COMMUNICATION

0003

Module One:
Tell us about
yourself
 Module 1

COMMMUNICATION 0003
Welcome to COMMUNICATION 0003, one of several PELD
Communication courses that will prepare you for study at BCIT.

The Communication Department’s PELD courses are designed to help current

and prospective BCIT students to
• improve their language proficiency
• increase their familiarity with the culture of BCIT and the
workplace
• meet the pre-requisites for entry into full-time programs.

When you study language in PELD courses, you will

• learn the language of business, trades, and technology in the
workplace
• learn language for a specific purpose or function, e.g., for a job
interview or a résumé
• analyze your oral and written language needs by considering your
audience and your purpose
• work in small groups of students so you can learn more by teaching
and supporting each other
• learn how to rely on yourself, your fellow students, and other
resources within BCIT as well as on your instructor
• learn how cultural backgrounds affect communication
• learn language to prepare you for programs in trades, engineering,
electrical/electronics, health sciences, computers, and business
• discover how to communicate in a multicultural society by being
sensitive and willing to accommodate differences in each other’s
cultural backgrounds.

The PELD courses use materials that are varied, authentic, and relevant to
BCIT and the workplace. The curriculum for Communication 0003 has been
designed to be appropriate for the students’ level, easy to use, and
affordable. We hope you enjoy this course and find it helpful in your studies
at BCIT.
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Contents

There are six modules to the Communication 0003 curriculum. They are
Module 1: Tell us about yourself
Module 2: Definitions
Module 3: Description
Module 4: Oral Presentations and Résumés
Module 5: Instructions
Module 6: Academic Honesty and Summaries.

In each module, you will find sections that present or review important skills,
including verb tenses, reading skills, and elements of the writing process.

Icons and symbols

Throughout these modules, you will also see the following icons or symbols:

This icon represents a workspace for you to do the exercises in the modules.

This icon represents a hint or special information that will help you learn the
material in the modules.

Copyright

Requests for permission to use various materials in these materials have

been submitted. The sources for other materials are being researched and
requests for permission will be submitted pending results.
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BCIT
PELD

COMM 0003 MODULE ONE

-----------------------------------
Tell us about yourself
-----------------------------------

Contents

Activity Description Page

1 Getting to know your classmates 5
Reading skills: scanning 8
2 Reading a biographical profile 9
3 Learning about simple sentences 10
4 Identifying subjects and verbs 12
5 Practising subject/verb agreement 16
6 Learning about compound sentences 18
7 Creating compound sentences 20
8 Learning about complex sentences 21
9 Reviewing types of sentences 23
10 Identifying types of sentences 24
11 Finding sentence structure errors 25
12 Understanding audience and purpose 26
13 Reading an annual report 28
Verb review: simple tenses 30
14 Practising the three simple tenses 30
15 Learning about paragraph unity 31
16 Practising paragraph unity 32
17 Learning about paragraph coherence 33
18 Practising paragraph coherence 34
The writing process: planning 37
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19 Writing about a person 39

20 Writing about a company 40
21 Editing 42
22 Vocabulary review: crossword puzzle 45

In Module One, you will do the following:

♦ write a short questionnaire
♦ interview your classmates
♦ learn about reading skills
♦ review types of English sentences
♦ consider audience and purpose
♦ review verb tenses
♦ learn about unity and coherence
♦ learn about time order
♦ write a biographical paragraph
♦ write a company profile
♦ learn about editing.

In Module One, you will be introduced to many of the principles

and techniques of technical communication that you will need at
BCIT and in your career in the Canadian workplace.

You will cover skills of reading and writing. As well, you will have
the chance to meet and get to know your classmates and to let
them find out about you.
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Activity 1: Getting to know your classmates

In this first activity, you will get to know your classmates and let them get
to know you. First, you will “brainstorm” some interview questions to ask.
Later, you will interview a classmate and then introduce her/him to the class.

Brainstorming in a small group is an effective way to explore ideas. During

brainstorming, all the group members contribute ideas spontaneously
without censoring themselves. The members of the group say the first thing
that comes into their minds and do not worry whether their ideas are “right”
or “wrong” or “good” or “bad”.

One member of the group records everyone’s ideas. Every idea is

recorded, and no one is allowed to comment on anyone’s else’s ideas during
the brainstorming.

Don’t worry about whether your idea is “good” or not because even a “wrong”
idea may help other members come up with ideas they wouldn’t have thought
of otherwise.

In small groups, brainstorm some interview questions. What kinds of

questions can you ask? Try to find out something about the student’s
♦ background, both personal and professional
♦ chosen field of study at BCIT
♦ plans for the future.

As you brainstorm the questions you will ask, help each other to form
grammatical questions.
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Information questions

Question word Auxiliary verb Subject Verb +

Where do you come from?
How long have you been (in Canada)?
Where/What did you study?
What will you study (at BCIT)?

Questions with BE

Question Word Verb BE Complement

What is your name?

Write your questions here:

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Now interview a classmate. Find a partner outside your group and ask your
questions. Make careful notes of your partner's responses because you will
need this information later.

Write your partner’s answers here:

Now choose a few of the most interesting things about your partner to tell
the rest of the class.

Arrange the information about your partner in TIME or CHRONOLOGICAL

order. To do this, start with the event furthest in the past and work
forward from there.

Introduce your partner to the class, telling the two or three most
interesting details.
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Reading skills: scanning

It’s very important to develop your reading skills before you enter a BCIT
program.

When we read, we have different purposes for reading. Our purpose for
reading a course textbook, for example, is very different from our purpose
for reading a popular magazine.

With your group, look at the following list of reading materials and discuss
together what your purpose might be for each one. For some (e.g.,
newspapers), you might have several different purposes.

