Dynamics of the ESL Writing Classroom

DYNAMICS OF THE WRITING CLASSROOM

Many factors play different roles to make a writing classroom conducive. Figure 1 shows the vital components that make up a writing classroom. Factors like teachers’ roles and responsibilities, teachers’ teaching methods, learners’ roles and responsibilities. In addition to that, materials used in the classroom also will make a difference in the classroom setting; hence the role of materials and how they are used.

CASE STUDY: PRE SERVICE TEACHERS

      A case study was conducted to see the writing classrooms of selected Pre-Service teachers. A group of students were assigned to observe Pre Service teachers teaching writing in classroom. The observation was done based on the Teaching checklist in Table 2 below (Noor Hanim, 2011;Appendix B,pp65-66).

Observers would indicate and make comments in the checklist provided. The checklist comprised of 5 sections not including the personal biodata: (1) Teachers Roles and Responsibilities, (2) Teaching Method, (3) Learners’ Roles and Responsibilities, (4) Learning Materials Role, and (5) How Materials are used.

TEACHERS’ ROLE IN THE WRITING CLASSROOM

Table 3 reveals the findings for Teachers’ Roles in the Writing Class. The writing teachers were observed to play various roles in this study.

The most common role in this study is that of a facilitator (93.8%). Teachers are also seen helping students to support with scaffolding (87.5%). The teacher is also seen as Co-Participant (81.3%) and provides background knowledge (81.3%). Teachers need to be Planners (68.8%) and plans the writing class. 62.5% of those observed were seen as non-authoritative; thus guiding and prompting learners, as well as providing opportunities for students to participate in class. 56.3% of the teachers observed socialize the writing activities. 50% of the teachers writes a class collaboration with students. 43.8% of them teach meta-cognitive strategies but also provides learning environment. However, only 31.3% were observed to define writing projects clearly and also 31.3% provided opportunities to practice writing extensively. Finally, only 25% allows students to participate in discussions about topics.

TEACHING METHOD

Figure 4 shows Teaching Methods used by the Practicum teachers. For better understanding, this section would discuss the use of different approaches by the teachers observed. The use of Product approach is still practiced by some teachers. 25% are concerned with the structure of language. 50% saw writing development as the imitation of input.

Some pre-service teachers used Process approach. 25% were observed to exercise linguistic skills. 50% saw writing development as the unconscious process when the teacher facilitates.

Strategic approach is also used by some of the Practicum teachers. 75% used prior knowledge and graphic organizers. 37.5% coached writing using thinking aloud. 68.8% allows learners to talk to their partners about writing. 56.3% makes students write for authentic purposes and 50% prompt learners to use specific strategies.

Some Practicum teachers were also observed to use the Cognitive approach. 25% saw that writing is recursive. 37.5% allows learners to consider potential audience. 56.3% used graphic organizers in class. 25% allows learners to retrieve relevant information from various sources. 37.5% guides and prompts learners with ideas and suggestions, and 50% of them focused their instruction on goals.

The teachers also used Genre approach. 25% taught the knowledge of language. 56.3% gave writing activities tied to social purpose. 31.3% saw the development of writing as the imitation of input.

Some of the teachers used the Process Genre approach. 50% used models for imitation. 31.3% were concerned with knowledge about the structure of language. 50% taught the social purpose of writing and another 50% allows students to learn the process of writing. Finally, 56.3% were observed to use the Input-Process-Output approach in their writing class.

LEARNER’ ROLES AND RESPONSIBILITIES

What roles do learners play in the writing classroom. Figure 5  is a bar chart showing learners’ Roles and responsibilities. 93.8% of the learners learns from friends and relatives. 68.8% learns from materials given by the teacher. 25% learns from the teachers only while 12.5% learns from materials brought by themselves.

LEARNING MATERIALS’ ROLES

What roles do materials play in the writing class?  Figure 6 shows the bar chart of Learning Materials’ Roles. 31.3% depended on textbooks. 18.8% used course book such as assessment books. 12.5% used film-related materials and home-made handouts.

