090223

EAP 2 Standard

Weeks 1-5
Student Resource Book
 CONTENTS
WEEK 1: EDUCATION .............................................................................................................................. 1
RECEPTIVE SKILLS DEVELOPMENT 1.1 .................................................................................................... 1
 Learning a Language as an Adult ................................................................................................... 1
 Grammar: Noticing Verb forms ...................................................................................................... 7
Comparing the Present and Present Perfect .................................................................................. 7
Present Perfect (and Past Simple)................................................................................................... 9
Tense Review ................................................................................................................................ 10
PRODUCTIVE SKILLS DEVELOPMENT 1.1............................................................................................... 11
 Paragraph Structure: What is a paragraph? ................................................................................. 11
COLLABORATION 1.1............................................................................................................................. 17
 Discussion Skills: Expressing and Exchanging Opinions ............................................................... 17
RECEPTIVE SKILLS DEVELOPMENT 1.2 .................................................................................................. 21
Listening to Lectures ..................................................................................................................... 21
Pronunciation: Sentence Stress .................................................................................................... 23
PRODUCTIVE SKILLS DEVELOPMENT 1.2............................................................................................... 25
 Writing: Body Paragraphs (Academic Culture) ............................................................................. 25
COLLABORATION 1.2............................................................................................................................. 27
 Discussion Practice: Expressing Opinions .................................................................................... 27
RECEPTIVE SKILLS DEVELOPMENT 1.3 .................................................................................................. 28
 Recognising Errors: Correction Code ............................................................................................ 28
Academic Style (Register) ................................................................................................................. 31
PRODUCTIVE SKILLS DEVELOPMENT 1.3............................................................................................... 33
 Peer Editing and Responding to Feedback ................................................................................... 33
RECEPTIVE SKILLS DEVELOPMENT 1.4 .................................................................................................. 34
 Child Prodigies ............................................................................................................................. 34
PRODUCTIVE SKILLS DEVELOPMENT 1.4............................................................................................... 40
 Grammar: Sentence Types ........................................................................................................... 40
Comma Splices and Run-On Sentences ........................................................................................ 43
Sentence Fragments ..................................................................................................................... 44
ACADEMIC RESEARCH 1.1 ..................................................................................................................... 45
 The Writing Process ...................................................................................................................... 45
Stage 1 - Analysing questions/tasks in academic writing ............................................................. 46
ACADEMIC RESEARCH 1.2 ..................................................................................................................... 49
Using Library Search.......................................................................................................................... 49
WEEK 2: BUSINESS .................................................................................................................................. 1
RECEPTIVE SKILLS DEVELOPMENT 2.1 .................................................................................................... 1
Thinking about the topic ..................................................................................................................... 1
 Culture and Business ..................................................................................................................... 2
PRODUCTIVE SKILLS DEVELOPMENT 2.1............................................................................................... 11
 An Introduction to Types of Support ............................................................................................ 11
 Scaffolded writing task ............................................................................................................. 11
RECEPTIVE SKILLS DEVELOPMENT 2.2 .................................................................................................. 14
International Marketing ................................................................................................................ 14
Listening to Lectures ..................................................................................................................... 14
PRODUCTIVE SKILLS DEVELOPMENT 2.2............................................................................................... 18
 Writing: Definitions ...................................................................................................................... 18
RECEPTIVE SKILLS DEVELOPMENT 2.3 .................................................................................................. 26
 Choice architects: A nudge in the right direction........................................................................ 26
 Grammar: Relative Clauses........................................................................................................... 31
PRODUCTIVE SKILLS DEVELOPMENT 2.3............................................................................................... 36
 Writing: Examples and Explanations ............................................................................................ 36
 Editing your scaffolded writing................................................................................................. 40
RECEPTIVE SKILLS DEVELOPMENT 2.4 .................................................................................................. 41
Franchising .................................................................................................................................... 41
 Grammar: An Introduction to Articles.......................................................................................... 46
COLLABORATION 2.1............................................................................................................................. 53
 Facilitating a discussion................................................................................................................ 53
RECEPTIVE SKILLS DEVELOPMENT 2.5 .................................................................................................. 55
 Peer editing .................................................................................................................................. 55
ACADEMIC RESEARCH 2.1 ..................................................................................................................... 59
 The Writing Process ...................................................................................................................... 59
Stage 2 - Generating Ideas ............................................................................................................ 59
Stage 3 - Outlining ......................................................................................................................... 62
ACADEMIC RESEARCH 2.2 ..................................................................................................................... 63
 Evaluating sources ......................................................................................................................... 63
 An Introduction to referencing ...................................................................................................... 64
WEEK 3: SUSTAINABILITY ........................................................................................................................ 1
RECEPTIVE SKILLS DEVELOPMENT 3.1 .................................................................................................... 1
 Notetaking for listening texts ......................................................................................................... 1
Britain's Transport Problems ...................................................................................................... 4
PRODUCTIVE SKILLS DEVELOPMENT 3.1................................................................................................. 9
  Making Recommendations ............................................................................................................. 9
RECEPTIVE SKILLS DEVELOPMENT 3.2 .................................................................................................. 15
 Challenges Facing the World's Cities........................................................................................... 15
PRODUCTIVE SKILLS DEVELOPMENT 3.2............................................................................................... 23
 Notetaking from a written text .................................................................................................... 23
 The Water Crisis .......................................................................................................................... 29
RECEPTIVE SKILLS DEVELOPMENT 3.3 .................................................................................................. 32
 Annotated Bibliography............................................................................................................... 32
PRODUCTIVE SKILLS DEVELOPMENT 3.3............................................................................................... 37
 Annotated bibliography............................................................................................................... 37
RECEPTIVE SKILLS DEVELOPMENT 3.4 .................................................................................................. 40
 The Graying of the Workforce ..................................................................................................... 40
PRODUCTIVE SKILLS DEVELOPMENT 3.4............................................................................................... 48
 Complex Noun Phrases................................................................................................................. 48
COLLABORATION 3.1............................................................................................................................. 55
 Interrupting and asking for clarification ...................................................................................... 55
PRODUCTIVE SKILLS 3.5 ........................................................................................................................ 57
 Peer editing checklists .................................................................................................................. 57
ACADEMIC RESEARCH 3.1 ..................................................................................................................... 59
 Formatting references in a reference list ...................................................................................... 59
ACADEMIC RESEARCH 3.2 ..................................................................................................................... 61
 Evaluating sources Part 2: .............................................................................................................. 61
DIGITAL LITERACY 3.1............................................................................................................................ 63
 Academic integrity ......................................................................................................................... 63
WEEK 4: INNOVATION ............................................................................................................................ 1
RECEPTIVE SKILLS DEVELOPMENT 4.1 .................................................................................................... 1
 Innovations in Health and Medicine ............................................................................................. 1
 Grammar: Passive Voice ............................................................................................................. 3
PRODUCTIVE SKILLS DEVELOPMENT 4.1................................................................................................. 7
 Promising Results from Cancer Study ........................................................................................... 7
 Paraphrasing: .............................................................................................................................. 8
RECEPTIVE SKILLS DEVELOPMENT 4.2 .................................................................................................. 15
 Long Distance Care ...................................................................................................................... 16
 Cohesive Devices ...................................................................................................................... 17
PRODUCTIVE SKILLS DEVELOPMENT 4.2............................................................................................... 22
 Peer Editing Annotated Bibliography: .......................................................................................... 22
RECEPTIVE SKILLS DEVELOPMENT 4.3 .................................................................................................. 24
 Patents for Living Creatures ......................................................................................................... 24
 Grammar: Conditional Sentences................................................................................................. 26
The First Conditional (Future, Real Conditional)........................................................................... 27
The Second Conditional (Future, Unreal/ Imagined Conditional) ................................................ 30
COLLABORATION 4.1............................................................................................................................. 31
 Discussion Skills: Technological Innovation ................................................................................. 31
RECEPTIVE SKILLS DEVELOPMENT 4.4 .................................................................................................. 39
 Innovations in Architecture and Design ...................................................................................... 39
PRODUCTIVE SKILLS DEVELOPMENT 4.4............................................................................................... 46
 Research and paraphrasing .......................................................................................................... 46
PRODUCTIVE SKILLS DEVELOPMENT 4.5............................................................................................... 53
 Discussion Practice ....................................................................................................................... 53
 Writing: Practising Cohesion ........................................................................................................ 53
COLLABORATION 4.2............................................................................................................................. 57
 Discussion Practice ....................................................................................................................... 57
ACADEMIC RESEARCH 4.1 ..................................................................................................................... 60
Referencing: Using non-journal sources ......................................................................................... 60
WEEK 5: ASSESSMENT WEEK ................................................................................................................. 1
RECEPTIVE SKILLS DEVELOPMENT 5.1 .................................................................................................... 1
Introduction to the EAP 2 Listening Test ........................................................................................ 1
PRODUCTIVE SKILLS DEVELOPMENT 5.1................................................................................................. 5
 Introduction to the EAP 2 Writing Test .......................................................................................... 5
RECEPTIVE SKILLS DEVELOPMENT 5.2 .................................................................................................... 8
 Introduction to the EAP 2 Reading Test ........................................................................................ 8
PRODUCTIVE SKILLS DEVELOPMENT 5.2............................................................................................... 26
 Introduction to the EAP 2 Speaking Test: .................................................................................... 26
 Peer Editing of Practice Writing: .................................................................................................. 29
RECEPTIVE SKILLS DEVELOPMENT 5.3 .................................................................................................. 30
 Writing Reports ................................................................................................................................ 30
PRODUCTIVE SKILLS DEVLEOPMENT 5.3............................................................................................... 39
 Scaffolded Report Writing ............................................................................................................ 39
ACADEMIC RESEARCH 5.1 ..................................................................................................................... 40
 Integral citations and introduction to reporting verbs .................................................................. 40
WEEK 1: EDUCATION
RECEPTIVE SKILLS DEVELOPMENT 1.1
 Learning a Language as an Adult
1. The question of how people learn an additional, or second language (L2), has received a great
deal of attention from scholars. Their research has offered evidence for a number of conflicting
claims about L2 learning. However, there is no dispute about one fundamental observation. It is
possible, and quite common, for adults to achieve a high degree of success in learning L2
vocabulary, and even grammar. In their vocabulary and sometimes their grammar, they may
become very much like a native speaker. The same degree of success is relatively rare in L2
pronunciation, however. Second language speakers' pronunciation is related to the age at which
they are first exposed to the L2. This is the single best predictor of how closely their
pronunciation will approximate the accent of native speakers. Speakers who were very young
when they were first exposed to their L2 almost always have better pronunciation than those
who were exposed at an older age. (See Figure 3.1.)

2. Results from a number of research studies offer evidence for the existence of this phenomenon.
They support the basic rule that "younger is better in the long run". Older learners may begin
with an advantage, presumably because they have superior cognitive abilities. However,
eventually, younger learners always catch up and overtake older learners, especially in
pronunciation. It is important to stress that this has been shown in second language contexts;
that is, where learners are living in the L2 community and receiving constant exposure to the L2.
The same results have not been demonstrated in situations in foreign language learning, where
learners live in the first language community and their primary exposure to the L2 is in the
classroom.

While you read 1:

What do you think the topic
of the reading is?
a) Second language
learning
b) Comparison of second
and foreign language
learning
c) Age and language
learning

3. How have scientists accounted for the fact that adult learners rarely attain native-like
pronunciation in the L2? One explanation is the critical period hypothesis. This idea has a much
broader application than L2 learning and extends to other animals and other kinds of learning.
The hypothesis states that if an animal or human does not receive the necessary stimulation
during a critical period of development, it will not develop a specific ability. For example, baby
cats that do not receive visual stimulation during a particular period will grow up blind, although

Houch, N. & Hilles, S. (2009). Grammar connection 4: Structure through content. (pp. 50-52). Heinle Cengage 1
Learning.
 there is nothing wrong with their eyes. Baby birds that are not While you read 2:
exposed to the song of their species will not develop normal songs. Look back in paragraph 3 to
Their songs will sound different. see what these ideas refer
to. Highlight the earlier ideas
4. These ideas have important implications for language learning. that this continuing idea
marker refers to.
Proponents of the critical period for language learning argue that
complete acquisition of language is only possible before cerebral lateralisation ends — about the
age of twelve. Cerebral lateralisation occurs when two hemispheres of the brain increasingly
specialise in particular functions. (See Figure 3.2). At the end of this process, control of most,
although not all, language function is permanently located in the left hemisphere. The right
hemisphere is responsible, among other things, for visual and spatial perception. When
lateralisation is complete, according to the theory, the critical period closes. This is the period
during which most humans can achieve native-like mastery of a language, particularly in the area
of pronunciation.

5. There is not a lot of evidence for the critical period for first language learning because there are
not many situations in which children have no exposure to language until they are 12 years old.
There have been just a few cases of modern feral children, or children who have grown up away
from adults and civilisation. There is also one famous case of Genie, a child abused by her
parents locking her in a room and never speaking to her. The
While you read 3:
authorities found her when she was 13 years old. Both in her case
Look back and highlight the
and in the case of feral children, the critical period hypothesis was words and phrases that can
supported: These individuals never fully mastered language. They help you figure out the
meaning of feral children.
acquired an extensive vocabulary, but their grammar and
pronunciation were not native-like.

Houch, N. & Hilles, S. (2009). Grammar connection 4: Structure through content. (pp. 50-52). Heinle Cengage 2
Learning.
6. There is more evidence for the critical period hypothesis for L2 learning than for first language
learning. It seems to apply most strongly to pronunciation. It suggests that learners who wish to
acquire a native-like accent need to begin learning when they are children and that adult
learners are unlikely ever to attain that goal. Nevertheless, there are counterexamples. There
are adult L2 learners who can pass as native speakers, and there
While you read 4:
are learners who, with extensive exposure to the L2 as children, Think about the topic of the
are not native-like in their L2 as adults. However, both of these reading again. Was your first
are relatively rare. In addition, there does not seem to be a choice correct? If not, circle a
new choice.
precise age at which complete mastery is no longer possible. a) Second language learning
The ability to pronounce the L2 like a native speaker does not b) Comparison of second and
disappear suddenly; instead, it declines gradually. For this foreign language learning
c) Age and language learning
reason, many L2 researchers prefer the term sensitive period to
critical period.

7. It should be emphasised that these ideas do not justify an end to the teaching of L2
pronunciation. It is possible for learners to achieve very good pronunciation in the L2 through
instruction, hard work, and practice. Second language learners can develop speech that is
grammatical, expressive, and perfectly comprehensible. They do not need to sound like native
speakers.

Main Idea Check

Match the main ideas below to five of the paragraphs in Reading 2. Write the number of the
paragraph on the blank line.
Brain lateralisation provides a possible explanation for the critical period of
a. ______
language acquisition.
The critical period is not limited to language; it applies to other skills and
b. ______
abilities as well.
Several cases of feral and abused children provide support for the critical
c. ______
period hypothesis.
The ability to pronounce a second language like a native speaker is related to
d. ______
the age at which learning begins.
Although adult second language learners may retain an accent, they can still
e. ______
develop comprehensible pronunciation.

Houch, N. & Hilles, S. (2009). Grammar connection 4: Structure through content. (pp. 50-52). Heinle Cengage 3
Learning.
A Closer Look
Look back at the reading to answer the following questions.

1. Which of these statements does not accurately reflect the information in paragraph 2?
a. Adults have a cognitive advantage over children.
b. Children learn their second language faster than adults.
c. Second language learning success differs depending on learning context.
d. Children are more successful language learners than adults in the long run.

2. What does the critical period hypothesis propose?

a. Cognitive and perceptual abilities develop at specific times and in a specific order.
b. Animals need visual and auditory stimulus in order to survive.
c. Adults cannot learn languages as well as children.
d. There is a limited period during which the brain must receive stimulus in order to develop
certain abilities.

3. All language functions are located in the left hemisphere. True or False?

4. What two facts about the experience of Genie and feral children provide support for the critical
period hypothesis?
a. They did not have exposure to language during the critical period.
b. They lived without contact with adults during the critical period.
c. The never fully acquired their first language.
d. They acquired a normal vocabulary.

5. There are some adult second language learners who develop native-like pronunciation.
True or False?

6. Why do some scientists prefer the term sensitive period rather than critical period?
a. They are not really sure if the critical period applies to everyone.
b. People are especially sensitive to any exposure to a second language when they are children.
c. The loss of language learning ability is gradual rather than sudden.
d. Animals as well as human beings share this important developmental period.

Skills Review
Most readings have a central thesis (main idea) that the writer wants to express. Identifying the
thesis of a reading is an important academic skill.
1. Review the reading and then answer the questions below.
a. What is the topic of the reading?
________________________________________________________________________

b. What claim is the writer making about this topic?

________________________________________________________________________

c. Can you find the sentence in the first paragraph that contains the thesis (main idea) of the
reading? If so, highlight it.
________________________________________________________________________

Houch, N. & Hilles, S. (2009). Grammar connection 4: Structure through content. (pp. 50-52). Heinle Cengage 4
Learning.
2. With a partner, match the function of each paragraph in the reading in the right hand column
with the correct paragraph. Write the paragraph number in the left hand column.
Paragraph number Function of paragraph
Shows more specific application to second language learning
Provides scientific explanation for thesis
Shows broad application of thesis
Presents thesis
Discusses importance of main idea for teaching
Provides evidence for thesis
Shows specific application to language learning

Vocabulary
Definitions
Find the words in the reading that are similar to the definitions below.
a. opposing (adj) Par. 1
b. argument (n) Par. 1
c. to be almost the same as (v) Par. 1
d. something that exists and can be seen and often is unusual (adj) Par. 2
e. most likely; most probably (adv) Par. 2
f. to reach the same place or standard as someone else (phrasal v) Par. 2
g. to go past someone or something (v) Par. 2
h. to reach; to stretch (v) Par. 3
i. something that causes another thing or person to become more active (n) Par. 3
j. related to seeing (adj) Par. 3
k. a group of animals or plants that have similar characteristics (n) Par. 3
l. complete control or understanding of something (n) Par. 4
m. wild (adj) Par. 5
n. to treat someone very badly (v) Par. 5
o. exact (adj) Par. 6

Words in Context
Complete the passages with words or phrases from the reading in the box below.
attain fundamental implications observation scholars
counterexamples hypothesis in the long run proponents superior

1. U.S. students do not have a very good record in learning foreign languages. a. _______________
who study language learning claim the b. _______________ problem with foreign language
education in the United States is that children do not begin learning when they are young. As a
result, it is unlikely that many of them will ever c. _______________ advanced proficiency.
d. _______________ of foreign language education argue that this lack of proficiency has
negative e. _______________ for the nation, especially in international business and
government relations.

Houch, N. & Hilles, S. (2009). Grammar connection 4: Structure through content. (pp. 50-52). Heinle Cengage 5
Learning.
2. Educators often discuss the contributions of ability and hard work to school performance. One
f. _______________ is that hard work is important, but g. _______________, intelligence is
even more important. These educators argue that people with h. _______________ abilities
usually perform better in school than people who work hard but have average abilities. They
admit, however, that this is simply a generalisation and that it is always possible to find
i. _______________ to this general j. _______________.

Academic Word List

The following are Academic Word List words from the reading. Use these words to complete the
sentences.

acquisition (n) attain (v) visual (adj) fundamental (adj)

approximate (v) conflicting (adj) exposure (n) perceive (v)

a. She listened to the teacher and tried to _________________ his pronunciation.

b. _________________ information is processed in both hemispheres of the brain.
c. There are _________________ arguments about the best way to learn an additional language.
d. It is a common belief that language _________________ becomes easier with the third and
fourth language, but scientists are not sure that this is true.
e. Research has demonstrated that it is easier to _________________ sounds in women's speech
than in men's speech.
f. _________________ to print material in the home, such as books and newspapers, is an
important predictor of a child's reading performance.
g. Some people with extraordinary abilities can _________________ a high level of proficiency in a
new language after a very short period of study.
h. Reading is a skill that is _________________ to success in modern life.

Houch, N. & Hilles, S. (2009). Grammar connection 4: Structure through content. (pp. 50-52). Heinle Cengage 6
Learning.
 Grammar: Noticing Verb forms
Your teacher will explain this activity in class.
Comparing the Present and Present Perfect
1. Read the passage below. Circle all the verbs in present perfect. Underline all the verbs in simple
present. If you need help, use the chart below.
Can Animals Predict Earthquakes?
For thousands of years people have argued that animals can
sense that an earthquake is going to happen. The first recorded
earthquake was in the Greek city of Helice in 373 BCE. The quake
destroyed the city. Historians say that before the earthquake hit,
great numbers of snakes and rats had already left the city.
Since then, there have been numerous claims of unusual animal
behavior prior to some major earthquakes. Some researchers
have identified several kinds of unusual behaviors that occur
prior to an earthquake: hibernating animals will leave their dens,
even in the middle of a freezing winter, and bees will leave their
nests. Earthworms will come out of the ground, and other wild animals will leave their homes.
Some researchers have examined the number of reports of dogs
Photo by Cole Wyland,
https://unsplash.com/photos/7Dn0hmvnCh8 and cats that had run away from home before major earthquakes.
Licence at https://unsplash.com/license
They found that owners had reported an unusually high number
of missing pets just prior to several major earthquakes.
Most researchers don't think that animals can tell when an earthquake is coming. They argue
that odd animal behavior does not always precede a major earthquake, and earthquakes don't
always follow odd animal behavior. So, animal behavior is not a reliable predictor of earthquakes.
Perhaps in 50 years researchers will have made enough advances in seismology to be able to
predict earthquakes. Perhaps animal behavior will play a part in that discovery. In either case,
public officials should plan for such emergencies.

Glossary:
to sense: to feel strongly based on intuition reliable: regularly does what it should do
to tell: to determine, detect
seismology: a science that deals with
odd: strange, unusual earthquakes and with artificially produced
vibrations of the earth
to precede: to come before

Present vs. Present perfect

Present Simple Present Perfect
Five earthquakes have happened in the last ten
Earthquakes happen all the time.
years.
My dog is very faithful. My dog has saved my life twice.
Seismologists haven't yet discovered how to
Odd animal behaviour doesn't always precede
predict earthquakes with any certainty or
an earthquake.
precision.

Houch, N. & Hilles, S. (2009). Grammar connection 4: Structure through content. (pp. 50-52). Heinle Cengage 7
Learning.
Notes
• Use simple present to tell about repeated actions, habits, routines, and general facts
(Earthquakes happen all the time). Use the present perfect to tell about things that happened at
an indefinite time in the past (Five earthquakes have happened in the last ten years).
• The present perfect tells about past events that have some relevance to the present (My dog
has saved my life twice, and that's why I'm still alive today.)
• Use yet with the present perfect to ask a question or make a negative statement (Has the
emergency crew arrived yet? I haven't seen them yet.)
• In the present perfect, adverbs such as already, hardly, even, and never go between have and
the past participle (The city has already prepared for a major earthquake. In fact, it has even
created an evacuation plan.)
• In written reports, the present perfect is often used to frame a story or provide context (People
have always wondered whether animals can sense an earthquake before it happens.)

2. Fill In the blanks with the correct form of the verb in parentheses. Use present perfect in the first
sentence of each paragraph to frame the story. Continue with simple present. Check your
answers with your classmates.

Throughout recorded history, there 1_________________ (be) reports before earthquakes of

unusual behaviour in animals, such as mice, pigs, chickens, goats, sharks, and elephants. There
2
________________ (be) reports that pigeons seem to have some difficulty navigating before an
earthquake. What 3________________________(animals sense) before an earthquake? That
4
____________ (be) a good question.

Researchers in Japan, such Dr. Motoji Ikeya, from Osaka University, 5__________________(study)
the relationship between animal behaviour and earthquakes. Dr. Ikeya
6
__________________(believe) that animals 7________________ (sense) electromagnetic
changes. These changes 8_____________________(occur) close to a quake's epicentre. Other
researchers 9_________________ (think) that animals 10_________________ (respond) to sounds
that humans cannot hear or measure. Others 11_________________(think) that animals
12
_______________(react) to electrical changes. Others 13_____________ (believe) the animals
14
________________(respond) to gas from the earth.

Houch, N. & Hilles, S. (2009). Grammar connection 4: Structure through content. (pp. 50-52). Heinle Cengage 8
Learning.
3. Listen to the lecture. Fill in the blanks while you listen. Listen again to check your work.
People 1have had a personal interest in earthquakes, but the scientific study of earthquakes
2
___________________. Scientists who 3_________________ are called seismologists. Seismic
waves 4_______________________. Rocks breaking inside the earth and explosions
5
___________________. Scientists 6_____________________________________________.
Seismologists 7_______________where earthquakes 8___________________ in the past. This
9
_______________them where earthquakes will probably happen in the future.

4. Read the lecture information from Exercise 3. Then answer the following questions.
a. What do seismologists study? __________________________________________________
b. What causes seismic waves? ___________________________________________________
c. How do seismologists predict where earthquakes will happen in the future?
_____________________________________________________________________________

Present Perfect (and Past Simple)

1. Complete each sentence with the present perfect or past simple form of the verb in brackets.
1. New research indicates that scientists __________________(discover) a potential cure for
some forms of dementia. The key finding __________________(make) two months ago by a
team working for Dr. Julia Davidson.
2. Construction companies ____________________(build) a new village outside Perpignan for
the past three years.
3. Thousands of UK citizens __________________(emigrate) to Australia to start a new life in
the 1950s and 60s. One of them _________________(write) an account in 1976 that
____________________(just/film).
4. The current editor of The Weekly Business Digest, Wendy Crozier
_____________________(have) an interesting career. It _____________________(start) in
1976 at the BBC.
5. Research ___________________(demonstrate) that people can delay the onset of type 2
diabetes by losing weight.
6. A million Chinese people ____________________(move) to Africa in the past twenty years to
take advantage of new business opportunities. More than 250,000 Chinese immigrants
______________________(arrive) in South Africa alone since 1994.

Houch, N. & Hilles, S. (2009). Grammar connection 4: Structure through content. (pp. 50-52). Heinle Cengage 9
Learning.
Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p. 9). Oxford University Press.
Tense Review
Read the following article about language learning.
See if you can fill in the blanks in the text using with the verb in brackets in the correct form.

When does language learning begin?

By the time children have reached the age of about five,
they have accomplished something that few of us give
much thought to but is actually quite extraordinary: They
have learned how to speak their native language. They have
perfect pronunciation, and they have learned most of the
grammar necessary to speak and understand their
language. Language acquisition takes place regardless of
whether the children are born into educated, prosperous families in a society that uses advanced
technology or into uneducated, even illiterate, poor families in a developing country. It occurs
regardless of the disparities in individual children's intellectual abilities or their motivation. It also
begins far earlier than scientists once thought.
This remarkable achievement, which 1______________ (take) place without formal teaching,
2
______________ (fascinate) scientists for centuries. Once children 3____________ (begin) to
verbalise, with words or simply with sounds, scientists can study the language acquisition
process fairly easily. However, the more mysterious part of the process 4____________ (take)
place before that time, when a baby 5____________ (begin) to perceive the sounds of language
and understand their connection to meaning. How 6 ____________ (do) babies 7____________
(begin) this language acquisition process?
Recent research indicates that this process begins before babies are even born. From inside the
uterus, foetuses cannot hear individual sounds, but they can perceive the rhythm patterns and
tones of the language that they hear. Once they are born, babies use this foetal auditory
experience to accomplish three crucial tasks. First, they recognise their mother's voice; second,
they distinguish between language sounds and non-language sounds; and third, they differentiate
between basic contours of their own language — the rhythm and tone patterns — and those of
other languages. They can do all of these things within days of birth.
We know they can do these things because over the last 20 years, researchers 8____________
(develop) several techniques to assess these abilities in infants who are only a few months old
or even younger. The two most widely used measures 9______________ (be) heart rate and
sucking. For example, when babies 10 ____________ (recognise) the voice of their mothers,
their heart rate 11 ____________ (increase). When they hear a novel sound, they
12
_____________ (become) more alert, and their sucking action 13____________ (get) stronger.
Recently, researchers 14 ______________ (utilised) brain-imaging techniques, which show how
and where blood 15 ____________ (flow) through the brain, indicating the focus of a baby's
attention. The results of this research 16____________ (make) it clear that babies perceive and
recognise the rhythm and tones of their own language from the moment of birth, and perhaps
even more surprising, they 17 ____________ (reproduce) these patterns in their cries. A 2015
study that 18 _____________ the cries of newborn German and French babies 19 ____________
(find) that their cries 20 _____________ (match) the contours of the language they
21
____________ (hear) around them.

Packenham, K., McEntire, J., & Williams, J. (2013). Making connections 3: Skills and strategies for academic reading. 10
(pp. 131-133). CUP.
PRODUCTIVE SKILLS DEVELOPMENT 1.1
 Paragraph Structure: What is a paragraph?

1. Decide which of the following is the best definition of a paragraph.

a. A paragraph is defined as a unit of meaning of at least 100 words in length. It has to
contain background information about the topic and supporting evidence, such as
examples and reasons.
b. A paragraph is a list of ideas that are related to each other in some way, and usually
contains quotations. It normally has a topic sentence at the beginning, and it contains
reasons and examples.
c. A paragraph can be defined as a unit of meaning which contains a statement about the
content/organisation of the paragraph (a topic sentence), which may then be followed by
supporting evidence using examples and reasons.

There are a number of different ways to structure a paragraph, but the simplest model is:
• topic sentence
• supporting sentences
• concluding sentence (optional)

Topic Sentence

Supporting Sentences
Examples/explanation/description/reason/definition
Facts/statistics/data
Quotes/paraphrases and summaries

Concluding Sentence (optional)

Paragraph Models

Model 1: Read the following paragraph:

1
Human communication has developed throughout history. 2In the past, the speed of development
was comparatively slow, but it has increased rapidly in recent decades. 3Think of the length of time
that it took humanity to move first from writing on clay tablets to the discovery of paper and
subsequently to the development of printing. 4Recent developments have taken place in a relatively
short time because of advances in computer technology, leading to devices like iPhones and tablet
computers like the iPad, which have revolutionised the way we communicate.

1. Can you identify the following parts of the paragraph?

a. background information
b. a topic sentence
c. a reason
d. an example

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 44-45). OUP. 11
Model 2: Read the following paragraph:
1
One factor within the team that seems to be more important than the leader is the notion of
team cohesiveness. 2Team cohesiveness enables a diverse group of individuals to work towards a
common goal. 3Although there must be some minimum amount of cohesiveness if the team is
going to continue to function as a team, Allen (2009, p. 48) states that highly cohesive teams “are
more motivated and effective in attaining goals when they have set these for themselves” and
thus achieve higher levels of member satisfaction. 4Further, Taylor (2010) found that team
dynamics, particularly in teams with high team morale, were more important in terms of team
effectiveness and definition than the team leader. 5In this way, the productivity of any group of
employees is influenced by their ability to effectively work together so that their specialised skills
and capabilities are maximised.

1. Answer the questions below by yourself first. Then, check with a partner.
a. Can you identify the topic sentence? Where is it?
b. What do you think the function of sentence 2 is?
c. Which sentences support the topic sentence?
d. Is there a concluding sentence?
e. What is the difference between sentence 3 and 4?

2. The paragraph above is an example of a TEEL paragraph. Your teacher will explain this model
further. Take notes on the TEEL model in the table below. What does each letter refer to?

T
E
E
L

Model 3: Read the following paragraph:

1
Children try to duplicate a lot of the behaviour that they see on television. 2They are natural
imitators: they copy the actions and language around them in order to learn. 3For example,
Sesame Street is a well-known program that helps children to learn numbers and the alphabet
through repetition and imitation. 4Unfortunately, children may also copy inappropriate television
content such as violence and bad language. 5 It seems that the effects of television can be both
positive and negative.

1. Answer the questions below by yourself first. Then, check with a partner.
a. Can you identify the topic sentence? Where is it?
b. What is the function of sentences 2 and 4?
c. What is the function of sentence 3?
d. What is the function of sentence 5?

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 44-45). OUP. 12
 TOPIC Sentence
MAJOR Supporting Sentence 1
MINOR Supporting Sentence 1
MAJOR Supporting Sentence 2
MINOR Supporting Sentence 2
MAJOR Supporting Sentence 3
MINOR Supporting Sentence 3
CONCLUDING Sentence

2. The diagram above shows the structure of the paragraph. Your teacher will explain this to you
further.

NOTE: The paragraph above is an example of a prescriptive paragraph that follows a defined
structure. It is useful to use this structure while you are learning how to write academic
paragraphs, but it is not often found in authentic texts. When you become more confident with
writing, you might become more flexible and move away from this structured approach.

Paragraph Analysis

As you can see, there are many different models for structuring a paragraph. Let’s return to the text
Learning a Language as an Adult and see how the paragraphs are structured. To help you with this,
identify the topic sentence in each of the 7 paragraphs.

1. Your teacher will tell you which paragraphs from the text to look at.
2. Answer these questions:
a. Do the paragraphs follow any of these models?
b. If not, can you identify the paragraph structure?

3. Work in groups and decide which of the following are not features of a topic sentence.
a. It provides the subject of the paragraph and outlines what will follow.
b. It contains specific evidence to support an idea.
c. It limits what the paragraph will discuss.
d. It is often (but not always) the first sentence of the paragraph.
e. It is always the first sentence of a paragraph.

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 44-45). OUP. 13
Identifying the correct topic sentence in a paragraph
1. For each paragraph 1-3, select the appropriate topic sentence: a or b.

1. In the past, mobile phones did not offer deaf people much help, except for the ability to
communicate by text message. But new video-phone technology has meant an
improvement in the quality of life of deaf people. With such technology becoming more
widely available, they can now communicate by mobile phone using sign language and
(depending on image quality) even by lip-reading.
a. Recent video-phone developments are a distinct advantage for deaf people.
b. Video-phones are useful for everyone.

2. In the current communication climate, everything is expected to happen instantly, so it is

easy to send an email written in haste, which the recipient may find offensive. An internal
email which is badly written may be easily dealt with, but an external message might not be
so easily retrieved, and could lead to a loss of business.

a. Emails allow instant communication between business people.

b. In business, attention needs to be paid to certain conventions in writing emails.

3. Business people and academics can make video contact with trade partners and colleagues
all around the world, instead of travelling long distances for every important meeting. It is
therefore possible to have two or three video-conferences followed by one face-to-face
meeting, saving time and money.

a. Face-to-face meetings are more important than meetings by video-conferencing.

b. Video-conferencing means that face-to-face communication can be supplemented by
electronic methods.

2. Work in pairs and explain your selections to a partner.

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 44-45). OUP. 14
 Research: A child raised in isolation

1. Read the information about Victor of Aveyron, who was raised in isolation like Genie was in the
reading passage Learning a Language as an Adult.
• What were the circumstances of his childhood?
• What have researchers learned about language acquisition from this case? You will need to
draw your own conclusions from this information to answer this. You may also need to refer
back to the reading passage Learning a Language as an Adult.

Victor of Aveyron

• Born around 1790

• Raised by wolves in the woods near Aveyron,
France
• Caught by local hunters in 1797 and brought
to town
• Cared for by a young widow for several
months but escaped and returned to the
woods
• Came voluntarily out of the woods in 1800
• Had no language, doctors thought he might
be deaf
• Comfortable being naked, even in cold
weather
• Found to be physically healthy after Photo by unknown from
https://en.wikipedia.org/wiki/Victor_of_Aveyron#/media/File:Victor_of_Ave
examination yron,_1800.jpg License at
https://creativecommons.org/publicdomain/zero/1.0/

• Doctors concluded had no contact with

language
• Several researchers tried to teach him
communication and social skills
• Victor showed only some signs of
progress
• Remained aggressive and uninterested in
learning
• Went to live with Dr. Jean Marc Gaspard
Itard
• Learned some phrases and some social
behaviour
’Victor, the salvage of Aveyron, end XVIIIe’ by Anonymous,
https://en.wikipedia.org/wiki/Victor_of_Aveyron Licence at
• Never attained fully functional
https://creativecommons.org/publicdomain/zero/1.0/ communication or social skills

15
2. Read the supporting sentences of the first paragraph below and write an appropriate topic
sentence.

TS:_____________________________________________________________________________

________________________________________________________________________________

He was born around 1790 and raised by wolves in the woods near Aveyron. In 1797, he was
caught by local hunters and brought to town. A young widow agreed to care for him, but he
escaped and returned to the woods after several months. Three years’ later, he voluntarily came
out of the woods again. At this time, his behaviour was unlike other children’s. He was
comfortable being naked, even in cold weather, and he had no language. At first, doctors thought
he might be deaf, but he was found to be physically healthy when they examined him.

3. Compare your topic sentences with a partner.

4. Look carefully at the notes and the full sentences and discuss the following with a partner:
5. You are going to use the notes above to write full paragraphs. Analyse the notes and complete
sentences and answer the questions with your partner. Use different colours to highlight the
different types of words.
• Which words have been added to make full sentences?
• Which words or phrases have been used to link the ideas?
• Which words have been added to make a sentence logical or to make the meaning
clearer?
6. Now look at the topic sentence for the second paragraph and the notes. Work with a partner to
write the notes as full sentences to create a complete paragraph. Remember you will need to
add words and phrases to make full sentences, link ideas and make ideas clear. Remember that
your paragraph will need to address the second part of the question: What have researchers
learned about language acquisition from this case?

Due to his lack of language and unusual history, doctors and researchers wanted to study Victor to
try to understand how humans learn language.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

16
COLLABORATION 1.1
 Discussion Skills: Expressing and Exchanging Opinions

Asking and answering questions is an important communication skill for academic study in English.
Using a range of question forms accurately will help you to participate more effectively in key
academic activities such as seminars and discussions, and allow you to respond to presentations and
lectures. This section covers:
• Asking and answering questions
• Preparing for and taking part in a seminar discussion
• Summarising and reporting on a seminar discussion

1. Evaluate your ability to take part in group discussions in English. Tick the appropriate column for
each statement and think of examples.
Always Usually Sometimes Never
1. I can speak confidently in a group discussion.
2. I can think of something interesting to say.
3. I can find the right language to express my ideas.
4. I can use grammar accurately.
5. I prepare for a discussion by reading and thinking
about ideas.
6. I speak clearly and people understand me.
7. I can respond intelligently to other people's ideas.

2. Compare your answers and examples. Discuss how you can improve on your strengths and
address your weaknesses.

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper -Intermediate B2. (pp. 8-10). OUP. 17
3. Listen to a group discussion between three students about the education systems in their
countries.
1. Where are the students from?
2. What's the main point each student makes about their education system?

4. The speakers ask eight questions during the discussion, two of which are given below. Listen
again and make a note of the other six questions.
• So these private schools - how are they different?
• It must be expensive. Is it?

Academic Language
Question forms (1) Information questions
In a discussion, you need to be able to ask questions in different ways.

• To ask open questions (where any answer is possible), use the question words what, where,
why, when, who, which, and how. These are often followed by an auxiliary verb like do, does,
is, are, or some modal verbs like can.
What are the main universities in your country?
How does the education system work?

• To ask closed questions (where the answer is usually yes or no), use do, does, is, are.
Do you have to pay to go to the private schools? Is it expensive?

• Introduce a question on a new topic with What about ...?

What about the classes?

• Statements (without question words) can sometimes be used as questions in informal spoken
language, especially if you expect a positive answer.
You have to pay to go to private schools?

Using question forms

1. Complete the questions with do, does, is, or are.
Example: What does 'independence' mean?

1. Which the best university in your country?

2. You prefer studying individually or in groups?
3. Why you planning to study in English?
4. How the university application system work?

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper -Intermediate B2. (pp. 8-10). OUP. 18
2. Complete questions a – f with the following words.

what where why when who how which

a. _________________ is responsible for student welfare?

b. _________________ university system do you think is better, state-owned or private?

c. _________________ do you hope to learn this academic year?

d. _________________ do lectures normally start, and _________________ long are they?

e. _________________ do you hope to work after you graduate?

f. _________________ is reading academic texts so difficult?

3. Prepare some more questions related to education and learning. Work in groups and ask and
answer the questions.
Example: How does the university application system work?

Critical thinking: Responding to an opinion

1. Do you agree with the following statement? Note down two points to support your view.
'Education should be a priority for government spending, even more than health, transport, and
defence’.
Example: Education and health are equally important because (1) you need to educate people to
work as doctors and nurses, and (2) everyone needs to have access to health care when they are sick.

2. Listen to the discussion about education. The speakers are talking about the statement in 1.
1. Do the speakers agree or disagree with the statement?
2. Did any of the speakers make the same point that you made?

Academic Language
Expressing and exchanging opinions
To take part effectively in a seminar, you need to be able to say what you think, to find out what
other people think, and respond to their ideas. Remember that people are interested in what you
have to say. There are many ways to exchange opinions. Look at the examples for five key
functions.
Giving your opinion Asking for opinions / Getting Recognising an opinion
My view is (that) ... Reactions OK, I understand (that).
I think (that) ... Do you agree?

Agreeing Disagreeing
I think that's right, (and) ... No, I don't really agree.

Adapted from Smith, J., & Margolis, A. (2012). English for academic study: Pronunciation (new edition). (pp.33-34). 19
Garnet Education. Moore, J. (2017). Oxford academic vocabulary practice upper intermediate. (p.6) OUP.
Recognising language for expressing opinions

3. Listen again and tick () the phrases you hear

I think (that) ... What do you think?
What about you? For me, ...
I would say (that) ... Yeah, absolutely.
Yes, but what about ...? I see what you mean.
I don't agree with that (at all). I think that's right, but ...
I wouldn't say that. I agree (with / that) ...

For each phrase above, decide which of the five key functions (in the academic language box) it is
used for.

Preparing for a group discussion

1. You are going to take part in a group discussion. Work in groups and select one of the
statements about learning languages to discuss.

1. Students in higher education should be required to learn a foreign language.

2. Children under the age of 8 should not waste their time learning a second language.
3. It’s impossible to be completely bilingual.
4. Learning new languages gets harder as you get older.
5. You must have completely native-like pronunciation in order to master a foreign language.
6. The best way to learn a second language is to be immersed in it.

2. Work alone and prepare for the discussion. Note down your views on the selected statement
using the following headings.

1. Topic and focus 3. Main arguments against

2. Your view 4. Examples and reasons
3. Main arguments for 5. Conclusion

Contributing to a group discussion

1. Work in groups and discuss your selected statement. Use the following stages to help you.
1. Express your main points
2. Get reactions
3. Allow others to make their points
4. Listen and respond

Adapted from Smith, J., & Margolis, A. (2012). English for academic study: Pronunciation (new edition). (pp.33-34). 20
Garnet Education. Moore, J. (2017). Oxford academic vocabulary practice upper intermediate. (p.6) OUP.
RECEPTIVE SKILLS DEVELOPMENT 1.2
Listening to Lectures

Pre-listening task
You are going to listen to a lecturer talking about the differences he
perceives between lectures in the UK and in China. Discuss with
another student your experiences of lectures in your own country
and/or in the country where you are studying. Think about:

• What the lecturers did, e.g., read from notes, used visuals,
asked questions
• What the students did, e.g., asked questions, took notes

In Part 1 of the talk, the lecturer describes the following:

a. what his main interest is
b. where he got his information about lectures in China
c. the survey he did and the students he talked to

1. Listen to Part 1 of the talk and make notes about points a—c above

2. Compare your notes with your partner. Then answer the following questions:

a. Did you record the same information?

b. Could you have recorded the information in different ways using fewer words/different
words? How?
c. Compare your notes to the model below.

d. Look at the transcript of part 1 (provided by your teacher). Compare the script with the
notes above and notice the following:
• the key words that have been included
• the use of symbols and abbreviation
• the omission (removal) of function words (e.g. prepositions, articles, some verbs).

e. Does your system of note-taking include any of the strategies listed above?

Adapted from Smith, J., & Margolis, A. (2012). English for academic study: Pronunciation (new edition). (pp.33-34). 21
Garnet Education. Moore, J. (2017). Oxford academic vocabulary practice upper intermediate. (p.6) OUP.
3. In Part 2 of the talk, the lecturer first talks about some of the characteristics of lectures in China
and then compares these with lectures in the UK. Listen and make notes on the main points he
makes.

China UK

4. Compare your notes with your partner. Then answer the following questions:
a. Did you record the same information?
b. Could you have recorded the information in different ways, using fewer words/different
words? How?
c. Did your use of the following strategies for notetaking change this time?
• The key words that have been included
• The use of symbols and abbreviations
• The omission (removal) of function words (e.g. prepositions, articles, some verbs)

Focused Listening Tasks

1. You are going to listen again to a short excerpt from the lecture comparing lectures in the UK
and China. You will notice that the lecturer uses his voice to stress or emphasise certain words.
Lecturers may do this by:
• increasing volume
• slowing down
• pausing before or after a word

Adapted from Smith, J., & Margolis, A. (2012). English for academic study: Pronunciation (new edition). (pp.33-34). 22
Garnet Education. Moore, J. (2017). Oxford academic vocabulary practice upper intermediate. (p.6) OUP.
2. Listen. While listening, highlight all the words that are stressed on the transcript below.

OK, so, what did I find out? I think the first thing to say is that my impression is that in China the
lecture delivers a lot of the content of the course, or the lecturer delivers a lot of the content of
the course. And this seems to be especially true at undergraduate level. And just to reinforce
this, the students I talked to were postgraduate students. In other words, they'd done
undergraduate studies in China. I'm not sure about postgraduate studies in China. But what they
said about undergraduate courses was that a lot of the course content came through the
lectures. In other words, the students go to the lectures, they make notes in the lectures, and at
the end of the term, or at the end of the year, if they have a test or examination, in many cases
they simply give back to the lecturer what the lecturer gave to them during the lectures. And
that seems to be sufficient to pass the exam and pass the course.

3. With a partner, discuss these questions.

a. Why do you think the lecturer chose to emphasise these particular words?
b. How did he use his voice to add emphasis?
4. Now, try reading the transcript yourself, making sure to add emphasis in the relevant places.
5. Record yourself on your mobile device and listen. How do you sound?

Pronunciation: Sentence Stress

While word stress (or accent) is generally decided by language rules, sentence stress (or
prominence) is decided by speaker choice. The speaker usually chooses to stress content words,
which carry the information, and not structure or function words, such as auxiliary verbs, pronouns,
prepositions and determiners, although this is not always the case.

1. Listen to the paragraph. Notice which words are stressed.

So, whose responsibility is it to ensure that children eat healthily? Well, clearly parents have a role,
but while children are at school, it's difficult to keep track of what they are eating, so some would
suggest that schools need to encourage healthy eating, and that this should be reflected in the
menus they offer. Then there's the food industry.
They've been criticised in the past for high levels of sugar, fat and salt in food and for not giving
clear information on the levels of different ingredients in food. And finally, there's the government.
Should legislation be used to address this issue?

2. Look at the sentences below in which the stress changes according to the meaning. Practise
repeating them with the correct stress. (English for Academic Study – Pronunciation CD1 Track
41)
a. You have to hand in the essay on Monday ... there's a strict deadline.
b. You have to hand in the essay on Monday ... not the report.
c. You have to hand in the essay on Monday ... not Wednesday.