♦ a course textbook ____________________________________

♦ a journal in your field __________________________________

♦ a newspaper _________________________________________

♦ a telephone book _____________________________________

♦ a menu _____________________________________________

♦ a popular magazine ____________________________________

♦ a web site __________________________________________

♦ an instruction manual __________________________________

Our purpose also determines the way that we read. How is the way you
read a textbook different from the way you read a popular magazine? You
can see that the way we read – or the skills we use for reading – vary
depending on our purpose.

Today you're going to practice the reading skill of scanning. We scan when
we look at the Entertainment page in the newspaper to see what time our
movie starts. We move our eyes as rapidly as possible over the text,
stopping only at the key information that we are looking for.

When we scan, we don’t need to understand everything. All we have to do is

find the specific information that we are looking for.
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Activity 2: Reading a biographical profile

The following text is a profile of Bill Gates, the former CEO of Microsoft.
Scan the text as quickly as you can to find the answers to the following
questions:

1. When was Gates born? ________________________________

2. How old was he when he began programming? _______________

3. Which university did he attend? ________________________

4. What year did he start Microsoft? ______________________

5. How much money is Microsoft investing this year in research and

development? ______________________________________

6. What is the name of Bill Gates' wife? _____________________

Bill Gates

(1) William (Bill) H. Gates is chairman and chief software architect of Microsoft
Corporation, the leading provider, worldwide, of software for the personal
computer. (2) Microsoft employs more than 32,000 people in 60 countries. (3)
Born in 1955, Gates grew up with his two sisters in Seattle, where he attended
public elementary school and the private Lakeside School. (4) There, he began his
career in personal computer software, programming computers at age 13.

(5) In 1973, Gates entered Harvard University, where he lived down the hall from
Steve Ballmer, now Microsoft's president and CEO. (6) While he was at Harvard,
Gates developed the programming language BASIC for the first microcomputer –
the MITS Altair. (7) In his junior year, Gates dropped out of Harvard to devote
his energies to Microsoft, a company he had begun in 1975 with Paul Allen. (8)
Because they believed that the personal computer would be a valuable tool on every
office desktop and in every home, they began developing software for personal
computers.

(9) Under Gates' leadership, Microsoft's mission has been to continually advance
and improve software technology and to make it easier, more cost-effective, and
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more enjoyable for people to use computers. (10) The company is committed to a
long-term view, which is reflected in its investment of more than $3 billion on
research and development in the current fiscal year.

(11) In addition to his passion for computers, Gates is interested in biotechnology.

(12) He sits on the board of the Icos Corporation, and he is a shareholder in Darwin
Molecular, a subsidiary of British-based Chiroscience. (13) He also founded Corbis
Corporation, which is developing one of the largest resources of visual information
in the world. (14) Gates also has invested with cellular telephone pioneer Craig
McCaw in Teledesic, which is a company that is working on an ambitious plan to
launch hundreds of low-orbit satellites around the globe to provide worldwide two-
way broadband telecommunications service.

(15) Gates was married on January 1, 1994, to Melinda French Gates. (16) The
couple has two children: a daughter, Jennifer Katharine Gates, born in 1996, and a
son, Rory John Gates, born in 1999.

© 1999 Microsoft Corporation. All rights reserved.

When you have to find specific information in a text, scanning is the skill to
use. It is particularly useful for finding numerical information because
numbers stand out in texts.

Activity 3: Learning about simple sentences

Now, go back and read the text again. This time, highlight some of the key
events in Gates' life. Highlighting means to mark key words and main ideas
with a coloured pen when you read a text.

It's always a good strategy to read with a highlighter pen in your hand. Get
into the habit of marking important points as you read. Highlighting not only
saves you a lot of time when you have to re-read texts but it also helps you
focus your attention on the main ideas.
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Now write a sentence for each date and/or event that you highlighted in the
text:

Example: 1955 Bill Gates was born.

Exercises

1968________________________________________________

19 ________________________________________________

19 ________________________________________________

19 ________________________________________________

19 ________________________________________________

At this stage in your language learning, it is very important to increase your

vocabulary. Every time you come across a useful new word, write it in your
notebook, along with its definition and a sentence that shows how the word
is used. Try to use these new words in your own speech and writing.
There is a vocabulary review activity at the end of each module.

Take a look at the sentences you just wrote. You've probably written five
simple sentences. What are the characteristics of a simple sentence? Talk
with your group and try to come up with a definition of a simple sentence:

A simple sentence ___________________________________________

_________________________________________________________

Now go back and read the text again. How many simple sentences can you
find? Write the sentence numbers here: __________________________

Do you need to revise your definition of a simple sentence?

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A simple sentence can have a compound subject or a compound verb, but

since it still has only ONE independent clause, it remains a simple sentence.

Here is an example of a compound subject in a simple sentence:

Toshiba and Dell make the best-selling laptop computers.

Here is an example of a compound verb in a simple sentence:

I installed the new software and entered the data last night.

Activity 4: Identifying subjects and verbs

When you write in English, you must always write complete sentences. A
complete sentence has a subject and verb. If you know how to recognize the
subject and the verb in any sentence, you will find it much easier to write
good sentences and to catch any errors.

Nouns

In a sentence, the subject is usually doing the action or is being described.

It is usually (but not always) a noun. A noun is the word for a person, place,
thing, or idea. Nouns can be common nouns, proper nouns, or pronouns. Look
at the following table for some examples.

NOUNS COMMON PROPER PRONOUNS

Person • girl • Alicia • we
• child • Zack • she
• people • Canadians • he
Place • city • BCIT • it
• country • Oakridge • they
• mall • Paris
Thing • book • Honda • it
• electrode • COMM 0003 • they
• computer • Toshiba
Idea • evolution • Marxism • it
• joy • Dadaism • they
• progress • Doppler
effect*
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* Note that proper nouns for ideas are almost always based on a person’s
name. They can also sometimes be considered “things” as well as “ideas.”

Here are some examples of sentences with nouns as the subjects:

My teacher comes from Kamloops, a town in the interior of B.C.
The textbook gave an excellent description of the circulatory system.
Capitalism is an economic system that is based on private ownership.