Some teachers takes into consideration the cultural content of materials. 68.8% considers the sociological sense. 37.5% considers the aesthetic and semantic sense, while 18.8% considers the sociolinguistic sense.

1.1              HOW MATERIALS ARE USED

In what ways are materials used in the writing class? Figure 7 shows the bar chart showing How Materials are Used. Materials are used in various ways in the writing classroom.

Sometimes the teacher would control the amount of help given. 75% of the time, stimuli like pictures, maps, tables, and diagrams are used. 68.8% of the time, notes are  used .Models are used but not for all students (43.8%).

At other times the teacher may control the interactional mode. 56.3% of the time, the students are organized into groups. 43.8%  of the time, they are organized into mixed ability interaction, while 12.5%  of the time, the teacher allows good students to work on their own.

On the other hand, some teachers give different targets of achievements to their students. 37.5% provide model based on their proficiency. Some teachers use a variety of approaches. 62.5% emphasized the process of writing in the classroom. Finally, some teachers evaluate according to individual capability and progress. 43.85% evaluate according to how much progress was made, and 56.3% provide suggestions .

               

SUMMARY

The teachers’ role has transformed from ‘know-all’ to facilitator providing  background knowledge and scaffold thus creating opportunities for students to learn.  Teachers no longer “teach” but provide “opportunities for learning to take place.” In accordance with the change in teachers’ roles, teaching methods too have undergone changes. Teachers are becoming familiar with strategic approach. Students were taught strategies in writing, and they were taught to depend on graphic organizers to plan their writing. In addition to that, the students were exposed to peer collaboration: group writing and group editing in the writing classroom.

When it comes to the learners’ roles in the classroom, the learners prefer learning with their friends although traditionally still expecting teachers to provide the materials for them. When it comes to the learning materials’ roles, interestingly, learners preferred the sociological approach in writing. They need to tie writing to the social need for them to see the importance of writing in their classroom. In addition, materials like pictures and graphic organizers are popularly used with teacher providing notes as background knowledge and exposing the learners to the process of writing

PEDAGOGICAL IMPLICAIONS

Writing need  no longer be a chore for the teachers teaching and learners learning it. Teachers are not expected to know everything and impart knowledge. Teachers must learn to be creative and make full use of resources available around them to make obtaining information easier and writing less tedious for students.

FUTURE RESEARCH

Future researcher ought to observe even the experience teachers teaching writing and report on the practices in writing classroom. There is a need to find out what works best for learning to take place effectively and what practices need to be discarded to improve students’ writing.

Cited from

Noor Hanim Rahmat (2011) Approaches in the Teaching of Writing. Shah Alam, Malaysia: UiTM Press

Skilled or Less Skilled Writer, which one are you?

SKILLED  OR LESS SKILLED WRITER? WHICH ONE ARE YOU?

Past  research have indicated that writers skilled and less skilled writers differ in their writing behaviour and strategies. What ARE the differences? A case study of 2 college writing students was conducted . The writers showed distinctive features of skilled and less skilled characteristics.

Differences in Writing Behavior

Writing behavior can be observed in three stages and they are planning, translating and reviewing. Generally, the behaviour of writers during the writing process can be summarized in Figure 1 below.  When they write they will go through 3 distinct stages and the stages are planning, translating and reviewing. However, different types of writers go through the 3 stages in different manner.

Table 2 shows the writing behaviour of  less skilled (LS) and skilled (S) writers. For clearer data analysis,  planning, translating and reviewing stages will be discussed separately based on the behaviour of  less  skilled and skilled writers respectively.

PLANNING STAGE

During this stage, both writers behaved in accordance to past research. The less skilled writer started writing almost immediately upon getting the title, setting almost no time aside for planning.  According to Sasaki (2000) and Flower and  Hayes (1984), less skilled writers takes a very short time to start writing. Their notes also looked less elaborate compared to the better writers. The less skilled writer claims that she chose the easiest topic and said she did not like doing graphic organizers in her plan. She also claimed that the mind map could confuse her in the planning.