Adapted from Smith, J., & Margolis, A. (2012). English for academic study: Pronunciation (new edition). (pp.33-34). 23
Garnet Education. Moore, J. (2017). Oxford academic vocabulary practice upper intermediate. (p.6) OUP.
3. Listen to the beginnings of the sentences and choose the most suitable ending, according to the
sentence stress.

a. Well, we know how this happened, ...

... but do other people know?
... but do we know why it happened?

b. Having looked at the effect of deforestation on the environment, ...

... we will now discuss greenhouse gases and the roles they play.
... we will now consider its effect on the economy.

c. Most of our cotton is imported, ...

... but we produce about 500,000 tonnes a year.
... but we are self-sufficient in wool.

d. The crime rate fell b¥ 15 per cent last year, ...

... but this year it's risen.
... but this year the figure is nearer to eight per cent.

e. The oil pump needs replacing, ...

... not the filter.
... as it can't be repaired.

4. Now listen to the complete sentences to check your answers. Can you hear how words are
contrasted through stress in the different parts of each sentence?

Noticing vocabulary in context from the lecture

The following words formed part of your GIL preparation task.
academic (AWL) degree graduate (n) research proposal
assessment (AWL) discipline lecture (AWL) seminar
assignment (AWL) dissertation PhD submit (AWL)
coursework (AWL) graduate (v) project (AWL) supervisor

Some of these words appear in some form in the lecture comparing lectures in China and the UK
that you have already listened to.

Listen again to the lecture. Tick the word in the box or a word in the same family each time you hear
it. Try to write down any collocations – i.e. the words around the word.
academic (AWL)  Example. If you heard the words ‘academic and culture’

culture 

24
PRODUCTIVE SKILLS DEVELOPMENT 1.2
 Writing: Body Paragraphs (Academic Culture)

You are going to write a listing paragraph in academic style that describes the academic culture in
your country. You will have time to focus on the topic sentence, supporting details and a concluding
sentence.

1. Firstly, think about the meaning of academic culture. What does it include?
Academic culture = the conventions, rules and expectations in a university environment.

2. Now, think about your own academic culture. With a group, brainstorm the features of your
academic culture.

3. Write a topic sentence for your paragraph. Include the topic and controlling/limiting idea.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

25
4. Plan your paragraph. Think carefully about how your ideas connect. Base your planning on one
of the paragraph models from an earlier lesson. {Background, TEEL, Structured}
Add notes to the box below.

Organisation Support
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

5. With a partner if possible, use your plan to write a complete paragraph.

26
COLLABORATION 1.2
 Discussion Practice: Expressing Opinions

New students have to learn new knowledge, skills, attitudes, values and ways of behaving, that is,
they have to learn a new academic culture (Brick, 2006).

1. Your teacher will provide you with one of 3 scenarios of students who have arrived to study at
an Australian university
2. Look back at the language used for expressing opinions

I think (that) ... What do you think?

What about you? For me, ...
I would say (that) ... Yeah, absolutely.
Yes, but what about ...? I see what you mean.
I don't agree with that (at all). I think that's right, but ...
I wouldn't say that. I agree (with / that) ...

3. Using the language above, discuss these questions with your group:

a. What do you think the student will need to learn in order to be successful at an Australian
university?
b. How do you think the student might be feeling? Why?
c. What advice would you give them? How can they start to adapt to this new culture?

4. Now, listen to your teacher’s directions, regroup and then discuss all 3 scenarios again (so that
everyone has a chance to speak and to listen to all 3 scenarios).

Charles Darwin University. (2012). Academic culture. [Fact sheet]. 27

https://www.cdu.edu.au/sites/default/files/allsp-archivedworksop/AcademicCulture_ALLSP_CDU1.pdf
RECEPTIVE SKILLS DEVELOPMENT 1.3
 Recognising Errors: Correction Code
Many students make the same errors all the time in their
writing. Using a code is one of the best ways to learn from
your errors and become a better writer.

1. Error correction code completion

Work with a partner. Analyse the examples and
corrections to work out the meaning of the error
correction symbol. Write a word or phrase in the Photo by Pxhere from
https://pxhere.com/en/photo/1032524. Licence at
‘meaning’ column. The first one has been done for you. https://creativecommons.org/publicdomain/zero/1.0/.

Symbol Meaning Example & Correction(s)

What are the causes and happenings?
ww wrong word What are the causes and effects?
Wind power environmentally friendly.
^/v 1.
Wind power is environmentally friendly.
pollution in sydney is becoming worse
p 2.
Pollution in Sydney is becoming worse.
The Internet develop over the past 10 years.
t 3.
The Internet has developed over the past 10 years.
That subject is very bored.
wf 4.
That subject is very boring.
Smith (2009) state that there are many effects.
sva 5.
Smith (2009) states that there are many effects.
There are various argument in favour of nuclear energy.
There are various arguments in favour of nuclear energy.
# 6.
All accommodations had been booked months ahead.
All accommodation had been booked months ahead.
Learning Englisch takes time.
sp 7.
Learning English takes time.
There are numerous reasons of this problem.
prep 8.
There are numerous reasons for this problem.
Speak English every day to pronunciation improve.
wo 9.
Speak English every day to improve pronunciation.
The English is language.
art 10.
__English is a language.
Brisbane is very extremely hot in summer.
extra 11.
Brisbane is very extremely hot in summer.
? 12. The monkey ate two soups during sleeping. ?????
This essay’s gonna talk about…
na 13.
This essay will explore…
Laws introduced in 2001.
a/p 14.
Laws were introduced in 2001.
I want to meet other countries’ students.
awk 15.
I want to meet students from other countries.
The student, who had moved to Australia to improve her spoken English.
frag 16. The student, who had moved to Australia to improve her spoken English, made
many new friends.
Don’t forget to look at what you did well, these are marked with a 

28
Error Correction Code: Practice

1. Underline the mistakes in these sentences. Use the correction codes to identify the mistakes.
NB. There may be more than one error in a sentence.

a. Education is a key element in a future successful.

WF
ART
b. Violent
AWK
computer game has a negative effect on children
P

c. The exam in Wednesday is worth 10%.

PREP
d. Time management is a important study skill for univarsty.
SP

e. The experiment combining the two chemicals (Frag)

WF
f. Mobile phone have a wrong effect on learn.
SVA
g. Ciberbullying
SP
are a serious issue on school
h. Teacher
AWK
is not payed good in many contries.

2. Underline the errors in the following paragraph. Use the correction codes to identify the
mistakes.
Peoples learn in many different wayz. Some peoples prefer the teatcher to say them exactly that to
# SP SP
do, but others prefer study there own way. This differences are called learning stiles. Good learners
# SP
think of there learning stile and convert it to suite the teacher.
Prep WF SP SP

29
3a. Read the text entitled Academic Writing and find the 10 errors listed in the table below. Tick the
box when you have found each error (each error occurs only once, unless indicated).

3b. Use the error correction codes in the table provided earlier to identify the errors contained
within the Academic Writing text. Write the relevant correction code next to the errors that you
find.
subject plural /
wrong missing word word
Error verb singular spelling preposition article
word word form order
agreement (x 2)


Academic Writing
The characteristics of formality writing vary from one study
area to another. There are a few similarities across most
forms of academic text. But a number of differences exist.
For one thing, academic stile usually uses sentences that is
more complex than the sentences that are common in
spoken English. If you are a non-native writer, academic
discourse can difficult because writing complex sentences
Photo by Trent Erwin on
https://unsplash.com/photos/UgA3Xvi3SkA. License at
https://unsplash.com/license
is often time-consuming. In spite of these difficulties, the
ability for you to write longer, grammatically correct
sentences is essential. Non-native people who have not mastered this skill may end up with
composition that sound very simplistic.

Formal writing in the English requires people to cite the work of other writers and researchers.
There are different types of citations. In a direct quotation, a writer's exact words are shown in
quotation marks. Students can also paraphrase the ideas of another writer in their own words.
When paraphrasing, you need to be careful to present the original writer's intended meaning
accurately. Most students are available of the need for citations. But they sometimes don’t give
proper credit to the words and ideas writers of other. A controversial issue in this day and age is
considered plagiarism, and most school have very strict policies against it. Of some cases, students
who have been found guilty of plagiarism have even been expelled from school.

30
Academic Style (Register)

Writing at university (academic writing) is generally more formal than everyday English. This formal
academic style requires the writer to follow specific rules. In EAP, students need to learn and
practise these rules so they can effectively write in a formal, academic style at university. Some of
the most important rules are provided below.

 Avoid using contractions (you’re / don’t / can’t)

 Avoid using personal pronouns (I / we / you)
 Avoid starting with coordinators (And, But, So, Or)
 Avoid using slang and idioms
 Use specific nouns
 Use tentative language
 Be concise

Choosing a specific noun

1. In academic writing, it is important to use specific nouns to express meaning clearly. In academic
writing, it is often necessary to refer to specific groups of people or types of organisations.
However, the noun you choose depends on the topic you are writing about. Examine the table
below, which provides specific nouns for people and organisations.

Vocabulary: People and Organisations

people individuals, citizens, locals, the public, the general public
relationships family, family members, friends, peers, colleagues, fellow students
society humanity, community, civilisation
government authorities, government organisation, councils (local government), legislators
corporations companies, businesses, enterprises, organisations
technology scientists, researchers, inventors, pioneer
transport drivers, motorists, mechanics, passengers, pedestrians, public transport users
students, learners, international students, pupils, schools, educators, education,
education professionals, tutors, teachers, universities, higher education facilities, educational
institutions, headmaster/principal, lecturers

31
2a. Look at the short text below about academic culture in Australia and underline any nouns that
appear to be too general.

2b. Use some of the specific nouns above to improve the following extract.
Academic Culture in Australia
Many people find tertiary education in Australia very difficult. This is largely because the academic
expectations placed on people by other people are very different from those within their home
country. Australian people believe in independent learning, which is a skill that can be difficult for
people from some other cultures to learn. People may also experience problems when they are
separated from their family and people at home. To overcome these difficulties, people should
work to understand how best to adapt to the Australian education system.

Correcting non-academic features in a text

3. The text that you read earlier about Academic Writing contains 9 features that go against the
rules listed above. Read the text again and find these 9 features listed in the table below. Tick
the box when you have found each feature (note the number of times the feature occurs in the
text).
Use of a
Use of a personal or Use of Use of a general Use of non-
Non- Use of a
coordinator to gender slang or noun that should tentative
academic contraction
begin a specific an idiom be more specific language
feature (x1)
sentence (x2) pronoun (x1) (x1) (x1)
(x3)

4. You will now make corrections to the Academic Writing text.

 Look again at the errors you found and marked with the error correction code. Make
corrections and apply these corrections to the text.
 Look again at the non-academic feature that you found. Make changes to the text so that it uses
an academic style.

32
PRODUCTIVE SKILLS DEVELOPMENT 1.3
 Peer Editing and Responding to Feedback

An important step in the writing process is responding to feedback. Feedback may come from your
teacher or your classmates (your peers). Use this feedback to help you improve your writing in the
next draft you write.

1. Work with a partner and exchange diagnostic writing tests. Look carefully at your partner’s
paragraphs and use the correction code for any errors you find. Remember to check spelling and
punctuation as well as grammar.

2. Take back your paragraphs from your partner and look at the corrections. Think about the errors
identified. How could you correct them? Make notes on your paragraphs now. Discuss together.

3. Work with a different partner. Exchange paragraphs. Are there any problems or errors with
academic style? Underline any that you find and apply the correction code.

4. Take back your paragraphs from your partner and look at the corrections. Think about the errors
identified. How could you correct them? Make notes on your paragraphs now. Discuss together.

5. You will apply this feedback to your diagnostic test writing (paragraphs) in GIL.

33
RECEPTIVE SKILLS DEVELOPMENT 1.4
 Child Prodigies

1. It seemed normal when Nguyen Ngoc Truong Son wanted to

play chess with his parents. However, it was unusual when
he revealed that he already knew how to play— before
anyone taught him. Apparently, the two-year old had
learned all of the rules by watching his parents. After only
one month of playing with them, he was winning all of the Photo by Les Anderson on
games. By age 4, he was competing in national https://unsplash.com/photos/U6cFrZEgX5k.
License at https://unsplash.com/license
tournaments. By age 12, he was Vietnam's youngest
champion.
2. Another two-year-old child, Jay Greenberg, likewise surprised his parents by drawing pictures of
musical instruments that he had never seen. They soon discovered that Jay "heard music in his
head." He began to compose music at age 3. By age 10, he was attending the prestigious Julliard
Conservatory in New York, composing full symphonies. Jay was noted not only for the quality of
his musical work, but also the speed at which he was able to produce it. That is, while talented
professional composers normally write five or six symphonies in a lifetime, Jay wrote five by the
age of 12.
3. A third young child, Abigail Sin, was first introduced to piano lessons at age 5 and had what her
tutor called an "unstoppable urge to master the keyboard." She became Singapore's most
celebrated pianist by age 10.
4. Child prodigies such as these are a mystery to experts and non-experts alike. On the one hand,
they attract praise and attention from everyone they meet; on the other hand, they attract
criticism, and they find it difficult to fit in with the rest of the world.
5. Child prodigies are highly intelligent, but this is not the only factor that sets them apart. They are
considered prodigies because of their exceptional ability in one domain, or area. Experts define
prodigy as "a young child who displays mastery of a field that is usually undertaken by adults."
Child prodigies usually appear in structured areas such as language, maths, drawing, chess, and
music. They are not as likely to appear in less structured domains such as medicine, law, or
creative writing, areas that require experience.
6. Child prodigies can focus their attention for long periods of time, concentrating on tasks that
would bore other children of the same age. Abigail Sin practised piano at least 25 hours a week.
Similarly two-year-old Nguyen Ngoc Truong Son had the concentration to play chess for hours at
a time. The distinction of "prodigy" thus goes beyond mere intelligence. For explanations,
experts look in two directions: nature (the child's unique biology) and nurture (the child's
environment).
7. When researchers look to nature to explain child prodigies, they study innate or inborn qualities.
For example, they look at whether the brain structure of a prodigy is different from that of a
child with average intelligence. Technology is a great help in answering this question. For
instance, scientists utilise imaging technology to see the amount of activity in different parts of
the brain. These brain scans reveal that the frontal lobe of a prodigy's brain is very active, unlike
children with average intelligence doing the same tasks. Their frontal lobes are virtually inactive.
Science has proven that the frontal lobe of the brain controls many aspects of thought and
concentration. This may explain how prodigies can focus on a task, solve complex problems, and
learn quickly.

Rubin, B. (2009). Inside reading 3: The academic word list in context. (pp. 114-120). OUP. 34
8. When researchers look to nurture to explain child prodigies, they focus on the child's
environment instead of the child's biology. The most important factor on the nurture side is the
parents. Raising a child prodigy is extremely challenging. It requires considerable patience,
creativity, and resourcefulness. Some parents are delighted by the extraordinary abilities of their
children. They make use of all the resources they have or they look for support elsewhere. For
example, Jay Greenberg's parents bought their 2-year-old son a cello when he requested it and
arranged for music lessons. Other parents are not so supportive of their child prodigy. On the
contrary, some parents even see their offspring's gifts as a way to draw attention to themselves
and their own interests. Boris Sidis, for example, was a well-known scientist with strong opinions
about making the most of one's intelligence and about raising children. When his son Billy was
born, Boris saw the child as an opportunity to test his theories.
9. From Billy's birth, it was clear that he was an exceptional child. His parents utilised every
opportunity to teach him language, maths, science, and logic. Boris was very poor, but he used
his limited resources to buy or acquire toys and books for the young genius. Billy Sidis spoke five
languages at age 5. He passed entry exams for MIT and Harvard Medical School at age 9 and he
was admitted to Harvard at age 11. He was considered a genius in mathematics, physics, and
languages.
10. Boris claimed that his methods of child-rearing were responsible for his son's abilities and sought
publicity. The press, in turn, focused more on the young Harvard student's odd personal life than
on his accomplishments. It was soon clear that Billy was unprepared to relate to other people,
function successfully in the real world, or manage the challenges of being different. After
college, he lived an isolated life. Despite his intelligence, he died unemployed and in poverty.
11. When people are unusual, they attract attention. In the case of child prodigies, the attention
they receive is both positive and negative. It is positive because most people admire intelligence.
It is negative because prodigies are very different from other people. They are a challenge for
teachers, who expect 7-year-olds to prefer Batman to Beethoven. They are a challenge to
parents, who want to help them but often lack the resources or find their needs and desires
difficult to understand and meet. They present a challenge to scientists, who want to study them
without further isolating them from normal society. They also challenge the world because they
reveal the tendency people have to reject those who are different from the norm.

Reading Comprehension
1. Mark each sentence as T (true) or F (false) according to the information in the reading. Use the
dictionary to help you understand new words.
a. The parents of two-year-old Nguyen Ngoc Truong Son taught him to play chess and he
learned very quickly.
b. Jay Greenberg was able to create his own music by the age of 3.
c. Jay Greenberg wrote symphonies very quickly because he utilised the help of talented
professional composers.
d. The factors that seem to always be present in a child prodigy are 1) an unusually high
intelligence and 2) the ability to master one area, such as music or maths.
e. The child prodigies mentioned in the reading showed considerable interest and ability in
creative writing.
f. Technology has revealed that the brains of highly intelligent children are different from the
brains of children with normal intelligence.
g. Child prodigies sometimes select areas of interest that they did not learn from their parents
or their environment. This supports the explanation of nurture.

Rubin, B. (2009). Inside reading 3: The academic word list in context. (pp. 114-120). OUP. 35
 h. All of the parents mentioned in the article provided their children with both educational and
psychological resources.
i. According to the article, people with normal intelligence present fewer challenges to society
and are more accepted.

Vocabulary
Vocabulary Activities: Word Level

2. Read these excerpts from another article on child prodigies. For each excerpt, cross out one
word or phrase in brackets with a different meaning from the other three choices. Compare
your answers with a partner.

a. Parents can create a positive or a negative environment for their highly intelligent children.
The mother of 6 -year-old Hungarian cellist Janos Starker wanted her son to (display /
concentrate on /focus on / think about) his music practice, so she made tiny sandwiches
and left them on his music stand. She didn't want him to have to get up and look for a
snack.

b. Given the results, we should not be critical of this mother's methods. Janos Starker's
(considerable / great / expert / extensive) success as an international cellist lasted over 50
years, and his is one of the great musical careers of our time.

c. Another musician to (reveal / display / utilise / demonstrate) exceptional musical promise

was pianist Ruth Slezynska. She performed at a major concert for the first time in 1929 at
the age of four.

d. Whereas Starker's mother encouraged him with tiny sandwiches, Slezynska's father
created (a feeling / an environment / an atmosphere / a setting) of fear. He forced her to
practice nine hours every day and hit her when she played a wrong note.

e. The abnormal (isolation / anxiety / pressure / stress) was too much for the young girl. At 15
she suffered a major breakdown that ended her career.

The word resource(s) refers to something that a person or a country can use. It can be
tangible (money, equipment) or intangible (moral support, knowledge).

3. Which of these items would be useful resources for a doctor? Put a check () next to these
terms. How might a doctor utilise each resource? Discuss your answers with a partner.

a. books e. a microscope
b. a computer f. hammer
c. another doctor in the family g. knowledge of astronomy
d. coal h. a telephone

Rubin, B. (2009). Inside reading 3: The academic word list in context. (pp. 114-120). OUP. 36
4. What are some resources that these people might utilise? Think of as many resources as
possible. Discuss your answers in a small group.
a. marathon runner
b. journalist
c. business student
d. kindergarten teacher

To reveal something means "to make something known that was previously secret or unknown."
A revelation is something important and usually surprising that is revealed.

5. With a partner, discuss these questions: What might each of these people not want to reveal?
Why? What might result from the revelation?

a. a spy b. someone you've just met at a party and are attracted to

c. a research scientist d. a psychiatrist
e. a used-car salesman

Vocabulary Activities: Sentence Level

Word Form Chart

Noun Verb Adjective Adverb
challenging
challenge challenge X
challenged*

6. Answer the questions using each form of challenge at least once. Refer to the reading on Child
Prodigies for information. Discuss your answers in a small group or as a class.
a. How did the Greenbergs feel about raising Jay?
For the Greenbergs, raising a child prodigy was a challenge, but they enjoyed supporting him
and encouraging his interests__________________________________________________________________
b. What were some of the difficulties faced by Billy Sidis in his adult life?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
c. What difficulties do researchers or experts face as they try to better understand child
prodigies?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
d. What difficulties do child prodigies pose for society?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
e. In your opinion, why do child prodigies "challenge the world" and the society they live in?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
*When used as an adjective, challenged has a different meaning from the other words in its family. It means "having a
particular type of difficulty" (for example: visually challenged or physically challenged). A synonym is handicapped. This
form is not used in this unit.

Rubin, B. (2009). Inside reading 3: The academic word list in context. (pp. 114-120). OUP. 37
 Word Form Chart
Noun Verb Adjective Adverb
expertise
expert expertly
expert
considerable considerably
technology
technological technologically
technologist
resource resourceful resourcefully

7. Read the sentences below about another child prodigy, Chandra Sekar. Then, in your notebook,
restate each of the sentences using the words in brackets. Do not change the meanings of the
sentences. Be prepared to present your work to the class.

a. Chandra Sekar grew up in India. Even though his family was too poor to own a computer, he
was very interested in technology when he was a toddler. (considerable , technological)
Chandra Seer didn't have a computer, but he showed considerable interest in technological
things from a very early age.
b. His father wanted to encourage Chandra's technological skills. (technology)
c. He hoped that Chandra would one day become a recognised expert in computers.
(expertise)
d. His father was poor, but he found ways to earn enough money to buy the young boy a
computer when he was only four years old. (resourceful or resources)
e. Chandra found a way to teach himself to use MS-DOS, LOTUS, and MS-Word. (technological
resources or resourceful)
f. He was only 10 when he became the world's youngest Microsoft Certified Systems
Engineer. The average age for engineers is 30. (considerably)
g. When he was 11 and a student at a university in Madras, the government of India honoured
Chandra because he was very knowledgeable about the technology related to computer
network security. (expertise or expert)

8. Complete the sentences about Albert Einstein using the target vocabulary in the box. Use each
item one time only. The synonyms in parentheses can help you.
concentrated enormous expertise intelligence pursued
considerably an environment factor normal revealed

a. The___________________ (very large) ______________________ (mental ability) of Albert

Einstein is now well known, but it wasn't so obvious when he was young.
b. In school, the young Einstein loved mathematics and science, but he ____________ (focused)
less on other subjects. He received poor grades in history, geography, and languages.
c. When he was 16, he wrote a paper that __________________ (made known) his early ideas
about the theory of relativity.
d. Though it is _______________ (usual) for children to speak before the age of 3, Einstein
didn't say his first words until he was nearly 4. He didn't read until he was 7, which was
____________ (much) older than other prodigies such as Abigail Sin or Billy Sidis.
e. As a boy, Einstein's two uncles gave him _______________ (the surroundings) that
challenged him and encouraged his interest in mathematics and science.

Rubin, B. (2009). Inside reading 3: The academic word list in context. (pp. 114-120). OUP. 38
 f. His ____________ (knowledge) related to his theory continued throughout his life. He was
awarded the Nobel Peace Prize in 1921.
g. One _______________ (thing) that led to his interest in physics sprang from an incident that
occurred when he was only five. His uncles showed him a compass. From then on, Einstein
_______________ (tried to understand) physics with great passion.

9. Now tell the story of Einstein's life by putting the sentences into a logical order. Number them
from 1 to 7 (more than one sequence may be possible). Then, use the target words as you
compare stories with a partner.

10. Many academic words are also considered formal words. Which of the target words in this unit
are more formal synonyms for these informal words? Be sure to use the right form of the target
words.

Informal Formal
a. Smart _______________
b. To use _______________
c. Huge _______________
d. Uncover _______________
e. Difficulty _______________
f. (Specialised) knowledge _______________
g. Activities or pastimes _______________

Rubin, B. (2009). Inside reading 3: The academic word list in context. (pp. 114-120). OUP. 39
PRODUCTIVE SKILLS DEVELOPMENT 1.4
 Grammar: Sentence Types

1. Look again at paragraph 8 of the reading. Can you classify each sentence as either a simple,
compound or complex sentence? To help you, underline the subjects and highlight the verbs.

S Simple Sentence Verb, subject and is a complete idea

2 independent clauses connected by a co-ordinating conjunction
C Compound Sentence
(FANBOYS)
1 independent clause and 1 or more dependent clauses with a
CX Complex Sentence
subordinating conjunction

Sentence Type
(S,C or CX)
a. When researchers look to nurture to explain child prodigies, they focus on the
child's environment instead of the child's biology.

b. The most important factor on the nurture side is the parents.

c. Raising a child prodigy is extremely challenging. It requires considerable

patience, creativity, and resourcefulness.

d. Some parents are delighted by the extraordinary abilities of their children.

e. They make use of all the resources they have or they look for support
elsewhere.
f. For example, Jay Greenberg's parents bought their 2-year-old son a cello when
he requested it and arranged for music lessons.

g. Other parents are not so supportive of their child prodigy.

h. On the contrary, some parents even see their offspring's gifts as a way to draw
attention to themselves and their own interests.
i. Boris Sidis, for example, was a well-known scientist with strong opinions about
making the most of one's intelligence and about raising children.
j. When his son Billy was born, Boris saw the child as an opportunity to test his
theories.

2. Check with a partner. Explain your decisions.

3. Go back to the text and look at paragraph 9. Can you highlight all the coordinating conjunctions
(FANBOYS = For, And, Nor, But, Or, Yet, So)? Be careful – not every usage of the word is as a
coordinator.

40
Simple Sentences (with compound verbs) versus Compound Sentences
Work with a partner. The sentences below relate to the text about child prodigies.
Step 1: Underline the subjects with one line, and the verbs with two lines.
Step 2: Write simple (for a simple sentence) or compound (for a compound sentence) in the space at
the left of each sentence.

Boris was very poor, but he used his limited resources to buy toys and books for
a. ________
his young genius.

b. ________ He was considered a genius in mathematics, physics, and languages.

He passed entry exams for MIT and Harvard Medical School at age 9 and was
c. ________
admitted to Harvard at age 11.
Boris claimed that his methods of child-rearing were responsible for his son's
d. ________
abilities, and he sought publicity.
Billy was unprepared to relate to other people, function successfully in the real
e. ________
world, or manage the challenges of being different.
After college, he lived an isolated life, and, despite his intelligence, he died in
f. ________
poverty.

Types of Sentences: Practice

1. Compound sentence practice. Choose the correct coordinating conjunction (use the
coordinators provided).

and (x2) but so (x2) or

a. Child prodigies are rare, _______ in some academic fields, there are no child prodigies at all.
b. Some prodigies show phenomenal intelligence in childhood, _______ this does not always
predict success in adulthood.
c. Gifted children experience success at an early age with little to no effort, ______ these children
might not develop a connection between effort and outcome.
d. Gifted children often associate minor errors with failure, ______ they can become fearful of
making mistakes, and they can suffer from stress.
e. Child prodigies often know that they are different from most children, ______ they may find it
difficult to relate to other children.
f. Researchers are still trying to determine whether genetics is a determiner of gifted children,
______ whether environment plays a more significant role.

41
2. Use the co-ordinating conjunctions below to complete the gaps in the text. You can use them
more than once.

and but so or

The 11-year-old who sells paintings for $50,000

Nearly all parents will say that their children
are special, 1 ___________ only a few young
Australians actually take their talents and
abilities to the highest level. This has led some
academics to consider what it takes to be a
child prodigy. Do parents need to push their
kids to make them prodigies, 2 ___________
does it just happen by itself?
https://www.shutterstock.com/editorial/image-
editorial/12-year-old-painter-aelita-andre-museum-of-civilta-rome-
italy-21-jun-2019-10318912n Licence at
https://www.shutterstock.com/license
One child who belongs in this special category
is an 11-year-old artist named Aelita Andre. Her paintings have attracted the attention of wealthy
buyers around the world. So far, Aelita's paintings have been displayed at 25 international
exhibitions, 3 ____________ some of them have been sold for as much as AUD$50,000. She
considers herself a prodigy, 4 __________ she doesn't want to say it because she doesn't want to
sound arrogant. Aelita first started playing with paint at just nine months old. She seemed
interested in the canvas that her father had put on the ground, 5 ____________ he put her down
next to it. Aelita crawled onto the canvas and started squeezing all the paint-tubes. She then
began spreading the colours around, 6 ___________ the result amazed her father because Aelita
had produced an incredible piece of art.

At just 22 months old, Aelita had her first art exhibition in Melbourne. It was a very successful
exhibition and news of Aelita’s work spread quickly, 7 ___________ she was invited to display her
art at a show in New York a short time later. She also became the youngest artist in the world to
have her work shown in a solo exhibition, at the Russian Academy of Fine Arts Museum in 2016. It
is clear that Aelita Andre is a talented young girl with huge artistic potential.

Siberry, J. (Director), Collins, J. (Writer), Brown, A. (Writer) & Siberry J. (Writer). (2018). Making Child Prodigies 42
[Documentary] Screentime Pty Ltd.
Rubin, B. (2009). Inside reading 3: The academic word list in context. (pp. 114-120). OUP.
Comma Splices and Run-On Sentences

1. Fix the run-on sentences and comma splices below using one of the techniques shown above. For
instance, use punctuation (full stops and capital letters) or an appropriate coordinator (and, but,
so, or etc.).

a. Child prodigies are highly intelligent, this is not the only factor that sets them apart
from other children.
_________________________________________________________________________
_________________________________________________________________________

b. Science has proven that the frontal lobe of the brain controls concentration, this may
explain how prodigies focus so well on some tasks.
_________________________________________________________________________
_________________________________________________________________________

c. Raising a child prodigy is extremely challenging, it requires considerable patience.

_________________________________________________________________________
_________________________________________________________________________

d. Some parents are delighted by the amazing abilities of their children they do not have
the financial resources to support their child’s development.
_________________________________________________________________________
_________________________________________________________________________

e. Some child prodigies have an exceptional ability in one specific area prodigies usually
appear in structured fields such as language and music.
_________________________________________________________________________
_________________________________________________________________________

f. One parent named Boris was very poor he used his limited resources to acquire books
and toys for his young genius.
_________________________________________________________________________
_________________________________________________________________________

g. He passed his exams for Harvard Medical School at the age of 9 he was admitted to
Harvard at the age of 11.
_________________________________________________________________________
_________________________________________________________________________

Siberry, J. (Director), Collins, J. (Writer), Brown, A. (Writer) & Siberry J. (Writer). (2018). Making Child Prodigies 43
[Documentary] Screentime Pty Ltd.
Rubin, B. (2009). Inside reading 3: The academic word list in context. (pp. 114-120). OUP.
Noticing complex sentences

1. Read Child Prodigies, paragraph 11 below again and do the following:

a. Circle the subordinators
b. Highlight the dependent clauses
c. Underline the independent clauses

When people are unusual, they attract attention. In the case of child prodigies, the attention they
receive is both positive and negative. It is positive because most people admire intelligence. It is
negative because prodigies are very different from other people. They are a challenge for
teachers, who expect 7-year-olds to prefer Batman to Beethoven. They are a challenge to parents,
who want to help them but often lack the resources or find their needs and desires difficult to
understand and meet. They present a challenge to scientists, who want to study them without
further isolating them from normal society. They also challenge the world because they reveal the
tendency that people have to reject those who are different from the norm.

Sentence Fragments
2. Look at the items about various child prodigies below.
• Tick () the items below which are correct sentences
• Mark the sentence fragments with a cross (x)
a. Although Einstein failed mathematics.
b. The Romanian Gymnast, Nadia Comăneci, won several gold medals while she was competing
at the 1976 Olympics.
c. Mozart was five years old when he created his first musical composition.
d. Before the Romanian gymnast, Nadia Comăneci was 15 years old.
e. Because the German composer Clara Schumann was talented.
f. When he was only 13 years old, English actor, Christian Bale, earned his first major role in
Steven Spielberg's war film Empire of the Sun.
g. Although Pablo Picasso was only a young boy.
h. Although the famous physicist Marie Curie was the youngest child in her family, she often
helped her older siblings with their maths homework.

Scaffolded writing task:

1. Find a copy of your first paragraph from the scaffolded writing task (on courses and classes).
2. Swap your paragraph with a partner.
3. Read your partner’s paragraph.
4. Decide whether each sentence in the paragraph is simple, compound or complex. (You might
like to highlight these in different colours)
5. Return paragraphs.
6. Ask yourself these questions:
• Do I have a good variety of sentences in my paragraph?
• Have I used a range of coordinators and subordinators?
• What could I do to improve my paragraph in relation to sentence types?
7. Now choose 1 sentence that you would like to improve and together with a partner, work on
this sentence.
8. Check with your teacher when you are finished.

Siberry, J. (Director), Collins, J. (Writer), Brown, A. (Writer) & Siberry J. (Writer). (2018). Making Child Prodigies 44
[Documentary] Screentime Pty Ltd.
Rubin, B. (2009). Inside reading 3: The academic word list in context. (pp. 114-120). OUP.
ACADEMIC RESEARCH 1.1
 The Writing Process
Overview of the assignment writing process

Thinking about your writing

1. Think about your ability to write in English. What do the following aspects of writing mean? How
good are you at them? Tick in the columns.
Very Good Don't
OK Not good
good know
1. Analysing the question/task Good

2. Generating ideas - brainstorming Good

3. Research Not Good

4. Outlining Not Good

5. Writing drafts Not Good

6. Acting on/responding to feedback Not Good

7. Revising & Editing Not Good

8. Proofreading Not Good

45
2. Choose three things from the list above that you would like to improve in your writing.
3. Work in groups and compare your answers to 1 and 2. Give reasons for your choices.

Stage 1 - Analysing questions/tasks in academic writing

Analysing a writing question/task involves looking for 3 key features: the topic, limiting language
and the directive verb.
Look at the following writing task and answer the questions below.

TASK: Discuss the main benefits of university education in the modern world.

1. Topic
What is topic of this task?
a. Discuss
b. Benefits
c. University education
d. The modern world
2. Limiter
What specific aspect of the topic does the task focus on? (i.e. the limiter)
a. Discuss
b. Benefits
c. University education
d. The modern world

3. Directive verb
What is the directive verb in this task?
a. Discuss
b. Benefits
c. University education
d. The modern world
Does the directive verb ‘discuss’ mean:
a. make a list and give some details about the benefits?
b. make a list and give your opinion about the benefits?

4. Analyse this task. Circle the topic, highlight the limiting language and underline the directive
verb.

TASK: Summarise the arguments for studying abroad in another language.

Academic Language
Verbs in questions/tasks (1)
Writing tasks usually include a verb which tells you how to organise your writing. It is therefore
important to understand what each verb means.

Describe the role of technology in education in your country.

‘Describe’ means give full and detailed information about something, e.g. an object, an idea, a
principle or belief, or a situation.

46
Understanding verbs in questions/tasks

1. Match the directive verb in the question on the left, with the meaning on the right.

Question/task Answer Meaning of verbs

Contrast the performance of A. Make a judgement about the worth or value of
boys and girls in STEM something. Support your judgement with relevant
subjects. evidence
Discuss the issue of mobile B. Put ideas, concepts, or information side by side
phone use in classrooms. and look at the similarities only

Compare pre-school C. Give only the main points of a concept, idea, or

education in two countries principle. Leave out details and examples
you are familiar with.
Explain the different attitudes D. Put ideas, concepts, or information side by side
towards education among and look at the differences only.
people in your country.
Argue the need for foreign E. Provide examples to support a conclusion or
language learning at decision
secondary school level.
Summarise the main types of F. Break an issue into its parts. Look in depth at the
vocational training you are relationship and connections between these parts
familiar with.
Evaluate the behaviour G. Give full information about something, e.g., an
management policy at your idea, principle, or situation, so that it is clear.
high school Often includes ‘how’ or ‘why’ it occurs.
Analyse the reasons for the H. Express a point of view and give evidence to
increase in cyberbullying at support this. Can include counter-arguments and
school. refutation
Recommend solutions for the I. Make suggestions about how to approach or solve
issue of student stress. a problem, or suggest a particular course of action

Reflect on the process of J. Critically examine personal experience and write

applying to be a university about implications and results of that experience
student.
Justify the use of technology K. Examine or explain an idea in detail from both
in a primary classroom. points of view. Give explanations, examples, or
reasons to support both sides.

2. Choose 1 question from the table above and identify the topic and limiting words. With a
partner or group, discuss the ideas you might include in a written response to this question

47
Differentiating between verbs in questions/tasks

1. Look at TASK A and B, and read one student's explanation of the difference between them. Do
you agree with the explanation? Why / Why not?

TASK A: Discuss the advantages of business education for the economy of your country.

TASK B: Summarise the advantages of business education for the economy of your country.

Task A asks for a detailed examination of the advantages with explanations, examples,
and reasons to support the points you make. Task B asks you to make a list of the main
advantages in order, but there is no need to give any detail.

Explain the difference between the following pairs of tasks.

1. a. Summarise the consequences of technology for students' learning styles.

b. Recommend types of technology best suited to primary students' learning styles.
2. a. Explain the factors which influence young people's choice of university.
b. Argue that parents should not have an influence on young people's choice of university.
3. a. Compare the structure of courses taught at universities in your country and Australia.
b. Contrast the structure of courses taught at universities in your country and Australia.
4. a. Evaluate the various aspects of health provision in your home country.
b. Reflect on your experience with health provision in your home country.

Analysis of Assignment Question

1. In groups, carefully analyse your assignment question. Can you identify the topic words, limiting
words, and directive verbs?

2. What do you think the assignment is asking you to do?

3. Can you think of synonyms for the key words in the assignment question?

Image by Louis Bauer, https://www.pexels.com/photo/close-up-of-hands-working-249361/ Licence available at https://www.pexels.com/photo-license/

48
ACADEMIC RESEARCH 1.2
Using Library Search

NB: The library has recently changed the name of its search tool from QuickFind to Library Search.
However, please be aware that some materials such as videos may still make reference to QuickFind.

A key step in the academic writing process is research. An important starting point in the research
process is the QUT library. The QUT library’s main search tool is called Library Search.
Go to the QUT library site and find the Search box:

1. Build a list of keyword search terms

Before you can begin to use Library Search, you need to analyse your writing task to build a list of
keyword search terms.
In the previous lesson, you identified the topic, limiting language and the directive verb of the
following writing task.

TASK: Outline the arguments for studying university abroad in another language.

You can use the topic and the limiting language and their synonyms to help build a list of keyword
search terms. In pairs, write some synonyms for the topic and the limiting language of this task.
Keywords Synonyms
Topic studying

university

abroad

Limiting arguments for

language
another language

Now that you have a list of keyword search terms you can begin to use Library Search.

49
2. Keyword searches in Library Search

In Library Search, type in the following keyword search terms and press ‘search.’

university study overseas advantages

How many results did your search return? Over 170,000 is far too many results, so you will need
to narrow or limit your search.

Watch the video about keyword searches from the QUT library to see how you can limit your
search by using the advanced search function of the Library Search function.

Librarians have created a list of strategies to search for more than

one term at one time. The strategies (listed below) are called
Boolean Operators

1. Use AND between terms if you want both

e.g. International AND students AND research
2. Use OR between terms if you want either
e.g. International OR foreign AND students
3. Use NOT if you want to exclude any terms
e.g. Issues AND academic AND reading NOT writing

4. Use quotation marks (") to search for a phrase

e.g. "International student enrolments"

5. Use an asterisk ( * ) to search for any suffix to a word stem

e.g. International educat* (for educate, education, educator etc.)

6. Use a question mark (?) to search for different spelling

e.g. Behavio?r (for behaviour and behavior)

50
3. Advanced searches

Start an advanced search by clicking on the ‘Advanced search’ link under the search window.

Type in university on the first line, “study abroad” on the second line and advantages on the third
line.

If you click on “search” at this stage how many results appear? Over 13,000 is still too many.

Add a date range to limit results to recent items.

If you click on “search” at this stage how many results appear? Over 4,000 is still too many.

51
4. Filtering your results

Scroll down to the results and look at the left column

beside the results. Here you can further limit your
search. Click on available online, peer reviewed and
articles.

Then click apply filters.

How many results appear now?

1215 is getting better, but you can limit your search
further.

! Remember to lock your filters at this point, before you do anything else!

52
5. Limit by keyword
Click on limit by keyword and choose second language learning and click on apply filters again.

Now there are 145 results and you can start to look at the results more closely to identify what is
useful for your research.

6. Keep searching
You should also try other search terms from your list of synonyms – do not just do one search and
give up because you didn't find the information you needed. Be creative and persistent.
• Use key words, not long phrases and do not put the whole task/question into a search.
• Use trial and error - change your search terms, use synonyms.
• Use "quotation marks" if you are looking for a particular phrase.
• Look through search results to find new words or subjects to use.
There are two more videos about Library Search with useful tips.

53
7. Build a list of keyword search terms for your assignment question/task
Write your assignment question/task in the box below and identify the topic, limiting
language and directive verb.

Write the words or phrases from the topic and limiting language in the box below and
brainstorm a list of synonyms that you can use in your keyword search.
Keywords Synonyms

Topic

Limiting
language

8. Do a keyword search in Library Search

When you have several synonyms for each word or phrase, you can begin a Library Search. Follow
the steps in the example above to limit your search to a manageable number of results.

54
 CONTENTS
WEEK 2: BUSINESS .................................................................................................................................. 1
RECEPTIVE SKILLS DEVELOPMENT 2.1 .................................................................................................... 1
Thinking about the topic ..................................................................................................................... 1
 Culture and Business ..................................................................................................................... 2
PRODUCTIVE SKILLS DEVELOPMENT 2.1............................................................................................... 11
 An Introduction to Types of Support ............................................................................................ 11
 Scaffolded writing task ............................................................................................................. 11
RECEPTIVE SKILLS DEVELOPMENT 2.2 .................................................................................................. 14
International Marketing ................................................................................................................ 14
Listening to Lectures ..................................................................................................................... 14
PRODUCTIVE SKILLS DEVELOPMENT 2.2............................................................................................... 18
 Writing: Definitions ...................................................................................................................... 18
RECEPTIVE SKILLS DEVELOPMENT 2.3 .................................................................................................. 26
 Choice architects: A nudge in the right direction........................................................................ 26
 Grammar: Relative Clauses........................................................................................................... 31
PRODUCTIVE SKILLS DEVELOPMENT 2.3............................................................................................... 36
 Writing: Examples and Explanations ............................................................................................ 36
 Editing your scaffolded writing................................................................................................. 40
RECEPTIVE SKILLS DEVELOPMENT 2.4 .................................................................................................. 41
Franchising .................................................................................................................................... 41
 Grammar: An Introduction to Articles.......................................................................................... 46
COLLABORATION 2.1............................................................................................................................. 53
 Facilitating a discussion................................................................................................................ 53
RECEPTIVE SKILLS DEVELOPMENT 2.5 .................................................................................................. 55
 Peer editing .................................................................................................................................. 55
ACADEMIC RESEARCH 2.1 ..................................................................................................................... 59
 The Writing Process ...................................................................................................................... 59
Stage 2 - Generating Ideas ............................................................................................................ 59
Stage 3 - Outlining ......................................................................................................................... 62
ACADEMIC RESEARCH 2.2 ..................................................................................................................... 63
 Evaluating sources ......................................................................................................................... 63
 An Introduction to referencing ...................................................................................................... 64
WEEK 2: BUSINESS
RECEPTIVE SKILLS DEVELOPMENT 2.1
Thinking about the topic
1. With a group answer these questions.

a. What is culture? How could you define it?

b. Choose the four factors that you think are the most important in creating a culture. Give
your reasons.

language arts religion

cuisine climate geography
architecture ceremonies and festivals historical events
institutions social customs/traditions behaviour and attitudes

c. Read the three definitions of culture and decide which one you prefer, and why.
• Culture may be defined as the combination of a number of different but related
phenomena, from the observation of people's attitudes, clothing, language, and religion
through to their typical behaviour patterns.
• Culture can be seen as an expression of individuality that emerges from collective and
societal norms.
• Culture varies within and between nations, and comprises a general and identifiable mix
of characteristics such as appearance, behaviour, and language.

d. As a group, can you write your own definition of culture? Use one of the sentence
starters below?
• Culture may be defined as…
• Culture can be seen as …
• Culture is…

Reading extended definitions in context:

1. Read paragraph 1 of the text and compare your definition from Task 1c with those given in
the text.
2. Find and underline three examples of language used to introduce the definitions.
3. Select the best paraphrase 1-3 of each author's selected characteristics of culture.

Bates and Plog (1990)

a. a system of valuable customs and ways of adapting
b. system of people's changing beliefs and systems resulting from society
c. a system of people's main beliefs and behaviours across generations

Hofstede (1994)
a. individual differences within cultures
b. people's basic mental processes within cultures
c. similarities between what people think within cultures

Dahl
a. the changing nature of culture
b. the capitalist view of culture
c. the personal nature of culture

Cotton, D., Falvey, D., & Kent, S. (2011). Upper intermediate market leader. (p. 66). Pearson. 1
 Culture and Business

Culture can be seen as a system of shared beliefs, values, customs, and behaviours prevalent in a
society and that are transmitted from generation to generation (Bates & Plog, 1990). Hofstede
(1994), the management scientist, described these elements of culture as software of the mind, “the
collective programming of the mind which distinguishes members of one category of people from
another” (p. 27). The values in the culture are enforced by a set of norms which lay down rules of
behaviour. These rules are usually supplemented by a set of sanctions to ensure that the norms are
respected. Culture comprises a whole variety of different aspects, including religion, language, non-
verbal communication, diet, dress, and institutions to ensure that the values and beliefs are
transmitted from one generation to another. Culture is dynamic. In other words, it changes over
time not least due to the process of globalisation with the increasing cross-border movement of
goods, services, capital, and the migration of people (Dahl, 2001).

Different cultures can have significantly different attitudes and beliefs on a whole range of issues. As
we will see later, when discussing the various social models, there is a significant divide between the
USA and Continental Europe on attitudes to social issues such as poverty. In the USA, poverty tends
to be seen as the fault of the poor whereas in Europe, the poor tend more to be seen as victims of
the system. Cultural attitudes can also vary towards issues such as corruption, women at work,
sexuality, violence, suicide, and time.

Cultural attitudes can have important implications for business. Some of the most influential
research on culture and the workplace was carried out by Hofstede (1991; 2001). His study, the
largest that has ever been conducted, surveyed over 100,000 workers in IBM companies in 40
countries looking for cultural explanations of differences in employee attitudes and behaviour. He
concluded that the norms and values embedded in national culture were a very powerful influence
on the workplace, and that different approaches would be necessary when managing people from
different cultural backgrounds. Hofstede (1994) concludes that the workplace can only change
people's values to a limited extent. The message for multinational companies was that they would
be unwise to assume that an organisational culture that was successful in the cultural context, for
example of the USA, would be equally successful in a completely different cultural context in, say,
China. Hofstede's work (2007) also contains another message for multinationals. He contends that
countries, especially big countries like China, India, Indonesia, and Brazil do not have a single
national culture but a variety of cultures that can vary significantly from region to region. A similar
point could be made for smaller countries, in Western Europe for instance, where different cultures
may be based on ethnic group rather than region.