Verbs

A verb is an action or state word. It tells what is happening (the action) in

the sentence or the state of being of the noun. Verbs also tell the time
(tense) of the sentence, that is, when the action happened.

Here are some examples of verbs of action:

ACTION VERBS PRESENT TENSE PAST TENSE

study I often study late at I studied frantically
night after everyone last week for the
has gone to bed. midterm.
arrive He arrives at BCIT at Her parents arrived
8:30 every morning. from Taipei on Tuesday.

Here are some examples of state verbs.

STATE VERBS PRESENT TENSE PAST TENSE

be I am an engineer from That assignment was
China. one hour long.
seem COMM 0003 seems to She seemed a bit sad
be more difficult than yesterday.
COMM 0071.

Prepositions

Prepositions are words that tell direction, position, location, or the

relationship between things. Recognizing prepositions will help you find the
subject of a sentence.
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A preposition usually goes with a noun to form a prepositional phrase. The

noun in a prepositional phrase is called the object of the preposition, and is
never the subject of the sentence.

When you are trying to identify the subject of a sentence, first look for any
prepositional phrases. You know that any nouns in these phrases are not the
subject of the sentence, so you can cross out these phrases immediately.

Infinitive Verbs

When you are trying to identify the verb in a sentence, you are looking for
the main verb or main verb phrase. Just as not all nouns in a sentence are
the subject, not all verbs in a sentence are part of the main verb phrase.

An example of a verb form that is never considered part of the main verb
phrase is an infinitive. The infinitive or root or base form of the verb is
preceded by the word “to.” Here are some examples:
to think, to dream, to give, to run, to drive, to cook, to feel, to write

When you see an infinitive in a sentence, you know that it is not the main
verb, so you can cross out this verb out immediately.

Here is an example:
I like to take the Sky Train instead of driving to New Westminster.
The main verb is “like.” “To take” is an infinitive and not part of
the main verb phrase.

Exercise

To practise identifying subjects and verbs, look at the following company

profile on Ballard Power Systems. All of the sentences in this reading are
simple sentences.

Find the subject and the verb of each sentence by following these steps:
1. cross out any prepositional phrases
2. cross out any infinitive verbs
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3. find the main verb or main verb phrase by asking yourself, “What
is happening (the action) in this sentence?”
4. find the subject by asking yourself, “Who is doing this action?”

Ballard Power Systems, Part One

(1) Global warming, the greenhouse effect and climate changes are believed to be
caused by pollution from the overuse of fossil fuels. (2) As a result, interest in
developing other power sources instead of coal and oil has greatly increased and
expanded in recent years.

(3) One of the leading innovators in the development of alternate power sources is
a Canadian company called Ballard Power Systems. (4) The founder of the company
was an engineer named Geoffrey Ballard. (5) The mission of the company since its
beginnings has been to provide other energy sources for cars and other vehicles,
for homes, and even for large office buildings. (6) To do this, Ballard and his
colleagues began to develop the company’s now-famous fuel cell.

(7) The unique feature of the Ballard fuel cell is its use of hydrogen to create
electricity. (8) At first, a fuel source, such as natural gas, methanol or petrol, is
needed and is used by the cell to produce the hydrogen. (9) The use of this fuel
source by the cell, however, is about 90% less harmful to the environment than by
conventional engines or batteries. (10) As well, the energy production of the cell is
about twice as efficient as other fuels.

Which sentences have compound subjects? _________________________

Which sentences have compound verbs? ___________________________

Check with your partner or group to see if you agree. Be prepared to explain
your choices.

Activity 5: Practising subject/verb agreement

A common mistake that COMM 0003 students make when they write is not
making sure that the subject and verb of a sentence agree. The correct
form of the verb must go with the “person” of the subject, i.e., first person,
second person, etc.
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For example, in English, the simple present tense of regular verbs for third
person singular takes an “s.” Look at this example of the verb “to sing.”

TO SING SINGULAR PLURAL

First person I sing we sing
Second person you sing you sing
Third person he, she, it sings they sing

As well, there are many irregular verbs in English. Look at these examples of
the verbs “to be” and “to have” in the simple present.

TO BE SINGULAR PLURAL
First person I am we are
Second person you are you are
Third person he, she, it is they are

TO HAVE SINGULAR PLURAL

First person I have we have
Second person you have you have
Third person he, she, it has they have

Now that you have reviewed identifying subjects and verbs in the previous
activity, you should find it easier to make sure that the subject and verb
agree in your own writing.

For practice, look at the following reading from the BCIT calendar on the
Computer and Information Technologies, and correct any subject/verb
agreement errors that you find. Then, check your answers with a partner.
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Copyright: BCIT. Used with permission.

BCIT’s Computer and Information Technologies

Candidates is evaluated on an individual basis. We encourages applications from all

interested persons. All applicants is required to attend a Computer Systems
information session and then submits a portfolio which include a résumé, a cover
letter, and official transcripts.

In the first year, the program offer a mix of computer-related and general
business courses. A variety of computers are used to introduce standard
programming techniques. Accounting, mathematics, marketing, economics, statistics,
and business communication rounds out the first year.

In the second year, specialized options is offered. A combined option, based on a

selection of courses, is offered periodically. Option selection are competitive and
are done at the end of the first year of study.

Graduates achieves the necessary knowledge, skills, and experience to be

successful in their chosen careers. A strong combined practical and academic
foundation encourage continued lifelong learning. Graduates from the CST Diploma
program is eligible to enter the BCIT Bachelor of Technology Computer Systems
program.

Many graduates pursues their careers as programmers, and, after some experience,
is promoted to higher positions. Others seeks entrepreneurial roles in the computer
world. Career opportunities exists in management, software and hardware sales,
technical writing, training, and technical support.