The skilled writer, on the other hand, showed elaborate planning, organized ideas. He also had a clear picture of the rhetorical problem (Flower and Hayes, 1984) such as knowing what and how to write the essay.

TRANSLATING STAGE

The difference in behaviour of both less skilled and skilled writers becomes even more obvious in this while writing stage. The less skilled writer apparently used the re-telling method of writing and this is in accordance with the theory by Bereiter and Scardamalia (1987) which implied that less skilled writers merely used the knowledge-telling method to write ideas-that is using information that their memory could capture. This was interesting to observe as the writer was seen rehearsing or trying out ideas from memory as she mumbled during writing. In addition to that, the less skilled writer was also seen to elicit as many content as possible even while writing. Bereiter and Scardamalia (1987) also agreed that the less skilled writer is primarily concerned with generating content when writing.

The skilled writer, however, behaved in many ways like a skilled writer but in some ways like a less skilled writer. Both less skilled and skilled writers constantly checks on grammatical (surface) errors while writing.  The research by Villamil and Guerrero (1997) has also shown that when less skilled writers edited essays, they looked at surface structure. Both less and less skilled writers in this study were very concerned with grammar. However, the skilled writer went on further to even reconsider the content and its organization and this is a characteristic of a skilled writer according to Flower and Hayes (1984) where skilled writers consider more aspects of the rhetorical problems and in greater depths.

REVIEWING STAGE

When it comes to the reviewing or post writing stage, the behavior of less skilled and skilled writer was not evidently different. For instance, both writers refused to revise, edit or proofread their work upon finishing. It seemed as if both writers were incapable of making revisions which would involve reorganization of the content (Bereiter and Scardamalia, (1987). However, upon close analysis, when asked why both refused revision, different writers provided different responses. The less skilled writer answered that she refused to check because she was afraid to encounter mistakes she could not correct. This is in accordance to the characteristic of a less skilled writer b Bereiter and Scardamalia (1987). The skilled writer, on the other hand responded that he is confident with the job he had done and although did not revise his work but his refusal is not due to his ability to make corrections. He claimed there were none!

Differences in Writing  Strategies

According to Congju Mu (2007), when writers write, they go through several strategies. Figure 3 shows in general, the strategies employed.

The discussion of this section would make very close reference to  Table 4 below  shows the summary of data collected form Interview Transcipt and Narrative Inquiry to enable the data to be categorized under the Taxanomy of ESL Writing Strategies by Congju Mu (2007).

For Communicative strategies, only the less skilled writer used Avoidance and Reduction Strategy. This is seen when the writer chose the title that she felt was “easy.”

For Rhetorical strategy, the less skilled writer used L1 to translate ideas into written form. She also took time to think of a model to follow when she said her decision to choose the essay was that she had done something like the given title before. The skilled writer, on the other hand, had organization in mind even before beginning writing.

For Metacognitive Strategies, both writers Monitored, checked and identified problems in the essay. However, the skilled writer was able to Plan by finding focus, and also Evaluate by reconsidering written texts and the goal of the assignment.

In addition to that, for Cognitive Strategies, the less skilled writer was able to Elaborate by expanding the contents of writing, Retrieve by getting information as well as Rehearse by trying out ideas or language.

The skilled writer , on the other hand, could Revise and make changes in the plan of the text. He could also Clarify by attempting to dispose confusion in writing. He was also able to Retrieve, Rehearse and also Summarize compared to the less skilled writer. Finally, both the less skilled and skilled writers did not use Social/ Affective Strategies at all.

SUMMARY

Behaviour of writers

The difference between skilled and less skilled is very obvious in this study. Less skilled writer did not know how to spend more time at the Planning (Pre Writing) stage. Past research has indicated that good writers had more elaborated planning as they considered more aspects of the rhetorical problems and in greater depth. How could that take place if the pre writing stage was very short. In a typical writing classroom this aspect of Pre Writing was not given as much attention as the writing stage-or rather teachers felt that the planning was “taken care” of naturally before planning to teach this planning stage. Weak writers did not spend much time when they write. This is a stage that needs serious attention, needs proper planning even by the teacher as to exactly what to at this stage. So, problems were serious in the planning stage but teachers kept probing the writing stage.