Research has revealed fundamental cultural differences between East and West that have important
implications for Western executives trying to do business in the East. Psychologists have shown that
Eastern and Western cultures can vary significantly in terms of perception, logic, and how they see
the world around them. Apparently, Westerners focus more on detail while Easterners tend to look
at things in the round. For example, when American students were asked to look at a picture of a
tiger in a forest, they focused on the tiger while Chinese students concentrated more on the
background, that is, the context within which the tiger was located.

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 104-108). OUP. 2
Researchers attribute this to different social environments. In East Asia, social environments are
more complex, collective, and constrained. As a result, Easterners need to pay attention to the social
context if they are to operate effectively. On the other hand, Western societies prize individual
freedom and there is not the same need to consider the social environment. With their focus on the
individual, Westerners tend to view events as the result of specific agents, while those raised in the
East set the events in a broader context.

Cultural differences influence the way firms in the East and West do business. For example, when an
applicant for a job appears uneasy, Westerners are likely to see that as an undesirable characteristic
of the interviewee, which makes them unsuitable for stressful jobs. In the East, they will tend to
view the uneasiness in the context of a stressful situation, the interview, and thus be less likely to
attribute it to the character of the applicant. Similarly, North Americans, when posing a question,
expect a trustworthy person to respond immediately, with any delay inspiring mistrust. In contrast,
the Japanese view more favourably individuals who take time to ponder before giving a reply.
Attitudes towards contracts also vary. Once a contract is signed, Westerners regard them as
agreements set in stone while Easterners, such as the Japanese, take a more flexible view. They are
quite happy to renegotiate if circumstances change. They look at the situation of their customers or
suppliers in the round and may renegotiate in order to maintain a long-term relationship. In the East,
there is a desire for consensus and harmony. Westerners sometimes perceive Japanese managers as
incompetent or indecisive because, in pursuit of consensus, they continually consult their team and
are usually reluctant to challenge the decisions made by others (Nisbett, 2005). One example of this
occurred during an interview with the Scottish executive put in charge of Mazda, the Japanese car
company, by the parent company, Ford. Coming from a Western culture, he was used to debate,
discussion, and disagreement when arriving at decisions. In Mazda, he found the reluctance to
disagree among his senior managers extremely frustrating.

Meetings in North America or Europe have formal agendas setting the order in which items are
discussed, and each item is resolved prior to proceeding to the next. The Japanese, rather than deal
with agenda items in a rigid sequence, may prefer a more flexible approach, which enables them to
get a better overview. To Westerners, meetings in Japan may appear unstructured, chaotic, and
even threatening. However, Japanese managers are well used to such ambiguity.

Differences in approach can also be seen in negotiations. Westerners expect to focus on contentious
issues and try to achieve the most beneficial outcomes for themselves. In contrast, the Japanese
prefer to discuss areas of agreement, with the expectation that harmony will lead to the resolution
of details. Such differences can lead to bad feeling in negotiations. Lee quotes a senior South Korean
official involved in trade negotiations with Australia. Even though Australia was running a large trade
surplus in agricultural products with South Korea, which was of serious concern to the Koreans,
“Australia, nevertheless, continuously puts pressure on Korea to buy more of them…they are self-
centred, one-sided, only concerned with self-interest, not in considering another's situation or
position” (Lee, 2004, p. 76).

The upshot is that business has to take cultural differences into account when considering entry to
foreign markets through exports, takeovers or investment. Similarities between the domestic and
foreign cultural norms and values may be helpful for a company whereas large differences may
cause major difficulties due to misunderstandings and conflict (Oudenhoven & van der See, 2002).

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 104-108). OUP. 3
GLOSSARY
• attribute sth to sth (v) to say or believe that sth is the result of a particular thing
• consensus (n) an opinion that all the members in a group agree with
• sanction (n) a course of action that can be used to make people behave in a particular way
• uneasy (adj) uneasiness (n) feeling worried or unhappy about sth

Recognising similarities and differences

Read the text again and complete the table of similarities and differences between geographical
areas. Which of these are business-related?

poverty is the fault of the

1 USA vs Continental Europe the poor are victims
poor

2 West vs East (in business) looks at things in the round

3 Americans vs Chinese

4 West vs East (socially) complex social environments

Americans follow agendas

5 North Americans vs Japanese
rigidly

6 Australia vs South Korea

Linking in-text references with main ideas

Write the correct reference from the text (author, date) after each paraphrased statement.
Example: It was reported that the South Koreans were concerned by Australia's hard-sell techniques
(Lee, 2004, p. 76).

a. Some researchers concluded that companies are likely to find it easier to operate abroad when
the culture of the foreign country is more familiar rather than significantly different
___________________________________________________________________________

b. Westerners may feel that managers from the East lack decisiveness due to their culture of
consensus
___________________________________________________________________________

c. A very large-scale research study found that cultural influences greatly affect the workplace
___________________________________________________________________________

d. Different cultures often co-exist within a single large country

___________________________________________________________________________

e. People's cultural values may be affected by the workplace, but to a limited extent
___________________________________________________________________________

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 104-108). OUP. 4
Language of Comparison and Contrast

Listen to your teacher to complete the following table about language for comparison and contrast.

Comparison and contrast language (1) Grammatical categories

There are many ways of expressing comparison and contrast (similarities and differences). The
main grammatical categories are:

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 104-108). OUP. 5
Language for Similarity

With a partner, try and fill in the missing word/s in the examples below. If you’re unsure, ask
another classmate or your teacher.

• The same/the same as (adj/phrase)

o Using public transport rarely costs ___________________ commuting in a private
vehicle
• Similar in/similar to/similarity between
o Venus is quite ___________________Earth in mass and size.
o Venus and Earth are quite ___________________ mass and size.
o There are a number of ___________________Venus and Earth
• Like/alike
o They are ___________________in that both countries enjoy year round rainfall.
o Japan, ___________________ Korea, has a successful car manufacturing industry.
• Similarly, Likewise, In the same way, - adverbials used to show similarity. Use as sentence
connectors
o The German language divides nouns into three genders. ___________________
Russian has three grammatical genders – male, female and neutral.

Language for Difference

With a different partner, try and fill in the missing word/s in the examples below. If you’re unsure,
ask another classmate or your teacher.

• Different (adj), differ from (v), difference between (n), is unlike, dissimilar to (adj)
o The approach of the two companies ___________________ in that Smiths is
more environmentally aware.
o The _____________________ the two companies is that Smiths is more
environmentally aware.
o Jones’ view ___________________ Gordon’s in that he believes companies
should be more environmentally responsible.
• In contrast to, contrary to, unlike
o ___________________ to earlier studies, Wagner’s research revealed a link
between behaviour and diet.
o Wagner’s research revealed a link between behaviour and diet,
___________________ earlier studies.
• In contrast, On the contrary, On the other hand, – adverbials used to show contrast. Use
as sentence connectors
o The high stress levels of managerial positions can make them undesirable for
many people. ___________________, the financial rewards are very appealing.

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (pp. 21-23). Oxford University Press. 6
1. Write 3 sentences comparing Brisbane to your home town. Use at least one noun phrase, one
verb and one sentence connector (adverbial).

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Write 3 sentences contrasting Brisbane with your home town. Use at least one noun phrase, one
verb and one sentence connector (adverbial).

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Check your sentences with a partner or small group.

Noticing comparison and contrast language

Look again at the text and underline examples of the language of comparison and contrast.
For each word/phrase you find, decide whether it expresses comparison (similarity) or
contrast (difference). Then decide which of the main grammatical categories in Academic
Language (from the box above) it belongs to.

Practice using comparison and contrast language

1. What are the comparative and superlative forms of the following adjectives/adverbs from the
text?
significant diverse big helpful successful
flexible powerful small good well

2. Complete each sentence with one of the words in the box. One word is not needed.
like to in similarly as
that similar similarities same

a. Indonesian and English are _________________in their word order, but the former
language has no tense system.

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (pp. 21-23). Oxford University Press. 7
 b. The two colleges are very much alike in _________________both draw in a high
proportion of international students, and focus on the subject areas of business and law.
c. Bowson Brothers, _________________Farston plc, exports most of its products to
Germany and France.
d. EasyJet targets exactly the same type of budget traveller _________________Ryanair.
e. Klein argues that there are distinct _________________between the working conditions in
some Third World factories and those of 18th-century slave plantations.
f. Canterbury attracts tourists all year round. Bath, _________________,manages to
maintain a significant number of visitors in summer and winter.
g. All successful leaders share some of the _________________ characteristics.
h. A short sleep taken during the day is similar _________________type to non-rapid eye
movement sleep at night.

3. Correct the incorrect sentences. Some sentences are already correct.

a. Swans, in contrast to many other species of bird, appear to mate for life.
b. The climate on the coast differs the humid interior in that it is often pleasantly cool and
windy.
c. Gregory asserts that shale gas is not an energy solution to be welcomed. On the other
hand, he argues, its environmental impact is likely to be devastating.
d. Contrary to northern hemisphere countries with their September start, the academic year
in the southern hemisphere normally begins in January or February.
e. A significant political difference from the USA and the UK is that the former has a written
constitution.
f. Some politicians support spending cuts as a means of reducing the deficit; on the contrary,
others argue for a rise in personal taxation, particularly for wealthier citizens.
g. Steyn concludes that Japanese and British tourists have different expectations while on
holiday.
h. Having a job at university provides a useful source of income; on the other hand, it can
make life difficult when academic deadlines are imminent.

4. Complete the text using the words / phrases below. Three spaces can be left blank.
also and larger
differences however may vary significantly
whereas but similarly

Cultural differences exist not only between countries but 1. _________________ within them.
Typical 2. _________________ may include attitudes towards other cultures. In the UK for instance,
in the 3. _________________ multicultural cities such as London 4. _________________
Birmingham, people wearing 5. _________________ clothing from another culture may pass
unnoticed, 6. _________________ in some smaller towns and villages this might not be the case.
Attitudes may also differ with regard to such things as diet and beliefs. For example, most cities and
towns offer a wide variety of cuisines in their restaurants. 7. _________________, people living in
these cities and towns may be accustomed to ethnic and religious diversity. People's beliefs and
behaviours, 8. _________________. In smaller towns and villages, 9. _________________, such
diversity is likely to be less common, and the choice of food might be more traditional
10._________________. These examples illustrate certain potential differences within a country,
11._________________ it should be noted that culture is dynamic: 12. _________________ what is
common in a city today might be familiar in a small village tomorrow.

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (pp. 21-23). Oxford University Press. 8
 Comparison and contrast language (2) Subordinators

The subordinators while, whereas, and even though can be used to express comparison and
contrast. Other examples include although and whilst (a more formal alternative to while).
Subordinators can be used to add variety to your writing, and allow you to write complex
sentences to compare and contrast ideas, concepts, and information. When you use
subordinators, you put the information you want to emphasise in the main clause:
As regards cost, although in the past manufactured products such as TVs and mobile
phones were widely available, they were much more costly than they are today.
Other subordinators can be substituted for although with little change in meaning:
As regards cost, even though / while / whilst / whereas in the past manufactured
products such as TVs and mobile phones were widely available, they were much more
costly than they are today.
Note that you can sometimes vary the position of the subordinate clause:
As regards cost, in the past manufactured products such as TVs and mobile phones were
widely available, although they were much more expensive than they are today.
As regards cost, although in the past they were much more expensive than they are
today, manufactured products such as TVs and mobile phones were widely available.

Writing complex sentences using subordinators

1. Read the following extract of an essay written by a student.

QUESTION: The internet has brought enormous benefits to businesses around the world.
Compare and contrast the way business is conducted today with the way it was conducted in the
pre-internet age (pre-1990s).

The way business is conducted has changed significantly as a result of the internet. The main
difference relates to the impact of globalisation on small and large businesses around the world.
The internet allows even small businesses to advertise their products or services, thus bringing
them to a larger market than ever before. For example, a business in a small village in the UK,
Australia, or South America is now able to provide details of their products to customers on the
other side of the world, whilst in the past such businesses rarely had access to a global market.
Another significant difference is speed of production and access to world markets. Even though
companies had access to world markets before the 1990s, the last two decades have seen a
revolution in the speed of production and distribution. Companies are now able to send products
like clothes, books, and tools for mass production and distribution at the press of a button,
whereas in the past it would have taken significantly longer. As regards cost, although in the past,
manufactured products such as TVs and mobile phones were widely available, they were much
more expensive than they are today. The fact that individuals and other businesses can make
payments for products online, sourced anywhere in the world, has increased competition and
made products cheaper.

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 111-112). OUP. 9
2. Underline all the compare/contrast language that you can find. Circle any examples of
subordinators

3. In each example of subordinators, is it possible to replace the subordinator with a different one
and keep the same word order?

4. Make five sentences from clauses a-j using each of the subordinators below once only. Decide
which clause has to come first in each case or whether they can come in either order.

while whereas even though although whilst

Example:
a + g: While an understanding of world culture is essential in today's competitive job market, it is
essential that students do not lose the values and traditions of their own culture.
OR g + a: While it is essential that students do not lose the values and traditions of their own culture,
an understanding of world culture is essential in today's competitive job market.

a. an understanding of world culture is essential in today's competitive job market

b. it is more useful to take part in team games in order to appreciate fully the interaction
between participants
c. a teaching qualification, especially in English, provides even greater opportunities
d. observation of teamwork among players in team sports gives insight into group dynamics
e. people think being in business provides an opportunity to travel
f. it is essential to maintain a cohesive society by keeping one's own culture alive
g. it is essential that students do not lose the values and traditions of their own culture
h. it is also very useful in the modern world to be flexible and aware of the culture of other
countries
i. a teaching career is equally satisfying because teachers prepare young people for jobs and
for life in general
j. working in the field of business gives the satisfaction of creating jobs and helping the
economy

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 111-112). OUP. 10
PRODUCTIVE SKILLS DEVELOPMENT 2.1
 An Introduction to Types of Support

As you have learned, a paragraph in its most basic form consists of a topic sentence and
supporting sentences. These supporting sentences explain or prove the topic sentence by
providing convincing evidence. There are several kinds of support that you can use in your writing.

1. Exemplification examples strengthen and support ideas

2. Explanation explains the thinking behind the main points
3. Definitions defining any terms that you are using
4. Specific details including statistics, facts and data
5. Paraphrases & quotes expert evidence that supports your ideas

Noticing Activity
1. Look back at the text Culture in Business. Re-read the following paragraphs to find out what type
of support the writer has used. How do you know?
a. Paragraph 1
b. Paragraph 4
c. Paragraph 8

 Scaffolded writing task

Note 
Last week, you wrote two paragraphs describing university education in your country. This week,
you will continue writing on this topic, to produce a paragraph comparing university education in
your country with tertiary education in Australia. This paragraph will be part of a complete report
that you can use in later weeks as a model for your assignment. You will be working on the
comparison/contrast paragraph in class and at home this week.

1. Generating ideas related to the topic

Use one of the 5 methods for brainstorming (see the box provided). Read the question, think
and write your ideas in the space below.

1. Lists
2. Tables
3. Mapping
4. Free Writing
5. Venn diagrams

11
Compare and contrast university education in your country with university education in Australia.

2. Evaluate your ideas

a. Remove unnecessary or irrelevant ideas
b. Group like ideas together
c. Decide on a logical order

3. Create an outline for your paragraph below

12
4. Now write the whole paragraph. Remember to include a topic sentence, and to use
compare/contrast language.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

13
RECEPTIVE SKILLS DEVELOPMENT 2.2
International Marketing
Listening to Lectures
It is important to be able to recognise the lecturer's main idea/s, or the key points that they make. It
is also essential to be able to recognise supporting evidence and to distinguish this from the main
idea/s or key points. This supporting evidence may take various forms, including examples and
explanations. Most lecturers will use specific signposting language to indicate what kind of
information they are about to provide. Being able to recognise such signposting language will enable
you to process the different types of information more easily.

This lesson covers:

• understanding the main idea/s in a lecture
• recognising the language for introducing main idea/s and supporting evidence (signposting
language)
• analysing types of supporting evidence: examples, definitions, and explanations

Critical thinking - identifying a lecture theme

1. Look at the photos shown on the slide.

a. Which brands do you recognise from the photos?

b. Are these brands advertised or marketed in the same way in your country?
c. Are the advertisements effective? Why/Why not?
d. What are the disadvantages of using the same advertisements in all countries in the world?
e. Give examples of popular advertisements in your country. Why are they popular?

2. Based on the photos, which of the following options is the best description of the lecture
theme? Give reasons for your answer.
a. Global branding: advantages and disadvantages
b. Marketing communication in an international marketplace
c. The art of branding fast food and drink

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 48-51). OUP. 14
Identifying main ideas in a lecture introduction
3. Watch Extract 1 and note down the main ideas that the lecture will focus on. What did the
lecturer say that helped you to identify the main ideas?

Main Ideas INDEPENDENT STUDY

Try to concentrate
particularly hard for the
first two minutes of a
lecture. The main idea is
usually mentioned at an
Phrases used by the lecturer to identify main ideas early stage.
In the next lecture you
watch or attend, note
down how long it takes for
the lecturer to mention
the main idea/s.

Recognising main ideas and supporting evidence

4. Look at the sentences below from Extract 2 of the lecture. Are they introducing a main idea or
are they introducing supporting evidence?
• So, firstly, value and attitudes. Let's look at what's meant by these terms.
• …for example, a person's beliefs in relation to crime, or money, or family.
• So, why is it important for companies to understand values and attitudes in international
marketing?

5. Watch Extract 2 and complete the notes introduced by the phrases in the table below.

Values Attitudes Importance of understanding

values and attitudes
Beliefs about … Beliefs in relation to… Influence …

6. Which sentences in exercise 5 are used to introduce:

a. an explanation given as supporting evidence?
b. a definition used as a main idea or key point?
c. an example given as supporting evidence?

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 48-51). OUP. 15
 Introducing supporting evidence
A lecturer usually introduces evidence to support their main idea or key point. Typically, this will
be in the form of an example, a definition, or an explanation.

Giving an example: For example, … / For instance ,…

Giving a definition: (This) can be defined as …
Giving an explanation: What I mean by (this) is …

Analysing language for introducing evidence

7. Put the phrases into the correct column of the table.
X is the term for … Let me clarify … ...like …
In other words, ... What is meant by X is ... Let's take X as an example.
How does X work? Think about ... Why is it important to...? Well, …
To put it another way … Let me explain what I mean by …such as ...

Giving an example Giving a definition Giving an explanation

8. Add any more phrases you know to the table.

Listening for main ideas and supporting evidence

1. Watch Extract 3 of the lecture and decide which of the following is the main idea.
a. International companies need to be aware of global trends in consumer behaviour.
b. International companies need to stay up to date with changes in local markets.
c. International companies need to target middle-class consumers.

2. Watch Extract 3 again and focus on the supporting evidence. Make notes on what the lecturer
says about:
a. Australia
________________________________________________________________________
________________________________________________________________________

b. mainland China
________________________________________________________________________
________________________________________________________________________

c. European retailers in China

________________________________________________________________________
________________________________________________________________________
3. Decide in each case whether the supporting evidence is:
a. an example
b. a definition
c. an explanation.

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 48-51). OUP. 16
4. Watch Extract 4 where the lecturer talks about the importance of language and translation in
international marketing. Note down the three main ideas and any supporting evidence.

Main Ideas Supporting evidence Signposting language

5. Compare your notes with another student and help each other to complete any missing
information.
6. Watch Extract 4 again. Which phrases, if any, helped you to identify the supporting evidence?

Critical thinking- analysing values and attitudes

a. The lecturer says it's important for companies to enter overseas markets with similar attitudes
and values to their own before they enter markets which are culturally different. Do you
agree? Why?

b. Why are some nationalities better at operating in a foreign language than others?

c. Think of particular companies operating in your home country. Discuss the values and
attitudes a company should consider when they operate in your home country.

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2. (pp. 48-51). OUP. 17
PRODUCTIVE SKILLS DEVELOPMENT 2.2
 Writing: Definitions

This week, we have briefly introduced the concept of writing supporting sentences in academic
paragraphs. One way to do this is to provide definitions so that you clarify the meaning of any key
(important) terms that you are using. Below is extract 2 from the listening on International
Marketing. In this extract, the speaker uses two phrases to introduce definitions.

1. Do the following:
a. Highlight the phrases that introduce definitions.
b. Using a double line, underline the terms that are being defined.
c. Using a single line, underline the definitions.

International Marketing
Extract 2
So, firstly, values and attitudes. Let's look at what's meant by these two terms. Firstly, values can
be defined as a set of beliefs about what is right and wrong and ... also what's important in life; for
example, a person's beliefs in relation to crime, or money, or family. As for attitudes, well, they
can be defined as the way that we think or feel about something. So as you can see, they have the
idea of feelings behind them. And just as there are individual attitudes and values, one person's
ideas and beliefs - there are also cultural attitudes and values, those broadly shared by everyone
in a given culture. So, why is it important for companies to understand values and attitudes in
international marketing? Well, both values and attitudes influence customer perceptions of a
product - such as a car, or perfume - and their reactions to it. What a company needs to do,
therefore, is to first enter markets with similar attitudes and cultural values to their own. So, you
could take Irish companies exporting to the UK for example, or Swedish companies exporting to
other Scandinavian countries, and New Zealand companies to Australia. Through this kind of
strategy, which is relatively low-risk, companies can develop their knowledge and experience
before they enter markets which are culturally very different.

2. Look at the definition of a teacher below

 A teacher is a person who teaches.

Discuss the following questions with a partner:

• Is it a suitable definition? Why? Why not?
• When and why is it necessary to define a word in academic writing or speaking?

Important Note:
You should consider two things before providing a definition for a word/concept in a piece of
academic writing:

• Whether the word/concept is likely to be new for the readers

• How much knowledge the readers already have about the word/concept

These points are also helpful for deciding the amount and type of information that the writer
gives in a definition.

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate B2 (p.48). OUP. 18

3. Look at the words in the left column below. In the right column, you can see the context in
which the words are being used. Which words do you think need a definition?

Discuss your ideas with a partner and try to reach an agreement about the reasons for your
choices.
a. gene You are a writing an article for a biotechnology journal.
b. migration You are a sociologist writing a first-year undergraduate textbook.

c. education You are an international student writing an essay about how different
forms of education contribute to the social and economic development
of a society.
d. globalisation You are a university lecturer writing an article on the impact of
economic globalisation on developing countries for an international
relations journal.
e. particle physics You are a journalist writing an article for a quality newspaper.
f. desertification You are a geography lecturer writing a university textbook about the
changing climate in Central Africa.
g. skimming You are an English language teacher writing a book on how to read
efficiently.

Simple Academic Definitions

Below are some common structures for giving definitions. These structures/patterns are especially
common in scientific and technical (academic) texts.
One way to write a simple academic definition is to use the structure below.
This structure ends with a defining clause.
(in) which /
group /
key term + be verb + + that / where / + defining clause
class
when / who
a series of
A food each organism eats the
+ is + living + in which +
chain one below it in the series
organisms

4. By using the be verb in the example above, the writer gives a very certain definition of the key
term. However, it is possible to write the definition in another way which shows more caution.
To do this, follow the pattern below. In the box below, rewrite the example definition above
using this pattern.
Instead of the be verb, you can use phrases like:
… is/are often defined as …
… can/may be defined as …
This shows an understanding that other definitions are also possible.

A food
+ + + +
chain

19
 Another way to write a simple academic definition is to use a structure that ends with a defining
noun phrase
verb group /
key term + + + preposition + defining noun phrase
phrase class
A viral can be delivering genetic
+ + a tool + for +
vector defined as material into cells.

5. Look at extract 2 again from the listening about International Marketing and complete the
definition of the key term values.
verb group /
key term + + + preposition + defining noun phrase
phrase class

Values + + + +

6. Write definitions for the key terms below. To do this, you will need to choose from the patterns
above.
Key Term Group / Class Defining Features
a. an export a product It is sold to another county (clause)
Definition:

b. an agenda a list organising a meeting (noun phrase)

Definition:

an action or a It restricts trade with a country that has broken

c. a sanction
measure international law (clause)
Definition:

d. a surplus an amount It is more than what is needed / required (clause)

Definition:

e. a contract a legal agreement It involves doing work for a stated sum of money (clause)
Definition:

f. a training
a place / event People learn new skills (clause)
camp
Definition:

20
Definitions: Re-ordering Task
7. Re-order the words to make definitions by writing numbers in the spaces below each word.
Checking for punctuation (capital letters and full stops) will help you to decide how the
definitions begin and end. You should also rely on the defining structures already discussed
above.
a.
where places and institutions. banks Financial other there many are are
centres

b.
defined Capital which uses operate. be company to can as money a

c.
people who under are company the the in managers. work Subordinates a

d.
entrepreneur their company. establishes own An is who someone

e.
A be business several multinational in as countries. can that operates a defined

Extended Definitions
In an academic report, an extended definition can demonstrate that you understand the key
concepts that you are writing about. We will look at how to extend definitions in four particular
ways:

• Extending by using examples

• Extending by referring to history
• Extending by referring to characteristics or types
• Extending with further definition

Noticing: Types of Extended Definition

1. Below are five extended definitions. The first one is an example from the extract that you saw
earlier about International Marketing. It contains a definition (which is underlined with a single
line). It then extends this definition by using an example (which is underlined with a wavy line).
This method of extension has been ticked in the column to the right.

Do the same for extended definitions 2 to 5.

• Underline the key term and definition with a single line
• Underline the part which extends this definition with a wavy line
• Decide which method of extension has been used by ticking () the appropriate box

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p.163). Oxford University Press. 21
Extended Definition 1: Model Method of Extension
International Marketing (Extract 2) Extending by using examples 
So, firstly, values and attitudes. Let's look at what's
meant by these two terms. Firstly, values can be Extending by referring to history
defined as a set of beliefs about what is right and wrong Extending by referring to
and ... also what's important in life; for example, a characteristics or types
person's beliefs in relation to crime, or money, or
family. Extending with further definition

Extended Definition 2 Method of Extension

A foreign direct investment is an investment in the form Extending by using examples
of a controlling ownership in a business in one country
by one based in another country. The Canadian Extending by referring to history
economist Stephen Hymer was one of the first people Extending by referring to
to explain the function and impact of this type of characteristics or types
foreign investment with his theory, which was written
in 1960. Extending with further definition

Extended Definition 3 Method of Extension

Choice architects are people who organise the contexts Extending by using examples
in which consumers make decisions. For instance, the
Extending by referring to history
person who decides the layout of your local
supermarket, including which shelf the peanut butter Extending by referring to
goes on, and how the oranges are stacked, is a choice characteristics or types
architect. Extending with further definition

Extended Definition 4 Method of Extension

Extending by using examples

International business is defined as the study of the
globalisation of multinational enterprises. A Extending by referring to history
multinational enterprise is a company that has a Extending by referring to
worldwide approach to markets, production and/or characteristics or types
operations in several countries.
Extending with further definition

Extended Definition 5 Method of Extension

Business can be defined as the activity of making Extending by using examples

money by producing or buying and selling products. It
Extending by referring to history
may or may not have any formal organisation. Business
models vary, but several common forms exist: these Extending by referring to
can include a sole proprietor, a partnership, a franchise, characteristics or types
a company, and a corporation. Extending with further definition

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p.163). Oxford University Press. 22
2. There are a number of phrases that you can use to introduce the part that extends a definition.
Look at the extended definitions above again and highlight any words or phrases that introduce
the extended part of the definition (the part that you underlined with a wavy line).

3a. Complete the extended definitions using one of the words or phrases provided.
four main types observed was first coined
was first recognised can be exemplified is an example
a. Privatisation can be defined as the process in which an organisation is transferred from public
to private ownership. This process ______________________ by the transfer of British
Telecom into the private sector in the UK during the 1980s.
b. A virus is defined as a program that can reproduce itself and be transmitted between
computers. The term virus ______________________ by Professor of Computing Science,
Leonard Adelman, in 1984.
c. A parasite is an organism that lives on or inside another organism, feeding at the host’s
expense. The parasitic worm, which lives inside its host _____________________ of such an
organism.
d. A carcinogen is a substance that is directly involved in causing cancer. There are
_____________________ of carcinogen, as classified by the International Agency for Research
on Cancer.
e. Stainless steel is defined as an alloy of steel that is resistant to corrosion. This quality in alloys
_____________________ by metallurgist Pierre Berthier, who ____________their resistance
against attack by acids.

3b. With a partner, discuss which methods have been used to extend the definitions above (which of
the four types have been used?).
4. It was mentioned earlier that it is often necessary to provide a definition when a term or
concept may be new or unfamiliar to your audience. One example of this kind of situation is
when defining new terms/concepts for a beginner level student.

Task: You have been asked to prepare material for a beginner level course for the elderly about
using computers and the internet. Using the words provided below, as well as the structures
covered so far, prepare extended definitions of the concepts. Your extended definition can
consist of two sentences (simple definition and extended definition) if necessary.

Concept / Term Class Defining Extension

Clause / Noun Phrase
Instagram a social media share/sharing photos acquired by Facebook
platform/application online in 2012
(history)
a.

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p.163). Oxford University Press. 23
 a USB drive/stick a small piece of connect to a computer storage sizes from 1
equipment to copy or store files gigabyte to 128
gigabytes
(type/characteristics)
b.

Bluetooth a wireless technology transmit/transmitting send music wirelessly

data between devices from a smartphone to
over short distances headphones
(example)
c.

5. Look at the short text below about telemedicine, which is a term that you may not have heard of
before. Correct the mistakes in the underlined phrases. Some phrases are correct.

Telemedicine

The term Telemedicine 1can be defined is the delivery of clinical health care to remote or distant

areas. The term 2coined due to the use of telecommunications, which bridge the gap between

doctor and patient. This type of telemedicine 3exemplified the use of VHF radios in the 1980s, but,

now, video conversations via internet technologies 4such Skype are the norm. There 5are various

type of Telemedicine which manifest differently all over the world. In Australia, Telemedicine 6was

first observed in the form of the Royal Flying Doctor service, which still continues to provide

medical care via aeroplane to regional areas today.

 Writing Practice: Extended Definitions

Task 1
Write extended definitions on a subject of your choice. Choose two terms/concepts (that you know,
perhaps from your future field of study) that other people may not know. Then write two separate
extended definitions for these terms/concepts.
For example, they may be related to:
• a field of study (e.g. pharmacology or law)
• a national holiday (e.g. President's Day)
• a branch of business (e.g. marketing or finance)

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p.164). Oxford University Press. 24
Extended Definition 1
Key Term / Concept:

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Extended Definition 2
Key Term / Concept:

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Task 2
Swap your writing with a partner. Read your partner’s extended definition and do the following:

a. Highlight the phrases that introduce the definition.

b. Using a double line, underline the terms that are being defined.
c. Using a single line, underline the definitions.
d. Highlight the phrases that introduce the extended part of the definition (use a different colour).
e. Using a wavy line, underline the extended part of the definition.

25
RECEPTIVE SKILLS DEVELOPMENT 2.3
 Choice architects: A nudge in the right direction
Most people would say that freedom, independence
1

and choice are all positive. Some might even argue

that these are basic human rights, and that having laws
which dictate behaviour clashes with the right to
choose for oneself, but in modern life, there may in
fact be too much choice. This is because being free and
independent requires people to make choices, and
sometimes those choices can be difficult. An example
Image by Pxhere, of this may be a decision to eat more healthily. The
https://pxhere.com/en/photo/1382672 Licence at media is saturated with books, blogs, and magazine
https://creativecommons.org/publicdomain/zero/1.0/
articles about healthy diets, so there is a high degree
of awareness of what is and is not healthy. However, it is increasingly the case that few people have
time to carefully plan menus for meals or read food labels at the supermarket. “Choice architects”
can relieve some of the difficulty associated with making choices in modern life.
2
Choice architects are people who organise the contexts where consumers make decisions. For
example, the person who decides the specific layout of a supermarket is a choice architect. A choice
architect’s role extends to details such as which shelf the peanut butter is placed on and how the
different types of fruit and vegetables are arranged. They may also organise school canteens or work
cafeterias. According to Richard Thaler and Cass Sunstein from the University of Chicago, the
arrangements which choice architects adopt in supermarkets and cafeterias significantly influence
the consumer’s selections.
3
Thaler and Sunstein say that governments do not have to impose healthier lifestyles through laws
which restrict freedom of choice. Examples of this include smoking bans and trans-fat boycotts.
Rather, they say, an environment created by a choice architect, which encourages consumers to
choose what is best, will achieve the goal of a healthier community. In other words, Thaler and
Sunstein would like to see designs which gently push, or nudge, customers toward making healthier
choices, without removing freedom of choice. They call this idea "nudge" because it combines the
idea of freedom to choose with gentle hints from choice architects, who aim to help people live
longer, healthier, and happier lives. For example, this idea of nudging has been adopted by the
British and Swedish governments, which have introduced a so-called "traffic light system" to classify
foods as healthy or unhealthy. This means that shoppers can see at a glance how much fat,
saturated fat, sugar, and salt each product contains simply by looking at the lights on the package. A
green light indicates that the amounts of the four nutrients are healthy; yellow signals that the
shopper should beware; and red means that the food is high in at least one of the four nutrients and
should be eaten in moderation. The shopper is given important health information, but is still free to
decide whether to make a healthy choice or indulge in something less healthy.

Schmitt, D., Schmitt, N., Mann, D. (2011). Focus on vocabulary 1 bridging vocabulary. (pp. 91-97). Pearson. 26
4
Professors Thaler and Sunstein believe that ordinary people would especially benefit from nudges
when encountering any of the following five situations.
When:
• we have to choose now, but deal with the
consequences later
• the degree of difficulty is great
• it is a decision which is made infrequently
• there is no immediate feedback
• the choice is about something unfamiliar.
Actual situations include ones as ordinary as deciding
Image by Pxhere, https://pxhere.com/en/photo/820351
what car to buy, how much insurance to get, and Licence at https://creativecommons.org/publicdomain/zero/1.0/
which charities to donate to.
5
Faced with the enormous array of options available to modern consumers, it is not always easy to
make wise decisions. However, “choice architects” may be instrumental in nudging consumers
towards better choices, which could benefit society as a whole.
Summarised from Thaler, R. and Sunstein, C. (2008). Nudge. London: Penguin Books.

Reading comprehension
Respond to the questions in writing. Base your responses on the reading and your own personal
experiences.
1. Describe Thaler and Sunstein's idea of "nudge" in your own words.
2. The passage suggests that people can benefit from help in making choices in five particular
cases. List them.
3. The passage illustrates the idea of "nudging" people to better choices with the example of
food labelling (green, yellow, and red signals). Can you think of two other examples of
nudging?
4. A recent trend is the growing number of internet comparison and advice sites. Have you ever
used such a site? Did you find it helpful?
5. Do you think the government should require us to make healthier choices, such as not
drinking alcohol or not smoking? Or should this be totally left to individual choice?

Vocabulary: Word meanings

1. Read the target words. Use the paragraph number in parentheses ( ) to locate and reread the
word in context. Then read the dictionary definitions below each word and choose the one that
reflects how the word is used in the reading.
a. clash (1)
a) to be in conflict because of very different ideas, beliefs, or opinions
b) to look bad together, as with colours or designs

b. diet (1)
a) the kind of food that a person or animal eats each day
b) a way of eating in which you only eat certain foods in order to lose weight

c. menu (1)
a) a list of things on a computer screen that you can ask the computer to do
b) a list of all the kinds of food that are available for a meal

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 201). Garnet Education. 27
 d. label (1)
a) a word or phrase used to describe a person, group, or thing, but is unfair or not
correct
b) a piece of paper or other material attached to something that gives information about
it
e. relieve (1)
a) to reduce pain or problems
b) to replace someone when he or she has completed a duty or needs a rest

f. layout (2)
a) the way in which writing and pictures are arranged on a page
b) the way objects in an area are arranged

g. shelf (2)
a. a long, flat, narrow board attached to a wall or in a frame or cupboard, used for
putting things on
b. a flat, narrow surface of rock, especially under water

h. adopt (2)
a. to take someone else's child into your home and legally become his or her parent
b. to decide to start using a particular method, plan, or idea

i. hint (3)
a. a very small amount or sign of something
b. something that you say or do to suggest an idea to someone, without telling them
directly

j. encounter (4)
a. to experience or deal with something
b. to meet someone without planning to

2. Read the target words in the box. Complete each sentence with the target word that matches
the meaning of the words in parentheses ( ). You may need to change the form of the word to
fit the sentence.

architect consumer glance infrequently

beware donate impose lifestyle
classify gently indulge professor

a. The mother took a quick _____________ behind her to see that her children were following.
(quick look, glimpse)
b. The old _____________ was well known for writing the most popular university textbook on
chemistry. (university teacher, lecturer)
c. Tim Berners-Lee is credited with being the _____________ of the World Wide Web.
(designer, builder)

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 201). Garnet Education. 28
 d. After a hard week of work, it is good to _____________ yourself on the weekend. (have
something nice, treat)
e. Andrew Carnegie _____________ millions of dollars to build over 2500 public and university
libraries in at least nine different English-speaking countries. (give, contribute)
f. The International Monetary Fund _____________ stricter lending conditions on the country
because of its corruption. (force, oblige)
g. The nurse _____________ gave the newborn baby to its mother to hold for the first time.
(softly, carefully)
h. Visitors to Australia should _____________ of the Sydney funnel-web spider, which is highly
poisonous to humans. (be careful, be cautious)
i. _____________ have benefited from better food labelling, as they can make more informed
decisions about the food they eat. (customer, user)
j. Environmental groups urge people to adopt a "greener" _____________. (way of life,
existence)
k. A "blue moon" (a second full moon in a month) occurs _____________. (rarely, seldom)
l. Ancient Greek philosophy _____________ the world into four main elements: earth, water,
fire, and wind. (categorise, group)

Vocabulary: Word families

1. The table contains word families for some of the target words in the reading. An X indicates that
there is no form or that the form is not common. Study the table. Look for spelling patterns for
the noun, adjective, and adverb forms of the words. List the patterns in the space below.

Verb Noun Adjective Adverb

adopt adoption adopted X
clash clash X X
1. class
classify classified X
2. classification
donate donation X X
encounter encounter X X
X gentleness gentle gently
glance glance X X
impose imposition X X
indulge indulgence indulgent indulgently
X infrequency infrequent infrequently

Nouns ____________________________________________________________________________
Adjectives _________________________________________________________________________
Adverbs ___________________________________________________________________________

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 201). Garnet Education. 29
2. Complete each sentence with the correct form of the word in parentheses. Use the word
families table to help you.
a. The _____________ (adopt) plan had the support of all the members of the committee.
b. Much of the last century was defined by the _______________ (clash) between
communism and capitalism.
c. The _____________ (classify) of smallpox as an "eradicated disease" occurred in 1979; it is
the only human disease to be completely eliminated.
d. The ______________ (donate) of blood is one of the most valuable things anybody can do.
e. The ________________ (encounter) with the bear in the forest left him shaken and scared.
f. She spoke to the dog with a ______________ (gently) voice in order to calm him down.
g. The spy _______________ (glance) around the corner to see if anyone was following him.
h. The ______________ (impose) of taxes by England was the main cause of the American
War for Independence.
i. The athlete ate very carefully, with an occasional chocolate bar being his only
______________ (indulge).
j. After moving to Australia from America, she was only able to make _______________
(infrequently) visits home to see her parents.

Vocabulary: Collocation
1. Combine a word from Column A with a word from Column B to form a collocation. Then match
the collocation to its definition.

Column A Column B
chief goods
comfortable menu
relieve pain
subtle architect
designer lifestyle
dinner hint
consumer label

a. ____________________the main person responsible for a plan or idea

b. ____________________fashionable products
c. ____________________a list of food available for the evening meal
d. ____________________a life in which you have enough money to buy the things you want
e. ____________________things that people buy for their own use
f. ____________________to make something hurt less
g. ____________________an indirect suggestion that is not very easy to understand

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 201). Garnet Education. 30
 Grammar: Relative Clauses
Last week, you looked at three different sentence types: simple sentences, compound sentences and
complex sentences.
Simple
S It includes a subject, verb, and is a complete idea
Sentence
Compound 2 independent clauses connected by a co-ordinating conjunction
C
Sentence (FANBOYS)
Complex 1 independent clause and 1 or more dependent clauses with a
CX
Sentence subordinating conjunction
While there is usually a mix of all sentence types in academic texts, complex sentences are
particularly common because they include a lot of information in one sentence in a clear and
economical way. One common type of complex sentence is called a relative clause.
Relative clauses
A relative clause is a subordinate clause, which is part of a complex sentence. It begins with a
relative pronoun such as who or which.

Relative clauses are sometimes called adjectival clauses because, like adjectives, they add
information about a noun phrase. A relative clause comes immediately after the noun it qualifies.
In this way, it expands the noun phrase by adding more information about it.

• The person who decides the specific layout of a supermarket is a choice architect.
• The arrangements which choice architects adopt in supermarkets and cafeterias
significantly influence the consumer’s selections.
• This industry requires more choice architects, who can help consumers make better
choices.
In a defining relative clause, the relative clause identifies the noun.
Which arrangements significantly influence the consumer’s selections?
The ones which choice architects adopt.

1. Look at the text Choice architects: A nudge in the right direction. Highlight examples of relative
clauses with the relative pronoun who or which.
Relative clauses which combine with a main clause in the following way are called embedded
clauses. These relative clauses come in the middle of the main clause.
Main clause

The person who decides the specific layout of the supermarket is a choice architect.

Embedded relative clause

Main clause Relative clause Main clause

S S V O V C
The person who decides the specific layout of the is a choice
supermarket architect

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 201). Garnet Education. 31
2. Combine two sentences 1-8 below into one complex sentence. Use the information in the first
sentence to make a relative clause that expands the subject. Underline or highlight the words in
the relative clause.
a. The students work hard. They achieve academic success.
The students who work hard achieve academic success.
b. The lecturer received the best student feedback. She’s on a temporary contract.
_______________________________________________________________________
c. The computers in the classroom will be replaced. The classroom is being modernised.
_______________________________________________________________________
d. The money came from a research grant. It was used to employ a new assistant.
_______________________________________________________________________
e. The people live on East Street. They have signed a petition about the traffic.
_______________________________________________________________________
f. The laboratory was used for animal experiments. It is now closed.
_______________________________________________________________________
g. The Credit Scheme provided smallholder farmers with loans. It proved very successful.
_______________________________________________________________________
h. The eggs from the farm are cheap. The farm is close to the housing estate.
_______________________________________________________________________

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 201). Garnet Education. 32
 Relative clauses are not only used to describe the subject of a main clause, but they are also used
to describe the noun phrase which is the object in a main clause. In this case, the relative clause is
not embedded inside the main clause. It is instead a linear sentence, with the relative clause
directly following the main clause.
For example:
Producers are receiving a reduced price which does not cover their costs.

main clause relative clause

S V O S V O
Producers are receiving a reduced price which does not cover their costs

3. Join the two sentences in each of the following. Use a relative clause to create a linear sentence.
a. The student borrowed the book. She needed it for her essay.
The student borrowed the book which she needed for her essay.
b. The lecturer referred to the computer model. It predicted an increase in global warming.
__________________________________________________________________________
c. Governments do not understand the urgency of the problems. Communities face them
every day.
__________________________________________________________________________
d. The government introduced a new health care program. It lasted until 2000.
__________________________________________________________________________
e. The hospital lost the file. It contained the patients’ medical records.
__________________________________________________________________________
f. The local cooperative group paints the furniture. Their agent sells it abroad.
__________________________________________________________________________
g. Professor Smith has a colleague. She went to work in France last month.
__________________________________________________________________________
h. The research assistant conducted the experiment. It led to the department's prize-winning
discovery.
__________________________________________________________________________

Types of relative clauses

In academic writing, there are two different types of relative clauses. One type is called a defining
relative clause, which you have studied in the sections above. The second type is called a non-
defining relative clause.
4. Look at the two sentences below. Discuss the difference in meaning with a partner?
The students, who have not done their homework, cannot go home until 4pm.

The students who have not done their homework cannot go home until 4pm.

Vicary, A. (2014). English for academic study: Grammar for writing. (pp. 206-207). Garnet Education. 33
5. Complete the grammar notes for defining and non-defining relative clauses with the phrases in the box.
Phrases
a) …gives extra information
b) …uses commas to mark the information that is optional.
c) …does not include commas
d) The relative pronoun ‘that’ can be used in…
e) Because the relative pronoun ‘that’ cannot be used after commas, it is not used in…
f) …gives important, identifying information about the noun that it is referring to.

Defining relative clauses

Example: That book which you lent me is very useful for my assignment.
• A defining relative clause 1_________________________________________________.
• A defining relative clause 2_________________________________________________.
• 3___________________________________________________defining relative clauses.
Non-defining relative clauses
Example: Your book, which I didn’t read, is still on the shelf in the classroom.
[We already know what person or thing the speaker / writer means]
• A non-defining relative clause 4_____________________.This information can be removed
because it is optional.
• A non-defining relative clause 5_________________________________________________
• 6__________________________________________a non-defining relative clause.

6. Read the information in the first sentence. Then decide which of the two sentences, a) or b), is
correct based on the information.
1. I have three brothers.
a) My brother who lives in Sydney came to see me last month.
b) My brother, who lives in Sydney, came to see me last month.
2. I have one sister.
a) My sister who is 25 years old spent her holiday in France.
b) My sister, who is 25 years old, spent her holiday in France.
3. Bob's mum has lost her keys.
a) Bob's mum who is a musician has lost her car keys.
b) Bob's mum, who is a musician, has lost her car keys.
4. My friend Jane moved to Canada.
a) My friend Jane whose husband is Canadian moved to Canada last week.
b) My friend Jane, whose husband is Canadian, moved to Canada last week.
5. I am a shoe fanatic.
a) The shoes which I bought yesterday are very comfortable.
b) The shoes, which I bought yesterday, are very comfortable.
6. Mr Robinson is very famous.
a) Mr Robinson who I met at the trade fair is a famous inventor.
b) Mr Robinson, who I met at the trade fair, is a famous inventor.
7. Tamara has two cats. Both of them are black.
a) Tamara's two cats which can play outside are black.
b) Tamara's two cats, which can play outside, are black.

Vicary, A. (2014). English for academic study: Grammar for writing. (pp. 206-207). Garnet Education. 34
 8. Kevin has four cats. Two of them are black.
a) Kevin's two cats which are black can play outside.
b) Kevin's two cats, which are black, can play outside.
9. We are on holiday. Yesterday we visited a church.
a) The church which we visited yesterday is very old.
b) The church, which we visited yesterday, is very old.
10. We are on holiday. Yesterday we visited a church.
a) St. Mary's Church which we visited yesterday is very old.
b) St. Mary's Church, which we visited yesterday, is very old.

7. Add non-defining relative clauses to the sentences below. Use the phrases in the box, the
correct relative pronoun and commas as required.

It is a beautiful country with many historical sites It is increasingly changeable

The students liked him The president respected him
It makes the land useless for production It has 90 participants
The Queen opened it recently Everyone thought he was lazy
It was well received.