Activity 6: Learning about compound sentences

A compound sentence contains two (or more) independent clauses joined by

♦ a coordinating conjunction ( for, and, nor, but, or, yet, so )
OR
♦ a semi-colon ( ; )
OR
♦ a semi-colon ( ; ) and a conjunctive adverb.
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Look again at the biographical profile on Bill Gates. It contains one compound
sentence. Which one is it? _______________________

Coordinating Conjunctions

The coordinating conjunctions are for, and, nor, but, or, yet, and so. An easy
way to remember these conjunctions is the acronym fanboys, which takes
the first letter of each conjunction to create the word “fanboys.”

When you use a coordinating conjunction to join two independent clauses

together, you must be sure about the relationship between the ideas in the
two clauses. How the ideas relate to one another determines which
conjunction you will use.

Here is the meaning of each of the coordinating conjunctions:

and for adding an idea
The Geographical Information Systems (GIS) program at BCIT
covers theory and principles, and it requires students to do a
practicum.
but for showing a contrast
The GIS program is a one year, full-time program, but it can
also be taken part-time.
for for showing reason and support (for is considered very formal
and is rarely used in technical writing)
GIS technology is becoming more popular, for it is essential for
sophisticated land management.
or for showing an alternative idea
Students need to have formal training in computers and math,
or they should be able to prove relevant job experience.
yet for showing a strong contrast
The program is intense, difficult, and very time-consuming, yet
students will find it enjoyable and satisfying.
nor for showing negative alternative
Students won’t have much time for a job, nor will they have
time for a social life.
so shows result or consequence
The GIS field is growing rapidly, so the successful student
shouldn’t have much trouble finding work.
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Activity 7: Creating compound sentences

Look at the following pairs of sentences about Geographical Information

Systems (GIS). Look at the relationship between the ideas in each pair.

Write down the correct coordinating conjunction to combine them into a

compound sentence that expresses the relationship between the ideas
correctly. Write out the complete sentences in the spaces provided. Be
careful to not make any copying errors.

1. Farmers can use GIS to analyze crop data.

GIS is a very useful tool.

2. GIS technology can find out how much moisture is in the ground.
It can monitor the amount of pesticides and fertilizers.

3. GIS is an innovative and exciting technology.

Many people have never heard of it.

4. GIS systems can’t predict the weather.

They can’t predict earthquakes.
(use nor)

5. Farmers can rely on guesses, intuition, and faith.

They can use scientific data from GIS systems.

6. Farming will never be completely risk-free.

The risks of farming can be lessened with GIS systems.

When you are finished, compare your answers with the answers of some
other students.
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Activity 8: Learning about complex sentences

Look again at the text on Bill Gates. It also contains a number of complex
sentences. A complex sentence contains one independent clause and one or
more dependent clauses. Here is an example:

(3) (Born in 1955), Gates grew up with his two sisters in Seattle where he
attended public elementary school and the private Lakeside School.

What's the difference between an independent and a dependent clause?

Write your answer here: ______________________________________

_________________________________________________________

What are the other complex sentences in the text? __________________

Underline the independent clauses.

Subordinating Conjunctions

A word that joins two clauses together to create a complex sentence is

called a subordinating conjunction. When you use a subordinating
conjunction at the beginning of a clause, that clause automatically becomes a
dependent clause.

A dependent clause is not a complete sentence and cannot stand alone. It

must be joined to an independent clause. A dependent clause without an
independent clause is a fragment (an incomplete sentence).

As with the coordinating conjunctions, when you use a subordinating

conjunction to join two clauses, you must be sure about the relationship
between the ideas in the two clauses. How the ideas relate to one another
determines which conjunction you will use.
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Here are some examples of subordinating conjunctions and the relationships

they show.

Subordinating Conjunctions Relationship of Ideas

because, since reason

before, after, since, ever since, time or sequence
as long as, while, until, when
so that, in order that, that purpose or result

although, if, though, even though, contrast or concession

while
where, wherever place
if, whether or not, unless condition

Here are some examples of complex sentences:

Time
Before you get your diploma in GIS, you must do a practicum.

Purpose
You must be familiar with mapping so that you can understand the
basics of GIS.

Contrast/Concession
Although good computer skills are necessary to enter the program,
you must also have good written and oral communication skills.

Place
GIS technology can be useful wherever people use land.

Condition
Unless you have a good understanding of mathematics, you will find
GIS almost impossible to learn.

Take a look at the punctuation of the above complex sentences. What do you
notice about the punctuation?
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_________________________________________________________

When punctuating a complex sentence, put a comma after the dependent

clause when it comes at the beginning of the sentence. No punctuation is
needed when the dependent clause comes at the end of the sentence.

Activity 9: Reviewing types of sentences

This table shows the three types of sentences.

SIMPLE COMPOUND COMPLEX

A simple sentence A compound sentence A complex sentence
consists of one consists of two consists of an
independent clause. independent clauses independent clause, one
joined by a coordinating or more dependent
conjunction, a semi- clauses, and a subordin-
colon, or a conjunctive ating conjunction.
adverb and a semi-colon.

In the workspace below, write some sentences of your own.

SIMPLE COMPOUND COMPLEX

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Technical and business writing should be concise and clear. Don't write long,
complicated sentences, but do use a variety of sentence types.

Activity 10: Identifying types of sentences

Indicate whether the sentences in the following company profile on Ballard

Power Systems are simple, compound, or complex. Here are some suggested
steps to help you do this activity:
1. cross out any prepositional phrases and infinitive verbs
2. find any coordinating conjunctions (fanboys)
3. identify the independent clause(s) of the sentence
4. find the subject and the verb of the independent clause(s)
5. find any subordinating conjunctions
6. identify any dependent clauses
7. find the subject and the verb of the dependent clauses
8. decide if the sentence is a simple, compound or complex sentence.