In addition to that, both writers had little or no sense of audience awareness. The less skilled writer’s reason for not wanting to revise her work was that she was afraid to see errors she could not fix. The good writer was confident of his writing and not thinking if it was suitable for the audience reading. The revision stage has long been proven a great help in improving writing. It not only helps in making changes but also enable writers to see the importance of audience in that finished piece of essay. If only students realize that the audience/reader of their essays may not see the essay as it was initially intended by the writer, they would be more careful of what and how they write. 

Strategies of Writers

The analysis of the Strategies has helped to emphasize the fact that many students wrote with no audience in mind at all. Neither the skilled nor less skilled writer used Social Strategies meaning they did not see writing as communication, as social interaction between the writer and reader.

Pedagogical Implication

Writing is no longer to be considered an individual activity. Students need to be taught the social value of their writing. They need to be made to realize that writing is written to be understood. More classroom activities should be included in the writing class to encourage writing to be heard, writing to be read. Perhaps if students are more concerned with the audience, then making students assignments would no longer be as painful as it already is now!

In addition to that, Grabe and Kaplan (1996) agreed that the Taxanomy of writing abilities needs to be re-examined. Teachers need to look into the writing skills needed before making students write such as: knowledge bases, and also the process of writing. All these provide a means for organizing and ordering factors which both influence and contribute to writing variation and writing to be read and understood.

Research Cited from

Noor Hanim Rahmat (2011) Approaches in the Teaching of Writing. Shah Alam, Malaysia: UiTM Press

Preparing For Exam -Argumentative Essay (Sample 2)

OUTLINE

THESIS STATEMENT        :     

While some may say paperless technology such as computers may be costly to maintain, others may say this technology actually improve work efficiency apart from being eco-friendly.

POINT 1                               :    

Paperless technology may seem like a fantastic idea but for such great cause comes great maintenance cost.

SUPPORTING DETAILS   :    

·         Going ‘paperless’ requires the reduction of usage of paper and to do so, the number of technological devices such as computers and servers are needed and very important to implement paperless technology.

·         Besides that, security issues are often the main problem when it comes to using computers and servers as hackers and viruses can totally disrupt a computer-based infrastructure.

·         Up-to-date computer hardware and software is essential for a paperless office as it is to be upgraded all the time to prevent any upcoming issues such as loss of data.

  

POINT 2                               :     

Nevertheless, many will agree that paperless technology has improved  the efficiency of  both teachers and students.  

SUPPORTING DETAILS   :

·         With paperless technology, work efficiency increases as employees does not waste time finding documents as it can be retrieved by a few clicks and concentrate more on other important matters such as writing documents, test papers, and notes etc.

·         Students can also benefit from paperless technology as it improves students’ experience such as downloading notes from the universities’ student portal and use it on devices such as smartphones and tablets instead of printing it with paper.

·         Moreover, lecturers can do ‘blended’ lectures (doing lectures and tutorials online rather in class) and students can just log in and do exercises in the student portal online.

POINT 3                               :     

Paperless technology is eco-friendly; it helps to save tress and reduces pollution.

SUPPORTING DETAILS:

·         Paper is obtained from trees, going paperless means less tress are being cut

·         by using paperless technology, the carbon footprint produced can be reduced as less paper is used.

·         greenhouse gases such as carbon dioxide responsible for global warming can be reduced greatly.

·         production of paper will also be reduced, meaning pollutions from production of paper such as air pollution (from the release of hazardous gases) and water pollution (slurry waste and ink) can be reduced.

CONCLUSION
In conclusion, I believe that paperless technology should be implemented by universities as it increases the work efficiency and is eco-friendly, despite the high costs. It is proven beneficial to lecturers, students and university staffs and it is a big investment for the future with high potential of profit and success.

