The isles of My Portfolio in English 121 (writing in the discipline)

1. Avoiding sentence error

Students outputs of E-portfolio

1.Odezza Jalandoni
2.Joylyn Abing
3.Jessica Pasion
4.Jenilyn Embultorio
5.Maureen Narajos
6.Vecil Bertico
7.Jn Gift Zapanta
8.Richard Opiaza
9.Kimberly moyet
10.Reyna may Maygay
11.Bon Jeson Fernandez
12.Darlito Bini
13.Diana Jane Anniversario
14.Diana De Mayo
15.Mj Cejo

writing in the discipline as a platform in education for sustainable development

 Since experts were coming from different academic backgrounds, this platform provided a space to step beyond their daily research horizon and debate subject related fields in formal and informal discussions.

“Education for Sustainable Development”(ESD) is a vision of education that seeks to empower people to assume responsibility for creating  a sustainable future. Central to ESD is the concept of culture as an essential underlying theme. Recognizing that there is no “single route” to sustainable development and that perception of, and ideas for sustainability are different, participants need to work together to negotiate the process of achieving sustainability.

reflection in English 121

English 121 is about communicating ideas through writing. Reading & writing help us to question, discover, and connect to our world. Our goal here is to improve communications, critical thinking, and writing skills by discussing and responding critically to selected readings through writing. In English 121 we learn what is the proper usage of noun, pronoun, verb, adjective, adverb, conjunction, preposition and interjection. 

integration of education for sustainable development to English 121

Our early work revealed a number of themes that are important to children about where they live. These include for example personal concerns such as health, family, and friends and the perception of safety or danger posed by people,roads, or vandalism. It was striking to the adults how important the quality of their local environment was to the children.

                Most of the children already moved around the community more independently of their parents and wider families. They had detailed knowledge of their local community and could operate safely and successfully in it. Their knowledge of their community however, and how they used it were very different from that of adults. (e.g their knowledge  of the recreation areas, who used them, and how safe they were). This knowledge  was gained through exploration and paly, exchanges with peers and families through stories, and by renewed contact with each other, with older children, with adults, and with the community.