1. The president praised the efforts of the education minister.

The president praised the efforts of the education minister, who he respected.
2. The pre-sessional course started in July.
______________________________________________________________________
3. Dr Paolo Rossi now teaches English to international students in London.
______________________________________________________________________
4. Higher rates of deforestation sometimes result in desertification.
______________________________________________________________________
5. The current weather pattern is a result of the high pressure over the Atlantic Ocean.
______________________________________________________________________
6. The President delivered a fierce anti-war speech.
______________________________________________________________________
7. They decided to visit Argentina.
______________________________________________________________________
8. The new library holds over one million books.
______________________________________________________________________
9. The staff were surprised by the good results of one student, John.
______________________________________________________________________

8. Look again at the examples of relative clauses you highlighted in the text Choice architects: A
nudge in the right direction.

With a partner, decide whether each relative clause is:

o embedded or linear
o defining or non-defining

Vicary, A. (2014). English for Academic Study: Grammar for Writing (pp.212-213). Garnet Education. 35
PRODUCTIVE SKILLS DEVELOPMENT 2.3
 Writing: Examples and Explanations

Using examples to develop your ideas

So far this week, we have looked at definitions as a type of supporting sentence within an academic
paragraph. Another, more direct, way to support and develop the main ideas in your paragraphs is
to provide examples. Using exemplification strengthens your ideas and helps the reader to
understand more about these ideas.

1. Look again at paragraph 1 of the reading about choice architects. With a partner, discuss the
following:

• What is the basic structure of this paragraph? Think about the paragraph models that you
learned in week 1 (think about the parts of a paragraph such as topic sentences, examples,
explanations, links, etc).

• Underline the topic sentence.

______________________________________________________________________________
• How has the writer supported the main idea of the paragraph? (What have they used to support
the idea?)
______________________________________________________________________________
• Has this supporting information helped you to better understand the main idea? Why?
______________________________________________________________________________

1
Most people would say that freedom, independence and choice are all good things. Some might
even argue that these are basic human rights, and that having laws which dictate behaviour
clashes with the right to choose for oneself. However, in modern life, there may in fact be too
much choice. This is because being free and independent requires people to make choices, and
sometimes those choices can be difficult. An example of this may be a decision to eat more
healthfully. The media is saturated with books, blogs, and magazine articles about healthy diets,
so there is a high degree of awareness of what is and is not healthy, but it is increasingly the case
that few people have time to carefully plan menus for meals or read food labels at the
supermarket. “Choice architects” can relieve some of the difficulty associated with making choices
in modern life.

To ensure that you support your main ideas with adequate examples and explanation for your
reader, you should ask questions about these main idea(s). For example, after you add a main idea,
you should ask what, why, how, who, when, or where, and then answer this question.

2. Look again at the (underlined) main idea in the paragraph (from Choice Architects) above. What
question would you ask about this main idea? What question does the example answer?

Schmitt, D., Schmitt, N., Mann, D. (2011). Focus on vocabulary 1 bridging vocabulary. (p.92). Pearson. 36
Models of exemplification and the questions that they answer
3. Below are two main ideas that have been supported with examples. For each main idea, do the
following:
• Underline the example sentence
• Highlight the expression that introduces the example
• Decide if the example is a clause or a noun phrase
• Answer the question: What question does this example answer? (what, why, how, who,
when, or where?

a. Cultural differences influence the way firms in the East and West do business. For example,
when an applicant for a job appears anxious, Westerners tend to consider the interviewee as
unsuitable for stressful jobs.
b. Over 80 per cent of business executives can operate in at least one foreign language in some
northern European countries such as Denmark and Finland.

4. Below is paragraph 3 from the text about Choice Architects. Read the paragraph again and do the
following:
• Underline any examples you fin
• Highlight the expressions used to introduce the examples
• What question do these examples answer? (what, why, how, who, when, or where)
• Decide if these examples are contained in the table that your teacher provided earlier

3
Thaler and Sunstein say that governments do not have to impose healthier lifestyles through
laws which restrict freedom of choice. Examples of this include smoking bans and trans-fat
boycotts. Rather, they say, an environment created by a choice architect which encourages
consumers to choose what is best will achieve the goal of a healthier community. In other words,
Thaler and Sunstein would like to see designs that gently push, or nudge, customers toward
making healthier choices, without removing freedom of choice. They call this idea "nudge"
because it combines the idea of freedom to choose with gentle hints from choice architects, who
aim to help people live longer, healthier, and happier lives. For example, this idea of nudging has
been adopted by the British and Swedish governments which have introduced a so-called "traffic
light system" to classify foods as healthy or unhealthy. This means that shoppers can see at a
glance how much fat, saturated fat, sugar, and salt each product contains simply by looking at the
lights on the package. A green light indicates that the amounts of the four nutrients are healthy;
yellow signals that the shopper should beware; and red means that the food is high in at least one
of the four nutrients and should be eaten in moderation. The shopper is given important health
information, but is still free to decide whether to make a healthy choice or indulge in something
less healthy.

Schmitt, D., Schmitt, N., Mann, D. (2011). Focus on vocabulary 1 bridging vocabulary. (p.92). Pearson. 37
5. Complete each of the following examples using expressions from the table provided earlier by
your teacher. You can use each expression once only. When doing this, you need to determine
whether the example that is being introduced is a clause or a noun phrase.

a. Customer service has changed drastically since the turn of the century. Twenty years ago,
_____________________, service was personal and familiar and when issues arose, they were
typically handled face to face by a local manager. Today, global corporations have millions of
customers and rely on customer service experts to handle their problems. This
_____________________ the Australian telecommunications providers Telstra and Optus,
which have experts in call centres in other parts of the world that deal with thousands of
issues on a daily basis.
b. A recent increase in customer service complaints means that many businesses have needed to
adopt a more traditional, local approach and apply it to their global customer service strategy.
Some food businesses _____________________ Thornton’s Confectioner, have listened to
customer feedback and developed a more personal service using gift cards to drive sales.
c. A number of companies in the United States are turning to business models based on
sustainable forms energy. _____________________ the utility named California Gas, which
has built purification plants that turn organic waste from farms into biogas and then supplies
it to the California area. This has proved both very successful and profitable for the company.
d. University students can receive both support and pressure from their families.
_____________________, some students may rely on their parents' financial support in order
to complete their academic studies. However, this support may come with pressure for the
children to study to an advanced level because parents believe it will bring them more success
in the future.

6. Add a suitable example to each sentence and introduce it appropriately using language that you
have practised so far.

, such as motor racing,

Example: A number of sports have become very profitable due to the sale of television rights.

a. Some twentieth century inventions have affected the lives of most people.

b. Lately, many countries have introduced fees for university courses.

38
 c. Various companies have built their reputation on the strength of one product.

d. In recent years, more women have become CEOs of large companies.

e. Certain countries are frequently affected by earthquakes.

Using explanations to develop your ideas

In addition to definitions and examples, you may also need to provide explanations in your academic
writing. Explanations are another type of support for developing and clarifying your ideas. These
explain the reasoning (thinking) behind your main points.

When deciding whether to provide an explanation, ask yourself this question:

Can the reader understand my main idea / supporting sentence as it is, or do I need to explain things
further?
If the answer is yes, you should develop you support further by adding an explanation.

In your writing, you can use certain expressions/phrases to introduce an explanation to the reader.
These expressions are also used in academic speaking, such as in lectures.

One explanation (for this)

Therefore,... This means that... In other words, This is because...
is that + clause
1. Look again at paragraph 3 from the text about Choice Architects. Read the paragraph again and
do the following:
• Underline any explanations you find.
• Highlight the expressions used to introduce the explanations.
• What do these explanations actually explain? (What ideas do the explanations clarify?)
• Do you think that these are good explanations?

39
2. Read the paragraph below about Academic Success and do the following:
A
• Highlight the topic sentence
• Put a number (1, 2, 3) above the sentences that are main ideas (these support the topic
sentence)
B
• Underline any explanations (these support the main ideas)
• Are there any ideas that is not sufficiently explained / not explained? If so, add an
explanation to support them.

Factors for Academic Success

There are numerous factors which influence academic success, but some of the most important
ones include learning environment, social pressure, and personal growth. Firstly, high schools and
universities need to offer a good learning environment that includes a good library, qualified
teachers, and the latest equipment. Secondly, many students receive support as well as pressure
from their parents. For many of these students, financial support from parents is necessary to
complete their academic studies, but this can cause problems. This is because the financial
support often comes with pressure for them to study to an advanced level because the parents
think this will bring them more success in the future. Finally, students can increase their chance of
academic success by working to achieve personal growth. This means developing life-long skills,
such as learning how to communicate and cooperate with other people as well as learning to be a
leader in situations that involve discussions or group work. This type of growth can often be
achieved by joining a clubs or projects within the school.

 Editing your scaffolded writing

For this task, you will need a printed copy of the three report paragraphs that you have written so
far.

1. Scan your writing for definitions, examples, and explanations. Does it contain any?
2. Are they relevant to the topic sentence / main ideas?
3. What questions do these answer? (what, why, how, who, when, or where?)
4. Do they answer these questions sufficiently or is more information needed?

GIL
5. Fix any errors or add missing items (definitions, examples, explanations). Your writing may
contain these items already, but you may still need to improve them or make them more
complex.

40
RECEPTIVE SKILLS DEVELOPMENT 2.4
Franchising
Identifying key points in a lecture

1. Listen to Part 1 of the lecture, which is in three sections. Identify the three sections and number
them in the correct order. (EAS Listening CD1 Track 16)
• ____a definition of franchising
• ____examples of successful franchises
• ____one reason for setting up a franchise business
• ____how franchising works
• ____the types of business that are suitable for franchising

2. Listen to Part 1, Section 1 again and answer the questions. Check that you understand the
following words and phrases before listening.

enterprise entrepreneur exert control unwilling

1. What might you need in order to develop a small or medium-sized enterprise?

2. What example of such a business is given?
3. What risks are there for a business owner in expanding his or her business?
4. Which of the following is the key point made in this section? Why?
• Expanding your business can be very risky.
• Franchising your business can minimise the risks involved in its expansion.
• Franchising your business can be very profitable.

41
3. Listen to Part 1, Section 2 again and answer the following questions.
1. What type of franchising is defined here?
2. If Bill Jones wants to open a branch of McDonald's in his
hometown,
• who is the franchisor?
• who is the franchisee?
3. What does the licence entitle the franchisee to do?
4. What would the ‘package’ received by the franchisee include?

4. Listen to Part 1, Section 3 again and answer the following

questions. ‘McDonald’s sign’ by Oast House Archive,
https://www.geograph.org.uk/photo/3259571
1. What does the franchisor provide to the franchisee? Licence available at https://creativecommons.org/licenses/by/2.0/
2. What two kinds of fee does the franchisee pay?
3. What is the difference between these two fees?
4. Which of these is the key point made in this section?
• That fast-food restaurants can be successful franchise businesses.
• How the fees are calculated.
• How each party in the business agreement benefits.

Distinguishing key points from examples

The lecturer begins Part 2 of the lecture by saying: ‘There are a number of issues that you need to
consider when deciding whether or not to franchise your business.’ He is looking at this from the
viewpoint of the owner of a growing business trying to decide whether or not to become a
franchisor.
1. Discuss what you think he will talk about next with another student.

2. Listen to Part 2 of the lecture.

a) Make brief notes in your notebook on the key points made by the lecturer. You need to
write down 5—10 words for each point.
b) Compare your notes with your partner. Have you identified the same main points?
Lecturers often use specific words or phrases (e.g., Firstly, Secondly, Another point to remember
is...) to introduce a key point. For example, the lecturer signposts the first point in Part 2 by saying:
‘Firstly, there needs to be…’

3. Your teacher will show you the transcript for part 2 of the lecture. Find some examples of
language used by the lecturer to signpost key points.

4. Listen to Part 2, Section 1 again and answer the following questions.

1. The lecturer makes the point that a relatively stable, long-term market is needed for a
successful franchise operation. To support this point, the lecturer gives two reasons and two
examples. What are they?
2. Do the examples help make his point clearer? If so, how?

Campbell, C., & Smith, J. (2012). English for academic study: Listening (new edition). (pp. 23-30). Garnet 42
Education.de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper -Intermediate B2. (p. 65). OUP.
5. Listen to Part 2, Section 2 again and answer the following questions.
1. What point does he make about buying supplies in bulk?
2. How is this point related to the main point in this section?
3. Now look at the following excerpt. Having made the key point (highlighted), the speaker
repeats the idea twice. Underline the words in the excerpt where he repeats the idea.
In addition — and this is fairly obvious — you will need a fairly wide margin between
cost and income. Remember that the gross margin needs to provide a return on the
investment to both the franchisor and the franchisee. So you will need to keep costs
low and prices as high as the market will bear. One advantage of a franchise operation
is that supplies can be bought in bulk across the whole franchise, which will help to
keep costs down. But you can see that franchising would be unsuitable in a market
where the margin between cost and income is very narrow.

6. Listen to part 2, Section 3 again and answer the following questions.

1. What does the franchisor need to provide to the franchisee?
2. When are these required?
3. What point is made about franchisees in the restaurant industry?
4. What do you think is the key point in this section?

Signposting and highlighting key points

In Part 3, the lecturer continues to discuss some of the issues that need to be considered when
deciding whether or not to franchise your business.

1. Listen to Part 3 of the lecture. Make notes on the key points in your notebook. Then compare
your notes with another student. Have you identified the same key points?

2. Listen to Part 3, Section 1 again and complete the excerpt with one to three words in each
space.
One further issue you may need to consider is whether the business is
________________to another geographical area. If you have developed your business
serving one particular part of the country and you want to set up a franchise network
covering a _________________— the whole country, for example - another thing you
will have to consider is whether there is a ________________for your product or
service in different regions. It may be, for example, that competition in other parts of
the country may be so ________________that it is difficult for franchisees to
______________ or that for localised ________________ or ________________reasons
the business may not be as profitable.

Study tip

Lecturers often use signposting language to

indicate the start of a new point.
Techniques to highlight ideas include
• stressing key words or phrases
• pausing after key words or phrases

Campbell, C., & Smith, J. (2012). English for academic study: Listening (new edition). (pp. 23-30). Garnet 43
Education.de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper -Intermediate B2. (p. 65). OUP.
 Signposting
Lecturers often show that they are introducing a new topic or moving from one topic to another
by using signpost language. Signpost language helps the listener follow the structure of lectures or
presentations, so listening for these expressions is very useful in helping you understand a lecture
more effectively.
Introducing a new point
• What I’d like to focus on first of all is…
• So let’s start by taking a brief look at…
Indicating a transition between points
• OK, so moving on to…
• So, now that we’ve… I’d like to look at….
• So that was…. If we can now turn to…
Signposting language to indicate a sequence or order
• What I’d like to focus on first of all is…, We’ll then turn to …, And lastly we’ll …
• First of all we have…, and below that…then…, After that comes…, followed by,
• Next is…, then…, Finally, this brings us to…

3. Listen to Part 3, Section 2 again. (EAS Listening CD1 Track 26)

a) Underline the signposting language used to highlight key points.

b) Now listen again and circle or highlight any key words or phrases the lecturer stresses.

Finally, when you are setting up a franchise network, you will need to bear in mind that you will
be losing direct control of the way your brand is perceived by the customer, so this brings me to
my last point, which is to emphasise the importance of protecting your brand. I am sure you are
all aware that it often takes a long time to establish a distinctive brand with a valuable reputation,
but that this reputation can be damaged comparatively quickly if, for example, quality standards
are not consistently applied. The detailed operating manual that referred to earlier will play a role
in maintaining the brand but, just as important, you need to take care selecting franchisees and
monitoring their operations. In addition to checking that franchisees have the relevant skills and
experience to run a successful business, you also need to ensure that they share the same
business values as you, that they accept the importance of maintaining the brand and that they
are clear about what they can or can't change about the way the business is run — so people who
are very individualistic will probably not make good franchisees.

Campbell, C., & Smith, J. (2012). English for academic study: Listening (new edition). (pp. 23-30). Garnet Education. 44
4. Listen to Part 3, Section 3 again and complete the notes in as much detail as you think is
necessary. (EAS Listening CD1 Track 27)

Which of the techniques that the lecturer used helped you to complete the notes?

Sound advice:
• As you listen, try to keep in mind the key ideas and relate any new information you hear to
those ideas.
• Listen for signposting language, stressed words or phrases and pauses as indicators of key
points.
• If you do not understand a key point, listen for any examples which may help you to recover
the meaning.
• Remember that effective lecturers sometimes repeat key points. This gives you time to note
them down, but try to avoid writing down the same idea twice!

Campbell, C., & Smith, J. (2012). English for academic study: Listening (new edition). (pp. 23-30). Garnet Education. 45
 Grammar: An Introduction to Articles

As their names imply, the indefinite articles a and an are used to introduce an idea or to refer to an
indefinite example of something, whereas the definite article the is used to refer to a
definite/specific thing, either when there is only one in existence or when the reader or listener
knows which specific thing we are referring to. ‘No article’ is used to talk about things in general.

A new committee will be set up by the government to

consider ___(no article) ‘business format franchising.’

1. Work with a partner to try to complete as much as you can of the grammar rules for articles
with the missing words. Your teacher will help you with any that you are not sure about.

a/an before singular, countable nouns examples

• The 1_____time something is referred to • A man went into a café to ask for directions.
• When talking about what 2______of • What is this? It’s a pen
thing or person (e.g with jobs) • She’s an airline pilot.
• In certain expressions (especially • She works three days a week.
expressions of time and measurement) • This car can travel at 250 kilometres an hour.
the examples
• When the listener or the reader 3______ • The man had seen the café from his car.
which person or thing is being referred • Most international students go to universities
to. (i.e. to refer to something already in Sydney, Melbourne or Brisbane. The
4
_______) universities in these cities are becoming very
large.
• In certain expressions • I play the piano.
• Are you going to the cinema tonight?
• Before most seas, 5________, • The Pacific Ocean is the largest ocean.
6
________, groups of islands/mountains, • The British love drinking tea.
deserts, and 7__________ • The Brisbane River flows into Moreton Bay.
• When there is only 8______ of • The sun rises very early in summer in
something Australia.
• The United Nations meet in New York.
No article examples
• When a noun is 9________ or • ___Fish is expensive in some counties.
10
__________ we cannot use a/an
• When talking about something in • ___Universities are becoming very large.
11
_________ we cannot use the
• Before 12______ of study • I study ___ mathematics.
• Before most __________, towns and
13
• I live in ___ Australia.
streets • QUT is in ___ Kelvin Grove.
• In certain expressions • I love swimming in ___ summer.
• He comes to work by ___ bus.

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p. 29). Oxford University Press. 46
Bell, J. & Gower, R. (2014). First certificate expert coursebook. (p. 32). Pearson.
2. Complete the sentences with a, the or – (no article).

1. _____most people thought that _____Beatles were _____very good group.

2. I usually drink _____glass of _____ milk in _____ morning.
3. _____ first person who crosses _____finishing line is _____winner.
4. _____playing guitar is _____interesting _____hobby.
5. _____Rebecca got on _____bus and bought _____ticket.
6. There’s _____newspaper shop at _____end of _____street.
7. In _____past, most of _____population lived in _____countryside.
8. I needed _____new pair of trousers so my mother gave me _____money.
9. _____only book I read _____last month was _____novel by _____famous Italian author.
10. Sue was in _____hospital with _____broken leg and missed _____exam.

3. Correct the articles in the following sentences. Some sentences are already correct.
1. Google originated in the research project by Larry Page and Sergey Brin.
2. A marsupial is a mammal, such as a kangaroo, that is carried after birth in a pouch on the
mother's belly.
3. A good advice for anyone planning to rent a property is to read the tenancy agreement
carefully.
4. James Dyson opened a factory and a research centre in Wiltshire in 1993. A factory
produced the first dual cyclone vacuum cleaner.
5. Insufficient capital is a common reason for a business to fail.
6. Throughout the 1980s, Marston carried out important research into dying languages.
7. The number of patients in the hospital in the UK has risen once again.
8. The Millennium Bridge across Thames River was closed for two years while modifications
were made to its structure.

4. Look at the transcript of part 1 of the lecture on Franchising. With a partner, discuss the use of
the articles highlighted. Why have the articles been used or not used?

1
The form of business development I'm going to look at now is 2____franchising. 3The
term ‘franchising’ covers 4a wide range of business arrangements, but 5___ today I'm
going to focus on ‘business format franchising.’ If you own 6a small or medium-sized
enterprise, you may reach 7a stage in its development at which, in order to develop
further, you need large amounts of capital, or you need to reorganise your business,
or to bring into 8the management team new skills.

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p. 29). Oxford University Press. 47
Bell, J. & Gower, R. (2014). First certificate expert coursebook. (p. 32). Pearson.
Collocations
When learning new vocabulary, it is not sufficient to know simply the given meaning of a word.
Other aspects, including collocation, help to give depth to your understanding of a word. Collocation
refers to the patterns of words which typically go together, such as make a decision and key factors.
These collocations may involve different combinations of nouns, verbs, adjectives, adverbs, or
grammatical words such as prepositions.
Collocation types
1. Complete the collocation types in the following table
Example Collocation type
Make a decision verb + ___________
Key factors adjective + ___________
Benefit directly verb + ___________
Market research noun + ___________

Understanding and using collocation will help you build language and develop your fluency,
flexibility, and naturalness. Collocations are particularly useful in building noun phrases to describe
concepts, which are essential in an academic context. High quality or specialist collocations
dictionaries can help you to work out which words do (or do not) go together. Flax is also very useful
resource for helping you with collocations.
Flax

Creating adjective + noun collocations

2. Decide which nouns below collocate with all the adjectives in each line 1-4. If necessary, check
the meaning of the adjectives in your dictionary or refer to Flax to help you.
ability feedback idea difference
1. clever / stimulating / innovative / original / absurd / interesting ____________
2. exceptional / outstanding / creative / intellectual / innate / limited ____________
3. favourable / positive / instant / verbal / written / helpful / useful ____________
4. big / great / major / basic / clear / minor / significant / important ____________

3. What factors helped you to make your decisions, e.g., existing language knowledge?
Using verb + noun collocations
4. Match the verbs below with the appropriate nouns 1-5.
develop do have make put
1. __________a link / a contribution / an impact / an analogy / an investment / an assumption
2. __________research
3. __________the capacity / an impact
4. __________intelligence / a theory / a concept / a link
5. __________an emphasis (on something)

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper -Intermediate B2. (p. 86). OUP. 48
5. Complete the text below with nouns from exercise 4. Add any articles and prepositions as
appropriate.
Intelligence apps
Companies involved in selling electronic products such as 'Brain Gym' try to 1make a link between
the use of their product and a person's IQ. It is however questionable whether doing such
activities actually 2develops _______________. While they may 3have_______________a person's
ability to play a particular word or number game, the companies' message
4
makes________________ a person's ability to transfer their skills developed in doing an abstract
electronic activity to a real-life situation. One issue is the fact that the electronic games 5put a
great________________performing the task at speed, but real-life situations may not require
such strict time pressures. Researchers have 6developed an alternative___________________of
'context-specific' performance, which states that a person's performance in a particular task does
not always translate into similar performance in a different context. They argue that there is
insufficient evidence to 7make________________ a person sitting in their armchair doing a
particular numerical task and the same person in a busy office doing a similar task under stressful
conditions. It is uncertain whether people 8have__________________ make this link. This
research should 9make an important__________________ the current debate, but it seems likely
that more 10__________________this important area needs to be done.

6. Look at the transcript for Part 1, 2 &3 of the lecture. Find and highlight the following collocations
in the transcript and complete the table below.
Collocations
w____________
Collocation type: g ____________ margin
n ____________
_____________ + ______________ u ____________
s ____________ brand
d ____________
l _____________
e _____________ market

Collocations
brand r____________
Collocation type: p____________
investment r____________
_____________ + ______________
franchise o____________
n____________

de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper -Intermediate B2. (p. 86). OUP. 49
Word families
You can extend your vocabulary by learning groups of words which have the same basic form and
which are often related in meaning.

Practice the pronunciation of the words in the table and mark the word stress in each word.

Noun Verb Adjective

o
product, production, productivity produce productive

definition define definite, definitive

economy, economics, economist economise economic, economical

Use the words in the table to study how changes in syllable stress within word families affect
pronunciation.
In many cases, a different syllable stress has an effect on the pronunciation of the sounds.

Example: O o
product /1prɒdʌkt/
o O
produce /prə 1dju:s/

You can also modify the meaning of a word by adding a prefix, e.g., interpret/ misinterpret,
assess/reassess, appear/disappear.

1. Listen to the sentences and write in the missing prefix for each word.

Study tip
If you think about the grammar
and meaning of each sentence as
you do the exercise, you are
more likely to get the correct
answers.

1. All trade unions were declared _____ legal by the government.

2. This is one example of a _____ match between the individual's goals and those of the
organisation.
3. They found no significant _____ relation between class size and levels of achievement.
4. Real estate _____ actions rose by 30% last month.
5. Prices are determined through the ______action of supply and demand.
6. These animals exhibited _____ normal behaviour compared to the control group.
2. How do the prefixes change the meaning of the original words?

Campbell, C., & Smith, J. (2012). English for academic study: Listening (new edition). (pp. 23-30). Garnet Education. 50
3. Listen to the sentences and complete them with two to four words in each space. Some of the
words include prefixes.
1. We had to get the _____________________________________ because the detail was not
very clear on the original ones.
2. Many doctors work _____________________________________, which puts them under a
lot of stress.
3. Crime prevention is ______________________________________of the police's work, but
it is often difficult to assess its effectiveness.
4. Doctors have noticed an _____________________________________, such as bulimia and
anorexia, not just among young women but, surprisingly, among young men.
5. These plants should be grown in partial shade, rather than
______________________________.
6. Researchers have found that ______________________________________much more
likely to be involved in traffic accidents.
4. Listen to the groups of sentences. Complete the sentences with two to four words in each space.
One of the words in each space is a form of the word in bold.
1. a. Children need a secure environment in which to grow up.
b. Many immigrants are only able to find _________________________________
c. The money was invested in ___________________________________ and property.
2. a. Achievement levels vary considerably from school to school in the city.
b. Some economists believe that interest rates can be predicted by examining
_______________________________________________________________________
c. In the Eden Project, they have managed to create ______________________habitats.
d. There is ___________________________________ to health care in different parts of
the country.
3. a. How are we going to solve this problem?
b. You need to ___________________________________ in water before applying it to
the crop.
c. There appears to be ______________________ between the two countries, despite
years of peace negotiations.
4. a. A mass spectrometer was used to analyse the gases.
b. _____________________________________of the data is needed to confirm these
initial findings.
c. The course is designed to help students to develop
___________________________________________________________________

Campbell, C., & Smith, J. (2012). English for academic study: Listening (new edition). (pp. 23-30). Garnet Education. 51
5. a. The results indicate that the virus mutates more rapidly than was first believed.
b. All the ____________________________________suggest that the economy is
recovering.
c. The strike was__________________________________ the level of the workers'
frustration.
6. a. Chomsky was a fierce critic of Bush Senior's foreign policy.
b. There was _______________________________________the way the election had
been administered.
c. The negotiations ____________________________________ establishment of peace
in the area.

Sound advice:
Your listening skills will improve if you work to enlarge your vocabulary. Learning word families is
an effective way of doing this, but you also need to develop your awareness of differences in
pronunciation between words in each family.

Campbell, C., & Smith, J. (2012). English for academic study: Listening (new edition). (pp. 23-30). Garnet Education. 52
COLLABORATION 2.1
 Facilitating a discussion
At university and in the workplace, you will often be required to participate in a facilitated
discussion. These are discussions where several people are talking about a topic. A facilitator keeps
the discussion focused on the topic and makes sure everyone has a chance to contribute. For
example, he/she may politely interrupt someone who is speaking too much, or encourage a quieter
speaker to contribute. The facilitator may also keep the discussion going when there is a pause by
asking for opinions. The participants in a facilitated discussion answer the facilitator’s questions and
respond to each other's comments.
1. You are going to watch a video of a facilitated discussion. Before you watch, discuss these
questions with a small group.
Discussion questions
1. Imagine you are going start your own business. What kind of business would you
open? Why?
2. What kind of personal traits do you need to be successful in business?
3. Would you prefer to work for yourself or someone else? Why?

2. Now watch the video and make notes about the following questions.

‘Mongkok Grand Towe mall interior Starbuck

Coffee Shop’ by Spuadlmn .
https://commons.wikimedia.org/wiki/File:HK_Mongkok_Gran
‘Subway restaurant’ by Subway,
d_Tower_mall_interior_Starbucks_Coffee_shop.JPG Licence
https://commons.wikimedia.org/wiki/File:Subway_restaurant.svg
at https://creativecommons.org/licenses/by-sa/3.0/deed.en
Licence at https://creativecommons.org/licenses/by-sa/3.0/deed.en

Comprehension questions
1. How would you describe the franchises discussed by their owners?
2. Two of the franchise owners have very different experiences with regard to receiving money
to start a business. What were their experiences?
3. What are some challenges the franchise owners faced?

3. Here are some helpful phrases for facilitating a discussion:

Ask for opinions Interrupt politely Focus the discussion
• What do you think • Thank you, (Jun). • Let's get back on topic.
about….? • Would you like to add • Remember, we are
• Would you like to add anything, (Jun)? discussing (state topic /
something, (Jun)? • Would anyone else like to question).
• How would you respond, say something? • I'd like to keep the
(Jun)? discussion on track.

53
4. Work in groups of 4-5. One student will be the facilitator and the remaining students will be the
participants. In your group, discuss the following questions about franchises.

1. What are some of the most popular franchises in your country?

2. Think about a successful franchise in your country. Why has it been

successful?

3. How have international franchises adapted to your local culture?

4. Can you think of any examples of international franchises that have not been
successful in your country?

5. If you were going to start your own business, would you choose to operate a
franchise? Why? Why not?

54
RECEPTIVE SKILLS DEVELOPMENT 2.5
 Peer editing
Peer editing is a very useful skill that you will use to
improve your writing in EAP, at faculty, and
probably also in your workplace. Peer editing
involves showing your written work to another
reader, (usually your classmate) and asking for
their constructive comments and feedback. These
comments are usually both written and spoken.

It is important that you understand the reasons

why peer editing is helpful and also the correct way
to go about it in a class environment. In this class, by fotografierende
https://www.pexels.com/photo/person-holding-orange-pen-
we will focus on the reasons for peer editing and the 1925536/ Licence at https://www.pexels.com/photo-license/

method for doing it successfully. Although it might

not feel comfortable at first, with time, you will find
that peer editing can be a valuable process.

Why do we peer edit?

• It trains students to see their writing from a reader’s perspective. Peer editing gives students
practice seeing writing from the viewpoint of a detached reader, rather than as the author.
After a while, it makes it easier for students to see errors and areas for improvement in their
own work.
• It allows students to see examples of other people’s writing, which can lead to new ideas.
• Ultimately, it improves the quality of the writing.

Rules to Remember

When you are the writer

• Come to class ready for the activity with
your writing completed and printed.
• Write down any questions you have for the
reader? e.g., “Could you check the
transition from paragraph 2 to 3 for me?
Does it make sense? I don’t know how to
express this word better”.
• Be open to suggestions rather than
defensive.
Image by Min An,
• Remember that you can choose whether to https://www.pexels.com/photo/man-in-black-shirt-sitting-and-writing-
771317/ Licence at https://www.pexels.com/photo-license/
accept or reject the suggestions later.
They may not always be what you want.

55
 When you are the reader
• Be positive
o Use the ‘hamburger’ concept – point out
the things the student did well first, before
launching into the problems with the text.
It’s also a good idea to finish on a positive
note as well.
• Be respectful
o Pay attention while reading and respect the
time the student has spent on the task.
o Spend time on the feedback regardless of
who wrote it. Then, in return, you can expect by Pxhere, https://pxhere.com/en/photo/986424
Licence at https://creativecommons.org/publicdomain/zero/1.0/
others to treat your work with respect.
• Be specific, and use constructive comments
o Try and use specific feedback rather than being vague and general - “The introduction
was good” vs “it was clear from your thesis that you have three main ideas, but these
were not in parallel grammar form. Also, I think the expression for point 3 is a bit
unclear”.
o Try to avoid giving surface level praise only e.g. “it was good”.
o Give clear advice and suggestions that relate to particular sections, rather than to the
whole text. Your teacher will give guidelines for types of feedback needed for a
particular piece of writing. e.g., SVA or topic sentences or verb tense e.g., “The complex
sentence here is confusing because I can’t see any punctuation. Where should it go?”
• Be prepared to ask questions and discuss the work with the writer.

How do you peer edit?

1. Your teacher will give you a separate handout. Listen to your partner. Fill in the blanks to
complete the six steps explaining how to peer edit.

56
2. With a partner, discuss what you think you should do in the following situations.
a. What happens if I am looking at the work of someone who is a better writer than
me?
b. What happens if I can’t answer the writer’s/reader’s questions?
c. What happens if I am looking at work with many errors?
d. What happens if I don’t know how to correct a particular problem?
e. What happens if the writer starts to get irritated or annoyed by my comments?
f. What happens if the reader has nothing to say about my writing?

Peer Editing Practice

3. You are going to practise peer editing with a partner using your scaffolded writing task. Look at
some useful language below.

I really liked how/the way you….

You have done….. well…
I’m not sure what this means…could you explain further?
I think you might need to change this because…
I think it might be better if…
Perhaps you could…
I’m not really sure but…
That’s a good question…

4. Swap your writing and your book with a partner, so your partner is looking at your writing and
your book.

5. Using the checklist below, comment on your partner’s work. Remember to follow the six steps
and to take heed of the advice for acting as a ‘reader’.

57
Peer editing checklist:
Feature Present Comments/Corrections
Relative clauses
• Can you see any linear or embedded Yes/No
relative clauses?
• Can you see any defining/non- Yes/No
defining clauses?
• Have commas been used correctly? Yes/No
• Are the relative pronouns correct? Yes/No
• Does the relative clause come after
the appropriate noun (i.e. the noun Yes/No
it is describing)?
NOTE: It is not essential to have examples of
all types of relative clauses in your writing.
The first two questions are used as a
noticing activity.
Articles
• Can you find examples of definite, Yes/No
indefinite and zero articles?
• Do you think there are any examples Yes/No
of incorrect article usage?(e.g.,
missing articles ‘a/an’ before
singular nouns, or ‘a/an’ before
plural nouns )

NOTE: It is not essential to have examples of

all types of articles in your writing. The first
question is used as a noticing activity.
Positive Comments:

5. Now you are going to rate your partner’s effort as a peer editor, and they will rate yours. For this
to work, you will need to swap your book with your partner, so that they are writing in your book
and vice versa. Be honest. Put a tick in the appropriate column.
The Reader Not at all Barely OK Good Great
0 1 2 3 4
Supplied detailed, specific
comments to help the writer
Provided at least one positive
comment
Used all aspects of the checklist

Was kind and respectful

Byrd, D. (2003). Practical tips for implementing peer editing tasks in the foreign language classroom. Foreign 58
Language Annals. 36, (3): 434-441. https://doi.org/10.1111/j.1944-9720.2003.tb02125.x
ACADEMIC RESEARCH 2.1
 The Writing Process
This week, we are going to focus on the second and third stages of the writing process – Generating
Ideas and Outlining.

2. Generating Ideas – using various methods

3. Writing an outline

Stage 2 - Generating Ideas

Brainstorming is a very useful way of generating ideas about a
topic. The general concept is to write down every idea that you
have, without evaluation. It doesn’t matter about the quality of
ideas, just that you get lots of ideas written down on paper. There
are many ways to brainstorm and it doesn’t matter which method
you use, as long as you find one that consistently works for you.

We will look at 5 types of brainstorming:

1. Lists
2. Tables
3. Mapping
4. Free Writing
5. Venn diagrams

Photo by Diego PH from https://unsplash.com/photos/fIq0tET6llw License at https://unsplash.com/license

Byrd, D. (2003). Practical tips for implementing peer editing tasks in the foreign language classroom. Foreign 59
Language Annals. 36, (3): 434-441. https://doi.org/10.1111/j.1944-9720.2003.tb02125.x
 1. Making Lists
• Write single words or phrases that are connected to your topic. Don’t worry about
grammar or spelling.
• Don’t judge your ideas, just write them down – it doesn’t matter about organisation or
messiness at this stage.
• Give yourself a time limit to force your brain to think quickly.

2. Tables
• These are useful for topics that have clear categories e.g., comparison/contrast,
cause/effect, problem/solution.
• The student below has used a table to compare living in the city with living in the
country.

3. Mapping
• Draw a circle in the centre of your page and write your topic inside it.
• Now think of as many aspects of the topic as you can, and write them down around this
main circle.
• Add sub-topics by branching off the main idea.
• Connect your ideas with each other to form a visual representation of the topic.

‘Mind map Strategy’ by Safety Professionals Chennai, https://commons.wikimedia.org/wiki/File:Mind_map_Strategy.png Licence at

https://creativecommons.org/licenses/by-sa/4.0/deed.en

60
 4. Free Writing
• Write as many ideas as you can without stopping. Write in sentence form but do not
worry about grammar, spelling or punctuation.
• The idea is to allow your mind to flow from one idea to another. Try not to judge your
ideas – just write!
• Keep your hand moving!

‘Freewriting’ by Giulia Forsythe, https://www.flickr.com/photos/gforsythe/36319120342 Licence at

https://creativecommons.org/licenses/by/2.0/

5. Venn diagrams – overlapping circles

• Useful for comparison and contrast
• Shaded area in the middle of the two circles below represents similarities between A
and B

A Venn Diagram representing an Inner Join SQL statement between tables A and B’ by GermanX, https://en.wikipedia.org/wiki/Join_(SQL)#/media/File:SQL_Join_-
_07_A_Inner_Join_B.sv Licence at https://creativecommons.org/licenses/by-sa/4.0/

61
Practice Generating Ideas
1. Choose one of the following topics (a-f) and with a partner, brainstorm using one of the 5
methods above.
a. Advantages of working in a family business
b. Reasons to be self-employed
c. Social media sites should be blocked at work.
d. Qualities of an effective manager
e. Types of marketing
f. Aspects of good customer service

Stage 3 - Outlining
Once you have generated a lot of ideas, it is time to evaluate and organise them. Not all your
ideas will be useful, so critically examine and remove any that don’t really answer the question.
Also, some ideas will be related, so it is a good idea at this point to group similar points. A final
step is to organise your ideas logically. Check the question to decide on the best the pattern of
organisation i.e. how to organise your ideas.

1. Check to see if ideas are relevant – delete if necessary

2. Group similar ideas together - decide on main ideas vs supporting ideas
3. Arrange ideas in a logical order
• Importance – usually the most important idea first
• Chronological – time order
• Block – grouping ideas e.g., for similarities/differences; problem/solution;
arguments for/against; compare/contrast
• Chain - for some cause/effect
• Sequence – for a process
4. Write a paragraph outline showing your organisation.

Example outline
Using TEEL Paragraph structure
Topic sentence (TS):
• Developing TS:
• Main point 1:
Evidence can be:
Supporting sentence – evidence
Definitions, reasons,
Supporting sentence - evidence
examples, explanations,
• Main Point 2:
facts/details/statistics,
Supporting sentence - evidence
paraphrase, summary and
Supporting sentence - evidence
quote.
Supporting sentence - evidence
Supporting sentence –evidence
Link:

Practice
1. Now create a paragraph outline for your chosen topic.

62
ACADEMIC RESEARCH 2.2
 Evaluating sources
1. Based on the video you watched in GIL, what does CRAAP stand for when choosing academic
sources?
2. Today’s lesson will focus on evaluating the C(urrency), A(uthority), and A(ccuracy) aspects of
sources. You will look at R(elevance) and P(urpose) in more detail next week. Look at the article
you have chosen for your annotated bibliography and fill in the following table:

My article

When was the article

C published? Is it recent
enough?

Who wrote it?

A What are their
qualifications?

Is it peer reviewed?
Does it have a
A
detailed reference
list?
P

3. Exchange articles with a classmate and fill in the table about their article:

My partner’s article

When was the article

C published? Is it recent
enough?

Who wrote it?

A What are their
qualifications?

Is it peer reviewed?
Does it have a
A
detailed reference
list?
P

Meet with your partner and discuss whether their article meets the criteria for C, A, A.

63
 An Introduction to referencing

‘Building a House’ by QUT,

https://www.citewrite.qut.edu.au/academichonesty/

Why provide evidence for supporting your ideas?

It is part of Western academic convention that any claim made in writing, e.g., an opinion or
generalisation, is supported by evidence. This gives your work more academic weight. In some types
of academic writing such as in exams, it is acceptable to support your claims with examples and
explanations from your own experience and knowledge. However, most academic writing requires
the use of supporting evidence based on research of the literature (i.e. other people’s ideas.) By
supporting your opinion with ideas and information from the literature, you are strengthening your
viewpoint and therefore providing a stronger argument. Such evidence is expected in academic
writing such as essays, reports and assignments.

Acknowledging other people’s ideas: Referencing

Using the ideas of other people in your writing, and acknowledging them, is an essential aspect of
academic writing. Acknowledging the ideas of others, or referencing, occurs twice in academic
writing - first within the text itself as in-text citations, and then in a list of references at the end.
Look at the two different types of referencing in excerpt from a university level assignment below.
In-text citations references

McCormack, J., & Slaght. J., (2012). English for academic study: Extended writing and research skills. (pp. 20, 22, 64
23). Garnet Education.
When is referencing required?
Referencing is required in the following situations:
• paraphrasing - putting the work of another writer into your own words. When paraphrasing, you
should use your own words as much as possible. In academic writing, a paraphrase is not always
shorter than the original; in fact, it may be very difficult to make it shorter without losing the
original meaning. Again, it is important to acknowledge the writer and not to include any
information or interpretation that is different from the original.
• summarising - using ideas or material directly based on the work of another writer. This involves
condensing someone's ideas into a shorter form without giving all the details or explanations.
When summarising, you must acknowledge the writer and should not include any ideas that are
not expressed in the original.
• quoting the exact words of another writer. Sometimes, it is difficult or undesirable to paraphrase
an author’s ideas. In this situation, quotations may be used. However, an essay full of direct
quotations may detract from your viewpoint and make it difficult for the reader to follow what
you want to say.
• copying - tables, figures, diagrams and appendices.

NB. You do not need to reference any information which is of a general nature or held to be
common knowledge, e.g., the capital of Victoria is Melbourne or Albert Einstein's E = mc2.
In most academic writing, the incorporation of evidence is done by using a mixture of the above, but
with limited and carefully selected use of direct quotations. Summaries, paraphrases and direct
quotations are used by writers in academic writing as evidence of detailed knowledge. However, it is
essential to remember that:
• a source of information must be referenced every time you use it.
• each reference must be shown in the text of your assignment
• each reference must be shown in the reference list at the end of your assignment.
• a reference list must be in alphabetical order.

APA referencing and CiteWrite

There are numerous different styles of referencing, but in EAP at QUT we use APA style. Information
about this style can easily be found on CiteWrite, QUT’s guide for referencing in academic writing.

McCormack, J., & Slaght. J., (2012). English for academic study: Extended writing and research skills. (pp. 20, 22, 65
23). Garnet Education.
CiteWrite has detailed information about how to write in-text citations and reference lists for a
variety of different sources, such as journal articles, books, e-books and websites.
In-text citations

For in-text citations, the author, year and page (for quotations) must be included, but there are
different ways to do this. These will be covered below.
Reference list

66
The information required in the reference list is more detailed. It must include:
• Author/s
• Year
• Title/s
• Publisher
• Volume/issue numbers and page numbers for journal articles
1. Look at the excerpt below from an assignment on management. Highlight the in-text citations.
How many can you find? Are there any differences between them?

2. Look at the following reference list. It is incorrect. Why? How can it be corrected?

67
3. Look at the following taken from a reference list. Discuss the questions with a partner.
Dooey, P. (2010). Students’ perspectives of an EAP program. Journal of English for Academic Purposes,
9(3), 184-197. https://doi.org/10.1016/j.jeap2010.02.013

a) Is this from a book or a journal article?

b) When was it written and by who?
c) What is the title of the journal?
d) What is the title of the article?
e) How long is the article? (i.e. how many pages?)
f) Was this accessed online or in a library?

4. Look at the following taken from a reference list. Discuss the questions with a partner.
O’Malley, M., & Chamot, A. U. (1990). Learning strategies in second language acquisition.
Cambridge University Press.

a) Is this from a book or a journal article?

b) When was it written and by who?
c) What is the title of the article?
d) Who is the publisher?

5. Complete the following tasks.

a) Open Cite/Write on your own device and click on ‘articles.’

68
 b) Click on ‘Print’ and read the ‘Examples and notes’

c) Put the following into the correct order to create a reference for a journal article. Use
Cite/Write to help you.

6. Using Cite/write, create a reference list for the articles you have found for your assignment so
far. Bring it to class next week.

69
 CONTENTS
WEEK 3: SUSTAINABILITY ........................................................................................................................ 1
RECEPTIVE SKILLS DEVELOPMENT 3.1 .................................................................................................... 1
 Notetaking for listening texts ......................................................................................................... 1
Britain's Transport Problems ...................................................................................................... 4
PRODUCTIVE SKILLS DEVELOPMENT 3.1................................................................................................. 9
 Making Recommendations ............................................................................................................. 9
RECEPTIVE SKILLS DEVELOPMENT 3.2 .................................................................................................. 15
 Challenges Facing the World's Cities........................................................................................... 15
PRODUCTIVE SKILLS DEVELOPMENT 3.2............................................................................................... 23
 Notetaking from a written text .................................................................................................... 23
 The Water Crisis .......................................................................................................................... 29
RECEPTIVE SKILLS DEVELOPMENT 3.3 .................................................................................................. 32
 Annotated Bibliography............................................................................................................... 32
PRODUCTIVE SKILLS DEVELOPMENT 3.3............................................................................................... 37
 Annotated bibliography............................................................................................................... 37
RECEPTIVE SKILLS DEVELOPMENT 3.4 .................................................................................................. 40
 The Graying of the Workforce ..................................................................................................... 40
PRODUCTIVE SKILLS DEVELOPMENT 3.4............................................................................................... 48
 Complex Noun Phrases................................................................................................................. 48
COLLABORATION 3.1............................................................................................................................. 55
 Interrupting and asking for clarification ...................................................................................... 55
PRODUCTIVE SKILLS 3.5 ........................................................................................................................ 57
 Peer editing checklists .................................................................................................................. 57
ACADEMIC RESEARCH 3.1 ..................................................................................................................... 59
 Formatting references in a reference list ...................................................................................... 59
ACADEMIC RESEARCH 3.2 ..................................................................................................................... 61
 Evaluating sources Part 2: .............................................................................................................. 61
DIGITAL LITERACY 3.1............................................................................................................................ 63
 Academic integrity ......................................................................................................................... 63
WEEK 3: SUSTAINABILITY
RECEPTIVE SKILLS DEVELOPMENT 3.1
 Notetaking for listening texts

‘Taking Notes’ by Steve Garfield, https://www.flickr.com/photos/stevegarfield/337946430/ Licence at

https://creativecommons.org/licenses/by/2.0/

Reasons for notetaking

Discuss the following questions with a partner:
• Why do students take notes in tutorials, seminars, and lectures?
• What do they do with these notes?
• When you are taking notes, what kind of information do you need to write down?
In this lesson, you will look at some important skills for taking good notes. You will then practise
these skills a little later by listening to a lecture about Britain’s Transport Problems. These skills
include:
 Activating your prior knowledge
 Listening for cues/signposting language
 Using abbreviations and symbols
 Using a notetaking framework (Cornell Notes)
Activating your prior knowledge
Before you listen, you should activate your prior knowledge. This means thinking carefully about the
topic and what you may already know about it. You can do this by asking yourself the following
questions:
• What do I already know about the topic?
• What do I expect to hear or learn during the listening?
Activating your prior knowledge involves predicting what you will hear. This causes you to think
about any knowledge that you may have already acquired about the topic, which can prepare you
for and help you with the listening.
Listening for cues/signposting language
During the listening, you will not be able to write down every spoken word, so be selective about
what to write. Listen for cues (signposting language) to help you select the most important points.
Academic texts, including tutorials and lectures, can be organised in different ways, so the
cues/signposting language used may be different from text to text. The table provided contains
some commonly used cues / signposts which have been categorised according to their use and
functions.