 ESSAY

Paperless technology is becoming a big thing in this fast-paced modern era. By definition, paperless refers to the storage or the communication of information in electronic form, instead of on paper. Indeed, paperless technology sounds amazing in terms of working and ecological reasons as it can be implemented anywhere including universities. So, should paperless technology be implemented in institution of higher learning such as universities? While some may say paperless technology such as computers may be costly to maintain, others may say this technology actually improve work efficiency apart from being eco-friendly.

                Paperless technology may seem like a fantastic idea but for such great cause comes great maintenance cost.  Going ‘paperless’ requires the reduction of usage of paper and to do so, the number of technological devices such as computers and servers are needed and very important to implement paperless technology. However, such equipment is not cheap and more expensive to maintain. Besides that, security issues are often the main problem when it comes to using computers and servers as hackers and viruses can totally disrupt a computer-based infrastructure. Up-to-date computer hardware and software are essential for paperless technologiesas it is to be upgraded all the time to prevent any upcoming issues such as loss of data and they may sometimes be costly. Universities will need to push the budget up to millions if it wants to implement such technology and it is also time consuming. However, if money and costs are not an issue, then the benefits of this technology are huge and can be very rewarding.

                Nevertheless, many will agree that paperless technology has improved the efficiency of  both teachers and students.  With paperless technology, work efficiency increases as lecturers do not waste time finding documents as it can be retrieved by a few clicks and concentrate more on other important matters such as writing documents, test papers, and notes etc. . Moreover, they can do ‘blended’ lectures (doing lectures and tutorials online rather in class) and students can just login and do exercises in the student portal online. Students can also benefit from paperless technology as it improves students’ experience such as downloading notes from the universities’ student portal and use it on devices such as smartphones and tablets instead of printing it with paper. Hence, paperless technology can make the life of lecturers and students easier.

                Paperless technology is eco-friendly; it helps to save tress and reduces pollution. Paper is made of trees and trees are needed to produce paper. This will often lead to deforestation which will lead to some environmental disasters such as global warming and depletion of ozone layer. By using paperless technology, the carbon footprint produced emission can be reduced as less paper is used. Greenhouse gases such as carbon dioxide responsible for global warming can be reduced greatly. Furthermore, paperless technology means the production of paper will also be reduced. This is because the production of paper may lead to  air pollution (from the release of hazardous gases) and water pollution (slurry waste and ink). So, the decision to go paperless may help to improve the environment as well.

In conclusion, I believe that paperless technology should be implemented by universities as it increases the work efficiency and is eco-friendly, despite the high costs. It is proven beneficial to lecturers, students and university staffs and it is a big investment for the future with high potential of profit and success.

By

Nabil Imran, Yellow

Preparing for Final Exam: Argumentative Essay (Sample 1)

Argumentative Essays??????

There are many ways to write an argumentative essay. Here’s  yet another way…

Topic?

More often than not, students do not have any say in the choice of topics; however, if there REALLY is a choice to make….choose a topic that you have lots to say NOT something that you (1) like, or (2) a topic that you think you know but have not given much thought about.

Taking Sides?

Although you need to have a stand , you also need to know that you need to consider both sides of the argument to the reader. (its like “appearing to agree with your opponent , but you end up making the opponent’s point less significant than your stand!)

Evidence?

During exams, when you do not have the luxury of articles to read before deciding on the points to write, try to take evidence that is Not:

(a)  Personal

(b)  Religious based

(c)  Over-generalized (not everyone is like that ALL the time!)

Remember, every main idea that you decide to write must be supported by details and evidence that are true for all, valid and not biased.

Sample Essay by Students

Sample 1

OUTLINE

Thesis Statement:

Many will agree television provides safety to the users; however, internet is favoured more because it is multi-function and is more convenient.

