I. The Isles of My Portfolio in English 121 ( Writing in the Discipline)

1.Avoiding Sentence Errors

2.Levels of Usage

3.Verb Usage

4.Pronoun of Usage

5.Subject and Verb Agreement

6.Pronoun and Antecedent Agreement

7.Adjective and Adveb Usage

8.Miscellaneous Problems in Usage

II. Students Outputs of E-Portfolio

Kimberly Moyet
Diana De Mayo
Ma. Johnmil Cejo
Richard Opiaza
Joylyn Abing
Vince Warren Barbosa
Paul John Virgo
Odezza Jalandoni
Jessica Pasion
Maureen Mae Narajos

Darlito Bini

Reyna Mae Maygay

Jelly Vie Lazarga

Imee Jane Bisnar

Prima Joy Capilayan

Marilyn Nuto

Marites Lacambra

Jn Gift Zapanta

Jenilyn Emboltorio

Aljim Sacatani

III. 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.

IV. Reflection of English 121

      After a year of focused work in English I feel I have developed the skill to articulate what I want to convey to the reader in multiple ways. Looking at my most recent paper, the research paper, I think that I have grown at organization and careful flow of thoughts. The research paper I wrote was on the “Israeli Palestinian Conflict”. I could have chosen an easier subject to research, but I felt I had acquired the skills that I needed to really learn and understand this complicated issue. My dad’s side of the family is all Jewish and throughout my life I have always heard them talking about the conflict in Israel. I wanted to learn for myself each side of the story and then choose a side for me to take. After heavy research, I’ve realized that each group of people has valid points on why they think the holy land should be theirs. Using this 10^th grade English class, I have furthered my knowledge on current events and what’s going on in the world around me. I would say that “The Israeli Palestinian Conflict” was my favorite piece to write.

          Another paper that I really enjoyed writing and felt I had a lot of insight on was the in class essay we wrote on “Black Boy” one day. As I was whipping out my ideas on paper I realized I was citing a lot of what happened in the book, and I was becoming increasingly talented at using specific information from a book source in a paper I was writing. I think that “Black Boy” affected me a lot also because there were a lot of racial issues and prejudice that really focused me into understanding what times were like back then. I think reading that book in class improved my reading skills because Richard Wright had a specialty at conveying emotions.  I’ve learned from him to add more of what my characters are feeling and thinking when I’m writing.

V. 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.