Campbell, C., & Smith, J. (2007). English for academic study: Listening (new edition). (p. 25). Garnet Education. 1
 Exemplification / Explanation Adding Sequencing / Listing
• For example, • In addition, • The first point is…
• To illustrate, • Additionally, • The final point is …
• What I mean by (this) is … • Furthermore • Firstly,
• Also, • Secondly,
(Note: It is generally acceptable to • First there is …
use also at the beginning of a
• Then there is …
sentence in spoken English, but not
in written academic English) • Now,
• Then

Effect / Result Contrast

• As a result, • However,
• As a consequence, • Nonetheless,
• Hence, • In spite of this
• Thus, • Instead,
• In comparison,

1. Decide the category of the cues below and then add them to the appropriate column in the
table above.
• Therefore, • The second point is… • Finally,
• Despite this, • Moreover, • To begin with,
• Let's take ___ as an example. • Nevertheless, • On the other hand,
• Consequently, • For instance…

Using abbreviations and symbols

One of the most difficult aspects of taking notes during tutorials and lectures is the action of
listening and writing at the same time. When you stop to write down an idea, you might miss
something else which is important. This means you need to find a way to write down the main ideas
as quickly as you can, so that you can maximise the amount of time you spend listening. This is
where symbols and abbreviations can help. Almost any word can be shortened during note-taking.
You will develop your own collection of abbreviations and symbols as you develop your academic
skills, but it will help you to learn the ones below first.

2
Symbols
2. Choose a symbol from the column on the left and write it next to its meaning.
Symbols Meaning
+ is less than
@ is more than
= increase
ß decrease
> and, plus
- less, minus
$ is, equals, is the same as
à is not, does not equal, is not the same as
≠ because
↑ therefore, so
∵ causes, leads to
< is caused by, is a result of
# man, men, male
? woman, women, female
∴ this is doubtful, it is not certain
♀ money
♂ number (for example, number 1)
↓ at
Abbreviations
An abbreviation is a shortened form of a word with a full stop (.) at the end of it. They are generally
considered to be informal, so when producing formal academic writing for assessment purposes, it is
better to write the whole word. However, abbreviations are appropriate and useful for informal
notetaking because they allow you to save time and concentrate on listening.
3. Choose an abbreviation from the column on the left and write it next to its meaning.
Abbreviations Meaning
approx. for example
min. et cetera, and so forth
e.g. maximum
i.e. minimum
etc. pages (for example, pages 1 to 10)
incl. answer
max. as soon as possible
asap including
N.B. year
p. and the other people
ss. regarding, about, concerning
Q. students
A. people
re. page (for example, page 10)
pp. note (well), important
yr. that is, that means, in other words
et al. approximately
ppl. question

McCormack, J., & Slaght. J., (2012). English for academic study: Extended writing and research skills. (pp.149-150). 3
Garnet Education.
Britain's Transport Problems
You are now going to listen to part of a lecture about Britain’s Transport Problems. You will also
practice:
• activating your prior knowledge
• listening for cues/signposting language
• using abbreviations and symbols

1. Activate your prior knowledge before you listen. Discuss the questions below with a partner.
• Why do you think there are so many cars on the roads in Britain?
• What kind of problems does this create?
• Is this an issue in your hometown?
• Can you think of any ways of reducing the amount of traffic? What are they?

2. Listen to part 1 of the lecture recording and read the transcript below at the same time

Part 1
So Britain’s roads, and especially those in the southeast, are overcrowded. There are too many
cars on the roads, and at particular times of the day and in particular places, traffic is either very
slow or at a standstill. Now this has had a number of effects. Firstly, there is the economic effect,
all the time wasted in traffic jams, which means a loss of productivity. Then there is the
environmental effect. Cars produce a lot of pollution, which damages the local environment, but it
also contributes to global warming. And there’s also the effect on people’s health. In addition to
the poor air quality and the damage this causes to people’s lungs, the stress of being stuck in
traffic each day leads to a higher risk of heart disease.

3. Below is a model of a student’s notes for the section you just heard/read. Look at the notes and
then discuss questions a – e below with a partner.

a. Why has the student chosen to note down this information?

b. Look at the transcript again and highlight the cues/signposting language that helped the
student to focus on this information.
c. Is there anything else the student should have noted down? Check the transcript.
d. Are the notes clear? For example, if the student reads the notes one week later, will they
be able to understand them?
e. Highlight the symbols and abbreviations that the student has used.

Campbell, C., & Smith, J. (2007). English for academic study: Listening. (pp. 25-27). Garnet Education. 4
4. Look at how this student has focused on the key ideas to produce their notes. What do you
notice?

Unimportant information

So Britain’s roads, and especially those in the southeast, are overcrowded. There are too many
cars on the roads, and at particular times of the day and in particular places, traffic is either very
slow or at a standstill. Now this has had a number of effects.

Repetition of ideas expressed

in previous sentence Notes: UK’s roads overcrowded  effects

5. You will now practise taking notes for sections 2 to 5 of the lecture recording. Follow the
instructions contained in the table below.
 Before you listen you should:
• discuss the meanings of the words (with a partner) contained in the boxes for each part of
the lecture. (These are the same words you previewed in GIL).
 While you listen you should:
• practise listening for cues/signposting language (from the table provided)
• practise using abbreviations (from the table provided)
• practise using symbols (from the table provided)
• practise selecting only the information that is important according to the speaker and
according to your knowledge of the subject (pay attention to signposting language)
Remember: Your notes should be clear and related to each other so that when you read them
one week later, you can still understand them.

Part 2
policy measure political issue
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Part 3
integrated investment
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Campbell, C., & Smith, J. (2007). English for academic study: Listening. (pp. 25-27). Garnet Education. 5
Part 4
(road) lane CCTV congestion
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Part 5
pressure scheme coalition
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Using a note-taking framework: Cornell Notes

There are various methods for taking and organising notes, but for the purpose of this EAP program,
we will be focusing on the Cornell Note-Taking method.
1. Read the short passage below and discuss the following questions with a partner:
• How is the Cornell Notes method of note-taking different from other methods?
• What are the different parts of this method / framework? Describe these to your partner

The Cornell Note-Taking System

The Cornell Note-Taking System was
developed by Walter Paul, Emeritus
Professor of Education at Cornell
University in the United States. It is the
page layout of Cornell notes that makes
this system different from other ways of
note-taking. A single sheet of paper is
divided into a left- and a right-hand
column and a row at the top and a row at
the bottom. These sections each have a
specific purpose. The space in the right-
hand column is the note-taking area. Here
there is sufficient room to write down ideas, impressions and notes that are made from a written
or spoken text. The left-hand column is then used to annotate the notes with key words, main
ideas, and questions about these key ideas. This annotation process is a crucial element in note-
taking. It provides the opportunity to consider the notes, digest and fully understand them. It may
lead the note-taker to add ideas later. The bottom area leaves space for the main notes on each
page to be summarised. The summary provides a concise review of the key facts that have been
identified and can be used for reference later.

Campbell, C., & Smith, J. (2007). English for academic study: Listening (new edition). (p. 26). Garnet Education. 6
McCormack, J., & Slaght. J., (2012). English for academic study: Extended writing and research skills. (p. 32). Garnet
Education.
2. Cornell Note-Taking Template: Look at the template below. Cover the summary at the bottom
of the template so that only the Key Points and Details sections are showing. Use these sections
of the template to organise the notes that you took for the lecture about Britain’s Transport
Problems. Make sure that you put the notes in the correct section on the page.
Key Points / Questions Details
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________

Summary
Due to the large number of vehicles in the United Kingdom, the roads there are too
1____________________. This congestion has had negative effects on the British economy, on the

2____________________ in the UK, and on the 3_________________ of British citizens. Experts agree that

transport is a sensitive political issue which requires a 4_________________ of measures in order to

successfully deal with the problem. Some governments have tried to integrate their
5____________________ to promote various types of transportation and discourage people’s preference

for private cars. This lead to measures which promoted car 6__________________and congestion tax
which helped to reduce traffic. Although some schemes may be successful, there will always be
problems when introducing such schemes because new governments may change existing policies
and measures that address congestion.

7
3. Later this week, you will learn how to write an academic summary in more detail. There are
various skills that are needed in order to write an effective summary, such as selecting the key
information and paraphrasing this information so that the language is not exactly the same as
the original text. The Cornell Notes template above provides a section for you to write a
summary of the key information. An example summary has been provided. Use your Cornell
Notes to complete the gaps in the summary.

8
PRODUCTIVE SKILLS DEVELOPMENT 3.1
 Making Recommendations
1. In the previous lesson, you listened to a lecture about Britain’s Transport Problems.
• Look back at your Cornell Notes and highlight the measures that the British government
successfully introduced to deal with congestion on roads. What were the measures?
Compare these with a partner.

Recommendations Paragraph
Below is a recommendation paragraph from a report about Transport Problems in Britain. It was
written using feedback and recommendations that were collected from local citizens across the
nation and subsequently sent to the British government. The paragraph mentions the solutions/
measures you highlighted above.

2. Read the paragraph and do the following:

Step 1: Highlight the topic sentence of the paragraph.

Step 2: How many recommendations have been made to the British government?
Step 3: Underline these recommendations and then highlight the recommendation language
used. The first one has been done for you.

A number of measures can be adopted to deal with the congestion on British roads. Recent
government spending has led to an improvement in the public transport system across the United
Kingdom. However, this measure alone will not be enough to discourage motorists from
continuing to use their own vehicles. Therefore, the government will need to adopt a combination
of measures to tackle the congestion on public roads. The construction of road lanes for
commuters who car-share needs to be considered. In addition to car-sharing lanes, it is
recommended that motorists pay to drive their cars in the central zones of cities and that CCTV be
used to monitor these cars. The money raised from this should then be used to maintain and
improve the public transport system. By adopting these recommendations in an integrated
transport policy, the government may have more success in managing the current traffic problem
in Britain.

3. Categorise the language used above for making these recommendations by writing them in the
appropriate row below. The first one has been done for you.

Making simple recommendations using a will need to

modal verb
Making recommendations using a modal /
semi-modal verb in a passive sentence
Making recommendations using a that clause

9
Making a simple recommendation using a modal or Modal Verbs for Semi-Modal Verbs
semi-modal verb Recommendation for recommendation
It is possible to make recommendations directly in should ought to
English by using modal verbs such as should and must.
must have to
It is also possible to do this with semi-modals such as
need to
ought to, have to, and need to.

4. Look at the sentences in tables A and B below. Which sentences give a stronger
recommendation? The sentences in row A or the sentences in row B?
The government should use an integrated transport policy to deal with congestion on British
roads.
A The government ought to use an integrated transport policy to deal with congestion on
British roads.
The government must use an integrated transport policy to deal with congestion on British
roads.
B The government has to use an integrated transport policy to deal with congestion on British
roads.

5. Reorder the words so that they form accurate sentences of recommendation.

1 to spend arguing time Politicians less ought each with other

2 invest The infrastructure to need university in will more

3 employ more should company staff full-time This

4 road dangerous drive to carefully will Motorists this have on

Making a recommendation using a modal or semi-modal verb in a passive sentence

6. It is possible to give advice by using should / ought to / must / have to / need to in a passive
sentence. Decide if the sentences below use active or passive tense. Tick the appropriate box.
Sentence Active Passive
1. The British government should use an integrated transport policy to
deal with congestion on roads.
2. An integrated transport policy should be used to deal with
congestion on British roads
3. Advice ought to be given on how to start a business.
4. The government ought to give advice on how to start a business.

7. Tick the boxes which best represent the characteristics of sentences 1 to 4 above.
Sentence The The recommendation The The
recommendation sounds indirect & recommendation recommendation
sounds direct softer (impersonal) sounds more sounds less
(more personal) formal formal
1
2
3
4

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 143). Garnet Education. 10
Your teacher will provide you with an overview (table) on how to use modal and semi-modal verbs
with passive tense. Use this information to complete the exercise below.
8. Look at items A – D and reorder the words so that they form recommendations that use a
modal/semi-modal verbs in passive sentences.
A be imposed should congestion taxes

B needs to be CCTV implemented

C have to implemented be a range of measures

D car sharing be promoted ought to

9. Look at the recommendations below. Label the subject (S), verb phrase (V), and object (O) of the
underlined clause. Then rewrite the sentence in the passive, omitting the words in bold. The first
one has been done for you. Note: Remember that you can use will, might or may in front of have
to and need to.
S V
a. Global warming is occurring at an alarming rate, so governments around the world need to
O
consider cleaner energy sources.
Global warming is occurring at an alarming rate, so cleaner energy sources need to________
be_considered._________________________________________________________________________________
b. Small film companies do not have much money, so film-makers have to make new films as
cheaply as possible.
_____________________________________________________________________________
_____________________________________________________________________________
c. Many people have donated money for development projects, so administrators must use it
by the end of March.
_____________________________________________________________________________
_____________________________________________________________________________
d. It is difficult to understand the changing political situation in Bakoo, so local people should
use Twitter to give regular updates.
_____________________________________________________________________________
_____________________________________________________________________________
e. Many Britons have retired to Spain because of the Mediterranean climate, so Spanish people
need to encourage these people to learn Spanish.
_____________________________________________________________________________
_____________________________________________________________________________

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 143). Garnet Education. 11
 f. There is a serious problem with the nuclear fuel plant so engineers might need to close it
down.
_____________________________________________________________________________
_____________________________________________________________________________
g. The UK is now in third place globally for scientific research publications. Scientists should
publish more British research to improve this position.
_____________________________________________________________________________
_____________________________________________________________________________
h. Fish stocks are declining in local lakes due to pollution, so the local government may have to
restrict fishing.
_____________________________________________________________________________
_____________________________________________________________________________

Making a recommendation using a that clause / to infinitive

10. Your teacher will provide you with an overview (table) on how to make a recommendation by
using either a that clause or a to infinitive. Use this information to again rewrite the underlined
sentences for a – h above. The first one has been done for you (3 examples are provided but you
only need to write one).

a. Global warming is occurring at an alarming rate, so governments around the world need to
consider cleaner energy sources.
…one recommendation is that governments around the world consider cleaner energy
sources. (that clause)
…it is recommended that governments around the world consider cleaner energy sources.
(that clause)

…one recommendation is (for governments around the world) to consider cleaner energy
sources. (to infinitive)
b. _____________________________________________________________________________
_____________________________________________________________________________

c. _____________________________________________________________________________
_____________________________________________________________________________

d. _____________________________________________________________________________
_____________________________________________________________________________

e. _____________________________________________________________________________
_____________________________________________________________________________

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 143). Garnet Education. 12
 f. _____________________________________________________________________________
_____________________________________________________________________________

g. _____________________________________________________________________________
_____________________________________________________________________________

h. _____________________________________________________________________________
_____________________________________________________________________________

 Writing a recommendations paragraph

11. Last week, you produced a paragraph which compared university education in your country with
university education in Australia. This week you will continue on this theme by writing a
recommendations paragraph.
You should write a paragraph which makes recommendations to QUT to help students cope with
coming to Australia to study and to adjust to Australian academic culture. Your paragraph should
contain 3 suggestions. Follow the steps below.

Step 1
With a partner / In a small group, brainstorm possible recommendations to QUT.

Step 2
Use three ideas from your brainstorming session to write three separate recommendation
sentences. Each sentence should use a different structure. You must attempt each of the
structures below:
• A simple recommendation sentence that uses a modal or semi-modal verb
• A recommendation sentence that uses a modal or semi-modal verb in a passive sentence
• A recommendation sentence that uses a that clause / to infinitive
It a good idea to refer back to the model recommendation paragraph at the beginning of this
lesson.

Step 3
When you have written your three recommendations, swap with a partner for peer checking.
• Has each structure above been used?
• Is each structure accurate? Are there any mistakes?
• Does any other grammar or vocabulary need to be changed?

Step 4
Now write recommendations paragraph. Your paragraph should include:
• A clear topic sentence
• The three recommendation sentences that you wrote in step 2
• Transition signals and other linking devices which make the paragraph cohesive

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 143). Garnet Education. 13
________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 143). Garnet Education. 14
RECEPTIVE SKILLS DEVELOPMENT 3.2
Yesterday, you worked on notetaking skills for listening. Today, you will work on notetaking and
summarising skills for written texts. As you read, notetaking and summarising will help you better
understand what you are reading and prepare you for writing. In this lesson, you will practice these
skills using two articles related to an example assignment topic.
Imagine your lecturer has given you the following assignment topic:

Describe the environmental issues facing the world as the population continues to increase and
suggest some possible solutions.

1. Work with a partner to analyse this task. Circle the topic, highlight the limiting language and
underline the directive verb.
2. Here is an article related to the example assignment topic. Read it & complete the tasks below.

Connecting to the Topic

Discuss the following questions with a partner.
1. Think about famous cities in the world you have been to or read about. Which of these cities
do you think would be good to live in, and why?
2. What problems do you think these cities face today?
3. What will happen to these cities in the future? Will they get bigger? Will they solve their
problems or face new ones?

 Challenges Facing the World's Cities

By John Kravitz
I. Introduction
1
Throughout history cities have offered hope and opportunity. Today, 70
million people a year migrate from rural areas to cities. Most of these While you read 1:
people migrate to find better jobs and to improve their lives. This Scan ahead for
migration has resulted in the development of megacities, that is, cities the definition of
with a population of more than 10 million people. By 2020, there will be megacities.
about 35 of these megacities, and most will be in developing countries Highlight it.
(See Table 4.1.). This urbanisation brings many economic benefits. Most of
any country's economic activity takes place in urban areas, so urbanisation
usually leads to increased prosperity. However, these huge cities also face
serious social and environmental challenges.
ll. Social Challenges: Poverty, Housing, and Crime
2
Not everyone who comes to a city from a rural area can get a good job.
Some people cannot find any job at all. As a result, poverty is a major While you read 2:
problem in large cities, especially in developing countries. The World Bank As you read,
estimates that over 3 billion people live in poverty, on less than U.S. $2.50 highlight the
a day. Poverty leads to serious consequences. The results of poverty are words that signal
often poor nutrition, poor health, low-quality housing, and little if any cause and effect.
education. In addition, the cycle of poverty is difficult to break: if children
are born into a poor family, they are more likely to get sick and less likely
to get an education. As adults, they will find it difficult to get a good job, so
they will be poor like their parents. Therefore, poverty usually persists
from one generation to another.

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 143). Garnet Education. 15
Table 1.1 The World’s Largest Cities in 1950 and 2020 (predicted)
Largest Cities in 1950 Population Largest Cities in 2020 Population
Rank in Millions in Millions
1 New York, USA 12.5 Tokyo, Japan 37.3
2 London, UK 8.9 Mumbai, India 26.0
3 Tokyo, Japan 7.0 Delhi, India 26.0
4 Paris, France 5.9 Dhaka, Bangladesh 22.0
5 Shanghai, China 5.4 Mexico City, Mexico 22.0
6 Moscow, Russia 5.1 Sau Paulo 21.6
7 Buenos Aries, Argentina 5.0 Lagos, Nigeria 21.6
8 Chicago, USA 4.9 Jakarta, Indonesia 20.8
9 Ruhr, Germany 4.9 New York, USA 20.4
10 Kolkata, India 4.8 Karachi, Pakistan 18.9
Adapted from ”City Mayors: World's largest urban areas in 2020”. http://citymayors.com/statistics/urban_2020_1.html
3
The United Nations believes that one in seven people around the world
lives in very poor housing or is homeless. It estimates that there are 100
million children living on the streets. In urban areas, one in three people
lives in these conditions. Cairo, Egypt, is an example of a rapidly growing
city that is facing housing shortages. The population of this city doubled
between 1980 and 2006 to almost 20 million. Private investors built
many new apartments, but these are very expensive. In 2011, there were
around one million empty apartments because residents could not
afford to buy or rent them. In contrast, 12 million residents of Cairo live ‘Brazil Rio de Janeiro Favela Poverty’ by Max
Pixel, https://www.maxpixel.net/Rio-De-Janeiro-Brazil-Poverty-
in squatter settlements. One settlement, the City of the Dead, has Favela-3549794 Licence at https://creativecommons.org/share-
your-work/public-domain/cc0/
become famous around the world for its unique housing. This
settlement is a huge cemetery. The residents live in the tombs where
people are buried. Families sit on the floor of these cold, dark tombs and eat their meals on the
tombstones. It is estimated that over one million people in Cairo live in the City of the Dead.
4
Crime is another major problem of urban areas. A 2007 United Nations study found that more than
60 percent of people in the urban areas of developing countries had been victims of crime. Other
studies have also found that the highest crime rates are in large cities. For example, in Brazil,
Mexico, and Peru, the largest cities have the majority of crimes. However, not all big cities have a lot
of crime. Tokyo, one of the largest cities in the world, does not have a high crime rate.
5
Historically, crime is most likely to rise during periods of rapid While you read 3:
urbanisation. In the nineteenth and early twentieth centuries, crime Look back at
rates rose in European and North American cities when the rural poor paragraph 5 and
were moving to these urban areas. This pattern continues today. Crime find two noun +
often increases when large numbers of people, especially young men, noun collocations
migrate to the city. Often these people cannot find jobs, and they live in with rate. Highlight
difficult conditions. However, poverty is just one factor in rising urban them.
crime rates. Some experts believe that the picture is more complicated.
They argue that the crucial factor is not poverty; it is economic
inequality. During periods of rapid urbanisation, the rich and the poor
often live near each other. This can lead to an increase in crime. For
example, Johannesburg, a rapidly growing city in South Africa, has a very
high rate of economic inequality and one of the highest murder rates in
the world.

Vicary, A. (2014). English for academic study: Grammar for writing. (p. 143). Garnet Education. 16
III. An environmental challenge: Pollution
6
Another problem in growing cities is pollution. Visitors to Bangkok,
Thailand, are often shocked by the large numbers of motorcycles, cars,
and buses on the city's streets. The traffic is so bad there that an average
Bangkok resident spends about 44 days each year sitting in traffic. The
situation in Jakarta, Indonesia is similar. Five and a half million people
come into Jakarta each day — 2.5 million by car and over 3 million by While you read 4:
motorcycle. Emissions from all of these cars and motorcycles are a major What is the main
cause of air pollution in these cities. It is not unusual for the people who idea of paragraph
breathe this air to have serious health problems, especially respiratory 6? Highlight it.
illnesses.
7
Because of the connection between pollution and illness, many cities are
trying to clean up their air and water. One city in Brazil showed that it is
possible to reduce pollution dramatically. In the 1990s, Cubatäo was
known as the Valley of Death. The oil and steel plants and chemical
factories were polluting the city's air and poisoning the water. Fish died While you read 5:
in the rivers, trees died in the forests, and people died of respiratory Look back at
illnesses and cancer. The problem was so serious that the government paragraph 7 and
and industries decided to do something to solve it. They invested millions find three noun +
of dollars to reduce the air pollution and clean up the water. Today, fish noun collocations.
are returning to the rivers, trees are growing in the forests, and the Highlight them.
residents of Cubatäo are healthy again.
IV. Future Trends: The Environment
8
There are many environmental challenges. Many cities have problems
with air pollution and heavy traffic. Rapid urbanisation has led to an While you read 6:
explosion of new buildings and the loss of parks and open spaces. What do these
However, in some places, these trends are changing. Architects, trends refer to?
engineers, and politicians are starting to plan for a better future. They Highlight the
understand that growth does not need to create environmental
antecedents.
problems. They are designing new cities that are environmentally smart.
Design guidelines for "smart growth" include:
• smaller communities with parks and gardens
• use of alternative energies
• services and employment near where people live so they can walk
• to work
• green areas where people can plant trees, flowers, and vegetables
• efficient public transportation
9
A community in South London, England, has followed
these guidelines of smart growth. This community,
BedZED, has housing, health services, and employment
all inside one community. Wind and solar power provide
energy, and the buildings do not use fossil fuels. This
alternative energy is cheaper, so residents pay only 10
percent of what other London residents pay for
electricity. In BedZED, buildings collect and reuse rain A tram in Melbourne, Australia’ by Diliff,
https://en.wikipedia.org/wiki/Sustainable_transport#/media/File:C_Class_Tram,
water. They also have roof-top gardens, which help _Melbourne_-_Jan_2008.jpg Licence available at

keep buildings cooler in the summers and warmer in the https://creativecommons.org/licenses/by/3.0/

winters. Residents walk or bicycle to work. If they need

a car, they use one of the community's biofuel cars.

McEntire, J., & Williams, J. (2013). Making connections 2: Skills and strategies for academic reading. (pp. 160-167). 17
Cambridge University Press.
10
BedZED has been so successful that other cities are designing communities using smart growth
guidelines. China has been criticised for its heavy use of fossil fuels, such as oil and coal. Today,
however, it is a leader in smart growth design. One of China's new cities is called Tianjin Eco-city.
Engineers are building this city to house 350,000 residents. Wind and solar power will provide
energy, and rainwater will be recycled. In order to reduce traffic emissions, 90 percent of its traffic
will be public transportation, so people will not need cars. The design of the city will encourage
people to walk. Residents can walk around the city using ground-level walkways as well as
skybridges that connect the high-rise buildings. This remarkable city of the future is planned to start
taking in residents in 2020.
11
Every minute 130 people leave their villages and move to a city, where they often face difficult
living conditions. However, this migration is likely to continue because cities offer the best economic
opportunities. For megacities, it is a huge challenge to meet the needs of these new residents.
Poverty, squatter settlements, homelessness, crime, and pollution are real problems. Yet when
people come together in the cities, great things can happen. People all around the world are making
changes in their cities. Everyone wants to be sure that in this century, these cities will continue to be
places where people want to live.
This article appeared in Global Issues in 2015, Volume 4 Issue 3 pp. 291-296.

Main idea check

Match the main ideas below to five of the paragraphs in the reading. Write the number of the
paragraph on the blank line.
_____ A. Rapid urbanisation and economic inequality lead to increasing crime.
_____ B. Air pollution is a significant problem in many cities.
_____ C. One community in England has followed the principles of smart design.
_____ D. Poverty is a significant problem in large cities.
_____ E. One city successfully cleaned up its air and water pollution.

A Closer Look
Look back at the reading to answer the following questions.
1. According to paragraph 1 and Table 4.1, which statement is not correct?
a. By 2020, experts predict that most urban growth will be in developing countries.
b. In 1950, over half of the megacities were in Europe and North America.
c. By 2020, there will be 10 cities with a population of 10 million people or more.
d. The Indian cities of Mumbai and Delhi will have the same population by 2020.
2. The population of Tokyo will double between 1950 and 2020. True or False?
3. Reread paragraph 2. Which of the following actions would most likely end the cycle of poverty?
a. Parents get more help from the government.
b. All family members, including the children, work.
c. Children have the opportunity to get an education.
d. More families stay in rural areas instead of moving to the cities.
4. Why is the City of the Dead in Cairo unique?
a. Its population doubled between 1980 and 2000.
b. It is a squatter settlement.
c. People live in a cemetery.
5. One million people live in this squatter settlement. According to the reading, crime rates are
rising in many megacities. True or False?

McEntire, J., & Williams, J. (2013). Making connections 2: Skills and strategies for academic reading. (pp. 160-167, 18
169-170). Cambridge University Press.
6. Which of the following is not listed in paragraph 5 as a factor in high crime rates?
a. Rapid urbanisation
b. Economic inequality
c. Squatter settlements
d. Poverty

7. According to paragraphs 8 and 9, which environmentally smart developments are likely to save
energy? Circle all that apply.
a. Efficient public transportation d. Services and employment near where
b. Gardens and parks people live
c. Biofuel cars e. Rooftop gardens
8. In Tianjin Eco-city, 90 percent of emissions will be reduced because people will use public
transportation. True or False?

Skills development: Scanning

Sometimes you need to scan for specific information.
To find specific information, you need to identify key
words and quickly scan for words connected to these
key words. You do not need to read the complete
text.
‘Inside of a Book Close Up’ by Martin Vorel,
https://libreshot.com/inside-of-a-book-close-up/ Licence at
1. Read the following questions. Highlight the key https://creativecommons.org/licenses/publicdomain/

words in each question. Then focus on those words,

and scan the text to find the answers. Write the answers on the blank lines.

1. How many megacities will there be worldwide by 2020?

_________________________________________________________________________
2. How many people worldwide are living in poverty according to the World Bank?
_________________________________________________________________________
3. What study found that 60 percent of people who live in urban areas had been victims of
crime?
_________________________________________________________________________
4. How many people come into Jakarta each day by motorcycle?
_________________________________________________________________________
5. Why is the new Chinese city Tianjin Eco-city a good example of smart growth?
_________________________________________________________________________

Transition signals: Contrast

Writers often connect ideas by showing how one idea is different from another idea. Writers may
use words and phrases such as however, on the one hand, in contrast, although, whereas, and but
to make these contrasts.
In the following example, the word however introduces a contrast between the two underlined
ideas.
In the nineteenth and early twentieth centuries, crime rates were high in European and
North American cities. However, as these cities became fully urbanised, the crime rates
fell.

McEntire, J., & Williams, J. (2013). Making connections 2: Skills and strategies for academic reading. (pp. 169-170). 19
Cambridge University Press.
1. Find words or phrases that signal contrast in the following paragraphs. Highlight them. The first
one has been done for you.
A. The definition of a city is an urban settlement that has its own government. This government
provides basic services to its residents. They include schools, water, electricity, and roads.
Although all cities provide these services to some people, many cities cannot provide them
to everyone.
B. All countries have experienced some changes in their population growth. This growth has
occurred at different times in different parts of the world. Europe and North America had an
explosion in population growth in the early nineteenth century. In contrast, many African
and Latin American countries began to grow rapidly in the twentieth century. Better hygiene
and healthcare have increased life expectancy in many countries.
C. A simple change, the introduction of soap in the nineteenth century, made a big difference
to life expectancy. Medicines that prevent disease have made an even bigger difference.
However, there are still some countries today where the life expectancy is low because of
the low standard of hygiene and healthcare.
D. How do we know the population of different countries? Some countries like Canada and
England count their inhabitants every 10 years. In contrast, France counts every seven years,
and Japan and Australia count their inhabitants every five years. This information provides
an estimate of the worldwide population.
2. Make a clear paragraph by putting sentences A, B, and C into the best order after the numbered
sentence. Look for transition words, pronouns, and repeated key words to help you. Write the
letters in the correct order on the blank lines.
1. In the past, the majority of immigrants to the United States were single male adults.
___ ___ ___
A. Many of these B. Today, many C. However, in the 1950s
women brought their immigrants are both this changed because, for
children, so the men and women who the first time, there were
number of immigrants come to the United more female immigrants
States with their than male immigrants.
under the age of 15
children.
increased.
2. Immigrants face many difficulties when they move to a new country.
___ ___ ___
A. The first challenge is B. Learning a new C. However, before they can
finding a job. language and find a good job, immigrants
understanding a usually need to learn a new
different culture can be language.
very hard.
3. In the United States, there are both advantages and disadvantages to living in the suburbs.
___ ___ ___
A. However, people in B. Finally, although C. A typical suburban house
the suburbs usually have suburbs have lower is much larger than a house
to pay a high price for crime rates than cities, in the city.
their house and will have people feel separated
to drive a long distance from the vibrant city
to get to work. life.

McEntire, J., & Williams, J. (2013). Making connections 2: Skills and strategies for academic reading. (pp. 169-170). 20
Cambridge University Press.
 4. Cities are finding ways to solve traffic problems.
___ ___ ___
A. In U.S cities, on the B. In Singapore, for C. One trend is to make
other hand, the traffic is example, the number of people pay if they drive
getting worse. So soon drivers has decreased during the busiest times.
these cities may have to because they have to
follow Singapore’s buy a licence to drive
example. during these times.
5. The countries of East Asia have different population patterns
___ ___ ___
A. In contrast, only one- B. In total, these- C. In Japan and Korea, large
third of all Chinese live in quarters of Japanese populations live in a few
urban areas. The and South Koreans live major cities, such as Tokyo
majority live in smaller in urban areas. and Osaka in Japan and
farming communities. Seoul in South Korea.

3. Highlight the contrast transition signals in the text Challenges Facing the World's Cities.

Vocabulary: Definitions
Find the words in the text that complete the following definitions. When a verb completes the
definition, use the base form, although the verb in the reading may not be in the base form.

1. ___________________are results or effects of something that has happened. They are often
negative. (n pl) Par. 2
2. ___________________is the food you eat to stay healthy. (n) Par. 2
3. A/An __________________is a set of events that repeat themselves. (n) Par. 2
4. To ___________________is to continue to exist, often in spite of difficulty. (v) Par. 2
5. People who are about the same age in a family or society are a/ an ________________(n) Par 2
6. If something is __________________, it is very unusual, or special. (adj) Par. 3
7. An area of land where dead people are buried is called a/an ________________(n) Par. 3
8. _______________are buildings where one person or a family is buried. (n pl) Par. 3
9. To ______________someone is to put a dead person under the ground. (v) Par. 3
10. ________________problems are related to the lungs and breathing (adj) Par. 6

McEntire, J., & Williams, J. (2013). Making connections 2: Skills and strategies for academic reading. (pp. 160-167, 21
169-170). Cambridge University Press.
Vocabulary: Words in context
Complete the passage with words from the text in the box below.

face inequality provide similar

huge poverty rate victims

1. A recent study of a________________in urban and rural areas looked at the poorest people in
the world — those who live on less than one dollar a day. The study showed
b
________________between rural and urban areas. Almost 75 percent of the poorest people
live in rural areas. These results of the study are very c_________________to the results of a
study that was done 10 years before. That study found that 77 percent of the world's poor lived
in rural areas. Together, the studies make it clear that the world needs to
d
________________more help to the rural poor.

2. The urban poor many e__________________challenges in their lives. One of the biggest
problems is that the crime f_____________ is higher in urban areas. As a result, poor people are
often g________________ of crimes. This is a/ an h________________ challenge, especially in
the megacities of the developing world where there are not enough resources for the police.

Vocabulary: Academic word list

The following are Academic Word List words from the text. Use these words to complete the
sentences.
community cycle similar
consequences persist unique

a) New York and Hong Kong developed for _____________reasons: both cities are located by deep
harbors.
b) There will be serious _____________if city governments do not try to help people find jobs.
Crime rates may increase, for example.
c) People who live in the same _______________often have similar interests and ideas.
d) Parents who live in poverty find it difficult to educate their children, who then grow up to be
poor like their parents: it is a difficult _______________to break.
e) Every city is _______________ because every city is different in some ways from all other cities.
f) Poverty and crime ______________ in many large cities in spite of government efforts to reduce
them.

McEntire, J., & Williams, J. (2013). Making connections 2: Skills and strategies for academic reading. (pp. 160-167). 22
Cambridge University Press.
PRODUCTIVE SKILLS DEVELOPMENT 3.2
 Notetaking from a written text
If you need to understand a reading and remember the most important information — perhaps
for a test — it is important to take notes. Many students take notes on the page next to the
reading. This is called annotating. They also take notes in a separate notebook. When you write on
the page, you can circle or highlight important ideas, words, and information. You can number
supporting details and write definitions of key terms in the margin. When you take notes in a
notebook, you can make an outline if you wish. We will practice making outline in this lesson
because you will be required to create one for your assignment in EAP.

These strategies will help you take notes from a reading.

• As you read, circle main ideas and number supporting details.
• Highlight important words and write definitions in the margin.
• Omit unimportant words such as articles and preposition.
• Use your annotated text to help you make an outline.
• Begin your outline with the topic or main idea of the paragraph.
• Add the most important supporting details.
• Use a system of numbers and letters to show the difference between very important and less
important details.
• Keep your outline simple. Don't write too much detail.
1. Read the following paragraph. As you read, circle the main idea and number the supporting
details. Highlight any important vocabulary words, and write the definitions in the margin.
Compare your answers with a partner.
Before the invention of the sewing machine, clothes were made by hand one at a time. This took a
long time. Technology, however, has completely changed the manufacturing of clothes. In the
1830s, the sewing machine was invented. This changed the way clothes were made. Military
uniforms were the first items of clothing to be produced using this technology. Production

McEntire, J., & Williams, J. (2013). Making connections 2: Skills and strategies for academic reading. (pp. 191-193). 23
Cambridge University Press.
 increased as technology continued to change. In 1859, a foot pedal was added to the sewing
machine. Now clothing could be made more quickly. Later, after the invention of the electric
sewing machine, clothing could easily be mass-produced. More recently, computer technology
has dramatically changed the design and manufacture of clothes. It now takes only 90 minutes for
computers and automatic machines to make a man's suit. This is a huge saving in time and labour
from the hard, slow work of sewing by hand.
2. Read the following paragraph. A student has already taken notes on the page. Use these notes
to help you complete the outline on the next page.
Of all items of clothing, the skirt has had the longest history. In ancient times, both 1
men and women wore skirts. Ancient cave paintings show men wearing skirts made
of animal fur. By the eighteenth century, however, men in most European countries 2
were no longer wearing skirts. Almost everywhere men wore long pants. Women's
skirts at this time were long and full, sometimes two meters across. It wasn't until 3
the 1920s that designer Coco Chanel shocked the Western world by raising skirt
lengths to the knee. In the 1960s, designer Mary Quant raised the skirt even more to 4
a very short mini length, but this style did not last long. By the late 1970s, miniskirts Very short
were not in fashion anymore. Today, the skirt is still a basic item of women's skirts
clothing, and it can be any length.

Outline
1. Skirts – long history
A. Ancient times
a. Men and women wore skirts
b. __________________________________________________________________
B. ______________________________________________________________________
a) ___________________________________________________________________
b) Women’s skirts were long + full. 2 metres across.
C. ______________________________________________________________________
a) ____________________________________________________________________
D. Modern times
a) ____________________________________________________________________
b) Late 1970s, miniskirts were no longer popular.

3. Read the following paragraph from the text Challenges Facing the World's Cities. As you read,
circle the main idea and number the supporting details. Highlight any important vocabulary, and
write the definitions in the margin. Then create an outline.
4
Crime is another major problem of urban areas. A 2007 United Nations study found that more
than 60 percent of people in the urban areas of developing countries had been victims of crime.
Other studies have also found that the highest crime rates are in large cities. For example, in
Brazil, Mexico, and Peru, the largest cities have the majority of crimes. However, not all big cities
have a lot of crime. Tokyo, one of the largest cities in the world, does not have a high crime rate.

McEntire, J., & Williams, J. (2013). Making connections 2: Skills and strategies for academic reading. (pp. 191-193). 24
Cambridge University Press.
 Outline

Summarising
Notetaking (or annotating a text) is an effective strategy to help you understand a text. Making
notes about a text is also an essential step in writing a summary of a text.
When developing your ability in summarising, it is advisable to practise using one particular
approach. The NOW approach is one way of doing this.
There are three stages to NOW the approach.
NOTE: making notes on the main points
ORGANISE: organizing these notes
WRITE: writing up the notes in an appropriate format
1. Making notes N
• Identify your note-making purpose, e.g., to summarise the whole text (a ‘global’ summary),
or specific parts of the text that are relevant to a particular purpose (a ‘selective’ summary).
• Find the relevant main ideas and underline or highlight them.
• Write out the underlined/highlighted section in note form, using your own words where
possible. At this point, you could make an outline to make sure you understand the text,
especially if the text is large.
• See note about shared language below.
• Check the original text to make sure that you have not missed out any important
information relevant to your purpose.
2. Organising the notes O
• Study the notes and decide in which order you wish to put the information when you write
the summary. This will depend on why you are making the notes; for example, whether you
want to produce a global or selective summary of the original text.
• Decide how you want to prioritise the information. You may want to reorganise the ideas and
information, or decide that some of it is not relevant.
• Organise the notes according to your purpose; you may wish to rewrite them or put them in
the form of a mind-map.
3. Writing up the notes W
• Write up the notes to produce your summary text.
• Remember that you are transforming the notes from note form into fully connected
sentences.
• Using only the notes of the main ideas and shared language, rewrite the information using
your own words:
o Do not use more than three words in a row from the original as this will be regarded as
plagiarism.
o Do not change the meaning of any of the ideas from the original or try to add your own
thoughts

McCormack, J., & Slaght. J., (2012). English for academic study: Extended writing and research skills. (p. 28). Garnet 25
Education.
 • Edit your first draft; make sure you have included all the relevant information and checked
the accuracy of your grammar, vocabulary and spelling.
• Check that you have avoided plagiarism and written far fewer than the original.
• Write out a second draft, if necessary.

A note about shared language

An important step in the process of paraphrasing and summarising is to identify any shared
language. The term shared language refers to words or phrases in the original source that should
remain the same, such as:
• Proper nouns
President Mandela, the World Cup, New Zealand, The Red Cross
• Common nouns
police, bed, zebra, helicopter
• Dates and figures
July, 1977, 18%, 4,900
• Specialised language
blood pressure, penalty kick, economic recession
These words or phrases do not belong to any one writer. They are understood and used with the
same meaning by everyone. It is therefore unnecessary to change shared language in an essay.
For example, writing "a four-legged animal, with black and white stripes, resembling a horse"
instead of using the common noun zebra would be confusing and inefficient. Similarly, the
number 4,900 need not be changed to "almost 5,000."

1. Read paragraph 3 again from the text Challenges Facing the World's Cities and highlight the
shared language.

The United Nations believes that one in seven people around the world lives in very poor housing
or is homeless. It estimates that there are 100 million children living on the streets. In urban
areas, one in three people lives in these conditions. Cairo, Egypt, is an example of a rapidly
growing city that is facing housing shortages. The population of this city doubled between 1980
and 2006 to almost 20 million. Private investors built many new apartments, but these are very
expensive. In 2011, there were around one million empty apartments because residents could not
afford to buy or rent them. In contrast, 12 million residents of Cairo live in squatter settlements.
One settlement, the City of the Dead, has become famous around the world for its unique
housing. This settlement is a huge cemetery. The residents live in the tombs where people are
buried. Families sit on the floor of these cold, dark tombs and eat their meals on the tombstones.
It is estimated that over one million people in Cairo live in the City of the Dead.

Writing a summary
As part of the example assignment, you have read and understood the text. Follow the three stages
in the NOW approach to write a global summary of Challenges Facing the World's Cities. Your
summary should only be around 100 words but the full text is around 1500 words. This means that
you will need to focus only on the essential content of the text.

McCormack, J., & Slaght. J., (2012). English for academic study: Extended writing and research skills. (p. 28). Garnet 26
Education. Chin, P., Reid, S., Wray, S., & Yamazaki, Y. (2012). Academic writing skills 2. (p. 35). CUP.
1. Making notes
A. Here’s an example with the first 2 paragraphs of the text done for you. Note how little is
highlighted in each paragraph. In your final summary, each paragraph may be described in just
one sentence, sometimes less.

• Large cities face

soc. and env.
Challenges.

• Unemployment 
poverty
• Poverty poor
health, poor
nutrition, low
qual. housing &
little educ.)

B. Paragraph 3 mainly describes an example of housing problems. In a summary, examples are

usually omitted. Consequently, the paragraph can be ignored entirely.

C. Here are paragraphs 4 and 5 with the main ideas/key ideas highlighted. Write notes in the
margin on the right. Remember to check that you have not missed any important information.

McEntire, J., & Williams, J. (2013). Making connections 2: Skills and strategies for academic reading. (pp. 160-167). 27
Cambridge University Press.
D. Now look at sections III and IV (paragraphs 6-11). Highlight the key information and write notes.

2. Organising the notes O

Look at your notes again and think about your purpose. Remember, you need to write a global
summary of the text in order to prepare for your assignment topic. Ask yourself the following
questions:
o Is there any information that can be omitted?
o Is there any information that can merge or join with other information?
o Is the order of information appropriate?
Remember you will need to reduce your notes to produce a summary of approximately 100 words.

3. Writing up the notes W

A. Here is an example summary of the text. Complete it with appropriate words or phrases

The world’s cities are facing both 1_____________and 2________________ challenges. Poverty
is a social problem which results from unemployment and can lead to 3____________and
housing issues. Furthermore, in large cities, poverty often leads to an increase in
4_____________. However, some experts believe that the crucial factor which leads to crime
is economic 5________________. The main environmental challenge facing cities is
6________________, which can lead to serious health problems. Governments and
professionals have tried to address these issues by developing “smart growth” design
7____________. BedZED in the UK has successfully adopted these principles, and an eco-
city is planned in TianJin, China.

4. Annotate and make notes on the following text. Focus only on essential information as in the
example above. Bring your notes to class tomorrow.

McEntire, J., & Williams, J. (2013). Making connections 2: Skills and strategies for academic reading. (pp. 160-167). 28
Cambridge University Press.
 The Water Crisis
By Shaleen Crawford

1
Clean, fresh water is essential to life, and the earth provides abundant supplies of such water. Even
though 97 percent of the planet's water is in the ocean, there is still, in theory, enough freshwater
for every person on the planet today. Each year, approximately 110,000 billion cubic meters of water
falls to the land as rain or snow. Of this, humans use less than 10 percent for agriculture, industry,
and personal use, and most of this water is eventually returned as part of the water cycle. Since this
is the case, why is there insufficient water in areas of the world where billions of people live?
Moreover, why do many experts believe the next wars may be about water, not oil? The answer lies
not in the amount of freshwater, but in its unequal availability.

2
Three geographical factors determine water availability. First, global atmospheric conditions create
areas of high pressure and low precipitation. Next, proximity to water also influences the amount of
rain since prevailing winds bring moist air from large bodies of water to the land. The further a
country is from large bodies of water, the drier it is. Finally, topography has an important effect on
rainfall. High mountains act as water catchers, trapping rainfall on one side of the mountains, but
leaving the other side dry in the rain shadow. In most parts of the world, all three factors influence
rainfall. In addition to these factors, periodic droughts can also dramatically reduce the water supply
within a specific region. These factors lead to some countries being water-rich while others are
water-poor (See Figure 4.3 below.).