Ballard Power Systems, Part Two

(1) Ballard’s fuel cells have caught the attention of several large automotive
companies around the world. (2) In 1997, Daimler-Chrysler, a German-American
company that produces the Mercedes Benz car, bought shares in Ballard. (3) In
1998, the Ford Motor Company, one of the big American automakers, also bought
shares. (4) Ford believes that fossil fuels do not have a long-term future. (5) By
purchasing an interest in Ballard, it hopes to make sure that it has a stake in the
development of other energy sources.

(6) These automakers are interested in the Ballard fuel cell because one of its most
promising uses is to power cars, trucks, and buses. (7) The cell combines many of
the advantages of both the internal combustion engine and the battery, but it
doesn’t have the disadvantages, such as air pollution and long recharging times. (8)
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If the car is to survive in the future, these car manufacturers know that they will
have to change their approach to fueling their products.

(9) Besides cars, Ballard is also working on other functions for its fuel cell,
including large generators that would be used to provide power for houses and
office buildings. (10) A major problem to date, however, has been to bring the cost
of the cells down so that they are affordable. (11) It doesn’t matter how good
Ballard’s cells are. (12) If they are too expensive, they probably won’t be accepted
as a viable energy alternative.

Activity 11: Finding sentence structure errors

The most common sentence structure errors that students in COMM 0003
make are fragments, run-ons (fused sentences), and comma splices. You
can correct these errors by adding a coordinating conjunction, a
subordinating conjunction, or the correct punctuation.

A fragment is a group of words that does not contain an independent clause.

Here is an example:
The class was cancelled. Because the storm caused a power outage.
This fragment is a dependent clause. To correct this example, you can join
the fragment to the preceding independent clause:
The class was cancelled because the storm caused a power outage.

A fused (run-on) sentence contains two or more clauses that are not
connected appropriately. Here is an example:
I got a certificate in Auto Mechanics from BCIT then I found a job
easily.
To correct this example, you can add a coordinating conjunction:
I got a certificate in Auto Mechanics from BCIT, and then I found a
job easily.
You could also separate the two clauses with a period.
I got a certificate in Auto Mechanics from BCIT. Then I found a job
easily.

A comma splice is the same as a fused sentence except that a comma is used
between the two clauses. Here is an example:
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The program focused on practical job skills, we gained valuable

experience.
To correct this example, you can add a coordinating conjunction:
The program focused on practical job skills, and we gained valuable
experience.
You could also separate the two clauses with a period.
The program focused on practical job skills. We gained valuable
experience.

Check the following sentences adapted from BCIT's web site for any comma
splices, fragments, or fused (run-on) sentences. Correct any mistakes that
you find.

Copyright: BCIT. Used with permission

Earning a Living

(1) The need and purpose of education and training after secondary-school
education are shifting. (2) BCIT has been a significant part of this shift in British
Columbia, our graduates are highly valued and have set the standard for being
ready for work.

(3) Whereas most of the formal post-secondary education system has focused on
building an "informed citizenry" as a principal outcome. (4) Today, job-readiness
and employability have taken lead positions as desirable education and training
outcomes. (5) The concept of employability has gained prominence. (6) As greater
numbers of graduates from post-secondary institutions have found more difficulty
in getting a job than ever before.

(7) To maintain employability, individuals must have the ability, motivation, and
opportunity to understand their own learning requirements and successfully pursue
them, both as first-time learners and in returning for career advancement or
change. (8) BCIT must continually monitor the changing requirements of its clients
and ensure that its educational offerings achieve the necessary outcomes, this is
important for all involved or associated with BCIT.

Which sentences are fragments? _____________ Fused (run-ons)?

____________

Comma splices? __________ Which sentences are correct? ___________

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Activity 12: Understanding audience and purpose

Just as readers have different purposes for reading, writers have different
purposes for writing. Usually, this purpose is determined by the people who
will read the writing – in other words, the audience.

Look at the following table. Consider how the different type -- the genre --
of reading material controls both purpose and audience. Two examples have
been completed for you. Discuss the other examples of genre with your
group and determine the purpose and audience for each one.

GENRE PURPOSE AUDIENCE

a textbook
The Vancouver Sun to inform and entertain general reader
a software manual
a prescription
a financial report
an election flyer to persuade constituents
a holiday brochure
Canadian Business
magazine
a clothing catalogue
a greeting card
Computer World magazine
a calendar

Bill Gates profile

Think about the biographical profile of Bill Gates that you read earlier in
this module (Activity 2). Why do you think it was written (i.e., what is its
purpose )? Who was it written for (i.e., who is the audience )?

_________________________________________________________
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Imagine that the writer's task had been to write a short profile of Gates
for an international audience of computer professionals. How would this
different audience have affected the content and style of the profile?

_________________________________________________________

Ballard Power Systems profile

Think about the company profile of Ballard Power that you read earlier
(Activity 4). Why do you think it was written (i.e., what is its purpose )?
Who was it written for (i.e., who is the audience )?

_________________________________________________________

Imagine if the writer had been preparing a report to present at a worldwide

conference of scientists interested in the development of alternative energy
cells? How would this audience have affected the content and style?

_________________________________________________________

Before you begin to write, you must understand very clearly both your
purpose for writing and your audience's expectations.

Activity 13: Reading an annual report

Copyright source: http://www.futureshop.com/

You've read a biographical profile (Bill Gates) and a company profile

(Ballard Power Systems). Now you're going to read an extract from an annual
report: Future Shop's Annual Report (1999). An annual report is a report
that a company produces to give to investors and the public. It contains
information about how well the company did financially during the year.

Scan the text quickly and look for the answers to the following questions:
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1. What kind of product market does the text discuss? _______________

2. In what special events did Future Shop participate in 1999? __________

_______________________________________________________

3. In what area is Future Shop the largest retailer in Canada? __________

_______________________________________________________

4. What new soon-to-be-introduced product does Future Shop expect to be

a big seller? _____________________________________________

When you are done, check your answers with a partner.

