 206 bones in the adult human body, all of which work together to help us sit, stand, walk and do the activities we enjoy doing every day. What is the bone? The bone is living growing tissue made up of three major components: Collagen – Provides soft framework for the bone Calcium phosphate – Adds strength to the bone Living bone cell – Removes and replaces weak pairs of bones Why protect your bones? Your bones have several important jobs, such as protecting your organs, containing marrow, storing minerals and supporting your body. Healthy bones need calcium and vitamin D. Calcium – Most adults should get 1,000 mg of calcium per day with an upper limit of 2,000 mg, from dairy products, green leafy vegetables or calcium supplements. Vitamin D – Vital for both adults and children. It can be obtained from sunlight, food like fatty fish, fortified products and vitamin D products. Build strong bones when you are young to prevent bone loss when you are older: 1. Get enough calcium and vitamin D each day. 2. Maintain a healthy weight. 3. Do weight-bearing and resistance exercises. 4. Wear protective gear, like a helmet and padding, when playing sports. 5. Quit smoking. THE BASICS OF BONES 12_Topikal UASA A+ Eng F3.indd 91 26/07/2023 12:06 PM

92Unit 12 Questions 1 to 8 Complete the following table. Choose no more than five words and/or a number from the text for each answer. LS3.1.2 For each question, write your answer in the space provided. The Basics of Bones State an element found in our bones. 1. How can human beings maintain the strength of the bones? 2. 3. What should human beings consume to maintain a good bone structure? 4. State a function of bones. 5. Number of bones in an adult human being. 6. State the amount of calcium that an adult should take in a day. 7. A safety measure to protect bones when playing sports 8. 12.2 Vocabulary Find words in the text 12.1 that have the same meaning as the words/phrases given. LS3.1.3 1. – adequate 2. – elements 3. – structure 4. – power 5. – grown-ups 6. – additives 7. – vital 8. – stop 12_Topikal UASA A+ Eng F3.indd 92 26/07/2023 12:06 PM

Paper 1 Part 1 Questions 1 to 8 Read the text carefully in each question. Choose the best answer A, B or C. For each question, circle the correct answer A, B or C. 18% Singing 21% Dancing 15% Painting 11% Stitching 13% Drama 22% Cooking 1. The chart shows the percentage of time spent by Normala on various activities. Among the activities listed below, the activity that has the least time spent on is A cooking. B drama. C dancing. Lata : Look! Isn’t she cute? She’s the apple of my eye. Rita : Apple? But she is a cat! 2. From the dialogue above, we know that A Lata loves the cat very much. B to Rita, the cat is very special. C the cat is very cute that it looks like an apple. 98Pentaksiran Sumatif Pentaksiran Sumatif Ujian Akhir Sesi Akademik (UASA) 13 Sumatif_Topikal UASA A+ Eng F3.indd 98 26/07/2023 12:09 PM

Part 2 Questions 9 to 16 Read the text below and correct the underlined errors. For each question, write the correct word in the space provided below. Florence Nightingale Florence Nightingale was born in Italy in 1820, in a town of Florence. She received her first name (0) at her place of birth. Her parents were English, and her childhood was (9) spend in England. She was not a very (10) social child but it has been said that she showed an early concern for the wounded and the sick. (11) While she was eighteen, she was taken to London to be presented to the Queen. Then, instead of attending parties, Miss Nightingale shocked her parents and friends by (12) insisted on visiting hospitals, schools for the poor, and charitable institutions, to see for (13) her what was being done for the sick and the outcast. In the following months, Miss Nightingale was visiting France and Germany, where the standard of hospital nursing was, at that time, much higher than in England. Florence Nightingale (14) takes up a course in hospital management at the Institute in Germany, while her friends (15) was busy settling down. Then, after six months, she moved to Paris, where she studied the system of (16) nurse in the hospital run by the sisters of the Order of St Vincent de Paul. [8 marks] Example: 0. from 9. 10. 11. 12. 13. 14. 15. 16. 101Pentaksiran Sumatif 13 Sumatif_Topikal UASA A+ Eng F3.indd 101 26/07/2023 12:09 PM

110 It was a busy day as Mum started cooking early in the morning, while we helped her. Soon relatives arrived and we had a sumptuous meal. We had a great time together. After tea, my relatives left for their homes. It was truly a great get-together and a wonderful celebration. UNIT 2 Know Your Food 2.1 Reading 1. breakfast 2. Have the daily nutrients 3. Take breakfast 4. highly-processed food 5. Eat home-cooked food 6. fast food restaurants 7. Home-cooked food 8. Dehydrated 2.2 Vocabulary 1. skipping 2. regular 3. decrease 4. consumption 5. snacks 6. home-cooked 7. teenagers 8. workout 2.3 Reading 1. vitamins and minerals 2. proteins and fats 3. main source of energy 4. fruits and milk 5. starch, grain products 6. vegetables / milk / fruits / grains (choose any two answers) 7. brain function energy 8. nutritional value 9. energy 10. influence 2.4 Grammar 1. Can 2. can 3. couldn’t 4. had better 5. were able 6. won’t be able 7. might not 8. may not 9. ought to 10. had better 11. Could 12. Would 13. must 14. should 15. was able to 2.5 Writing A Short Communicative Message Hi, Robert, You went on a picnic during the last holidays, didn’t you? I suggest hiking will be a good idea. The Broga Hills in Semenyih is a wonderful place around Kuala Lumpur. It is a great place to hike and is popular as you get to catch the scenic view of the sunrise. The trail is about 3.4 km and it’s covered with grass. The view from the hill is amazing. I am sure your parents will enjoy this outing. Love, Sarah UNIT 1 Quality Time 1.1 Reading 1. maintaining close rapport 2. each other’s abilities 3. for sharing and caring 4. Expressing oneself 5. quality time together 6. loved and valued 7. the feelings of others 8. confidence in life 1.2 Vocabulary 1. rapport 2. expressing 3. chat 4. acknowledging 5. generosity 6. concerns 7. valued 8. empathy 1.3 Reading 1. family 2. a solid foundation 3. sponges that soak up 4. language skills 5. sympathy and compassion 6. reinforce interpersonal skills 7. lifelong positive attribute 8. parents / family 9. solid 10. secure 1.4 Grammar 1. everything 2. somewhere 3. Everybody / Everyone 4. something 5. Nobody 6. Somebody / Someone 7. anywhere 8. anybody / anyone 9. everywhere 10. nothing, nowhere 1.5 Writing A Short Communicative Message To : [email protected] Subject : Birthday celebration for Mum and Dad Hello Betty, Great idea, Betty. Perfect timing as I’ll be home for holidays after my exams. I like your option of having dinner with close friends but do include Aunty May and Uncle Henry, as they are the only siblings our parents have. I will order the cake from Alex, whose mum bakes scrumptious Nutty-Orange cake. I think we should prepare door gifts. Give it a thought. I have some options but we can decide on it later. Sam B Notes Expansion A Family Celebration Last week, my family decided to organise a special function to celebrate my sister, Rahmah’s success. She did very well in her studies and she has received a prestigious scholarship. My parents decided to have a get-together among close relatives before Rahmah leaves for the United Kingdom. My sister and I were excited about the plan. We kept to a small number of guests, as we planned to have the lunch at home. After much discussion, we decided on a Sunday, a week before Rahmah’s flight. Our guests were close relatives and Rahmah’s friends. Soon, Mum and Dad decided on the menu, so that they could buy the necessary groceries. I was excited as I love going shopping with my parents. Answers 14 Answer_Topikal UASA A+ Eng F3.indd 110 26/07/2023 12:18 PM

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