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

1.Avoiding Sentence Erros
2.Levels of Usage
3.Verb Usage
4.Pronoun Usage
5.Subject and Verb Usage
6.Pronoun and Antecedent Agreement
7.Adjective and Adverb Agreement
8.Miscellaneous Problems Usage

II. Students Outputs of E- Portfolio

Richard Opiaza
Diana de Mayo
Diana jane Aniversario
Kimberly Moyet
Ma. Johnmil Ceje
Vince Warren Barbosa
Joylyn Abing
Odezza Jalandoni
Jelly Vie Lazarga
Maureen Narajos
Jessica Pasion
Reyna may Maygay
Aljim Sacatani
Marites Lcambra
Diosyl Miran
Vecil Bertico
Lanie Tangkli

III.Writing in Dicipline as a Platform in Education for Sustainable Development

         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.Reflation in English 121

      I find that teachers only concentrate on teaching me some skills which can help me to get a good grade in exams.They seldom teach me grammar.Most of it I learned form a book called grammar focus.As a result,my grammar is very weak.Besides,lack of vocabulary is one of my weaknesses because I do not like reading although reading is the best way to enrich my vocabulary.

        In the coming two years,I need to build up a good reading habit.I will read at least one newspaper article each day so that I can learn some common but useful words.

V. Integration of Education for Sustainable Development to English 121

     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.