From Future Shop's Annual Report for 1999

Future Shop experienced significant growth in our share of the entertainment

product market this past year, a year that saw relatively flat sales growth in the
industry as a whole. Our growth in the DVD category led us to become the number
one retailer of DVD software and hardware in Canada and brought Future Shop
closer to our goal of becoming the country’s premier total entertainment
destination retailer of choice for music, movies, and DVD.

This coming year we plan to expand our commitment to support the development of
new artists through our ‘Future Stars’ program, which encourages the ongoing
growth of the industry.

In the past, Future Shop was proud to be involved in special events such as
Edgefest, MusicWest, North by Northeast, and the Montreal, Toronto, and
Vancouver Jazz Festivals and hopes to continue these associations.

Future Shop offers entertainment products by major labels and studios including
BMG Music Canada, EMI Music Canada, Sony Music Canada, Universal Music,
Warner Music Canada, Twentieth Century Fox Home Entertainment Canada,
Universal Studios Canada, Warner Home Video, Paramount Home Video, Columbia
Tristar and Buena Vista Home Entertainment Canada, Warner Home Video, and
Paramount.
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Future Shop today is Canada’s largest retailer of consumer electronics and

computers and a major retailer of appliances and entertainment products. We are
committed to bringing new technology products to the market first under the
banner of Get It First at Future Shop.

Our latest prototype stores present innovative displays and an exciting, lively in-
store experience for our customers. Spectacular entertainment products, including
home theatre systems and DVD video and digital satellite systems, are displayed
for our customers in friendly, interactive settings.

The consumer electronics industry expects that the imminent introduction of high
definition television and related digital products will create consumer demand and
strong sales, and Future Shop is well positioned to lead in this growing market.

Verb review: simple tenses

Read the text again and highlight all the verbs/verb phrases. Check with a
partner when you’re finished. You should have highlighted 16 verbs/phrases.

Now copy the verbs/phrases you underlined in the appropriate verb tense
column in the following table:

PAST PRESENT FUTURE

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Activity 14: Practising the three simple tenses

Copyright source: http://www.futureshop.com/

In the following text, enter the correct form of the verb in parentheses.
Remember to consider person as well as tense.

As you reviewed earlier in this module, remember that person means first
person (I, we), second person (you) and third person (he, she, it, they). A
verb must always agree with the person it goes with.

From Future Shop’s Website

At Future Shop, our people ______________ (make) the difference. We

_____________ (believe) in our people, and we ______________ (believe) in
providing them with the means to grow and realize their potential. Our people
_______________ (foster) a culture of dignity, teamwork, openness, innovation,
hard work, and most of all_____________ (be) proud to be a part of Future Shop.

Every day, our associates ____________ (focus) on adding value to each

customer’s experience, whether in the store, over the telephone, or on the
Internet. Over the past years, the hard work of our associates has built Future
Shop into one of the leading retailers in Canada.

Today, Future Shop _______________ (operate) stores in communities from

British Columbia to Newfoundland. Currently, in our Renaissance Program, our
associates _________________ (develop) the business systems that
_________________ (allow) us to accommodate considerable future growth,
provide better customer service, offer improved business reporting, and furnish us
with more sophisticated business management tools.

This past fiscal year, we ___________________ (recognize) an opportunity to

apply our knowledge of the Canadian computer business by acquiring the operations
of Computer City Canada. This move __________________ (bring) us the valuable
expertise and knowledge of the associates of Computer City. The acquisition
________________ (be) about more than just buying retail stores; it
________________ (be) about adding to our organization a team of associates
who _________________ (be) experts in serving the Canadian computer
consumer.
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Activity 15: Learning about paragraph unity

An important characteristic of a good paragraph is unity. Unity means that

each paragraph develops only one idea. You only include information that
directly relates to your main idea. You don’t include anything that is off the
topic or unrelated. Your paragraph is unified by its main idea.

The main idea of the paragraph is expressed in the topic (main idea)
sentence, which is usually (but not always) the first sentence.
English readers expect a topic sentence that will tell them what the
paragraph will be about. As well as helping the reader, the topic sentence
helps you, the writer, stay focused on your topic.

Look again at the profile of Bill Gates, and notice how the first sentences of
the paragraphs make very clear what the focus of the paragraphs will be.

Activity 16: Practising paragraph unity

Look at the paragraphs below. Identify the topic sentences. What sentences
do not belong in each paragraph? Why do they break the paragraph’s unity?

Starbucks

In 1971, Starbucks opened its first coffee shop in Pike Place Market, Seattle. Pike
Place is a very popular open-air farmer's market. It sells a variety of foods as well
as crafts produced by local artisans. People in Seattle love Pike Place because it is
lively and interesting. Nordstrom’s Department Store is based in Seattle. Pike Place
is the perfect venue for a coffee shop.

Howard Schultz is the president of Starbucks. He joined Starbucks in 1982

as the director of retail operations and marketing. In 1983, Schultz travelled to
Milan, Italy, because he wanted to see Renaissance art and architecture. While he
was there, he noticed that espresso bars were very popular. He also saw a lot of
pasta restaurants in Italy.

He decided to open an Italian-style espresso bar in Seattle because he thought

that espresso bars could be popular there. He opened the first Italian-style
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espresso bar in 1983 on the corner of 4th and Spring in downtown Seattle. He really
enjoys discussing Italian art and artists. By 1990, there were a total of 84
Starbucks coffee shops.

In 1988, Schultz opened 17 coffee shops in Seattle and Vancouver. The weather in
Seattle and Vancouver is quite similar. That year, he also started a mail order
business selling coffee to all 50 states in the U.S. Now everywhere in the world,
you can find a Starbucks.

Activity 17: Learning about paragraph coherence

Coherence is another important characteristic of a well-written paragraph.

Coherence means that the sentences in your paragraph go together logically.
The relationship between your sentences is clear. Your reader easily
understands what you are saying because your paragraph is coherent.