Point 1: Monitor (Against)

Supporting Details: (1) Monitor

a.       Malaysian government label programmes

b.      Filter/censor

                        (2) Victims of cyber crime

                                    a.  no reported cases of people hacking tv

                                    b. viewers feel safe

Point 2: Many Functions (For)

(1)  Information

a.    Real time

b.    faster

(2)  Social networking

a.    Interaction

b.    everywhere

Point 3: Convenient(For)

(1)  portable

a.    from many devices

b.    change devices

(2)  easily accessible

a.    no cables

b.    better viewing quality

Conclusion:

Hence, internet is more popular than the television. It is more convenient and can serve many functions compared to the traditional television. Although television stations have made it safe for viewing according to the viewers’ age group, many turn to internet for more freedom of choice. Television is still considered useful to the society for source of information and entertainment. However, when it comes to getting quick, up-to-date news and  views, the internet remains the society’s top choice.

THE ESSAY

Nowadays, society depends on the internet for many occasions. This scenario has made watching  television a thing of the past. Television stations are constantly making interesting changes to attract people to watch television like they used to. Do people still watch television? Is the internet taking over the entertainment functions of television? Many will agree television provides safety to the users; however,internet is favoured more because it is multi-function and is more convenient.

Firstly, television programmes are safe; parents can monitor what their children watch, and television viewers are free from being victims of cyber-crimes. The Malaysian government has made it compulsory for each programme to be labelled. This kind of filtering helps parents monitor what their under aged children can or cannot watch.Besides that, there have been no reported cases of hacking in television which can jeopardize the safety of the viewers. Viewers are free to watch their programmes at any time they feel convenient, without worrying if anyone will hack the programme. So, television viewing is considered safer compared to the internet.

Television viewing may be safe and well protected by adults so that under-aged children are not exposed to danger. However, this safety capability is the very reason why adults, teenagers, and children turn to the internet. Internet provides more freedom than the television can offer.

One of the reasons why internet is more popular than television is it can serve many functions. Internet can provide up-to-date information as well as enable social networking to take place. From the internet, news and information obtained real-time; faster than the news portrayed in newspapers and even television. Moreover, internet not only provides news, it allows interaction to take place, from various parts of the world. Social networking medium like skype, twitter, watsapp, facebook and many more have brought people together. So, internet may prove more popular for various reasons.

Besides being multi-functional, internet is also popular because it is convenient; it is portable and easily accessible. Compared to the television, users can log in to internet from many types of devices such as the laptop, the tab, and also hand phones. Users of internet can easily change or add on devices for better internet coverage. Besides, the use of television may require tv antenna or cabletv for better viewing. Internet users need only to surf other websites to get better viewing quality. Thus, internet is more suited to fit the busy and on-the-go lifestyle of today’s society.

Hence, internet is more popular than the television. It is more convenient and can serve many functions compared to the traditional television. Although television stations have made it safe for viewing according to the viewers’ age group, many turn to internet for more freedom of choice. Television is still considered useful to the society for source of information and entertainment. However, when it comes to getting quick, up-to-date news and  views, the internet remains the society’s top choice.

Prepared by

Ammar Nizamuddin

Muhammad Zulfikri

Megat Ritzhan

Abdul Qahar

Muhammad IkmalFirdaus

Muaz

THE CASE FOR: ORAL COMMENTARIES ON A MOVIE

Theoretical Foundation

Why movies?  More often than not, materials play a more important role than the teacher when it comes to students’ learning (Noor Hanim,2014b). 

Perhaps the teachers’ role would be to ensure that there are many opportunities for students’ interaction. Movies have long “entered” the ESL classroom for many different reasons-the most common reasons are for Literature lessons, and lately for writing lessons (Noor HanimRahmat,2014a). Movies are used as they provide authentic materials in the ESL classroom. Talking about the issues in the movies have created a platform for students to learn through constructivism where they generate knowledge and meaning from the interaction between their experiences and their ideas.

As part of the requirements of the course Integrated Language Skills: Writing , students are asked to prepare an oral commentary on a movie of their choice. Students watch the movies outside class time and prepare an outline for the presentation, after which they present that oral commentary individually.