3
Human activity also plays an important role in freshwater availability. Population growth,
urbanisation, and farming can strain existing water supplies, reducing both the amount and quality
of water available. Underlying the problem of water availability is the fact that most population
growth occurs in developing countries, areas already short of water. Wells and piped water and
sanitation systems are expensive to build and to maintain. As the population continues to grow in
these less developed regions, and as more people move to urban areas, the World Bank estimates
that the cost of supplying water will be triple today's costs. The United Nations warns that two thirds
of the world's population will live in countries experiencing water shortages by 2025.
4
Water shortages have critical effects on individuals and nations because more than any other
resource, water is essential for human activity. It is used in agriculture, industry, and domestic use,
that is, for daily living. Of these uses, agriculture accounts for by far the biggest use of water. (See

Packenham, K., McEntire, J., & Williams, J. (2013). Making connections 3: Skills and strategies for academic reading. 29
(pp. 226-229). Cambridge University Press.
Figure 4.4.) Irrigation can quickly turn dry dirt into farmland, but it is costly in terms of water. It takes
634 gallons of water to produce a hamburger, 37 gallons for a cup of coffee, 650 gallons for a pound
of rice, and 265 gallons for a glass of milk — statistics that highlight the hidden costs of food
production. The environmental effect of agriculture is also significant. Farming depends on the use
of fertilizers and pesticides. However, irrigation causes runoff of these chemicals, thereby
contaminating local supplies of drinking water, and exacerbating water shortages. In the last 50
years, the use of fertilizers has more than tripled in the United States, and as demand for food
increases with population growth, the increased use of fertilizers is likely to continue.

5
With such reliance on water, it is not surprising that many regions worldwide face serious water
shortages, including in both developed and developing nations. However, it is in developing nations
where water shortage is critical. According to the United Nations, half of all people in developing
countries have no access to clean water. In rural areas of these countries, women walk as many as 4
hours a day to collect water. In urban areas, water may be more easily available, but at a price.
Because water is not piped into slum areas, people there have to buy water in containers. They
often have to pay 5 to 10 times more per gallon than other people living in the same city because
those people have access to piped water. This combination of poverty and lack of freshwater is
deadly, causing high mortality rates, particularly for children. Each year, 5 times as many children die
from water-borne illnesses than from HIV / AIDS.

6
This human crisis is also an economic crisis. The United Nations estimates that lack of access to
clean water and sanitation costs developing nations a staggering 170 billion U.S. dollars a year. This
estimate was determined by looking at the cost of health care from treating water-borne illnesses,
and the time lost through walking long distances to collect water. For example, it is estimated that in
Sub-Saharan Africa, women spend 40 billion hours per year collecting water. This is equivalent to the
total of all the hours worked by the French workforce. Solutions to the water crisis can be classified
into two broad approaches: high impact and low impact. High-impact solutions include damming,
altering the natural course of rivers for irrigation, and desalination — a process of converting
seawater to freshwater. Countries across the globe are using these approaches, even though they
come at an economic, human, and environmental cost. The Aswan High Dam in Egypt was built to
irrigate thousands of acres of farmland. The Colorado River was dammed to provide water to
California. China is investing $62 billion to pipe water from the Yangtze River to its dry cities and
farmlands in the north. The desert-dry country of Saudi Arabia relies on the technology of
desalination. More than 120 desalination plants in the Persian Gulf Region provide much of the
water to North Africa and Middle Eastern countries.

7
Unlike high-impact solutions, low-impact solutions are usually on a local scale and are more
ecologically sensitive. The emphasis tends to be on improving the efficiency of water use rather than

Packenham, K., McEntire, J., & Williams, J. (2013). Making connections 3: Skills and strategies for academic reading. 30
(pp. 226-229). Cambridge University Press.
seeking new supplies. For example, some cities in water-scarce areas in the United States subsidise
the use of sanitation systems, which require less water and recycle more. Another important
emphasis is the increased understanding of the role of wetlands in water management. These
important ecological areas naturally filter and clean runoff water, allowing this water to return to
rivers and re-enter the water cycle. The Nakivubo Swamp in Uganda's Kampala district is a good
example of this process. For years, this extensive wetland has received contaminated water from
surrounding settlements, which lack proper sanitation. The wetland naturally purifies this water,
returning it to Lake Victoria, where local people can use it more safely for their drinking water.

8
The solution to the global water crisis is the responsibility of all nations. In 2010, the United Nations
passed a resolution that recognised clean drinking water and adequate sanitation as a basic human
right. While this resolution has no enforcement power, it does clearly illustrate the fact that many
countries understand water is not just a valuable resource; it is also essential to human life.

This article appeared in Environmental Watch in 2017, Volume 22 Issue 6 pp. 85-91.

Packenham, K., McEntire, J., & Williams, J. (2013). Making connections 3: Skills and strategies for academic reading. 31
(pp. 226-229). Cambridge University Press.
RECEPTIVE SKILLS DEVELOPMENT 3.3
 Annotated Bibliography
What is an annotated bibliography?
An annotated bibliography gives a brief overview of the research you have done for your
assignment. It is basically a list of sources you have used (the bibliography) with a short paragraph
of helpful comments (annotations) added. It is a frequently used assessment piece at university,
and may have a number of different formats. You will probably come across the annotated
bibliography many times in your academic future, but it may look slightly different each time. In
EAP, you will be preparing a simple annotated bibliography using APA referencing.

Why write an annotated bibliography?

• Helps you to find relevant and useful sources of information.
• Helps you to summarise your sources, so you can use the ideas succinctly in your writing.
• Helps you to evaluate your sources, so you can choose better quality support for your ideas.
• Helps to develop critical reading and thinking skills, which are essential for success at
Australian universities.
Structure
There are two main sections of an annotated bibliography
1. The citation (reference) – this contains the same information as you would put in a
reference list. Use APA referencing conventions here (see QUT cite write) and put it in bold
like a heading. There is no need to double space it.
2. The short paragraph (annotation) – this needs to be up to 100 words and consists of both
descriptive and evaluative language.

Language Part Part name Description

Needed number
APA 1 Citation The full reference in APA style
Descriptive 2 Purpose One sentence to explain the purpose or
scope of the article (normally this forms the
topic sentence of the summary)
3 Summary A summary of the article – theory, results,
argument
Descriptive & 4 Usefulness A statement about the usefulness or
Evaluative limitations of the article - relevance,
weaknesses, reliability
5 Evaluation/Reflection A comment about how you will use this
source in your assignment

University of the West of England (n.d.). How to get started with critical thinking [PowerPoint Presentation]. 32
https://slideplayer.com/slide/12911749/
Model of an Annotated Bibliography:

Source: https://www.une.edu.au/data/assets/pdf_file/0008/11132/WE_Writing-an-annotated-bibliography.pdf

1. Read the model above. Can you find the 5 different parts? Use a different colour highlighter for
each section of the annotated bibliography.

2. Circle all the transitions that you can find. Why are they used in that section of the text?

3. Below are 4 questions that you might ask yourself while trying to write your annotated
bibliography. Which sections of the annotated bibliography do they refer to?

How (and where)

am I going to use
Can I describe the
this article in my
whole article in one
assignment?
What are the main sentence?
Is this article useful
points of the
(not just to me but
article?
overall)? Why/why
not?

University of the West of England (n.d.). How to get started with critical thinking [PowerPoint Presentation]. 33
https://slideplayer.com/slide/12911749/
4. Now look at another example of an annotated bibliography below. The sections of the
annotated bibliography have been mixed up. Can you put them in the correct order and name
them?
Text Part Name
Number
The main limitation of the article that the survey sample was restricted to
mid-level management. Thus, the authors indicate that further, more
extensive research needs be undertaken to develop a more in-depth
understanding of employee turnover and job performance.
The article is useful to my research topic, as Trevor et al. suggest that
there are numerous reasons for employee turnover and variances in
employee motivation and performance. However, I will probably only use
it in the second section of my assignment as an example due to the
restricted focus.
The authors use data gained through organisational surveys of blue-chip
companies in Vancouver, Canada, to try to identify the main causes of
employee turnover and whether it is linked to salary growth. Their
research focuses on assessing a range of pay structures such as pay for
performance and organisational reward schemes.
Trevor. C.O., Lansford. B., & Black, J.W. (2004). Employee turnover and
job performance: monitoring the influences of salary growth and
promotion. Journal of Armchair Psychology, 113 (1), 56-64.
In this article, Trevor et al. review the influences of pay and job
opportunities in respect to job performance, turnover rates and
employee motivation

Useful language for the Annotated Bibliography:

1. Language of Evaluation
It is important to use evaluative language in your annotated bibliography so that you demonstrate
evidence of critical thinking. There are a number of ways of using language evaluatively.
• Use adjectives e.g. It is/has + adjective (+ noun)
• Use adverbs
• Use evaluative expressions

Adjectives
1. Some descriptive words contain an evaluative meaning (either positive or negative). Look at
the following list of adjectives. Which ones are positive? Negative? Write them in the correct
box in the table below
Adjectives
important, misguided, wrong, accurate, incorrect, appropriate, suitable, weak, efficient,
flawed, significant, small scale, necessary, inaccurate, impressive, inconclusive, convincing
questionable, unimpressive, insignificant, precise, limited, effective, restricted, comprehensive
Positive Negative

University of the West of England (n.d.). How to get started with critical thinking [PowerPoint Presentation]. 34
https://slideplayer.com/slide/12911749/
 2. In the table below are some nouns that commonly collocate with some of the positive
adjectives from the previous activity. Can you draw a line to match them together?

Adjectives Nouns
convincing picture
precise method
accurate argument
effective details

Other expressions:
There are many other ways of using language to evaluate. A great source of phrases to use, even in
your future academic career is the website – Manchester University Academic Phrase bank.

Practice:
1. Identify the evaluative language in the following sentences.

a. A ground-breaking discovery has been made in research into ageing and death.
b. Their conclusion is mistaken and lacks hard evidence.
c. The search for a unified theory of the human mind is misguided, says Hargreaves
(2015).
d. Current responses to the global energy crisis are inadequate, Juarez (2013) has
warned.
e. In 1997, Irkan published a significant piece of research on open structures in
bridges.
f. In his seminal work, Abaka challenges current techniques, revealing flaws in data
interpretation.
g. This book gave a fairly objective view to the events surrounding the Rum Rebellion.
h. The results of the study suggest that there are considerable benefits to be gained
from including writing checklists in the teaching/learning cycle.

2. Now look again at the language used in the two model annotated bibliographies from
today’s lesson. Can you find any examples of evaluative language?

University of the West of England (n.d.). How to get started with critical thinking [PowerPoint Presentation]. 35
https://slideplayer.com/slide/12911749/
Transition Signals:
You will need to organise your information well in your annotated bibliography using suitable
transition signals. There will be separate transition signals used for the summary section, and
evaluation section.
With a partner, can you identify the transition signals that you would use for the following
situations? Hint: look back at the annotated bibliography models for examples.
Sequencing the Adding supporting Contrast Effect
summary ideas

Listen to your teacher to check your answers.

Other Useful Language for the Annotated Bibliography

Part Language
Purpose In this article, Brown reviews …
This article examines…
The authors describe…
The author’s purpose is to …
Summary The author’s research focuses on …
The main ideas expressed are …
Brown has conducted a thorough investigation of …
Usefulness There is a lack of supporting evidence…
The main limitation of ….
The author provides a strong ….
Evaluation The article is useful for my research topic …
Due to the fact that…
The work is relevant to my assignment because ….
In particular, this article will assist …
This article will be useful in …..

Academic Skills Office (n.d.) Writing an annotated bibliography [Fact sheet]. University of New England. 36
https://www.une.edu.au/__data/assets/pdf_file/0008/11132/WE_Writing-an-annotated-bibliography.pdf
PRODUCTIVE SKILLS DEVELOPMENT 3.3
 Annotated bibliography
In this lesson, you will create your own annotated bibliography to use as a model for the
annotated bibliography you need to submit in Week 4. You will be using the reading texts
‘Challenges facing the World’s Cities’ and ‘Water Crisis’ from this week as your sources.

Example 1: Annotated bibliography 1 - The Water crisis

1. Look back at the notes you made on the ‘Water Crisis’ text. With a partner or small group,
compare notes. Highlight those main points that you have all identified. These ideas will
form your summary.
2. As a group, write a summary of the text of around 70-100 words. Remember to include
suitable transition signals to organise your writing. Everyone should write exactly the same
summary in the appropriate space on the next page. (Annotated Bibliography 1 – Summary)
3. Write the full APA reference.
4. Now, write your purpose. Remember that this is one sentence that functions as a topic
sentence for the summary.
5. Remember the question for an example assignment that you discussed in a previous lesson.

Describe the environmental issues facing the world as the population continues to
increase and suggest some possible solutions.

Now think about the usefulness of the text. Do you think that the text you have read is a
good one? Does it have any limitations? Does it provide strong evidence to support the
example question?
Write a couple of sentences to explain your conclusions in the Usefulness section of the
Annotated Bibliography.
6. Now write a couple of sentences as an evaluation of your source for use in your assignment.
You will need to think about these questions - Would this text be useful to you in writing
your assignment? Why/why not? How? Where would you use it? Would it be a main
resource? Would it be useful for only one section? Remember it is OK to be negative and say
that it wouldn’t be useful.

Example 2: Annotated bibliography 2 – Challenges facing the world’s cities

7. Complete the 2nd example of an annotated bibliography using the summary from your lesson
earlier this week.

37
Annotated Bibliography 1: (Water Crisis)
Write the full APA reference for the article below:
__________________________________________________________________________________
__________________________________________________________________________________
Now write a purpose:
__________________________________________________________________________________
__________________________________________________________________________________
Add your summary below:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Write about the usefulness:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Add your evaluation
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Annotated Bibliography 2: (Challenges facing the world’s cities)

APA reference:

__________________________________________________________________________________
__________________________________________________________________________________

38
__________________________________________________________________________________
__________________________________________________________________________________
The world’s cities are facing both social and environmental challenges. Poverty is a social problem
which results from unemployment and can lead to health and housing issues. Furthermore, in large
cities, poverty often leads to an increase in crime. However, some experts believe that the crucial
factor which leads to crime is economic inequality. The main environmental challenge facing cities is
pollution, which can lead to serious health problems. Governments and professionals have tried to
address these issues by developing “smart growth” design principles. BedZED in the UK has
successfully adopted these principles, and an eco-city is planned in TianJin, China.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Checklist
When you finalise your annotated bibliography, make sure you have done the following:
□ Arranged the references in alphabetical order
□ Written a single paragraph underneath the reference
□ Written in full sentences using academic style

39
RECEPTIVE SKILLS DEVELOPMENT 3.4
 The Graying of the Workforce
Answer the following questions with a partner or your classmates.
1. Look at the title of this chapter and the photograph. What trend
do you think "the graying of the workforce" refers to?
2. At what age do people typically retire in your culture? Is it
common for people who are older than 65 to continue
working? Is there a mandatory retirement age?
3. Who is the oldest person you know who is still working?

Vocabulary
Preview
1. Read through the sentences below, which are missing vocabulary from the lecture, and fill in the
blanks using the words provided in the box.
2. Check your answers by listening to the sentences. Be sure to check the spelling and the meaning
of any unfamiliar words.

reproductive declining lifespan longevity mortality

fertility expertise declining ratio phenomenon
clashes scale shift birth-rate replacement

a. The human __________________ is also increasing. The National Institute on Aging reports that
most countries show a steady increase in __________________.
b. A falling __________________ in countries with advanced economies has contributed to a rapid
increase in the age of the world's population.
c. The reasons for the __________________ birth-rate require a bit of explanation.
d. The need for cheap labour to work the land, coupled with high infant __________________
made large families advantageous.
e. During industrialisation, there was a population __________________ from rural to urban areas.
f. Advances in __________________ technology allowed couples to take a more active role in
planning their families.
g. In many developed nations, the birth-rate has now fallen to below __________________ levels.
h. The __________________ rate in many European countries is now less than 1.5 children per
woman.
i. The elderly support __________________ is calculated by dividing the number of working-age
people by the number of people 65 or older.
j. A second impact is caused by just the opposite __________________, the large number of baby
boomers who are and will be retiring at the same time, taking with them knowledge and
__________________ that will be difficult to replace over the short term.
k. __________________ can occur when workers with such widely different life experiences and
attitudes toward work interact.
l. Some companies have had to __________________ back expansion due to a lack of workers.

Dunkel, P.A., & Pialorsi, F. (2014). Listening and notetaking skills level 3. (pp. 55-61). Heinle Cengage Learning. 40
Predictions
Think about the questions at the start of the lesson and the sentences you heard in the Vocabulary
Preview. Write three questions that you think will be answered in the lecture. Share your questions
with your classmates.

Notetaking Preparation

Showing Cause and Effect

Listen for cues that show a lecturer is expressing a cause/effect relationship between ideas. Make
sure your notes reflect this relationship clearly by using the symbols below.

Cues to listen for ([C] =cause; [E]= effect) Notes

[C] brings about / contributes to / results in / leads to [E] [C] → [E]

[C] affects / means (that) / makes / allows [E] e.g. pop↓→ oldr wrkrs ↑

[C] so [E] [C] ∴[E]

Due to [C], [E] e.g. pop↓∴ oldr wrkrs ↑
Because of [C], [E]
As a result of [C], [E]

[E] because [C] [E] b/c [C]

The reason for [E] is [C] e.g. oldr wrkrs ↑ b/c pop↓

[E] is the result of [C] [E] ←[C]

[E] is brought about by / is caused by [C] e.g. oldr wrkrs ↑← pop↓

(∴ = therefore)

Look at the notes below. Match the note with the sentence. Circle a or b.

1. wrk chngs b/c pop chngs of wf

a. Today, we are going to talk about a change in the world of work that has been
brought about by changes in the makeup of the population of the workforce.
b. Today, we are going to talk about a change in the world of work that has contributed
to changes in the makeup of the population of the workforce.
2. Hist fac → aging of pop
a. I will explain historical factors that are the result of the aging of the population.
b. I will explain historical factors that have contributed to the aging of the population.
3. ↓ b'rate adv econ & + med care →↑ lifespan ∴ older wf
a. Two basic trends—a falling birthrate in countries with advanced economies, and
improvements in medical care—have contributed to an increased lifespan, leading
to an older workforce.
b. Two basic trends—a falling birthrate in countries with advanced economies, and
improvements in medical care—are the result of an increased lifespan and an older
workforce.

Listen to sentences from the lecture and take notes. Use the symbols in the box to express the
relationship between cause and effect.

Dunkel, P.A., & Pialorsi, F. (2014). Listening and notetaking skills level 3. (pp. 55-61). Heinle Cengage Learning. 41
 1. ___________________________________________________________________________
2. ___________________________________________________________________________

First Listening:
Listen to the lecture and number the slides on this page and the next in the order they would be
shown during the lecture. Write the number of the slide on the line provided and answer the
question to the right of the slide.

Elderly Support Ratio Slide Number ____

Q: What is the
worldwide
elderly support ratio
I. Definition predicted to be by
II. Decline: Some statistics 2050?

III. Impact of decline

Slide Number ____

Population Changes → Graying of
Q: By how much has
the Workforce the number of people
aged 60 and over
increased since 1980?
I. Population facts
A. WHO
B. National Institue on Aging

Slide Number ____

Dunkel, P.A., & Pialorsi, F. (2014). Listening and notetaking skills level 3. (pp. 55-61). Heinle Cengage Learning. 42
 Reasons for Aging Population Q: Did the birthrate
increase or decrease
during the Industrial
I. Medical improvements Revolution?
II. Changes in birthrate
A. Industrial
Revolution
B. Start of WWII
C. Post WWII baby
boom
D. Mid-1960s
E. Today
Future ? Slide Number ____

Q: What is likely to
happen in the future
if the population
I. Longer working life growth rate in
II. Workplace changes advanced economies
remains low?

Baby boomers Slide Number ____

Q: What does the

baby boomers staying
in their jobs mean for
I. Continued employment young people
II. Retirement entering the
workforce?

Dunkel, P.A., & Pialorsi, F. (2014). Listening and notetaking skills level 3. (pp. 55-61). Heinle Cengage Learning. 43
Second Listening
Now that you've listened to the lecture once, listen to it again and take notes using the Cornell Note-
taking system.

Key Points Details

_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________
_______________ ______________________________________

Summary
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

Dunkel, P.A., & Pialorsi, F. (2014). Listening and notetaking skills level 3. (pp. 55-61). Heinle Cengage Learning. 44
Third Listening
You will hear parts of the lecture again. Look through your notes as you listen. A notetaking mentor
will discuss the notes. Circle the answer that is closest to the notes you took, and put a check ()
next to the notes that the mentor wrote.

Accuracy Check
You will hear questions about the lecture. Answer each question by referring to the notes that you
took while listening to the lecture.

1 a. by 2015 5 a. China
b. by 2050 b. Japan
c. in 20 to 50 years c. South Korea
2 a. Large families were common. 6 a. Germany
b. Having children cost a lot b. Italy
c. Most people lived in cities c. Japan
3 a. high infant mortality 7 a. 14 percent
b. larger families b. 22 percent
c. medical advances c. 40 percent
4 a. before World War Il 8 a. a shortage of workers
b. from 1946 to 1964 b. high youth unemployment
c. in the mid 1960s c. retirement of baby boomers

Oral Summary
Use your notes to give an oral summary of half of the lecture to your partner. Swap if you have time
so that you both get the chance to talk about the full lecture.

Dunkel, P.A., & Pialorsi, F. (2014). Listening and notetaking skills level 3. (pp. 55-61). Heinle Cengage Learning. 45
Focused Listening Skills: Connected speech and schwa

Practice: How many words do you hear?

1. Your teacher will play you one very short piece of audio from the lecture. Put a dash or dot
in the space below every time you hear a word.
e.g., A piece of banana cake would be __ __ __ __ __

2. Check with a partner. How many words did they hear? You’ll need to repeat this with your
teacher until the whole class agrees.
3. Now see if you can write exactly what you hear. Check together.

Why is this so hard to do?

There are about 50 words in English that can have a “strong” form and a “weak” form when we say
them. This is because English is a stress timed language – meaning that the stressed syllables are
said at regular intervals and unstressed syllables are shortened to fit into the rhythm. How long it
takes to say something, depends on the number of stressed syllables, not the number of syllables.

Try saying these sentences (clapping along will help)

Dogs chase cats

The dogs chase cats
The dogs chase the cats
The dogs will chase the cats
The dogs will be chasing the cats

Note: the amount of time to say all of these sentences should be the same. The only thing that
changes is that the unimportant content words are unstressed and rushed through. These words are
usually conjunctions, pronouns, prepositions, auxiliaries and articles.

and Fish and chips

A chair and a table
can She can speak Spanish better than I can First ‘can’ is weak – second is
strong
of A bottle of juice
A can of beer
should / You should have told me Both are weak
have

46
How do I pronounce these weak forms?
Schwa is a lazy sound.
• faster
Relax your jaw, open your lips and schwa….
• quieter
• schwa = “uh”
•
4. Go back to the
sentence you wrote above. Where are the content words? Can you find all the unstressed or
weak schwa sounds? Highlight or underline as many of these as you can. Now read out the
sentence, trying to sound as natural as you can.
5. Listen again to two more snippets of audio from the lecture, repeating the process of
recording dots or dashes first and then writing the entire script.

Practice saying these snippets above. Have you improved? Record yourself on your device.

47
PRODUCTIVE SKILLS DEVELOPMENT 3.4

 Complex Noun Phrases

Complex noun phrases are often used in academic writing. They have two main functions.
1. They allow the writer to tightly pack information into a sentence. This reduces the number of
clauses and/or usually increases the length of the sentence.

e.g., Recent research shows that there is more airborne pollution. (2 clauses)
Recent research shows an increase in the amount of airborne pollution. (1 clause)

The increase in the use of solar panels for housing has been impressive. This indicates that attitudes
towards energy use are changing. (2 sentences)
The impressive increase in the use of solar panels for housing indicates that attitudes towards energy use
are changing. (1 sentence)

2. They allow the writer to connect ideas between sentences, especially old to new information.
The impressive increase in the use of solar panels for housing indicates that attitudes towards energy use
are changing. (1 sentence) Such attitudinal shifts are required for lasting social change.

In this part of the lesson, you will study in more detail how to 'unpack' these complex noun phrases in
your reading — isolating the headword from the extra information. You will also learn how to add more
detail to your writing by using complex noun phrases yourself.

Ways to form complex noun phrases: (Remember – there is no verb!)

• Add an adjective before the headword e.g. The open countryside
• Add a noun before the headword e.g. House prices
• Add 1 or many prepositional phrases (preposition plus noun phrase) e.g. in the library, at
the pool
o Students with money problems, people in Australia
o The number of people under the age of 25 who work in the city is likely to
increase. (note the complex subject here)
• Add a relative clause e.g. Using which, who, when, where, etc.
o Students who do not understand often form study groups
o Some residents who live in the countryside commute to work.

Vicary, A. (2014). English for academic study: Grammar for writing. (pp. 50-51). Garnet Education 48
Practice: Adjective + noun:
1. Complete the sentences with the correct adjective from the box below, to make a complex
noun phrase that links to the previous sentence, improving text flow.
deep cultural developing intensive fast-growing hard-working low-cost

a. Some poor countries do not have good health care systems. Such
____________countries must share resources.
b. Farmers have used chemicals in these fields to try and improve crop yields.
____________farming often damages the environment.
c. Many babies were born in Uganda last year. The ____________ population needs
more reliable food sources.
d. In Taiwan, the unemployment rate among young people is increasing. Many
____________students will not be able to find jobs.
e. Japanese knotweed is a tough plant. Its ____________ root system means that it is
difficult to eradicate.
f. There is not much money for building new schools. More ____________classrooms
are necessary.
g. International students often cope well with language problems. However,
____________differences can sometimes be more difficult to overcome.

• Highlight the complex noun phrase – how does it link to the previous sentence?

Practice: Noun + noun:

2. Complete the sentences with the correct noun to make a complex noun phrase that links to
the previous sentence. Choose words from the list above:

class community computer family government group information labour language

library research school state surface system test time work

a. The law states that prisoners cannot vote. This ____________ policy is likely to
change.
b. Some children achieve more than others at school. Their ____________ background
can determine success or failure.
c. Books are a useful resource in any society. The ____________ library must not close
down.
d. Many people study English for professional reasons. ____________skills are very
important in the job market.
e. The government is trying to improve the quality of food served to children in
educational establishments. However, ____________meals are still not popular in
the UK.
f. The Master's students have submitted their proposal, but their ____________ plans
are not detailed enough.
g. Many people are unemployed. The ____________ market is currently in decline.
h. People have instant access to knowledge via the World Wide Web. This
____________ age is shaping modern society.

• Highlight the complex noun phrase – how does it link to the previous sentence?

Vicary, A. (2014). English for academic study: Grammar for writing. (pp. 50-51). Garnet Education 49
Grammar note: Adding information to a simple noun phrase to form a complex noun phrase at the
beginning of a sentence enables you to create a strong link back to a previous idea. This helps the
reader to follow the development of your ideas.

Noticing complex noun phrases:

Now we are going to go back and look at the listening script to see how many examples of complex
noun phrases we can find.

With a partner, look at the first main paragraph of the listening shown below. Can you find examples
of the 4 types of noun phrases we studied earlier? Highlight them different colours.
Type 1: Adjective plus noun
Type 2: Noun plus noun
Type 3: Prepositional phrase plus the following nouns: ‘workforce’ ‘children’ and ‘adults’
Type 4: Relative clause relating to the noun ‘people’

Last time, we discussed one of the ways that the world of work has been changing: the growth of
the distributed workforce. Today, we are going to talk about a change in the world of work that
has been brought about by changes in the makeup of the population of the workforce. What I am
talking about is the aging, or as some refer to it, the graying, of the workforce. First, some
population statistics and predictions: According to the World Health Organisation, the number of
people today who are aged 60 and over has doubled since 1980. It is projected that within the
next five years, for the first time in history the number of adults aged 65 and over will outnumber
children under the age of 5. By 2050, these older adults will outnumber all children under the age
of 14. And, the human lifespan is also increasing: the National Institute on Aging reports that most
countries, including developing countries, show a steady increase in longevity.

Now look at the entire listening script. Your teacher will show you where to find this. Can you find
the nouns that are used with the nouns below to make complex noun phrases?

____________ ____________ ____________ ____________

expectancy policy shift mortality

____________ ____________
boom providers

Can you find the adjectives that are used with the nouns below to make complex noun phrases?

____________ ____________ ____________ ____________

impact change economies labour
____________ ____________ ____________ ____________
advances trend technology nations
____________ ____________ ____________ ____________
families rate factors birthrate

Dunkel, P.A., & Pialorsi, F. (2014). Listening and notetaking skills level 3. (pp. 55 – 61 & 126). Heinle Cengage. 50
Nominalisation in Subjects

Nominalisation is a process that produces a noun phrase by turning another word (usually a verb
or an adjective) into a noun.
Learning how to nominalise when you write will help you:
• add variety to your written work
• improve cohesion and flow
• condense information
• be more impersonal, objective and thus more academic
Learning to recognise and understand nominalisation will also help you improve your reading
comprehension. Although nominalisation can occur in other parts of a sentence, the focus in this
lesson is on nominalisation in subjects only.

Examples and Explanations

Noun + of + noun phrase + verb.

To understand a nominalised subject with this pattern, follow the steps below to make two
simpler sentences.

The emergence of drug-resistant bacteria is worrying health experts.

(Subject)

1. Change the first noun (emergence) into the verb from the same word family (are emerging).
2. For the subject of the new verb from Step 1, use the noun phrase that follows the
preposition of (drug-resistant kinds of bacteria).
3. Start a new, second sentence by inserting ‘This’ before the verb of the original sentence (is
worrying).

Drug-resistant kinds of bacteria are emerging. This is worrying health experts.

Noun + 's + noun phrase + verb.

To understand this pattern of nominalisation, follow the steps below to make two simpler
sentences.

The company's decision to clean up its toxic waste site was welcomed by the town’s residents.
(Subject)

1. Change the second noun (decision) into a verb (decided).

2. For the subject of the new verb from Step 1, use the first noun (company — without
apostrophe -s).
3. For the second sentence, insert ‘This’ before the verb of the original sentence.

The company decided to clean up its toxic waste site. This was welcomed by the town's residents.

Packenham, K., McEntire, J., & Williams, J. (2013). Making connections 3: Skills and strategies for academic reading. 51
(pp. 235-237). Cambridge University Press.
 Noun + of + noun phrase + by + noun phrase + verb.
To understand this pattern of nominalised subject, follow the steps below to make two simpler
sentences.

The careless use of pesticides by farmers in the Aral Sea basin (Subject)
contaminated local supplies of drinking water

1. Change the first noun (use) into a verb (used). Change any adjectives with this noun (careless)
into adverbs (carelessly).
2. For the subject of the new verb from Step 1, use the noun phrase after by.
3. For the object of the new verb, use the noun phrase after of.
4. Start the second sentence by inserting ‘This’ before the verb of the original sentence
(contaminated).

Farmers in the Aral Sea basin used pesticides carelessly. This contaminated local supplies of drinking
water.

The Language of Nominalisation:

The noun markers in the chart will help you recognise many nouns that may be used to form
nominalised subjects.

MARKERS OF NOMINALISATION
-ness -ety -ance -ism -ion -ing
-ment -ity -ence -asm -tion -th
-hood -ty - ency -sion

Note, however, that many nouns do not contain special noun markers
(e.g., attack, collapse, damage, increase, release, spread, use, etc.).

Practice:

1. In the following sentences, highlight the main verb and underline the entire nominalised
subject. The first one has been done for you.

a. The researcher's claim that he had discovered a cure for the common cold was received
with disbelief by the scientific community.
b. The government's decision to raise income taxes has angered a lot of people.
c. The allegation by some people that immigrants take more out of the economy than they
contribute to it is rejected by most economists.
d. The destruction of large sections of the tropical rain forest by multinational companies
has led to protests by environmental groups.
e. The tendency of new immigrants to settle in their ethnic communities is sometimes
wrongly cited as evidence that they do not wish to become integrated into American
society.
f. The current loss of biodiversity due to the extinction of species is a threat to the health
of the planet that will last for hundreds of years.

Packenham, K., McEntire, J., & Williams, J. (2013). Making connections 3: Skills and strategies for academic reading. 52
(pp. 235-237). Cambridge University Press.
2. In the following sentences, highlight the main verb and underline the entire nominalised
subject. Then rewrite the sentence as two simpler sentences. The first one has been done for
you.

a. The research team's claim that they had discovered the gene responsible for some forms of
breast cancer was received with enthusiasm by the scientific community.

The research team claimed that they had discovered the gene responsible for some forms of breast
cancer. This was received with enthusiasm by the scientific community.

b. The destruction of vast areas of the Amazon rain forest by wealthy cattle-farming
businesses is driving large numbers of tropical species to extinction.
__________________________________________________________________________
__________________________________________________________________________
c. The government's decision to expand agriculture by using enormous amounts of water
from the region's two main rivers for irrigation was the root cause of the environmental
catastrophe in the Aral Sea basin.
__________________________________________________________________________
__________________________________________________________________________
d. The public's lack of appreciation of the ecological and scientific value of rain forest species
is an obstacle to solving the problem of biodiversity loss.
__________________________________________________________________________
__________________________________________________________________________
Nominalisation from verbs:

Verbs can be converted into nouns – this removes the focus from the agent (the person or thing that
made it happen) and puts it on the event.

Listen to your teacher and follow the instructions to study the sentence below:

The local council converted the old factory into a community garden. This became an important
feature of the new housing estate.

The nominalised sentence:

Practice:

3. For each of the following sentences, try to make a single sentence with a nominalised subject.
a. Managers should communicate regularly with the sales team in the field. This ensures
better relationships and improved productivity.
__________________________________________________________________________
__________________________________________________________________________

Packenham, K., McEntire, J., & Williams, J. (2013). Making connections 3: Skills and strategies for academic reading. 53
(pp. 235-237). Cambridge University Press.
Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p. 39). Oxford University Press.
 b. Early human settlers cleared forests to provide fuel, wood for construction, and fields for
farming. This probably caused the first major threats to the natural environment.
__________________________________________________________________________
__________________________________________________________________________
c. The presenter questioned whether some of the research into water pollution was relevant.
This cast doubt on the reliability of the results.
__________________________________________________________________________
__________________________________________________________________________
d. Local authorities preserved a wide area of land from being developed. This enabled the
creation of a National Park.
__________________________________________________________________________
__________________________________________________________________________

Noticing nominalisation from the Listening

Look at four paragraphs below which have been taken from the Listening audio script from the first
listening of ‘The Graying of the Workforce’ (Listening and Notetaking Skills 3 Transcript, p.126).
Can you find any examples of nominalisation in subjects? Which is the most complex example you
can find?

Dunkel, P.A., & Pialorsi, F. (2014). Listening and notetaking skills level 3. (p. 126). Heinle Cengage Learning. 54
COLLABORATION 3.1
 Interrupting and asking for clarification
It is normal not to understand everything you hear in a discussion, particularly when discussing
complex academic concepts and ideas. In most academic situations, students are expected to take
responsibility when they do not understand what the lecturer or their classmates are saying. This
requires a student to politely interrupt a discussion and ask for clarification. Clarification is asking
someone to make what they have said clearer by explaining it in another way or in greater detail.
You might need to ask for clarification if you haven’t understood something, if you need something
to be explained in more detail, or if you need more information about something. Here are some
useful phrases for politely interrupting and asking for clarification.
Politely interrupting
Non-verbal ways to interrupt Phrases for interrupting
Make eye contact with the speaker Excuse me…
Make a small hand gesture I’m sorry…
Raise your hand Before we go on…

Clarification
Asking for Clarification Clarifying Your Own Ideas Clarifying Another’s Ideas
Could you clarify (that)? In other words, ... You mean ...
What do you mean (by that)? What I mean is ... What you mean is ... ?
What was that again? What I wanted to say was ... What you're saying is ... ?
What are you trying to say? To clarify ... (I think) what she means is ...
I'm afraid I don't quite What I'm trying to say is ... What he's trying to say is ...
understand what you’re If I'm hearing you correctly, ...
getting at.
If I understand you, (you're
Could you explain that?
saying that) ...
So, you think (that) ...
What does ….mean?
So, your idea is ...
Could you repeat that?
1. Here is an example excerpt of a discussion. Find and highlight (using different colours) the
phrases used:
• to politely interrupt
• ask for clarification
• clarify ideas
A: …to understand the profound impact of rising life expectancy and falling birth rate, we need
to examine the elderly support ratio. This is important for…

B: Before we go on, could you clarify what you mean by the elderly support ratio?

A: Of course. In other words it is the number of people of working age compared to the number
of people 65 or over.

B: Oh, Ok, thanks.

A: So, the elderly support ratio is important for several reasons…

Dunkel, P.A., & Pialorsi, F. (2014). Listening and notetaking skills level 3. (p. 126). Heinle Cengage Learning. 55
2. In groups of 4-5, discuss the following questions related to the today’s lecture. Continue the
conversation until all students have had a chance to practice interrupting and asking for
clarification.

a. The lecturer says that we live in a youth-oriented culture. Do you agree? Is it true of your
culture? If so, how might this change in the future?
b. In what ways are workplaces not suited very well to aging workers? How could workplaces be
designed to accommodate the aging workforce?
c. Which would you prefer: working with people of several different generations or working
with people your own age? What are the advantages and disadvantages of each?

‘Working’ by Pxhere, https://pxhere.com/en/photo/910324 Licence available at https://creativecommons.org/publicdomain/zero/1.0/

56
PRODUCTIVE SKILLS 3.5
 Peer editing checklists
1. Look at your partner’s recommendations paragraph. Use the following checklist to comment on
your partner’s work. Remember to follow the six steps and the advice for acting as a ‘reader’
that you learned about last week.
Feature Present Comments/Corrections
Making recommendations
• Can you find any examples of simple
Yes/No
recommendations using a modal verb /
semi-modal?
• Can you find any examples of
recommendations using a modal or
Yes/No
semi-modal verb in a passive sentence?
• Can you find any examples of
recommendations using a that clause / Yes/No
to infinitive?
• Are the recommendations appropriately Yes/No
formal/polite? (i.e. not too strong or
direct)
NOTE: It is not essential to have examples of all
types of recommendations in your writing. The
first three questions are used as a noticing
activity.
Positive Comments:

2. Look at your partner’s recommendations paragraph again. Use the following checklist to
comment on the general features of your partner’s work. Remember to follow the six steps and
the advice for acting as a ‘reader’ that you learned about last week.
Feature Present Comments/Corrections
• Does each paragraph have a clear topic
sentence? Yes/No
• Have transition signals and other linking
devices, which make the paragraph
cohesive, been used? Yes/No
• Is there a mix of simple, compound and
complex sentence types? Yes/No
• Is there a variety of grammar structures
and vocabulary? Yes/No
• Is the grammar and vocabulary
accurate? Yes/No
• Can you find any collocations? Yes/No
Positive Comments:

57
3. Now look at all four of your partner’s paragraphs. Use the following checklist to comment on
your partner’s work in terms of complex noun phrases and nominalisation. Remember to follow
the six steps and the advice for acting as a ‘reader’ that you learned about last week.

Feature Present Comments/Corrections

Complex noun phrases
• Can you find any examples of complex Yes/No
noun phrases with adjective + noun?
• Can you find any examples of complex Yes/No
noun phrases with noun + noun?
• Can you find any examples of complex Yes/No
noun phrases with noun + prepositional
phrase?
• Can you find any examples of complex Yes/No
noun phrases with noun + relative
clause?
NOTE: It is not essential to have examples of all
types of complex noun phrases in your writing.
These questions are used as a noticing activity.
Nominalisation
• Can you find any nominalised subjects
with the pattern noun + of + noun Yes/No
phrase + verb?
• Can you find any nominalised subjects
with the pattern noun + 's + noun Yes/No
phrase + verb?
• Can you find any nominalised subjects
with the pattern noun + of + noun Yes/No
phrase + by + noun phrase + verb?
NOTE: It is not essential to have examples of all
types of nominalisation in your writing. These
questions are used as a noticing activity.
Positive Comments:

4. Use the feedback you have received from your peer today to write another draft of your four
paragraphs. Submit your paragraphs as per your teacher’s instructions.

58
ACADEMIC RESEARCH 3.1
 Formatting references in a reference list
1. Look at the following entry in a reference list for a journal article (you first saw it last
week).
Liu, P. E. (2010). A journey of empowerment: What does “better English” mean to me?

TESOL Journal, 1(3), 389-391.

2. Can you identify the different parts of this reference?

3. Analyse the reference and answer the following questions about its formatting.
a. Highlight all the capital letters. When are capital letters required in a reference?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
b. In a different colour, highlight all the spaces between letters, numbers or
punctuation marks.
c. In a third colour, highlight all the commas. When are commas used?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
d. In a fourth colour, highlight all of the full stops. When are they required?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
e. The title of this article is formed as a question, so it ends with a question mark.
What punctuation would you use at the end of the title if it were not phrased as
a question? ________________________________________________________
f. Which parts of the reference are in italics? _______________________________
__________________________________________________________________
g. What happens to the formatting when the reference continues on a second line?
__________________________________________________________________
__________________________________________________________________

59
4. This graphic may help you remember the rules for formatting a journal article reference.

5. Look at the following entry in a reference list for a journal article. Can you see any errors
with its formatting? Correct them.
O’Donovan,B, Rust,C, & Price,M (2016) A Scholarly Approach to Solving the Feedback Dilemma in

Practice. Assessment & Evaluation in Higher Education, 41(6), 938-949,

https://doi.org/10.1080/02602938.2015.1052774

Look at the reference list you have started creating for your assignment. Swap with a

partner and correct any formatting errors you can see.

6. Meet with your partner and give them feedback about the corrections you have made to
their reference list.

60
ACADEMIC RESEARCH 3.2
 Evaluating sources Part 2:

In this lesson, you will evaluate the sources that you have found so far, in preparation for writing
and submitting your Annotated Bibliography.

Last week, you watched a video that suggested a method for evaluating sources based on CRAAP.
You also looked at the C, A and A aspects of 1 of your sources. Today, we will focus on the remaining
letters in the CRAAP acronym – R and P.
• Can you remember what the five letters in the acronym CRAAP stand for?

Have a look at the 3 articles that you have brought along. Are they really going to be useful for you in
your assignment? Remember that the annotated bibliography is an avenue to explain the usefulness
and relevance of your article in the context of the whole assignment. You don’t have to always be
positive about your article, if you don’t think it will be useful (but then you will have to find another
one for use in your full assignment).

Article R P Other Questions for the

Annotated Bibliography
Is the information related Is the intention of the What are the limitations of
to your research topic? information to entertain, the article?
Is it an in-depth inform, educate or perhaps Are certain sections more
examination or a quick sell something? relevant than others?
summary? If you do use the article,
Who’s the intended where and how will you use
audience? it?
Is the level of information Which ideas does it
too basic or advanced? support?

61
 2

If time permits, you can present 1 article to your group, explaining the R/P and other features.

62
DIGITAL LITERACY 3.1 Key vocabulary
 Academic integrity
Collusion (n.): when more than one
What is academic integrity?
student contributes to a piece of
1. With a partner, explain what it means to be “honest”.
work that is submitted as the work
2. What sort of behaviour is considered “dishonest” in everyday
of an individual.
life?
3. What sort of behaviour is considered dishonest in academic Discussing the material and ideas
life? you are learning with your fellow
4. Watch the video and answer the questions. students is beneficial and is
encouraged. However, when you
start to write down the material
that you will use for assessment,
make sure this is entirely your own
work, and do not share it with other
students.

Collusion is different from group

work where students are instructed
by the university to work together
and the work is then assessed as a
a. The video talks about “taking shortcuts”. What is a group effort.
shortcut?
___________________________________________________________________________

b. What kinds of shortcuts might students take?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

c. Write down the video’s simple definition of “academic integrity”.

___________________________________________________________________________
___________________________________________________________________________

d. Which of these needs to be cited and referenced?

a. an idea from an online article
b. an image from a website
c. the words of an expert from a book
d. a diagram from lecture notes
e. all of the above

63
 e. What is the best way to put the words of an expert in your assignment?
a. quoting
b. paraphrasing
c. summarising
d. all of the above
e. only a. and c.

f. Study groups are great for…?

a. catching up on information from a lecture that you’ve missed
b. discussing ideas in tutorials that you don’t understand
c. brainstorming how to find information for assignments
d. writing your individual assignment with help from friends
e. all of the above except d.

g. What is the best way to avoid collusion?

a. don’t get caught
b. never talk to anyone about your ideas and only share your assignments with close
friends
c. talk with others about your ideas first, but then write assignments by yourself
d. All of the above, depending on context.

h. What strategies does the video suggest for maintaining academic integrity?
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
Consequences of academic dishonesty
1. On your device, go to the link provided by your teacher.
2. This website gives examples of academic dishonesty. Match each example to its meaning.
1. cheating a. re-using a previous assessment for a new assessment (self-plagiarism)
2. plagiarism b. inventing false information
3. fabrication c. using another person's ideas or work and pretending that it is your own
4. recycling content d. using dishonest methods to pass an exam

64
3. Sometimes academic misconduct is major and sometimes it is minor. Both have consequences.
The following criteria are used to determine whether the academic misconduct is major or
minor. Insert the missing words from the box into the explanation.

level knowledge discipline extent recidivism

a. _______________: How much of the assignment is copied?

b. _______________: How long has the student been at QUT?
c. _______________: How much has the student been taught about academic misconduct?
d. _______________: What practices does the student’s faculty expect?
e. _______________: Has the student been caught for academic misconduct before?

4. Fill in the missing words in the summaries based on information from the website.

Minor academic misconduct

Minor academic misconduct may include inappropriate a__________________ or
b
__________________, or paraphrasing that is too c__________________ to the original. It may
only be a few d__________________ in the assessment that are copied. Minor academic
misconduct is dealt with by your faculty, who will usually e__________________ the standards
and give advice about how to avoid it in the future.

Major academic misconduct

Major academic misconduct is serious. You will receive a letter and need to attend a
f
__________________ with the university’s g__________________ Committee. This committee
will look at the h__________________ and consider an appropriate penalty. Penalties can include
i
__________________ the subject, financial penalties or, in very serious cases, you may be
expelled from the university.

5. Read the following information from the QUT website:

65
6. With a partner, discuss which of the above examples may be minor or major.

Checking your assignment for possible plagiarism

1. How can you or the university check whether plagiarism is occurring in your assignment?

2. Using your device, go to Canvas and check the Turnitin originality report for the practice that you
submitted in GIL yesterday. If you had any difficulty submitting, please ask your teacher for help.
3. We are now going to see how we can use Turnitin to check for plagiarism by watching a short
video.
4. Analyse your short report based on the video.
a. What percentage match does your report have?
b. How many different sources does Turnitin think that you have copied from?
c. Which sources does Turnitin think that you have copied from?
d. Have you used any direct quotes in your report?
e. Has Turnitin identified the direct quotes you have used?
5. In a small group, discuss questions a – e above about your practice report.
6. Analyse a second example assignment uploaded to Turnitin.
7. Watch the video again and practise doing the steps that the video discusses.
8. With your group, discuss the following questions:
a. What is the percentage match of this second assignment?
b. Do you think it is a problem?
c. If you “exclude bibliography”, how does the percentage match change?
d. How many different sources have been copied in this assignment?
e. If this was your assignment, would you make a final submission without making any
changes? What would you do?