Transition words and phrases are a good way to show the relationship
between sentences. The chart below shows some of the most common
transition words and phrases that can give your writing coherence. The chart
also gives the meaning of these words and phrases. The meaning is the kind
of relationship between the ideas.

MEANING TRANSITION WORDS AND PHRASES

addition also, in addition
comparison similarly, equally, like
contrast however, in contrast, unlike, on the other hand
illustration for example, for instance
result therefore, consequently, as a result
sequence first, then, next, afterward, finally
frequency always, often, usually, sometimes, seldom

To choose the right transition words, you must understand the relationship
between your ideas. Often this relationship will also determine the kind of
organization in your paragraph.
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If, for example, you are writing about events that happen in time, you will
probably use chronological (time) organization. For time order, you will find
sequence transition words the most appropriate.

As well as transition words, you can also use other devices to give your
writing coherence. You can use pronoun reference. Pronoun reference means
that you use pronouns to refer back to what you were talking about.

Another way to make transitions is to repeat key terms. Key terms are the
most important words in your text – the words that tell your reader exactly
what you are talking about in your paragraph.

Now read the following short paragraph and see how many examples you can
identify for each of these coherence devices.

How to Overcome Writer’s Block

Many people find that one of the most difficult aspects of writing is getting
started. They suffer from what we call "writers' block". While we all must find an
approach to writing that works for us, here are two methods that might help. The
first method is freewriting, which means writing without any concern about
organization or correct grammar. Just keep writing for as long as you can without
being at all critical of what you are writing. The next method is brainstorming. This
is a way to explore your ideas about a topic. Just write down as many words and
phrases associated with your topic as you can. Don't edit them. Just fill the page.
Like freewriting, you should be completely uncritical of your brainstorming.

COHERENCE DEVICE EXAMPLES

Transition word/phrase

Pronoun reference

Repetition of key terms

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Activity 18: Practising paragraph coherence

Look at the following lists of sentences. With your partner, write a

paragraph for each list. Be sure to start with a topic sentence and use the
devices you learned about (transition words and phrases, chronological order,
pronouns, and repetition of key words) for coherence.

You must use all the information in each list, but be sure not to repeat
yourself. You may combine or change sentences as long as you keep the same
meaning.

List A: Jimmy Pattison

1. Jimmy Pattison is one of Canada’s most successful businesspeople.

2. Canadian Business Magazine publishes an annual list of the 100 richest Canadians.
3. The Jim Pattison Group is the largest sole proprietorship in Canada.
4. For the year 2000, Jimmy Pattison ranked Number 12 on Canadian Business Magazine’s
list.
5. His company is The Jim Pattison Group.
6. A sole proprietorship is a business legally owned by just one person.

Write your paragraph for List A here:

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List B: The Jim Pattison Group

1. The Jim Pattison Group does an enormous amount of business.

2. The Jim Pattison Group did $4.6 billion in sales last year.
3. The Group consists of many different companies.
4. The Jim Pattison Group has 22,000 employees.
5. The Group is huge.
6. These companies are in auto sales, food, media, and import/exports.

Write your paragraph for List B here:

List C: From Small Beginnings to Huge Success

1. Pattison sold kitchenware door to door.

2. As Pattison became more and more successful, he began to buy other companies.
3. Pattison bought a car dealership.
4. Today, Jim Pattison is worth $2.2 billion.
5. Jimmy Pattison started small.
6. He acquired companies in many different industries.
7. His car dealership became one of the most popular in Vancouver.
8. He bought other car dealerships.
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Write your paragraph for List C here:

The writing process: planning

A construction company would find it impossible to work if it did not have a

complete and accurate plan for the future building. Likewise, good writers
usually have a plan before they begin all writing tasks.

A writing plan is a method of approaching the subject. Different ideas need

to be organized in different ways. A plan lets you think about your ideas and
then decide how you want to organize them before you start writing.

Good plans will usually produce better results. The extra few minutes you
spend on developing a plan are well spent. A plan ensures that you will be able
to concentrate and make good use of your time during the writing process.

Here is an example of a plan based on the company profile reading called

“Ballard Power Systems, Part One” in Activity 4.
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Plan for “Ballard Power Systems, Part One”

First paragraph:
main idea: interest in developing alternative power sources has increased
details: * environmental changes caused by fossil fuels
* development of alternate sources instead of coal and oil

Second paragraph:
main idea: Ballard Power Systems a leading innovator
details: * Geoffrey Ballard the founder
* mission of the company
* Ballard developed cells

Third paragraph:
main idea: the Ballard fuel cell
details: * uses hydrogen
* needs an energy source
* is 90% less harmful to environment
* produces energy twice as efficiently

Now, go back to the notes you made when you interviewed your partner
during the first class. These notes are the raw material you will use for this
activity. From these notes, write a plan for a paragraph about your partner.

In your plan, think about what the main idea of your paragraph will be.
Arrange the supporting details in chronological order.

Your plan does not have to be in complete sentences – it can be a list of

points or brief notes. As well, remember that your plan is flexible and you
can change it later if you wish. You may think of a better way to organize
your ideas as you start writing, so don’t feel that you have to follow the
initial plan exactly.
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Write your plan here:

Name: ___________________________________________
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Activity 19: Writing about a person

Now, using your plan, write a biographical paragraph about your partner.

Remember to do the following:

♦ use chronological order
♦ use appropriate verb tenses
♦ vary your sentence types
♦ begin with a topic sentence
♦ make your paragraph as coherent as you can.

Write your paragraph here (use a pencil so that you can make changes later):
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Activity 20: Writing about a company

In the box below are some of the events in the history of Ballard Power
Systems (BPS). These events are in point form (not complete sentences) and
are mixed up. In this activity, you will write three paragraphs about BPS.
Your teacher might ask you to prepare a brief oral presentation as well.