References:

Noor HanimRahmat (2014a)Using Movies in the Writing Classroom: A Case Study of Malaysian ESL Learners in Chapter 7 of  Studies on the Teaching of Asian Languages in the 21st Century edited by Ali Kucukler and HuseyinIcen .UK:Cambridge Scholars Publishing ISBN (10): 1-4438-5574-X, ISBN (13):978-1-4438-5574-7

Noor HanimRahmat (2014b) Constructivism in the ESL Writing Classroom: A Case for Collaborative Essay Writing .Journal of Creative Practices in Language Learning and Teaching, Vol 2 (1) Retrieved from http://kedah.uitm.edu.my/CPLT/jurnal_vol2_num1_2014.html

Sample of Student Oral Commentary Outline:

Frozen -Prepared by KADER ADAM BIN KADER RIDZWAN 

Mind Map

THE OUTLINE

i.                    Introduction

Frozen, a story about sisters Elsa and Anna from Arendelle. Elsa was blessed with the ability to control ice as a child, a beautiful but dangerous gift. After a horrible accident on her sister Anna, she began to shut herself away from her sister and her kingdom in order to protect those she loved. Years went by, the girls grew up and their parents died from a ship wreck.. The gates of the palace finally reopened for Elsa’s coronation as the new queen of Arendelle. As the story continued, Kristoff a young ice cutter character was introduced. The question is, who shows the most love and sacrifice in this story between these three characters?

ii.                  Body

A)     Princess Elsa shows her love and sacrifice when she quarantined herself and offered her advice to  Anna.

1.      Quarantined herself

a)      sacrifices her own happiness by quarantine herself in her room in order to keep Anna safe from her powers.

b)      Anna will be protected from her powers and the horrible incident that happened in the past will not happen again.

2.      Advices Anna.

a)      Elsa shows his love towards Anna when Elsa objects to Anna and Prince Hans  planned engagement.

b)      Elsa tells Anna that she cannot marry a person that she have just met that day.

B)      Princess Anna shows her love and sacrifice  when she searched for  Elsa and risked her life for Elsa.

1.      Search Elsa

a)      Elsa flees to the mountain when her gift is discovered and Anna teams up with Kristoff and his reindeer Sven and with the snowman Olaf to seek out Elsa.

b)      Anna faces lots of challenges through the journey to find Elsa.

2.      Risk Her Life

a)      Anna risked her life when Anna sees Hans with the intention of killing Elsa and runs over to save her.

b)      Elsa’s life was saved by her sister from Hans.

C)      Kristoff the ice cutter shows his love and sacrifice when he searched Elsa and rescued Anna from death.

1.      Search Elsa

a)      Kristoff sympathy towards Anna and agreed to help Anna find Elsa at the North Mountain.

b)      Along the journey when he and Anna seek out for Elsa, both of them go through and faces lots of challenges which is being chased by snow wolves, Kristoff new sled crushed and facing a huge snow monster.

c)      Although he had to faced all of this, he still continues helping Anna seek out for her sister.

2.      Rescue Anna

a)      Elsa accidentally and unknowingly hits her sister Anna with ice in the heart, Kristoff quickly takes Anna to the trolls to save her from dying.

b)      The Grand Pabbie tells that only an act of true love can thaw a frozen heart. Kristoff fast act had safe Anna’s life from dying.

iii.                Conclusion

As a conclusion, this three characters has shown their own sacrifices and love personality to the loved ones. Princess Elsa willing to quarantine herself and advice Anna in order to keep the outside world and her sister Anna safe from her icy powers. Princess Anna willing to seek out and risk her life for Elsa in order to make everything’s right because she had pushed Elsa and because of her Elsa’s gift has been discovered by everyone. Kristoff willing to help Anna to search Elsa at the North Mountain and rescue Anna from dying by bringing Elsa to the Grand Pabbie.  

NOTE: Powerpoint Slides to this Oral Commentary" Frozen by Kader Adam will be uploaded in :

https://uitm.academia.edu/NoorHanimRahmat, and look under the category of : Samples of Students' Work-Movies OP