66
 CONTENTS
WEEK 4: INNOVATION ............................................................................................................................ 1
RECEPTIVE SKILLS DEVELOPMENT 4.1 .................................................................................................... 1
 Innovations in Health and Medicine ............................................................................................. 1
 Grammar: Passive Voice ............................................................................................................. 3
PRODUCTIVE SKILLS DEVELOPMENT 4.1................................................................................................. 7
 Promising Results from Cancer Study ........................................................................................... 7
 Paraphrasing: .............................................................................................................................. 8
RECEPTIVE SKILLS DEVELOPMENT 4.2 .................................................................................................. 15
 Long Distance Care ...................................................................................................................... 16
 Cohesive Devices ...................................................................................................................... 17
PRODUCTIVE SKILLS DEVELOPMENT 4.2............................................................................................... 22
 Peer Editing Annotated Bibliography ........................................................................................... 22
RECEPTIVE SKILLS DEVELOPMENT 4.3 .................................................................................................. 24
 Patents for Living Creatures ......................................................................................................... 24
 Grammar: Conditional Sentences................................................................................................. 26
The First Conditional (Future, Real Conditional)........................................................................... 27
The Second Conditional (Future, Unreal/ Imagined Conditional) ................................................ 30
COLLABORATION 4.1............................................................................................................................. 31
 Discussion Skills: Technological Innovation ................................................................................. 31
RECEPTIVE SKILLS DEVELOPMENT 4.4 .................................................................................................. 39
 Innovations in Architecture and Design ...................................................................................... 39
PRODUCTIVE SKILLS DEVELOPMENT 4.4............................................................................................... 46
 Research and paraphrasing .......................................................................................................... 46
PRODUCTIVE SKILLS DEVELOPMENT 4.5............................................................................................... 53
 Discussion Practice ....................................................................................................................... 53
 Writing: Practising Cohesion ........................................................................................................ 53
COLLABORATION 4.2............................................................................................................................. 57
 Discussion Practice ....................................................................................................................... 57
ACADEMIC RESEARCH 4.1 ..................................................................................................................... 60
Referencing: Using non-journal sources ......................................................................................... 60
WEEK 4: INNOVATION
RECEPTIVE SKILLS DEVELOPMENT 4.1
 Innovations in Health and Medicine

Study Skill – Predicting Content

Predicting the content of the text will help you to understand it. To predict the text, you should
first survey and skim the text.

Survey the material to decide whether it is useful:

• Look at the title, headings, pictures, or graphs.
• Look at the style of the text and where it has come from.

Skim the text to see how the information is organised and to get a general idea:
• Read the title and any headings.
• Read the first sentence of a few paragraphs.

1. Look at the text Music Used as a Healing Therapy and answer the following questions.
• Where could the text come from? What do the pictures show?
• Who is the text for?
a. musicians b. general readers c. medical specialists

2. Identify the topic sentences from each of the 6 paragraphs.

Matching Heading to Paragraph Strategy

• Skim text to get an idea of the topic, genre, organisation pattern and direction.
• Read through the headings and underline key words and phrases, predict synonyms.
• Read through the first paragraph carefully, looking for evidence of ideas and synonyms
from the headings.
• Reread all headings and match one (or two, if you are not sure). Often the heading will
match the topic sentence, but remember, the topic sentence can be anywhere in the
paragraph!
• Repeat with the remaining paragraphs. Always reread all headings, even those you have
used before, in case a heading fits better with a different paragraph.
• Check to make sure that the whole of each paragraph fits with the heading.

Philpot, S., & Curnick, L. (2007). New headway academic skills: Reading, writing, and study skills. (pp. 12-15). OUP. 1
Music Used as a Healing Therapy

1
A recent study funded by the Wellcome Trust has investigated the connection between the use of
music and the recovery of patients suffering from a variety of medical conditions. The study has
brought together musicians, health workers, and researchers to find evidence of the beneficial
effects music has on health.

2
Music has long been used to treat patients suffering from different
problems. In 400 BCE, its healing properties were documented by
the ancient Greeks. More recently, in both world wars in the last
century, medical workers used music therapy with people suffering
from trauma. Currently, it is used as a treatment for many diseases,
such as cancer and Alzheimer's disease, and it has also been used
with patients with long-term pain and learning disabilities.

3
There is growing evidence that music can cause physical changes
to the body which can improve our health. In the Wellcome Trust
study, which took place over three years at the Chelsea and
Westminster hospital in London, patients were asked to listen to
musical performances. As a result, it was found that stress levels
were significantly reduced, recovery times were improved, and
fewer drugs were needed.

4
These very positive results are partly due to general well-being. It is already accepted that when
people feel happy and have a positive approach to life, they are more likely to feel better and
recover from disease quickly. Music increases this feeling of joy and adds to the recovery process.

5
However, not all these benefits can be attributed to an increase in
general well-being. Music has other effects which have not yet been
understood. According to Professor Robertson, a scientist and
musician, some effects of music are mysterious and are, therefore,
being investigated further. It has been suggested that the sounds and
rhythms of music help stimulate the brain and send electrical messages
to the muscles and limbs.

6
Science, however, demands facts and hard evidence. Many in the
medical profession have not yet recognised the healing benefits of
music, since reports have been based mainly on anecdotal evidence.
These new studies could provide proof to medical practitioners that
music is a suitable treatment for many conditions. One day, doctors
may even 'prescribe' music, but that could be a long time in the future.

Philpot, S., & Curnick, L. (2007). New headway academic skills: Reading, writing, and study skills. (pp. 12-15). OUP. 2
 3. Match the paragraphs to the headings:

Paragraph Answer Headings

1 ______ a. Brain activation theory of music therapy

2 ______ b. Clear health-related benefits resulting from music
3 ______ c. Scientific acceptance of music therapy questionable
4 ______ d. Importance of collaboration between health and music industry
5 ______ e. One explanation for positive physical effects of music therapy
6 ______ f. Details of historical use of music as therapy
g. Sizeable knowledge gaps related to effects of music
h. Recent research into relationship between music and healing

 Grammar: Passive Voice

The passive focuses on the action rather than the person or thing that receives the action. In
academic writing, the passive is used to highlight the most important participants or events within
sentences by putting them as subjects at the beginning of a sentence. It can make your writing
more impersonal and objective, and improve text cohesion by making connections across
sentences. The passive is also used to avoid using personal pronouns, and empty or repetitive
words.

Example: Patients are asked several screening questions before their initial operation.

Forming the Passive:

ACTIVE
SUBJECT Agent OBJECT Patient/Receiver
The doctor presented the results of the test to the rest of the medical
team

PASSIVE
The results of the test were presented by the doctor to the rest of the medical
team
SUBJECT Agent
Patient/Receiver

Noticing the Passive voice:

1. Look back at the text ‘Music used as a healing therapy.’ Highlight any instances of the
passive voice that you can find. Check with your group.

Philpot, S., & Curnick, L. (2007). New headway academic skills: Reading, writing, and study skills. (pp. 12-15). OUP. 3
Blass, L., Denman, B., & Iannuzzi, S. (2013). Grammar and beyond workbook. (pp. 160-162). CUP.
Grammar Reference:

a. Passive and active sentences have similar agent receiver

meanings, but a different focus. Active: Nurses remove blood for testing.
In active sentences, the subject is the agent -
the person or thing that performs the action of receiver agent
the verb. Passive: Blood is removed by nurses for testing.
In passive sentences, the subject is the patient /
receiver — the person or thing that receives
the action of the verb.
In most passive sentences, by and the agent
(the subject of the active sentence) are omitted
because the agent is obvious or not necessary.
b. Passive sentences consist of a form of be and Simple present passive: The medicine is
the past participle. prescribed (by a doctor).
Present progressive passive: The medicine is
being prescribed.
Present perfect passive: The medicine has
already been prescribed.
Simple past passive: The medicine was
prescribed.
Past progressive passive: The medicine was
being prescribed when the test results
appeared.
Past perfect passive: The medicine had already
been prescribed by the time the incident
happened.
c. The passive can also be used with modals. The medicine must be prescribed by the
patient’s doctor.
The medicine may be administered orally.
The medicine should have been administered
before any food was given.

d. Some verbs that usually occur in the passive Medicine doses are related to patient age and
are followed by prepositions: associated with, weight.
based on, compared to/with, involved in, linked
to, related to
e. The passive is often followed by infinitives Approximately 5 surgeons are expected to
with verbs for speaking and thinking. apply for the job.
Common verbs are:
Antibiotics are known to be effective at
ask, believe, expect, find, know, say, think,
combating infection.
understand

2. Look back at the passives you identified from the text.

a. Can you name the tense of each passive?
b. Are there any examples of passives used with modals?
c. Are there any examples of passives followed by certain prepositions?
d. Are there any examples of passives followed by infinitives with verbs for speaking
and thinking?

Blass, L., Denman, B., & Iannuzzi, S. (2013). Grammar and beyond workbook. (pp. 160-162). CUP. 4
 Data from the Real World
The following verbs are commonly used in the passive in academic writing:
analyse, argue, carry out, conduct, consider, discuss, estimate, examine, explain, find, illustrate,
include, note, observe, perform, present, study, suggest

• Information about medication uses and side effects are usually included in the box.
• Possible complications are discussed with the doctors prior to the operation.

When to use the passive:

a. Use the passive when the agent is not Many types of medicines have been tested for
known, not obvious, or not important. human use.
Technical skills are required to perform an X-ray
b. Use the passive to improve the flow of ideas
across sentences.
c. Use the passive to describe a process. Drugs are carefully developed and tested
Common verbs are: before they are used.
classify, compare, develop, examine, measure, Antibiotics can be classified into several
study, test different types.
d. Use the passive to report news events. According to a recent report, fewer people were
diagnosed with the flu in June than in May.
e. Use the passive to be impersonal with It is claimed that most individuals with type 2
reporting verbs + that (believe, claim, report, diabetes benefit from dietary changes.
say, think, understand) It was found that the vaccines limited the
spread of the disease.

When NOT to use the passive:

a. With intransitive verbs (verbs that do not

take a direct object) e.g., occur, happen, exist The problems are happened.
b. Certain state verbs (even if they are The medicines are belonged to him.
transitive) e.g., belong, have, own, suit

Practice:
1. Rewrite the sentences in the correct form of the passive. Is the agent necessary?

a. Pharmaceutical companies are constantly developing new drugs.

New drugs are constantly being developed by pharmaceutical companies.________________

b. The government provided the funding for the study.

___________________________________________________________________________

c. Doctors have used alternative therapies for many years.

___________________________________________________________________________

d. Scientists usually test their theories in the laboratory.

___________________________________________________________________________

e. The researchers will publish their findings next month.

___________________________________________________________________________

Blass, L., Denman, B., & Iannuzzi, S. (2013). Grammar and beyond workbook. (pp. 160-162). CUP. 5
2. Convert these sentences into the passive voice and tell your partner. (i.e. no writing)

a. We need proof that the medicine works.

b. They will build a huge medical centre in the near future.
c. An unhealthy lifestyle can be the cause of many diseases.
d. The organisers cancelled the talk because the speaker was ill.

3. Convert these sentences into the passive voice. Decide whether or not to include the agent.
a. A pharmaceutical company announced a new product for controlling high blood pressure at
a conference in London last year.
b. Medical science characterises emphysema by enlarged lungs and breathing difficulties.
c. Every year, researchers are discovering new species of rainforest plants that could be used in
medicine.
d. Health students should not touch the laboratory equipment unless they are being
supervised.
e. Smith (2016) argues that better quality health care could prevent more than 100 000 deaths
per year in Australia.
f. If an accident victim is unconscious, someone should check his or her breathing regularly.
g. People think that Juan Olmo, who died in 2009, was Europe’s most skillful brain surgeon.
h. Scientists expect that the next trial of the drug in humans will be successful.

4. Add the correct preposition:

a. The risk of contamination could be reduced __________ temperature control.
b. The rehabilitation centre is located __________ New South Wales.
c. Healthier diets in pregnant women are associated __________ reduced risks of birth defects.
d. Before being formally diagnosed __________ diabetic, a person may have suffered from the
disease for a number of years.
e. The spread of some disease can be controlled __________ vaccination.
f. The length of treatment is based __________ the type of immune reaction.
g. A typical hospital floor is composed __________ a number of separate treatment areas.

5. Look back at the last paragraph (6) of the text.

1
Science, however, demands facts and hard evidence. 2Many in the medical profession have not
yet recognised the healing benefits of music, since reports have been based mainly on anecdotal
evidence. 3These new studies could provide proof to medical practitioners that music is a suitable
treatment for many conditions. 4One day, doctors may even 'prescribe' music, but that could be a
long time in the future.

a. Which sentences are active and which are passive?

b. Try to change the active sentences into the passive. Why do you think the choice of active or
passive has been made?
c. Compare this with paragraph 3. What do you notice about this paragraph compared to
paragraph 6?

Blass, L., Denman, B., & Iannuzzi, S. (2013). Grammar and beyond workbook. (pp. 160-162). CUP. 6
Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (pp. 86-87). OUP.
PRODUCTIVE SKILLS DEVELOPMENT 4.1

In this lesson and throughout the week, you will learn the very important skill of paraphrasing.
Paraphrasing is essential for academic writing and will be used extensively in your university life.

Pre-Reading

1. Read the title of the article from a medical journal. What is the article about? Compare your
ideas with a partner.
2. Use the key words in the box to predict what each paragraph is about. Use a dictionary if
necessary.
A vaccine cured
B involved trials early stages advanced stages spread
C stimulates immune system cells harmful
D further studies
3. Skim the article. Were your predictions correct?

 Promising Results from Cancer Study

1
A new experimental vaccine has shown promising results in the fight against lung cancer. In a
small Texas-based study, a vaccine developed by scientists at Baylor University Medical Centre in
Dallas, USA, cured lung cancer in some patients and slowed the progress of the disease in others.

2
Researchers have reported encouraging findings from this small study. Forty-three patients
suffering from lung cancer were involved in these trials. Ten of these patients were in the early
stages and thirty-three in the advanced stages of the disease. They were injected with the vaccine
every two weeks for three months, and were carefully monitored for three years. In three of the
patients in the advanced stages of cancer, the disease disappeared and in the others, it did not
spread for five to twenty-four months. However, no great difference was seen in the patients in
the early stages of the illness.

3
This new vaccine uses the patient's own immune system. It is made specifically for each patient
and is injected into the arm or leg. It stimulates the body's immune system, which then recognises
that the cancer cells are harmful, and attacks and destroys them.

4
The vaccine could be effective against other forms of cancer. It offers great hope for the
treatment of cancer in general, although further studies are needed before such treatment can be
widely used.

Source: Deakin, F. P. (2007). Promising results from cancer study. New Medical Journal, 32(2), 24. doi: 12.433.8412.64789

4. Scan the article. Are the statements true (T), false (F) or not given (NG)?
a. The investigation cured all of the participants in the trial.
b. Approximately forty people participated in the study.
c. Fatality rates for patients with advanced lung disease were reduced.
d. Patients in the early stages of the disease recovered more quickly.
e. The vaccine had certain negative side effects.
f. Every patient was given the same vaccine.
g. The vaccine functions by activating the immune system.
h. This treatment may be useful for treating other cancers.

7
T/F/NG or Y/N/NG Strategy
• Read the sentence or opinion. Underline key words. Predict paraphrases or synonyms to
look for.
• Scan the text for the ideas looking out for key words, synonyms and phrases.
• Decide if the information is contained in the text and correct = Y/T; not there at all = NG;
or present but not true/correct = F.

 Paraphrasing:

Support in Academic Writing

Summary Paraphrase Quote Own Voice

• Citation • Citation • Citation • No citation

• Shorter than • Same length as • Short "" or • linking
original original long

1. Listen to your teacher explain paraphrasing and complete the table below with notes.

What is a
paraphrase?

Why
paraphrase?

When do we
paraphrase?

What is the
difference
between a
summary and
paraphrase?

8
How to paraphrase:

Let’s look at 5 techniques for paraphrasing. We will be paraphrasing the following sentence.

"Denmark leads the world in wind energy, generating 20 percent of its energy from wind power”
(Evans, 2007, para. 2).

1. Use synonyms:

Use a thesaurus, Word, FLAX or a collocations dictionary to help you. Be careful to choose
appropriate words so that the meaning is not altered.
• Look at the example sentence – what shared language is there? Which words could you
possibly alter by finding synonyms? What synonyms of these words do you know?

2. Change the order of the ideas in the sentences:

• Look at the example sentence – how many ideas are there? How could you change their
order?

3. Break long sentences into shorter ones OR create more complex sentences:

• Look at the example sentence –how could you alter the number of sentences?

4. Change the word form of key words, and shift grammar as needed to fit the new word
forms:

• Look at the example sentence – are there are words that you could nominalise? Are there
any other changes you could make?

5. Switch between active and passive voice.

• Look at the example sentence –is it written in active or passive voice? Can you change the
voice? How?

Now COMBINE techniques: These 5 techniques are useful, but used by themselves, they are not
enough to produce a good paraphrase. A combination of the 5 techniques is needed to
completely paraphrase the sentence. Remember – the general rule is not to use more than 3
words in a row from the original.

• How would you combine a number of the above techniques to write a paraphrase of the
sentence above?

Do Do not
change the vocabulary change the meaning of the source
change the word forms add new information
change the structure change shared language
keep a similar number of words as the use more than three words in a row from the
original original
add a citation

Blass, L., Denman, B., & Iannuzzi, S. (2013). Grammar and beyond workbook. (p. 60). CUP. 9
Chin, P., Reid, S., Wray, S., & Yamazaki, Y. (2012). Academic writing skills 2. (p. 36). CUP.
Practice Paraphrasing:

1. We are going to paraphrase parts of the text above. First, look back at the ‘Promising Results
from Cancer Study’ text and choose 6 sentences that you think contain the most important
ideas. Highlight or underline these. Check with your group.

2. Identifying synonyms: Look at the words in the table below. These have been taken from the
text. First decide on the word form. Can you think of synonyms that might replace each
word? Check your answers.

Word from the Part of speech Synonym

text
researchers n scientists
carried out
trials
(a) study
results
promising
disease
were cured
progress
injected
effective
stimulated
destroy
twenty-four
months
slowed

3. Listen to your teacher model the paraphrasing techniques with the first sentence and write
the final sentence in the space below.

4. In the space below, try to use the 5 techniques to paraphrase the other 5 sentences you
highlighted.

10
 • Review of the passive: Have you used any passive sentences in your paraphrases? Active?
• Swap with a partner to see if they can identify the techniques that you have used in your
paraphrases.

Paraphrasing from whole texts

Steps for writing a paraphrase

Step 1: Read and understand the original source.
Step 2: Note down/identify any shared language.
Step 3: Highlight/underline/identify important information in the text.
Step 4: Take notes of the important details from the text in point form.
Step 5: Using only the notes and shared language and details, try to rewrite the information in
your own words. Use a combination of the 5 techniques above to rewrite.
Step 6: Check that the meaning is the same as the original.
Step 7: Add the citation.

11
Text A: Do carrots help you see in the dark?
A Brightly-coloured vegetables can help protect your sight. Vegetables such as peas, broccoli, and
carrots contain substances which are important in the protection of our eyesight.
Older people are likely to get an eye disease called Age-Related Macular
Degeneration (AMD), which is the most common cause of blindness in the Western
world. Research shows that increased consumption of these vegetables reduces the
risk of developing the disease.

B AMD occurs when a region at the back of the eye starts to deteriorate.
This causes a loss of clear, sharp vision, which makes it difficult for the person to carry
out everyday tasks. It is not a painful condition, but it does become worse with age.

C Although there is only a cure for one type of AMD, diet

and the increased consumption of certain vegetables
appear to lower the risk of developing other forms of the
disease. Dr Suzen Moeller led a research group which
studied a group of women between the ages of 50 and 79
at Wisconsin University in the USA. The women's
consumption of coloured vegetables was monitored over
15 years. It was concluded that women under 75 who have
a high intake of these vegetables are less likely to develop
the eye condition. It would seem that there is some truth
in the saying that carrots are good for our eyes.

Source: Barry, M. (2015). Do carrots help you see in the dark? Journal of Australian Health, 3(2), 16. doi:
12.455.7391.66333

1. Read text A again and answer the questions.

a. Which people are most affected by AMD?
b. How does eating vegetables affect your chances of getting AMD?
c. What effect does AMD have on eyes?
d. How was the study carried out?

2. Imagine that you are writing an assignment on the following topic.

Describe the benefits of a healthy diet and lifestyle on the health of older Australians.

Imagine that you have located the information above i.e., text A from a peer-reviewed, reputable
journal article.
a. Could you use this information for your imaginary assignment? Which part? How?
b. Select two to three sentences that contain important evidence that you could possibly
include in this assignment. Share with your group.
c. Paraphrase 1 sentence each. Don’t forget your citation!
d. Swap your sentences with a partner and read their work.

12
Now add your sentence to the end of this paragraph to see how paraphrasing is actually used when
writing assignments.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX. Another benefit of a diet rich in vegetables is their
protective effect on eyesight. _______________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Vocab note:
contract/catch a disease (contagious or infectious)
develop a disease (slow progress, non-infectious)
suffer from/has a disease (showing symptoms)

Extra paraphrase practice:

The healing power of electricity

A. Scientists have discovered how the body uses electricity to heal cuts. When a person's skin is cut,
an electrical signal forms at the edge of the wound and it remains there until the wound heals. This
electrical signal stimulates special skin cells to move to the wound. These cells then heal the damage
at the cut.
B. The effects of the electrical charge are very slow. The skin cells move at a speed of fifty
micrometres an hour, which is approximately one millimetre a day. However, experiments have
shown that the mechanism can be speeded up by fifty per cent. As result, the healing process is
accelerated.
C. In fact, this is a rediscovery of an old medical observation. In the mid-1880s, a German scientist
measured the electrical charge across a wound in his arm. At that time, it was not considered to be
an important discovery. Researchers in Scotland have now confirmed his observations and explained
the process behind it. Their findings are published in the journal Nature.

Source: Williams, J. (2017). The healing power of electricity. Journal of Innovation. 11(4), 27. doi: 40.337.7884.031274

13
Which is the best paraphrase?

Read the passage below and the three possible paraphrases. Based on the information you have
learned, which of the possible paraphrases is best? Give reasons to support your answer.

Original source:

"Ska is a musical style characterised by an upbeat tempo and offbeat rhythm that originated in the
1950s in Jamaica. Influenced by jazz and rhythm and blues heard on American radio stations from
cities such as New Orleans, Jamaican musicians fused these with Caribbean musical styles to
create ska."

a. In the 1950s, the Jamaican style of music known as "ska," with its up-tempo feel and
accentuated offbeat rhythm, developed from a fusion of Caribbean music and jazz or rhythm
and blues heard by musicians in Jamaica on the radio from New Orleans and other U.S.
cities.

b. The musical style called ska originally came from Jamaica in the 1950s. Jamaican musicians
were influenced by jazz and rhythm and blues, which they first listened to on radio stations
from American cities such as New Orleans. They combined this with traditional Caribbean
music to create a new upbeat, rhythmical style of music.

c. Ska music was born in Jamaica during the 1950s. Local musicians copied music that they
heard on American radio stations from New Orleans among other U.S. cities. They used
offbeat rhythms and a fast tempo to create a new Caribbean musical style.

Chin, P., Reid, S., Wray, S., & Yamazaki, Y. (2012). Academic writing skills 2. (p. 37). CUP. 14
RECEPTIVE SKILLS DEVELOPMENT 4.2
Pre-Reading Tasks
1. Discuss these questions with a partner.
• How have medical technology and treatment changed
since your grandparents were young? What about your
parents? How have they changed in your lifetime?
• What are some interesting or amazing uses of technology
in modern medicine? List as many as you can.
• What types of medical advances do you think, or hope, the
future will bring?
• Work with a partner. In recent years, many types of jobs
have become automated. What are the pros and cons of
this increased reliance on robots?
2. Your teacher will now present a short Youtube video which shows a robot performing a
task. Watch the video and then discuss the following questions with a partner:

• What is happening in the video?

• What is the purpose of the robot in this context?
• Why do you think the robot has been developed for this context?
• Do you think this is a good development? Why? / Why Not?
Vocabulary
3. Complete the sentences with the words in the box.
applications diagnosis disorders genetic
precise resolve symptoms widespread

a. The nurse explained the _________________________ details of the surgery.

b. I hope this medication will finally _________________________ my headaches.
c. The use of herbal medicines is becoming more _________________________ these days.
d. Pain relief is just one _________________________ of the drug, aspirin.
e. Sometimes tests are needed before a doctor can make a clear _________________________.
f. The _________________________ of a cold can include fever and loss of appetite.
g. Some allergies are _________________________. My mother and I are both allergic to nuts.
h. Research has shown that eating _________________________ amongst men are on the
increase.
4. Read the text Long Distance Care and then complete the table below with notes.
Definition of telesurgery

Advantages

The future of telesurgery

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (pp. 58-60). MacMillan 15
 Long Distance Care
What is Telesurgery?
1
Imagine a hospital operating room. A patient lies on a table under bright, white lights and high-tech
monitors around the room beep and buzz, measuring oxygen intake, heart rate, and blood pressure.
Nurses and other medical staff in white coats stand, masked and gloved, ready for instructions.
However, there is only one person missing, the surgeon, who is, in this case, performing the
operation from a different hospital thousands of kilometers away. This is telesurgery, a remote
procedure, which, someday, might be used more often than traditional operations. The word
telesurgery comes from the Greek word tele, meaning 'far off' and cheirourgja, meaning 'working by
hand'. It is an operation that can be performed by surgeons who are far from the patient's location.
Their precise instructions can be delivered to a set of robotic arms through a complex system of high
speed Internet connections and fiber-optic cables. These robotic arms perform the surgery from
beginning to end, and the patient may never even be touched by a doctor's hands.

Current applications
2
Many people feel that a robot cannot be trusted to do the job of
a highly-trained surgeon. Although the advantages of remote
surgery may not be immediately clear to these people, the
amazing possibilities should be noted. Consider the lives that can
be saved when doctors operate in areas where access to expert
or specialised medical care may be limited, or where travel to a
larger hospital is difficult. Such situations are more common than
people may think, and telesurgery could be a practical solution to
these scenarios. Another surprising advantage of robot-
performed surgery is its accuracy. A study conducted at Guy's
Hospital in London, England found that, in 304 cases of kidney
surgeries on dummy patients, those conducted using robots
more accurately targeted kidney stones. This accuracy in
identifying medical problems could be applied to other areas
with similar success rates.

Toward the future

3
One of the first telesurgery was performed in 2001. From a hospital in New York City, Dr. Jacques
Marescaux conducted a gall bladder removal operation on a 68-year-old female patient 6,230
kilometers away in Strasbourg, France. Since then, continual advances in technology have allowed
for the practice to become more widespread. Research is being conducted to learn the potential
range of applications for telesurgery for the future, including training surgeons in developing
countries, treating injured soldiers on the battlefield, and even conducting surgical procedures in
space. Of course, like so many things, the fine points of telesurgery could be improved. Depending
on the distance the information has to travel, the reaction time of the robotic arms can be delayed
slightly, and computer compatibility can be an issue as well. However, as technology continues to
advance, these issues can certainly be resolved, allowing doctors to provide expert medical care to
patients around the globe, hands-free.

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (pp. 58-60). MacMillan 16
Comprehension Check
5. Decide whether the statements below are true (T), false (F), or not given (NG) in the text.
1. A surgeon should not be further than 1000 kilometres away to perform
T F NG
telesurgery.
2. The word ‘telesurgey’ is a combination of two Latin words. T F NG
3. Telesurgery may be a solution for people who cannot get to a medical facility. T F NG
4. The first telesurgey involved the removal of kidney stones from an elderly female
T F NG
patient.
5. Robotic surgery is currently being used to treat astronauts. T F NG
6. Time lag is sometimes a problem in telesurgery. T F NG

 Cohesive Devices
When we describe a text as cohesive, we
mean that the ideas in the text ‘stick
together’ well. In academic writing, it is
often necessary to connect ideas in a
sentence to the ideas that were
mentioned previously. A text without
cohesion can prevent a reader from understanding the ideas and main points of the text. Cohesion
allows the reader to move easily through the text from one idea to the next, from one sentence to
the next, and from one paragraph to the next. Writers can achieve cohesion by using the different
devices listed below.

Repetition
Repeating key words or phrases reminds the readers of what they have already read. It helps the
reader to remain focused and on the right path.

• Medical technology is necessary for the continual improvement of healthcare. This technology
can be used to save countless lives.

However, it is also important to note that unnecessary repetition of words can have a negative
communicative effect. Avoid repeating words too closely together or in the same sentence.
Note: Sometimes, using a synonym or different form of word may be a better option.

1. Look at paragraph 1 of the text about Long Distance Care and highlight the following words:
telesurgery surgeon operation patient robotic arms

• Have these words been used too closely together or in the same sentence?
• Why do you think these particular words have been repeated?
Different word forms
Different forms of previously mentioned words also remind readers of what they have read. They
help the writer to avoid repeating the exact same word unnecessarily, and help the reader to
remain focused on the key points of the text.
• technology (noun)  technological (adjective)

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (pp. 58-60). MacMillan 17
2. Look at paragraph 1 again and identify any words that are from the same family as the words
below. Write them in the spaces provided.
surgeon operation

Synonyms
Synonyms are words that have the same or nearly the same meaning as another word or phrase.
They provide alternative word choices that can add variety to a text. They can also help to
eliminate unnecessary repetition within and between sentences.
• Teenagers face an enormous amount of peer pressure from friends and schoolmates. As a
result, many adolescents may exhibit signs of severe stress or depression at an early age.
It is also possible to replace one word with a synonymous phrase (group of words) that has the
same or similar meaning.
• Teenagers face an enormous amount of peer pressure from friends and schoolmates. As a
result, these young members of society may exhibit signs of severe stress or depression at an
early age.
3. Look at the underlined sentence in paragraph 1 of the text. The writer has used synonyms to
avoid repeating the word surgery (which forms part of the word telesurgery) in this sentence.
Circle the synonyms of surgery that the writer has used in this sentence.
Can you find any other examples of synonyms in paragraph 1?

Reference
Reference includes the use of pronouns (it, he, she, they, their, etc.) and demonstratives (this,
that, these, those) to link or connect an idea (or noun) in one sentence to an idea (or noun) in a
previous sentence of the text. See the examples below.

• Medical technology is necessary for the continual improvement of healthcare. It can be used to
save countless lives.

• Medical technology is necessary for the continual improvement of healthcare. This is

something that governments need to consider when planning their budgets.

It is also possible to use a demonstrative + a noun to refer back to a previously mentioned idea.

• Medical technology is necessary for the continual improvement of healthcare. This technology
can be used to save countless lives.

It is also possible to create the same effect by using such + noun. In this context, such = ‘the kind
already mentioned’.

• Medical technology is necessary for the continual improvement of healthcare. Such technology
can be used to save countless lives.

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (pp. 58-60). MacMillan 18
4. Look at the words that have been highlighted in grey in paragraph 1. With a partner, discuss
what ideas or nouns these words refer (back) to. Then, indicate these connections with a line
like the example sentences above.

Transitional Signals
Transition signal are used to establish relationships between ideas in a sentence, between
different sentences, and between paragraphs. They are signals that let the reader know how the
previous idea, previous sentence, or previous paragraph is connected to what follows. There are
many transition signals that you can use in you academic writing, but some of the most commons
ones include: however, because, therefore, and in addition.

Note: Cohesion is not only achieved through the use of transition signals, but through all of the devices on this page.

5. Look at paragraph 1 and do the following:

• Highlight any transition signals that show relationships between ideas.
• With a partner, look at any transition signals you highlighted and discuss whether they show the
relationship of ideas within the sentence, or between sentences.

6. We have examined a range of cohesive devices in detail in paragraph 1. Now, look at the
remaining paragraphs (2 – 3) and complete the following tasks.

Synonyms
• Find one example of a synonym in paragraphs 2 and 3 that refers to a previous noun or idea.

Reference
• Find 4 examples of reference, that is, pronouns, determiners, or determiner + noun
• What ideas or nouns do these reference words refer (back) to? Indicate this reference with a
line between the ideas.

Transitions
• Find 4 examples of transition signals and highlight them
• Decide whether they mark a relationship of ideas within a sentence or between different
sentences.

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (pp. 58-60). MacMillan 19
Summary Cloze
7. Use the cohesive devices provided below (reference words, repetition, synonyms, transitions,
etc.) to complete the summary about telesurgey.
It his Although This In addition

telesurgey Such operations her doctor

Telesurgery is a procedure that can be performed from a hospital far away, without a surgeon in
the operating room. __________________ requires the internet and fibre-optic cables so that
the______________________ can send instructions to a set of robotic arms, which perform the
procedure. ___________________ the doctor controls the robot, the patient may never be
touched by __________________ or __________________ hands. ____________________ type
of surgery allows surgeons to operate in areas where access to medical care may be limited.
____________________, some studies have shown that for some types of __________________,
robot-performed surgery is more accurate than traditional methods. ____________________
benefits can help to improve healthcare in various parts of the world. In the future,
___________________ may be used for many applications including for injured soldiers on the
battlefield, or even in space.

Cohesion: Extended Practice

8. Complete each sentence with an appropriate pronoun (he, she, his, her, they, them, their, it)
a. A new mother is most at ease when she feels that the hospital has given ___________ all the
information that ___________ needs.

b. When a job advertisement has been written, the question of where to place _____________
must be addressed.

c. Businesses must try to anticipate the problems that ______________ will face in
_____________ particular sector.

d. Webber (2007) was surprised at the lack of interest the ordinary voter displays when
___________ or ___________ is about to enter the polling station.

e. Pitch and volume are two aspects of speech. The way that people use ___________ in speech
may affect how __________ are perceived by others in communication situations.

f. Staff may naturally become demoralised if ____________ are told that they may lose
___________ jobs. The manager's role in this situation is to ease tensions, although this may
be difficult if ____________ or ____________ job is also at risk.

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (pp. 58-60). MacMillan 20
9. Complete each sentence with this, that, these, or those.
a. Throughout _____________ report, we will refer to the experiments that took place at
government laboratories in 2001.

b. In the early part of _____________ century, during the 1820s, André-Marie Ampere was
developing his groundbreaking theory of electrodynamics.

c. Armstrong (2001) criticised _____________ who had refused to support the president during
the 2008 financial crisis.

d. There have been several cases of parents excessively helping their children at school.
____________ phenomenon, known as 'helicopter parenting', is becoming more frequent
among young families in modern-day Australia.

e. Cities work best when the traffic flows freely. Workers are most productive when they feel fit
and healthy. A city with a strong cycling programme can achieve both of _____________
objectives.

10. Replace part of the underlined sentence with the word or phrase in brackets.
a. More and more businesses are going bankrupt in the second six months of their existence.
The increased number of businesses going bankrupt needs to be examined in the overall
context of the current economic situation. (this trend)

b. The arctic wolf is the natural predator of the buffalo. Mitchell (2009) argues, however, that
the hunting of buffalo by wolves was not always how these two species behaved in the wild.
(this)

c. Economic sanctions against the regime will be put in place shortly by the EU. Sanctions against
the regime are likely to result in greater hardship for the general population. (these measures)

d. Consumer loyalty can be vital to the success of a company. The importance of loyalty was
confirmed in a recent study by Stevens and Black (2011), who examined the recent
performance of 23 companies. (this)

e. Anders and Silver do not share the same views on stem cell research. A series of articles
published in 2010 first made the fact that they have different opinions public. (this
disagreement)

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (pp. 58-60). MacMillan 21
PRODUCTIVE SKILLS DEVELOPMENT 4.2

 Peer Editing Annotated Bibliography

Note: Your teacher cannot give feedback during this activity
as the Annotated Bibliography forms part of your
summative assessment. You will be editing with your
classmates.

Peer Editing/Feedback

1. Find your copy of the Annotated Bibliography and Image by Nic McPhee from
https://www.flickr.com/photos/nics_events/2349632625 Licence at
pass it to a partner. https://creativecommons.org/licenses/by-sa/2.0/

2. Swap your book with the same partner, so that they are
writing their feedback in your book.
3. Complete the editing checklist below. Highlight, underline, and use the error correction code
to help with the editing process.
4. After you have finished editing, remember to write overall feedback for your partner in the
positive comments box.
5. When you have both finished editing, use the language below to start your oral feedback.
Then go through all the comments you have made in the peer checklist.

Reference for constructive comments / feedback

• I really liked how/the way you….
• You have done… well…
• I’m not sure what this means…could you explain further?
• I think you might need to change this because…
• I think it might be better if…
• Perhaps you could…
• I’m not really sure but…
• That’s a good question…

6. After you have received your feedback, use the table below to rate your partner’s effort as a
peer editor. Your partner will rate yours. You will need to swap books again for this.

The Reader Not at all Barely OK Good Great

0 1 2 3 4
Supplied detailed, specific
comments to help the writer
Provided at least one positive
comment
Used all aspects of the checklist

Was kind and respectful

22
Peer Feedback Checklist
Feature Present Comments/Corrections
Organisation:
• Does each Annotated Bibliography Yes/No
have a citation in APA format? Is
bold formatting used?
• Does each Annotated Bibliography Yes/No
contain all 5 sections? (citation,
purpose, summary, usefulness and
evaluation)
• Are there enough sources? Yes/No
• Do you think these look like reliable Yes/No
sources? Why/why not?

Understanding:
• Does each annotated bibliography Yes/No
make sense? Are the ideas clear?

Evaluation language:
• Has the writer used language for Yes/No
evaluation such as adjectives,
adverbs and evaluative expressions?
(Highlight this language)
• Has this language been used Yes/No
appropriately?
• Does the writer make different types Yes/No
of comments about each source?

Use of Cohesive Devices :

• Does the Annotated Bibliography Yes/No
contain at least two examples of
suitable transition signals?

Accuracy:
Highlight/underline/use error correction
code for these.
• Can you find any evidence of spelling Yes/No
mistakes?
• Are there any grammatical errors to Yes/No
check?
• Has punctuation been used well? Yes/No

Positive Comments:

23
RECEPTIVE SKILLS DEVELOPMENT 4.3
 Patents for Living Creatures

Pre-listening task
Discuss these questions in a group. Think about:
• What types of food do you think are often genetically modified? cost
colour
• Have you ever eaten genetically modified food? How did you know?
size
• How was it different from normal food?
health benefits
• You are going to hear about a company that wants to patent a genetically
nutrition
modified salmon. How do you think this salmon might be different from
taste
an ordinary salmon?

Global Listening
You will listen to the radio program called Bright Conversations. Listen once only, and answer these
three questions. Circle the correct answer, A. B or C.

1. What makes the genetically modified salmon different?

a. It grows faster and tastes better than ordinary salmon.
b. It is cheaper to produce because it reaches full size more quickly.
c. It lives longer than ordinary salmon and can stay fresh longer.

2. How many speakers are involved in the radio program?

a. The host and one guest
b. The host and two guests
c. The host and three guests

3. What other sort of organisms have already been patented?

a. Plants and animals - both used for multiple purposes
b. Plants and animals - both used for food
c. Plants - used for food and in goods production

Boyle, M., & Kisslinger, E. (2013). Skillful listening & speaking 3. (pp. 20-21). MacMillan. 24
Listening to a discussion – focused questions
You are now going to listen again. Listen and answer these questions about the discussion.

1. Who does Clare Emerson work for? ___________________________________________

2. What is Clare’s opinion about the patented GM salmon?

a. She supports it.

b. She has no clear opinion.
c. She opposes it.

3. What does Ruth Chang (the host) think is the problem with salmon today?
a. There are not enough full-sized salmon in the oceans.
b. The global demand is greater than the number of wild salmon.
c. Not enough salmon are being raised in the aquaculture industry.

4. What is Steve’s opinion about the patented GM salmon?

a. He supports it.
b. He has no clear opinion.
c. He opposes it.

5. What is Deborah’s occupation? ___________________________________________

6. What is Deborah’s opinion about the patented GM salmon?

a. She supports it.
b. She has no clear opinion.
c. She opposes it.

7. What is Steve’s main argument in relation to patenting?

a. It will be difficult for fishermen to make a living.
b. The patented fish will affect natural fish populations.
c. There will be legal consequences for the patent owners.

8. When the host says “but isn’t that a fair concern”, what is she referring to?
a. GM salmon reaching the ocean.
b. Fishermen losing their jobs.
c. Overfishing of salmon.

9. According to Steve, what is the solution to the problem?

a. To prevent the patent from being issued.
b. To enable the GM salmon to be raised in the ocean.
c. To allow anyone access to the patented fish.

Boyle, M., & Kisslinger, E. (2013). Skillful listening & speaking 3. (pp. 20-21). MacMillan. 25
Listening for Bias
In news programs, commentators and guests frequently hold a certain opinion because of their
occupation, their professional or political affiliations, or because they will benefit (or suffer harm)
from the issue. It is important to listen carefully to the way people are identified in order to
understand why they think the way they do. Listen for words like spokesperson, industry group,
trade association, represents, and more.

1. Think about the radio program again. Can you remember what each
person’s job is?
a. Ruth Chang
b. Clara Emerson
c. Steve Clauson
d. Deborah Shatah

2. Now think about the opinions of the people listed above. Can you see any
relationship between their job and their opinion? Why is this? Who do you think is most
(and least) biased?

3. Do you support or oppose patenting the genetically modified salmon? Why or why not?
Present your view to your table group.

 Grammar: Conditional Sentences

Noticing Grammar
Your teacher will provide you with the transcript of the radio program. Conditional sentences are
frequently used when people discuss situations and the possible results of these situations.

1. With a partner, look back and identify all the instances of conditional sentences that you can
find. We will study the conditional later in the lesson, but for now – look for sentences that
contain an ‘if clause’ and have a consequence. e.g., If it rains this morning, the BBQ will be
cancelled.

2. If you are confident with your grammar, can you classify these sentences as zero, first, second or
third conditionals? Don’t worry if you can’t do this at this stage.

3. Look again at the conditional sentences that you found in the transcript and discuss the
following questions with a partner:
• Decide whether the conditional sentences express a past result, present result or future
result.
• Decide whether each conditional sentence communicates a likely result (a real
possibility) or an unlikely result (an imagined possibility that probably won’t ever
happen).
• How do you know? What part of the sentence structure gives you this information?

Boyle, M., & Kisslinger, E. (2013). Skillful listening & speaking 3. (pp. 20-21). MacMillan. 26
The First Conditional (Future, Real Conditional)
1. Correct the following first conditional sentences.
a. If you will not give people regular information about the progress of the hurricane, they will
begin to panic.

b. The wealth of a country will diminish if banks will not perform their function successfully.

c. If you will ask managers about the general skills levels of trainees, many will say that they are
insufficient.

d. You will not know if a new project is successful if you will not evaluate its outcomes.

e. These regional conflicts will only be resolved if the two sides will enter into dialogue with each
other.

2. Complete the sentences with one of the phrases in the box. Two phrases are not needed.
are likely to be can increase are going to lose is likely
should become may suffer should continue

a. Stress levels ___________________________amongst staff if management fails to

communicate successfully.

b. If an important species dies out, the habitat that it lives in ___________________________ as

well.

c. South Korea ____________________________a major world economy if its present growth

rate continues.

d. If a business uses raw materials to make products, there _________________________

significant delays between obtaining those materials and acquiring income from selling of the
product.

e. Supermarkets ____________________________ business if they do not respond to the

growing consumer demand for 'ethical' products.

3. A fast food restaurant has poor sales. Below are some suggested actions and results to improve
sales. Match the actions and results by putting a number in the box next to the result.
Suggested Actions Likely Results
a. Offer inexpensive lunch specials. Save money on petrol.
b. Donate the profit of a sandwich to a non-
Attract customers who don't eat meat.
profit organisation.
c. Have some vegetarian choices. Lower its electricity bills.
d. Create a website. Show people that it supports local farmers.
e. Install energy-efficient ovens. Improve its public image.
f. Use bikes, not cars, to deliver food. a See an increase in its lunch sales.
g. Buy local produce. Get more online orders.

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p. 154). Oxford University Press. 27
Blass, L., Denman, B., & Iannuzzi, S. (2013). Grammar and beyond workbook. (pp. 38-39). CUP.
Vicary, A. (2014). English for academic study: Grammar for writing. (p. 160). Garnet Publishing Ltd.
4. Combine the actions and results from the exercise above by writing suggestions for improving
the restaurant. Use the first conditional (future, real conditional) and modals that best express
the meanings of the words in parentheses. Don’t forget to use a comma if necessary.

In the main clause:

• Use will to express certainty.
• Use can / could / may / might / to express a possibility.
• Use should to express a strong possibility.

a. (strong possibility)
If the restaurant offers inexpensive lunch specials, it should see an increase in its lunch sales.

b. (possibility)
________________________________________________________________________________
__________________________________________________________________________

c. (strong possibility)
________________________________________________________________________________
__________________________________________________________________________

d. (possibility)
________________________________________________________________________________
__________________________________________________________________________

e. (possibility)
________________________________________________________________________________
__________________________________________________________________________

f. (certainty)
________________________________________________________________________________
__________________________________________________________________________

g. (certainty)
________________________________________________________________________________
__________________________________________________________________________

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p. 154). Oxford University Press. 28
Blass, L., Denman, B., & Iannuzzi, S. (2013). Grammar and beyond workbook. (pp. 38-39). CUP.
Vicary, A. (2014). English for academic study: Grammar for writing. (p. 160). Garnet Publishing Ltd.
5. In academic English, the first conditional is often used to make (future, real) predictions or
recommendations. Use the prompts below to make predictions or recommendations in the form
of first conditional sentences. Your sentence must contain an if clause and a main clause. The
first one has been done for you.

In the main clause:

• Use will to express certainty in your predictions.
• Use may / might to express less certainty in your predictions.
• Use should to make recommendations
3. A certain prediction
wages / not increase / some people / remain in poverty
If wages don’t increase, some people will remain in poverty.___________________________

4. A weak prediction
class sizes / increase / children / not make progress
____________________________________________________________________________

5. A weak prediction
parents / not talk to children / they / not learn to speak
____________________________________________________________________________

6. A certain prediction
factories / continue to burn / fossil fuels / atmosphere / definitely / become hotter
____________________________________________________________________________

7. A recommendation
spelling / be / a problem / computer spell check / be used
____________________________________________________________________________

8. A recommendation
students / want to / increase their depth of argument / they / read / more widely
____________________________________________________________________________

9. A certain prediction
price of oil / increase / price of petrol / undoubtedly / go up
____________________________________________________________________________

10. A certain prediction

people / continue to / eat junk food / they / become / obese
____________________________________________________________________________

11. A recommendation
there / be / a problem / students / talk to / study skills advisor
____________________________________________________________________________

12. A recommendation
there / be / fire / everyone / leave / the building by the nearest exit
____________________________________________________________________________

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p. 154). Oxford University Press. 29
Blass, L., Denman, B., & Iannuzzi, S. (2013). Grammar and beyond workbook. (pp. 38-39). CUP.
Vicary, A. (2014). English for academic study: Grammar for writing. (p. 160). Garnet Publishing Ltd.
The Second Conditional (Future, Unreal/ Imagined Conditional)
6. Complete the sentences about natural disasters. Use second (present and future unreal)
conditionals. If you are writing a main clause, use the modals in parentheses.
a. Their house is damaged, so they have to build a new one.
If their house wasn’t damaged, _____they wouldn’t have to build a new one____ (wouldn't).

b. We don't have flood insurance, so we have to pay for water damage.

________If we had flood insurance,_____ we wouldn't have to pay for water damage.

c. There aren't earthquakes here, so we don't need earthquake insurance.

If there were earthquakes here, ___________________________________________ (might).

d. There's a tsunami warning, so they have to leave the beach.