First, group the points together logically according to similar ideas. (Look
for these key words: Ballard Power Systems, fuel cells, and alliances.)
Then, write the paragraphs, being sure to do the following:
♦ use chronological order
♦ use appropriate verb tenses
♦ write complete sentences
♦ vary the sentence types
♦ begin each paragraph with a topic sentence
♦ make sure that each paragraph is unified
♦ make your paragraphs as coherent as you can.

The History of Ballard Power Systems (BPS)

• Geoffrey Ballard sees potential and begins work on existing fuel cell in 1983
• 1997, alliance with Daimler-Chrysler
• Ford owns 13.7% of BPS
• Daimler-Chrysler owns 18.3% of BPS
• fuel cells ignored when the internal combustion engine was developed
• Ballard Power Systems (BPS) founded in 1979 by Geoffrey Ballard to develop
lithium batteries
• most important strategic alliances with Daimler-Chrysler and Ford
• Geoffrey Ballard successfully refined the original fuel cells
• BPS now considered one of the world’s leading developers of fuel cell technology
• 1998, alliance with Ford
• the original fuel cell created in England in 1839
• BPS forms strategic alliances
• alliances with companies in France and Japan
• Geoffrey Ballard developed fuel cells for commercial use, especially in buses for
public transportation
• Geoffrey Ballard is a Canadian engineer
• BPS headquarters now in Burnaby, B.C.
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Write your paragraph here (use a pencil so that you can make changes later):
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Activity 21: Editing

Good writers are also good editors. When we write, we all go through the
following steps in the writing process:

1. write a plan
2. write a first or rough draft
3. revise the rough draft to improve organization and content
4. edit to check spelling and grammar.

In this module, you have written a plan for your biographical paragraph. You
have also practised both the skills of revision (learning about paragraph
unity and paragraph coherence) and editing (practising subject/verb
agreement, finding sentence errors, and practising the three simple tenses).

Go back to your paragraphs on your classmate and on the history of Ballard

Power Systems. Revise your paragraphs. Check to make sure that they are
well organized, unified, and coherent. What can you do to improve the
organization and content? Refer back to the activities on unity and
coherence.

Now edit your paragraphs. Make sure that all words are spelled correctly,
and that you have caught any grammar mistakes.

Congratulations – you have now completed the good drafts of your

paragraphs!

The following biographical profile is another exercise in editing. You will

notice that this draft contains a number of sentence fragments, comma
splices, and run-ons (fused sentences). The paragraphs also do not follow
chronological (time) order.

Rewrite the text, correcting any fragments, comma splices, or run-ons.

Rearrange the order of the paragraphs so that they are chronological and
coherent. Use the workspace following the reading to rewrite your good
copy. Be careful not to make any copying errors.
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A Biographical Profile of Tamara Romic

Paragraph A: (1) Tamara Romic is an aircraft maintenance student at the British

Columbia Institute of Technology at Sea Island. (2) She worked in this profession
in her home country of Croatia, she’s getting Canadian certification so that she can
work at this job in this country.

Paragraph B: (3) Tamara spent three months in the Language Instruction for New
Canadians (LINC) program at Vancouver Community College. (4) Before coming to
BCIT. (5) She studied English at BCIT in the PELD program she took the Comm
0004 Technical English course in the spring of 2007. (6) She started the Aircraft
Maintenance Engineer Program at BCIT in September 2008. (7) It will take her 16
months to complete the program.

Paragraph C: (8) In 1991, she graduated from the Zagreb Technical High School
her technical training in Croatia was at the Zagreb National Technical Aeronautical
Institute in the former Yugoslavia from 1991-2003.

Paragraph D: (9) Tamara came to Canada in April 2003 with her family. (10) She
worked part-time as a counter person at the Second Cup, a café in North
Vancouver, from September 2003 to August 2006.

Paragraph E: (11) After her training, Tamara was an airframe maintenance

technician for Croatia’s national airline. (12) She worked on international passenger
and freight aircraft as a Technician Second Class. (13) Which is a high qualification
to have achieved in a few years after completing her technical training.

Paragraph F: (14) She has been successfully managing a household and raising two
children for more than fourteen years, thus, she has excellent organizational and
interpersonal skills.

Paragraph G: (15) She is interested in computers she has a radio operator’s

license. (16) She likes to ski, hike, and play basketball. (17) She also enjoys
gardening. (18) And helping her friend with her small plot in the Vancouver
Community Garden. (19) As well, she volunteers for Refugee Services, she helps
new arrivals from Croatia.
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Write your good copy here:

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Activity 22: Vocabulary review: crossword puzzle

In this activity, you will work with a partner to complete a crossword puzzle.
Your instructor will give you a list of words and will also give your partner a
different list of words. All of these words are answers for a crossword
puzzle.

For each of your words, write a question. Then write a sentence that uses
the word. Put a blank line in your sentence where the word should be.

EXAMPLE

Clue word: SOFTWARE

Question: What is the word (noun) that means the code that tells a
computer what to do?

Sentence: Pagemaker is a kind of ___________ by Adobe that allows the

user to prepare professional page layouts with text and graphics for
newsletters and brochures.

Your partner will do the same.

When you have written sentences for each of your answers, you will work
with your partner to complete the crossword. You will read one of your
sentences to your partner, and your partner will try to guess the word. Then
your partner will read one of his/her sentences, and you will try to guess the
word.

Continue to read your lists to each other and guess the correct words until
you have finished the puzzle.
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Crossword puzzle
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Module One Review

In this module, you have practised how to do the following:

♦ write a short questionnaire
♦ interview your classmates
♦ use reading skills
♦ recognize types of sentences and correct errors
♦ write correct sentences using a variety of sentence
types
♦ consider audience and purpose
♦ use verb tenses
♦ write with unity and coherence
♦ use time order
♦ write a biographical paragraph
♦ write a company profile
♦ revise and edit your work.