___________________________________________, they wouldn't have to leave the beach.

e. We don't have a first-aid kit, so we aren't prepared for an earthquake.

If we had a first aid kit, __________________________________________________ (would).

f. There’s a tornado warning, so José is going into the basement.

_____________________________________________, José wouldn't go into the basement.

g. The fire alarm is ringing, so we have to leave the building.

If the fire alarm weren't ringing, ___________________________________________ (might not).

h. Everyone is worried about the storm, so we are leaving.

________________________________________________________, we wouldn't be leaving.

7. Correct the incorrect sentences. Some sentences are already correct.

a. It would greatly benefit the regional economies if more business headquarters moved from
London to other cities such as Manchester.

b. If the UK would be committed to renewable forms of energy, it would benefit economically in

the long-term.

c. The company would benefit from the market of part-time workers if it has a more flexible
recruitment policy.

d. If the government were introduced a 60% tax rate, more tax payers might use tax avoidance
strategies.

e. If admission to the art gallery was cheaper, it might attract local office workers.

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p. 156). Oxford University Press. 30
Blass, L., Denman, B., & Iannuzzi, S. (2013). Grammar and beyond workbook. (p. 339). CUP.
Vince, M. (2010). Intermediate language practice (3rd Ed.). (p. 55). Macmillan.
8. Deciding which conditional to use
In the following exercise, you should decide whether to use first conditional or second conditional.
a. You're standing very close to the edge of a swimming pool. You're wearing all your clothes,
not a swimming costume. A friend says:
If you (fall in) _________fall in______, your clothes (get) ____will get________ wet!

a. You're sitting in the classroom on a hot day. You're day dreaming about going to the beach.
You think:
If today (be) ____________________ a holiday, I (go) _____________________ to the beach.

b. You can't answer a question in your English book. You ask a friend to help, but she doesn't
know the answer. She says:
If I (know) _____________________ the answer, I (tell) ________________________ you.

c. You're walking towards the bus stop with a friend. Suddenly, the bus arrives. The bus stop is
far away, but you think there is a chance of catching the bus. You say:
If we (run) _____________________, we (catch) __________________________ it.

d. You're planning to go cycling tomorrow with some friends. You are not sure about the
weather, because it sometimes rains at this time of the year. You arrange to meet tomorrow
afternoon and say:
If it (rain) _______________________, we (go) __________________________ to the cinema
instead.

e. You're very busy, because you have lots of school work, and you also play in two teams. A
friend asks you to join a computer club. You say:

f. If I (have) ______________________ more free time, I (join) ________________________ the

club. But it's impossible at the moment because I'm too busy!

COLLABORATION 4.1
 Discussion Skills: Technological Innovation

Discussions are an important part of tertiary education. University students in Australia are
expected to participate in discussions with other students and their teachers in tutorials and
group assessment tasks. This requires students to be actively engaged by asking and responding
to questions. It also requires that students practice managing discussions by helping to keep
members engaged and on topic. Being active participants and good managers of discussions
allows students to collaborate more effectively on assessment and learning tasks. You will find
that collaboration in discussions in an important part of EAP assessment and often features on
criteria sheets for speaking–related assessment items.

In this lesson, you will look at a model discussion to see how the discussion is managed. You will
also investigate some of the functional language used to conduct the discussion and notice
particular grammar points.

Paterson, K., & Wedge, R. (2013). Oxford grammar for EAP. (p. 156). Oxford University Press. 31
Blass, L., Denman, B., & Iannuzzi, S. (2013). Grammar and beyond workbook. (p. 339). CUP.
Vince, M. (2010). Intermediate language practice (3rd Ed.). (p. 55). Macmillan.
Vocabulary

b. Match the words in the table with their definitions.

1. download a. Showing how much you like or enjoy something by the way that
you behave and talk
2. log on b. To keep for future use
3. click [on] c. Able to be easily carried or moved
4. cut and paste d. To copy from the internet
5. back up e. To make a computer system or network recognise you
6. word process f. To move to a different place
7. store g. An object which has been sent into space in order to collect
information or to be part of a communications system
8. portable h. To produce a written document
9. satellite i. Describing something expensive which is not necessary but which
gives pleasure
10. enthusiastic j. Something that you must have in order to live properly or do
something
11. luxury k. To make a copy of your files
12. necessity l. Causing annoyance or anger
13. irritating m. To perform an action by touching the mouse

c. Look at the table below and discuss the questions in small groups.
Driverless cars 3D television Robots eBook readers Portable gaming devices

a. All the five items listed in the table use computer technology. Which have you got/would
you like to have? Why?
b. What are the benefits of each? Are there any disadvantages?
c. Which could you describe as a ground-breaking invention? A useful gadget? An important
recent development? An unnecessary luxury?
d. Which piece of technology do you think is the most important? Why?

Bell, J., & Gower, R. (2014). First expert coursebook. (p. 70). Pearson. 32
d. You will now attempt to respond to the task below. You should work in a group of three. It
would be helpful to record your discussion on your phone or device as long as everyone gives
permission for this to occur.

You should talk together for about two minutes. Imagine that a radio station is planning a
programme on useful technology. Here are some ideas they are thinking about and a question for
you to discuss. First, you have some time to look at the task. Now, talk to each other about what
the benefits of these items might be.

3D television

Driverless Robots
cars

What might the benefits of these

items be?

eBook Portable gaming

readers devices

e. Next, in your group, respond to the information below.

Now you have about a minute to decide which item might have the most benefits.

f. Now, we will listen to a group of students doing the same task. Firstly, listen to the beginning of
the task. You will hear someone introducing the task and one student responding.
a. What have the students been asked to do?
b. What does one student say to check he has understood?

So __________________________________________________________________?

Bell, J., & Gower, R. (2014). First expert coursebook. (p. 71). Pearson 33
g. Listen to the two students discussing the diagram.
a. Which item is mentioned first? Second? Complete the table below with item names and
benefits you hear.
Order Item Benefits Mentioned
1
2
3
4
5
b. Do both students participate in the discussion?
c. Do you agree with their points of view?
d. Did you have the same benefits for each item as they did?

h. Now listen to the second part of the discussion, which item do they choose? Why?

Noticing Language: Functional Language

1. Look at the transcript for the discussion. With a partner identify the words and phrases used to
do the following. It might be helpful to use a different colour highlighter to represent each
function. What phrases do the candidates use to express?
a. Strong agreement
b. Tentative agreement
c. Uncertainty
d. Opinion
e. Suggestions
f. Collaboration/Discussion Management
Technological Innovation – Transcript (Part 1)
I = Interlocutor/C1 = Candidate 1/C2 = Candidate 2
I: Now, I'd like you to talk about something together for about two minutes. I'd like you to
imagine that a radio station is planning a programme on useful technology. Here are some
ideas they are thinking about and a question for you to discuss. First, you have some time
to look at the task. Now, talk to each other about what the benefits of these items might
be.
C1: So, we have to discuss why each of these items might be useful?
I: That's right.
________________________________________________________________________________
C1: OK, well, straightaway, I'm looking at the portable gaming devices. I think they're
fantastic. They're much cheaper than other systems and they take up less space.
C2: I completely agree with you. And, of course, you can take them with you wherever you
go. But, really, driverless cars would have a lot more benefits.
C1: I'm not so sure. People say they will cut down on car accidents, yet I wonder if that's true.
They depend on satellite technology — and what if that breaks down?
C2: Good point. Still, I wonder, isn't that the case with all technology? That there are dangers?
If a driver is tired though, surely, there are more dangers. And you wouldn't be able to go
over the speed limit.
C1: I suppose so. And it would be wonderful to be able to do other things like read instead of
looking at the boring road.
C2: What about some of the other things like robots?

Bell, J., & Gower, R. (2014). First expert teacher’s resource book. (pp. 123-125). Pearson. 34
C1: Robots! I imagine they're fantastic in factories because they don't make mistakes and they
can do dangerous jobs.
C2: And they don't need to take breaks or holidays! Still, I'm not sure about in the home.
Would you want a robot doing the housework?
C1: Oh, I don't know — it sounds like a good idea.
C2: Yes, but …
C1: No, no, I'm kidding! However, they must be incredibly useful — for example, in car
production. They never get tired!
C2: Mmm … Right, let's move on to 3D TV.
C1: OK, what do you think?
C2: Well, the picture is obviously fantastic — it feels like real life. Most people don't like
having to wear special glasses though.
C1: But aren't we getting more used to them these days?
C2: A little. Even so, they're still a nuisance.
C1: But if you've ever seen a football match in 3D, you'll never want to go back to an
ordinary flat screen TV!
C2: Yes, I can see the advantage for special events but not for all the time.
C1: Of course. And, anyway, you don't have to watch in 3D unless you choose to. So you just
use it when you want.
C2: That's true. Well, lastly, then, eBook readers.
C1: I think they're great for travelling and you can put a whole library on a very small tablet.
C2: Yes, but I think it will take a long time for people to feel comfortable with them. Books
are still very attractive.
________________________________________________________________________________
I: Now you have about a minute to decide which item might have the most benefits.
C1: Right, so now we have to make up our minds about which item has the most benefits.
C2: Yes. I think we could find benefits in all of them and, of course, it would depend on the
situation. But for general everyday use, I would say that robots have fewer benefits, don't
you agree?
C1: Yes, I guess so. And, really, I don't think you are as enthusiastic as I am about the idea of
eBook readers.
C2: Yes, you're right. They have advantages but a lot of people still prefer books.
C1: So we won't agree on that one. What about 3D TV?
C2: Yes, possibly. But I think it's more of a luxury item, not really a necessity.
C1: But neither are portable gaming devices. Nice, but not absolutely necessary.
C2: And if you've got a video games console at home and you've got games on your
smartphone, they're not necessary at all.
C1: So that leaves the driverless cars.
C2: Yes, you weren't as enthusiastic as me at the beginning but I think you changed your
mind.
C1: Yes, I did, when I thought about it. I can see them having a big effect. They would be good
for older or disabled people or, really, anyone who doesn't like driving.
C2: And most importantly, they will reduce the number of car accidents dramatically.
C1: OK, so we both think that driverless cars would have the most benefits. Many more than
the others.
I: Thank you.

Bell, J., & Gower, R. (2014). First expert teacher’s resource book. (pp. 123-125). Pearson. 35
Noticing Grammar: Conditionals Part 1
Look back at the transcript and analyse the underlined sentence with a partner. Think back to the
earlier section about conditional sentences.
• Discuss what type of conditional sentence it is.
• How do you know this?
• What is the function/purpose of this sentence (why has the speaker used it?)
Using conditionals in discussions
1. Smart phone developers have been discussing the realistic possibility that smart phones will
eventually be replaced by chips which can be implanted in people. Discuss the following
question with your group.
• If this development occurs, how will phone users be affected?
2. You will now listen to the next part of the discussion between the two students. The students
are responding to the following questions.

 Can you imagine life without smartphones? Why/Why not?

 Do you think we are too dependent on electronic technology? Why/Why not?

Listen to the discussion and answer the questions below.

• Did both students participate equally in the discussion?
• How does the teacher involve the students in the discussion?

Bell, J., & Gower, R. (2014). First expert coursebook (p. 71). Pearson. 36
Noticing Grammar: Conditionals Part 2

1. Look at the transcript below and highlight any examples of conditional sentences that you find.
Technological Innovation – Transcript (Part 2)
I = Interlocutor/C1 = Candidate 1/C2 = Candidate 2
I: Can you imagine life without smartphones?
C1: Oh, it would be impossible. We’ve got so used to them.
C2: l don't know. Not everyone's got a smartphone. Some people just use ordinary mobiles
without all those apps.
C1: True. Well, we certainly couldn't do without those.
I: Do you agree, Maria?
C2: Sometimes I think we use those too much too. It's amazing how silly a lot of conversations
are. And they're often so public, which is irritating.
C1: But that's always true when people chat to each other.
C2: Yes, but you see people holding onto them all the time as though they're frightened to
put them down.
I: Do you think we are too dependent on electronic technology? If so, why?
C1: I get a bit worried about how dependent we are on satellite technology. So many of us
now rely on it for finding our way when we drive. It would be a shame if we forgot how to
read maps.
C2: Yes, I agree. It would be a pity if we lost the skill to read a map.
C1: And sometimes we lose a satellite connection and find ourselves lost! It's amazing how
many things now depend on this technology.

2. Discuss what type of conditional sentences these are.

• How do you know this?
• What is the function/purpose of this sentence (why has the speaker used it?)

Noticing Grammar: Modals (Would)

1. Look back at the entire transcript (parts 1 & 2) for the discussion about Technological Innovation.
Circle examples of the modal would which has been used in situations where a conditional sense
is understood but not explicitly stated.

2. With your group, see if you can create the unstated if clause for each example of would that you
found.
For example
Written / Spoken use of would Unstated if clause

I wouldn’t do that. (if I was in that situation)

Noticing Grammar: Modals That Express Degrees of Certainty

3. Look at the transcript (parts 1 & 2) again and circle any other modals (will, must, should, may,
might, could, etc.) which have been used to express a degree of certainty. You should use a
different coloured pen to do this.

4. With your group, discuss why the speakers have used the specific modal in each sentence you
found.

Bell, J., & Gower, R. (2014). First expert teacher’s resource book. (p. 125). Pearson. 37
Vince, M. (2010). Intermediate language practice (3rd Ed.). (p. 72-73). Macmillan.
5. Circle the correct word or phrase in each sentence.
a. Look at those clouds. I think it can/might/must rain.
b. This is impossible! It can't be/mustn't be/may not be the answer.
c. Well done! You may be/must be/might be very pleased!
d. I've no idea where Jane is. She could be/must be anywhere!
e. I suppose it’s possible. I might/can/must come to your party.
f. I'm not sure. I must not/may not be able to get there in time.
g. That can't be/mustn't be/may not be David. He hasn't got a bike.
h. Lisa isn't here yet. She can be/must be on her way.
i. There's someone at the door. It can be/could be the postman.
j. Sorry, I can't come/may not come out tonight. I have to do my homework.

6. Rewrite each sentence using can, can’t, might, or must.

a. Sarah is really good at swimming.
Sarah ______________________________________________________ well.

b. It's possible that our team will win.

Our team ___________________________________________________ win.

c. I'm sure this isn't the right road.

This ___________________________________________________ the right road.

d. I'm sure you work very hard!

You ____________________________________________________ very hard!

e. Caroline isn't allowed to come to our party.

Caroline ________________________________________________ to our party.

f. It's possible that I'll see you tomorrow, but I'm not sure.
I ______________________________________________________, but I'm not sure.

g. I'm afraid that your teacher is unable to come today.

I'm afraid that ___________________________________________ today.

h. I'm sure it's very hot here in summer.

It ______________________________________________________ here in summer.

i. Excuse me, is it all right if I open the window?

Excuse me, _______________________________________________ the window?

j. I suppose you're Mrs Perry?

You __________________________________________________Mrs Perry?

Vince, M. (2010). Intermediate language practice (3rd Ed.). (pp. 72-73). Macmillan. 38
RECEPTIVE SKILLS DEVELOPMENT 4.4
 Innovations in Architecture and Design

Vocabulary preview
Complete the passage with the words in the box.

feat construction devise dilemma iconic

eyesore landmarks opponents priority

Known around the world as the symbol of Paris, France, the Eiffel
Tower is one of the world's most (1) ____________ structures.
When the tower was built in the late 1800s, it was truly an amazing
(2) ____________ of engineering and design. The tower was
designed by two French engineers working under Gustave Eiffel.
Their assignment was to (3) ____________ a plan for a centrepiece
structure for the 1889 Exposition Universelle, a World's Fair which
would be hosted in Paris. When Eiffel presented the final design to
the Exposition planners, he found he had a (4) ____________. A
group of Parisian architects, artists, and others concerned with the
city’s image called the tower an (5) ____________. These (6)
____________felt that the tower would 'crush' the beauty of Paris's
traditional (7) ____________, such as Notre Dame Cathedral, and
the Arc de Triomphe. Eiffel fought back assuring the group that
keeping the city's beautiful image was also a
(8) ____________ for him. His response worked. (9) ____________
Image by Waithamai from
of the tower was completed in March of 1889. The design of the https://commons.wikimedia.org/wiki/File
tower amazed the public at the 1889 Exposition, and continues to :Eiffel_Tower_Paris_01.JPG
License at
delight visitors to Paris from around the world. https://creativecommons.org/licenses/by
-sa/3.0/deed.en

Before you read

Work with a partner. Think of an open area in or near your town. Are there any iconic buildings? If
you could design and build anything you wanted there, what would it be?

Global reading

1. What is the Metropol Parasol? Skim read the article (1 minute) then discuss your answer with a
partner.

SCANNING
Scanning is looking quickly through a text to locate specific information (e.g., a word in a
dictionary, a fact in an article). When you scan, move your eyes quickly over the text. Focus on
what you are looking for and search for key words. What to look out for:
• dates and times: scan for numbers (1972, 8:30)
• names of people or places: scan for capital letters (New York)
• a sequence of events: scan for numbers and signal words (First, Secondly)
• ideas, opinions, or examples: scan for signal words and phrases
(However, In other words, In addition, For example, such as)
• organisation cues such as italicised and bold words.

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (pp. 18-19). MacMillan. 39
2. Read the following questions about The Metropol Parasol. What kinds of information should you
look for?

1. Where is the Metropol Parasol? 2. Who designed the structure?

3. How long did it take to build? 4. How much did it cost?
5. What is on the upper level?

3. Scan the text and find the answers to the questions.

The Metropol Parasol

1
While beginning construction on a new parking garage in 2003, workers in Seville, Spain were
suddenly faced with a dilemma. The garage's construction site was right on top of a large area of
ancient Roman ruins. Seville city officials knew that preserving these priceless treasures from
ancient history was far more important to their city than adding a few parking spaces. The mayor
stopped construction immediately, and the city devised a new plan for the space.

2
After many long meetings, officials finally reached a decision. They would convert the space into
a museum where visitors from near and far could view the artifacts. But they didn't want just
another building. They felt that the centre of Seville needed an inviting community centre, where
people could meet friends, sit outdoors and read a book, shop, eat in restaurants, and just enjoy
themselves. They wanted it to be spacious and open, but also to provide shade against Seville's
hot summer sun — part museum, part mall, and part city square. But what would it look like? And
how could they build there without disturbing the Roman ruins? To select the design, the city held
a competition for architects around the world. The aim was to create a unique structure that
would protect the ruins while also creating a lively, open public space. After reviewing hundreds
of applications from around the world, the judges settled on a design by Jürgen Mayer, who is a
German architect. Mayer called his design the Metropol Parasol.

3
Building the parasol was no easy feat. Protecting the Roman ruins was priority. As a result,
workers were not allowed to dig large areas of the ground. Instead, the parasol was designed to
'float' above the ground. In fact, in an area covering 18,000 square meters, the four-storey, 29
metre-high structure only touches the ground in six places! With this unusual design, safety had to
be considered very carefully. The wooden exterior was put in place over a super strong frame of
concrete, steel, and granite. The building took seven years and cost 90 million euros to complete.
Today, the parasol complex houses an underground archaeological museum, a farmer's market,
and many cafés and restaurants. On the upper level, visitors can enjoy views of Seville from the
panorama deck.

4
So, how will the Metropol Parasol influence future city planning and architectural design? As
with any element of design, the Parasol is attracting differing opinions. Some say the structure is
an iconic landmark and a work of art — a sign that Seville is changing with the times. Opponents
call it an overpriced eyesore and say the odd mushroom shape doesn't fit with the rest of the city.
Others, who are looking at it from an ecological viewpoint, wish the city had just planted more
trees instead of using all that wood. Are the critics overreacting? Will
ACADEMIC KEYWORDS
these kinds of manufactured landscapes be the way of the future?
preserve (v) /prI' zerv/
We’ll have to wait and see.
convert (v) /kan'v3rt/
unique (adj) /ju'nik,"

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (pp. 18-19). MacMillan. 40
Multiple Choice Strategy
• Skim text to get an idea of the topic, genre, organisation pattern and direction.
• Read through the question stems and options - underline key words and phrases, predict
synonyms.
• Scan through the text looking for the first idea/concept and taking note of synonyms,
antonyms and different word forms.
• When you find where the idea is located, read carefully around the text.
• Choose the correct answer – remember, there will usually be options that are false, not
quite true or else parallel in meaning. Paraphrases are often used.
• Remember that the questions will usually be in order of the text.

Close reading

1. The initial construction site for the Metropol Parasol was going to be used as
a. a display of historical objects
b. an area for parking vehicles
c. a mechanic’s workshop

2. What was the officials’ agreed vision for the space?

a. an indoor environment
b. an outdoor meeting area
c. a blend of indoor and outdoor areas

3. Why is the Metropol Parasol raised above ground level?

a. to conserve old remains
b. to ensure worker safety
c. to preserve the fragile soil

4. Which material used to build the Metropol Parasol is most visible?

a. metal
b. wood
c. concrete

5. According to the text, which of the following is a criticism of the Metropol Parasol?
a. It creates environmental pollution.
b. It requires expensive maintenance.
c. It is an inappropriate design.

Your thoughts

Consider the different opinions about the Metropol Parasol. What do you think? Would you be
happy with it in your city?

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (pp. 18-19). MacMillan. 41
Further Reading: Designing solutions

Global reading

1. Scan ‘Designing solutions’ below and complete the chart about the four construction
projects.

Name of project Location Year started Reasons for project

1

Paraphrasing continued:

1. Can you remember the five techniques for paraphrasing? Work with a partner to fill in the
blanks.

1. Use ____________.
2. Change the order of the ____________ in a sentence.
3. Break longer sentences into shorter ones or create more ____________ sentences.
4. Change the ____________ of key words and shift grammar where needed.
5. Switch between ____________ and ____________ voice.

2. We are going to practise more paraphrasing using these texts. Form a group of 4 students.
Choose 1 text each and follow the instructions below.
• Read the text carefully, underlining important ideas and concepts.
• Choose 1 sentence that you think conveys the most important information.
• Paraphrase this sentence, taking particular note of the 5 techniques above.
• Write it in the box below.

• Read the sentence to your group. See if they can identify which sentence you have
paraphrased.

42
Reading – Multiple Matching Questions

Paraphrasing is a skill that will not only help you with academic writing, but which also assists in
reading comprehension. Being able to paraphrase will help you to answer many types of reading test
questions. One of these types of question is the ‘multiple matching with multiple text’ questions.

Multiple Matching (Multiple Texts) Strategy

• Skim all texts to get an idea of topic, genre, and organisation.
• Look at the list of statements in the box – read carefully and highlight/underline key
words.
• Predict synonyms or think of possible paraphrases for the statements.
• Start with the first statement and scan through the texts to find matching ideas, word
forms, synonyms, etc. Use your predictions as a guide. Remember that ideas will be
paraphrased or summarised. If you think more than one text applies, note this and
eliminate it later.
• Repeat for each statement, making sure to always check all texts each time.
• Check.

Designing Solutions
Since their earliest beginnings, humans have devised ways to improve their living conditions. Over
time, they have developed incredibly clever solutions to overcome challenges of limited space,
extreme climates and difficult geography. Below are 4 examples of such innovation.

A. New Valley Project, Egypt

The New Valley Project is an ambitious plan to transform half a million acres of dry, barren desert
into a human-made valley of fertile farmland. The Egyptian government began work on the New
Valley Project in 1997 to deal with the problems it faced due to the country's rapidly growing
population and lack of farmland. The hope is that developing the new valley will help relieve
problems such as overcrowding and food shortages by providing land for agriculture as well as
new living space for up to three million people.

How will this be possible? The project involves transporting water from the River Nile to the
Western Desert of Egypt (part of the Sahara Desert). The Pumping Station at the heart of the
project, which cost $436 million to build, was completed in 2005. An amazing feat of engineering
in itself, the station has 24 pumps with adjustable speed settings. When the entire project is
completed, the station will pump over 1.2 million cubic meters of water per hour into a system of
canals which will carry the water 360 Kilometres to the valley. No one can say for certain whether
the project will be successful in the long term. However, by 2020, when construction of the New
Valley Project is scheduled for completion, supporters say the finished project will result in an
increase in usable land by as much as 25%, and allow the country to completely meet its own food
requirements. On the other hand, opponents say the project is too costly and allows Egypt to use
too much of the Nile's precious water, which may have a negative effect on other countries that
rely on the water too.

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (p. 21). MacMillan. 43
 :
Projet Nouvelle Vallée Project MOSE pour la passe du Lido (lagune de Venise)

B. Venice Tide Barrier Project, Italy

The Italian city of Venice is known as one of the most beautiful, romantic places in the world.
Venice is famous for its rich cultural heritage, beautiful architecture, and Renaissance art— and
famous for floods. Since written records about Venice's water levels began in 1872, floods have
been a part of its history. The city is situated in a lagoon in the Adriatic Sea, and experts say it has
sunk as much as 23 centimetres in the last century. As a result of the shifting landscape, the city
currently endures flooding about 60 times a year according to some estimates. Since 1966, when
record high flood waters caused the destruction of numerous historical landmarks and artistic
masterpieces, Venetians have been debating what to do. The Tide Barrier Project (also known as
the MOSE project) was begun in 2003 by Silvio Berlusconi, who is Italy's former Prime Minister. It
consists of 78 underwater steel gates, each around 28 meters high, 20 metres wide, and weighing
300 tons. The gates are attached to the sea floor. When a dangerously high tide is predicted,
compressed air is pumped underneath the gates, causing them to rise and stop the sea water
from overflowing into the city. Many people believe the project is the only way to save Venice.
Others argue that it will have negative effects on wildlife, and simply will not stop the flooding.

C. Devil’s Nose Railway, Ecuador

Over a century ago, workers and engineers created a viable passage by train from Quito, Ecuador
to Guayaquil as part of the railroad though the Andes Mountains. One particular section of track
required the train to travel 500 metres straight down a rocky mountain with almost perpendicular
walls. In order to enable this, engineers used a series of switchbacks or zigzag railways. For 12.5
km, the train had to travel forward past a junction, then backwards along the next section, before
going forward again. This section of track was named “the Devil’s Nose” because of the 2000
deaths that occurred there due to climate, disease and hard labour, and also because of the
difficulty of building it. The chief engineer himself, Major John Harman, also died during
construction.

Even today, the railroad is impressive and has sometimes been named the “most difficult
engineering feat in the world”. It is still in operation as a tourist attraction despite closing multiple
times due to avalanches and degradation. In recent years, the track has been modernised, and the
train cars refurbished so that tourists can enjoy the spectacular scenery of this historically
interesting train journey.

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (p. 21). MacMillan. 44
 D. Panama Canal
The Panama Canal is a 48-mile waterway in Panama that connects the Atlantic Ocean with the
Pacific Ocean. The canal consists of several artificial lakes and channels, and two locks at either
end. These locks either raise or lower the ships to meet the water level of the biggest artificial
lake, Lake Gatun.

Construction of the canal began as far back as 1881 by France but was stopped due to high worker
mortality rate. The US took over the project in the early 1900s and finally opened the canal in
1914. At the time and even up to modern standards, the canal was one of the most difficult
engineering projects ever undertaken. The shortcut created by the canal enabled quick passage
across the continent without having to travel down and around Cape Horn on the southernmost
tip of South America.

Even now, the Panama Canal is crucial for international maritime trade with over 14,000 vessels
travelling through the canal every year.

For questions 1-10 choose from the texts (A-D). The texts may be chosen more than once.

Q According to the text, which project does the statement refer to? Answer
Choose from text A, B, C or D. (A -D)
1 was hindered by geographical features of the landscape
2 has resulted in changes to global transport routes
3 was designed to create more residential spaces for an expanding population
4 was slowed in its progress by high fatality rates
5 involves relocating water and transporting it large distances
6 includes machinery that changes the direction of travel
7 responds to changes in the levels of water in the area
8 has been criticised for its enormous expenses
9 aims to prevent loss of culturally important materials
10 has been updated to cope with modern demands

After Reading

Now look back at your group paraphrases. Did any of them look like the statements above? Did you
use any synonyms from the questions in your own paraphrases?

45
PRODUCTIVE SKILLS DEVELOPMENT 4.4
 Research and paraphrasing

In your assignment, and in most other academic writing tasks at university, you will need to use
summarising, paraphrasing, and referencing skills. Later in the program, you will learn how to
synthesise information from a number of sources into a paragraph, but for now, you will be
paraphrasing single texts.

Review:

Work with a partner to discuss this question: Why do we summarise and paraphrase in an academic
writing assignment?

Research and paraphrasing:

Imagine you have highlighted the following extract in an environmental science textbook.

The difference between green buildings and intelligent buildings

at times causes confusion. In fact, they are considered by many
to be the same. However, the fundamental difference is that
green buildings are built in an environmentally friendly way, i.e.,
without damaging the environment and, as far as possible, only
using sustainable resources. Intelligent buildings, on the
other hand, are buildings which are in certain ways sensitive to
their environment and can adjust automatically; for example, in
accordance with the temperature or the presence or absence of
people (McCormack & Slaght, 2011).

1. We are going to use this text to practice the method of paraphrasing that we learnt earlier in
the week. Follow the steps below.

a. Read the extract carefully

b. Identify the shared language (i.e. important content nouns). Remember these would not
be changed in your paraphrase.
c. Take notes in the space below – just the key points and words:

McCormack, J., & Slaght. J., (2012). English for academic study: Extended writing and research skills. (p. 56). Garnet 46
Education.
 d. Using the notes and shared language only, try to rewrite the information in your own
words:

e. Check that the meaning is the same as the original.

f. Add the citation.
g. Swap with a partner and see if your paraphrase is similar to theirs.

Quotations, paraphrases and plagiarism

A student has decided to incorporate ideas from this extract in an essay. In the following exercise,
you will consider the ways the student might go about doing this, some of them are appropriate and
some of them are not.

1. Read the examples of incorporated text below. Decide whether each one is a quotation or a
paraphrase and tick () the appropriate box.

Incorporated Text
a. The difference between green buildings and intelligent buildings is confusing, and thought
by many to be the same. The basic difference is that green buildings are built in an
environmentally friendly way, i.e., without damaging the environment, and as far as
feasible, using only sustainable resources. Intelligent buildings, on the contrary, are
buildings which are in tune with their environment and adjust automatically when the
need arises, e.g., depending on the temperature (McCormack & Slaght, 2011).

Quotation  Paraphrase  Plagiarism 

b. Green buildings and intelligent buildings differ in terms of their main function. Green
buildings are purposely constructed in such a way as to minimise their impact on the
environment. Conversely, intelligent buildings are designed so that technology ensures
that they adjust to their environment; for example, by regulating the temperature
(McCormack & Slaght, 2011).

Quotation  Paraphrase  Plagiarism 

McCormack, J., & Slaght. J., (2012). English for academic study: Extended writing and research skills. (pp. 56-57). 47
Garnet Education.
 c. Green buildings are “built in an environmentally friendly way, i.e., without damaging the
environment, and as far as possible only using sustainable resources”. This is different to
intelligent buildings which are “in certain ways sensitive to their environment and can
adjust automatically; for example, in accordance with the temperature or the presence or
absence of people” (McCormack & Slaght, 2011, p. 4).

Quotation  Paraphrase  Plagiarism 

d. There is often confusion about the difference between green buildings and intelligent
buildings. The basic difference lies in the purpose of each. The former is constructed with
the specific purpose of being friendly to the environment, i.e., not abusing natural
resources, and the purpose of the latter is to draw on technology to make the building as
efficient as possible.

Quotation  Paraphrase  Plagiarism 

e. Green buildings are friendly and intelligent buildings are intelligent and quite popular.
Sustainable development is very important these days, so it is important to make all
buildings green and intelligent, using technology and resources from the environment
that do not destroy it (McCormack & Slaght, 2011).

Quotation  Paraphrase  Plagiarism 

2. Look at the examples again. Are any of them really plagiarism? Tick the box if you think that the
student would be found guilty of this.

Avoiding plagiarism
1. Work with a partner to study the following reasons a student might give for plagiarising. Think
about what advice you could give and practice giving advice to your partner.
Note: Your advice should contain constructive help on how to avoid plagiarism.

a. I didn't know it was wrong.

b. I don't know how to use references or how to cite my sources.
c. I don't have enough time to do the necessary reading or to develop my own ideas.
d. The text was too difficult for me to understand so I just copied it - and hoped it was OK.
e. The text I copied said exactly what I wanted to say, and I couldn't express it better.
f. In my country, we are expected to reproduce the exact words and ideas of the text or the
teacher.

Paraphrasing for incorporation into Scaffolded Writing:

You are going to paraphrase a small section of a source that relates to your scaffolded writing. We
are doing this so that you will continue to practise paraphrasing, incorporating the source and
citing it correctly. The scaffolded writing is important as it will continue to be used throughout the
program. So far, you have already written 4 paragraphs – 2 descriptive paragraphs, 1 compare
and contrast and 1 recommendations paragraph. This activity will focus on a source related to the
recommendations paragraph.

McCormack, J., & Slaght. J., (2012). English for academic study: Extended writing and research skills. (pp. 56-57). 48
Garnet Education.
Let’s review: The 4th paragraph in your scaffolded writing makes recommendations to QUT to help
students cope with coming to Australia to study and to adjust to Australian academic culture.

Sources:

1. Below are a variety of sources that could be used to support the ideas in your
recommendations paragraph. Scan the topic sentences of the texts to see what each article
covers. Try to identify one source that could support your own ideas.

A. Strategies for the improvement of international students’ academic and cultural

experiences of studying in the UK.

Source: Bamford, J. (2008). Strategies for the improvement of international students’ academic and cultural experiences of studying in the
UK. The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/e2_strategies_for_improvement.pdf

49
 B. Student Voices: Enhancing the experience of international students in Australia.

Source: Lawson, C. (2012). Student Voices: Enhancing the experience of international students in Australia. Canberra, ACT: Australian
Education International. https://internationaleducation.gov.au/research/Publications/Documents/Student%20voices%20-%20FINAL.pdf

50
 C. Student Voices: Enhancing the experience of international students in Australia.

Source: Lawson, C. (2012). Student Voices: Enhancing the experience of international students in Australia. Canberra, ACT: Australian
Education International. https://internationaleducation.gov.au/research/Publications/Documents/Student%20voices%20-%20FINAL.pdf

51
Source: QUT. https://qutvirtual4.qut.edu.au/group/student/student-life/clubs-and-social-activities/east-west

2. Now choose 1 or 2 sentences from 1 text. Highlight these sentences and try to paraphrase in
the space below. Don’t forget your citation!

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (pp. 58-60). MacMillan. 52
PRODUCTIVE SKILLS DEVELOPMENT 4.5
 Discussion Practice

Task 1: In the previous lesson, you read about telesurgery in the text Long Distance Care. Think back
to the reading and discuss the following questions in a group.
a. What do you think the authors’ views of telesurgery are? Are they in favor of it? How do
you know?

Brainstorming Session
b. What do you think are the advantages and disadvantages Think about:
of telesurgery for both the doctor and for the patient? accuracy cost
Which one do you think is better? Think about … convenience timing

Task 2:Your teacher will now present a short YouTube video about robotic telesurgery. You should
take notes while you listen and listen for any points about the advantages of robotic telesurgery.

Task 3: In your group, compare your notes from the recording with the ideas you brainstormed
earlier.
• Did the speakers in the video mention any of the ideas from your brainstorming session?
• Did the speakers in the video mention any ideas not included in your brainstorming session?

 Writing: Practising Cohesion

You will now practise writing a cohesive paragraph. Look at the writing prompt below:

Compare and contrast traditional surgery and robotic surgery.

Note: You may want to discuss some of the advantages or disadvantages of each type of surgery.
Note, however, that this should not be a simple advantages and disadvantages paragraph. A
comparison / contrast paragraph must contain some of the language that you learned in lesson 2.1.

1. Create an outline of your paragraph. Use the ideas contained in your notes from the video about
telesurgery. You can also use the ideas you listed from the brainstorming session with your
group.

Bixby, J., & Scanlon, J. (2013). Skillful reading & writing 3. (pp. 58-60). MacMillan. 53
2. Now that your outline is complete, you can write your paragraph response.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

54
3. Now that you have completed your paragraph, you should edit it for cohesion. Read through
your paragraph and make sure that contains all of the following cohesive devices:
• at least one example of a pronoun (it, they, she, etc) that refers back to a previously written
idea/noun.
• at least one example of a demonstrative (this, that, those, these) that refers back to a
previously written idea/noun. This can include a demonstrative + noun. (this place / such a
place)
• at least one example of a synonym which avoids unnecessary repetition of a previously
written word.
• at least one transition signal which marks a relationship of ideas within the paragraph
(However, Although, etc)

Peer Editing/Feedback
4. You will now provide peer feedback to your partner. You should do all of the following:
a. Swap your book and use the checklist table provided on the last page of this section to provide
feedback.
b. Mark any errors you find in the paragraph with a red pen.
c. Use the constructive comments from in the box below to write overall feedback for your
partner. Aim to also use this language when orally explaining your feedback to your partner.

Reference for constructive comments / feedback

• I really liked how/the way you….
• You have done….. well…
• I’m not sure what this means…could you explain further?
• I think you might need to change this because…
• I think it might be better if…
• Perhaps you could…
• I’m not really sure but…
• That’s a good question…
5. After you have received your feedback, use the table below to rate your partner’s effort as a
peer editor. Your partner will rate yours. You will need to swap books again for this.
The Reader Not at all Barely OK Good Great
0 1 2 3 4
Supplied detailed, specific
comments to help the writer
Provided at least one positive
comment
Used all aspects of the checklist

Was kind and respectful

55
Peer Feedback Checklist
Feature Present Comments/Corrections
Topic Sentence
• Does the paragraph contain a clear Yes/No
and relevant topic sentence?

• Has the topic sentence been Yes/No

sufficiently supported?
Use of Cohesive Devices
Does the paragraph contain:
• at least one example of a pronoun Yes/No
that refers back to a previous
idea/noun?
• at least one example of a determiner Yes/No
that refers back to a previously
written idea/noun?
• at least one example of a synonym Yes/No
which avoids unnecessary
repetition?
• at least one transition signal which Yes/No
marks a relationship of ideas?
Accuracy
• Have the pronouns generally been Yes/No
used accurately? e.g., they is used to
refer to a plural noun or it is used to
refer to a singular noun.

• Have the demonstratives generally Yes/No

been used accurately?
e.g., this has been used to refer to a
singular noun/idea.
these has been used to refer to a
plural idea/noun.

• Are the synonyms used appropriate Yes/No

for the context?

• Have the transition signals generally Yes/No

been used accurately?
e.g., however has been used to
contrast ideas between sentences.
e.g., although has been used to
contrast ideas within sentences.
Positive Comments:

56
COLLABORATION 4.2
 Discussion Practice

In this lesson, you will be practicing skills for small group discussion using language that we have
been learning this week.

Part One:

1. Form a group of three students. Together, answer the following questions:

a. What do you think are some important inventions that have
changed the world? Think about inventions that have affected the Health
aspects of life listed in the box. Communication
b. Choose your top 5 inventions as a group. Why have they been Business
Transportation
influential?
Environment
c. Now form new groups – and compare your top 5 with those of
other groups. Are there any similarities? What are the differences?

2. Look at the diagram below. In your groups of 3, answer the following question. Choose 1 person
to act as the discussion manager to keep the group on task.

A science magazine featured 5 likely inventions in a recent article and discussed both the
mechanism of how they work and also their potential advantages. These inventions are listed in
the diagram below. In your group, discuss the benefits to society of these five inventions.

57
3. Now swap roles, so that someone else is the discussion manager. As a group, discuss the
following question.

Which do you think would be the most important invention of

the five? Why?

4. Once you’ve discussed the question, then you need to come to a group decision. You will need
to use agree/disagree and opinion language that we have learned so far.

Part Two:

Now form new groups of three. You are going to use and develop some of the ideas raised from the
first part of the discussion. You will need to think in more abstract ways and speculate or predict.
Aim to spend at least a few minutes on each question, trying to develop and draw out your ideas as
a group. Don’t be afraid to clarify or interrupt if you need to. Each student should have a turn
managing the discussion so that everyone participates and that you stay on task as a group.

a. How important is change? Do you think it is an important part of society? Why/why not?
Do you think most people have a positive attitude towards it?

b. Do you think that technological change is happening too rapidly? Do you think it will
continue to advance at the same rate or will it slow/speed up? What factors might
influence this?

c. Do you think that history and tradition are being forgotten in the race for new
technologies? What consequences could this have?

d. What do you think are some of the major challenges facing the world in the future? Do
you think that technology can be used to solve some of these? How?

e. Are there any inventions that you would specifically like to see patented in the future?

f. Do you think creativity is learnt or are you born with the creativity? How can it be
cultivated in young people? In adults?

g. Do you think that modern society values creativity less than other skills? Do you think this
was different in the past?

58
Useful functional language

Adding information Checking you understand

Yes, and as well as that … I'm not quite sure what we have to do first.
Apart from that … So you want me to…?
Not only that … Sorry, do you mean we have to …?
And there's another thing …
I hadn't thought of that. We could also …
Agreeing and disagreeing Giving and asking for suggestions
Yes, that’s true. Why don't we start by …?
So do I. Shall we …first?
Neither do I. Let's begin with …
I couldn't agree more. We could start by talking about …
I suppose so. Let’s decide which …
I agree up to a point, but … Shall we make a decision?
Yes, but (what about) …? Do you agree?
Do you think so? What would you say?
But don't you think that … Do you think we should …?
Actually, I think it's more important …
Expressing opinions Speculating
I think … It could be/could have been …
For me, one of the most important… is… It can't be/can't have been …
I don't think it matters … It might be/might have been …
I just don't think it’s… It must have/must have had …
Personally, I …
I get the impression that …
It's very hard to say, but…

Correcting yourself Interrupting

What I meant was …. Can I just say…?
Sorry, I meant to say … Sorry to interrupt, but …
I mean …

Expressing advantages and disadvantages

The good thing about… is …On the Other hand …
One disadvantage about …is …Having said that, …

Bell, J., & Gower, R. (2003). First certificate expert coursebook. (p. 224). Pearson Longman. 59
ACADEMIC RESEARCH 4.1
Referencing: Using non-journal sources

Over the past few weeks, you have become familiar with
using and referencing journal articles for your annotated
bibliography.

1. With a partner, brainstorm other sources (not journal articles) that you could use to find
academic information for an assignment.

Printed books
2. Open cite|write on your device and click on “Books” and then “Print”. Look at the example of a
printed book entry in a reference list and answer the questions.

Neal, M. J. (2005). Medical pharmacology at a glance (5th ed.) Blackwell Publishing

a. How many authors wrote this book?

b. What is the author’s family name? What letters do their other names start with?
c. When was the book written?
d. What is the name of the book?
e. How many previous versions (editions) of this book have been published?
f. What is the final piece of information given in the reference?

3. Look at the book your teacher has given your group and answer the questions.
a. Who wrote your book? Where did you find their names?
b. What is the title of your book? Is it the first edition or have other editions come before it?
c. When was the book written? Where did you find this information?
d. Which company published the book? Where did you find this information?

eBooks
4. On your device, do a search for “eBook definition”. What is the definition of an eBook?

5. eBooks can be very useful sources of information for your assignment. With a partner,
brainstorm the main similarities and differences between an eBook and a printed book.

6. In cite|write click on “Book” again and then “eBook”. Look at the example reference and answer
the questions.

Harris, P. (2002). Designing and reporting experiments in psychology (2nd Ed.).

https://www.mheducation.co.uk/openup/chapters/0335201466.pdf

60
 a. Who wrote the book?
b. When was it published?
c. What is the title?
d. How many previous editions have been published?
e. Can you see details about the publisher? Why not?
f. What information is included instead of the publisher details?

7. This reference list entry is also an eBook. What are the main differences you can see between
this reference and the previous one?
Abu-Taieh, E. M. O., & El-Sheikh, A. A. (2010). Handbook of research on discrete event simulation
environemnts: Technologies and applications [IGI Global edition].
https://doi.org/10.4018/978-1-60566-774-4

Digital object identifiers (DOIs)

According to QUT cite|write, a DOI is “a unique code, which provides a permanent link to an online
source” (Queensland University of Technology, 2019). The most common sources that use DOIs are
online journal articles (you may have seen them on your journal articles for your annotated
bibliography), but eBooks often use them as well. If your article or book has a DOI, it must be
included it in the reference as a URL, like in the example text by Abu-Taieh and El-Sheikh shown
above.

Discuss

8. If your digital source (journal article or eBook) does not have a DOI, what do you think you
should do? Discuss with your partner and make some notes below.

61
Chapter in an edited book
9. Look at the book your teacher has given you.
a. Find the contents page. How many chapters does
the book have?
b. Choose one chapter that sounds interesting and
turn to it. Who wrote this chapter?
c. What is the difference between an author and an
editor?
d. Look on the front cover of the book. Who are the
editors of your book?
e. Are the editors of the book the same as the
author/s of the chapter?
f. Can you find the correct link in cite|write that
shows you how to reference an edited book?
g. Look at the reference for a chapter from an edited
book below (and in cite|write on your device).
What are the main differences between it and the
reference for a printed, non-edited book above? Image from QUT Library

Taylor, M. (2006). Architecture and Interior: A room of one’s own. In M. Taylor & J. Preston (Eds.), Intimus:
Interior design theory reader (pp. 339-344). Wiley Academy.

 Referencing: Connecting in-text citations and the reference list

Look at the following text that you saw earlier in the week. Which type of source (journal, printed
book, eBook or edited book) does this text come from?

Do carrots help you see in the dark?

Brightly-coloured vegetables can help protect your sight. Vegetables such as peas, broccoli, and
carrots contain substances which are important in the protection of our eyesight. Older people
are likely to get an eye disease called Age-Related Macular Degeneration (AMD), which is the
most common cause of blindness in the western world. Research shows that increased
consumption of these vegetables reduces the risk of developing the disease.

AMD occurs when a region at the back of the eye starts to deteriorate. This causes a loss of clear,
sharp vision, which makes it difficult for the person to carry out everyday tasks. It is not a painful
condition, but it does become worse with age.

Although there is only a cure for one type of AMD, diet and the increased consumption of certain
vegetables appear to lower the risk of developing other forms of the disease. Dr Suzen Moeller led
a research group which studied a group of women between the ages of 50 and 79 at Wisconsin
University in the USA. The women's consumption of coloured vegetables was monitored over 15
years. It was concluded that women under 75 who have a high intake of these vegetables are less
likely to develop the eye condition. It would seem that there is some truth in the saying that
carrots are good for our eyes.

Source: Michael Barry. 2015. Journal of Australian Health. Volume 3 Issue 2 page 16

62
1. The following sentence is paraphrased from this text. Highlight the sentence(s) in the original
text that the paraphrase comes from.

When the area at the rear of the eye starts to break down, Age-Related Macular Degeneration
(AMD) occurs, causing blurred vision and, consequently, difficulties with daily functioning.

2. Imagine you are writing an assignment about AMD and you want to include this paraphrase
because you think it provides a clear explanation of AMD. What do you need to add to the
paraphrase in order to include it in your assignment?

3. Discuss with your group: What is the difference between an integral and non-integral citation?

4. Add the correct non-integral citation to the paraphrase.

5. Here is part of the reference list for the hypothetical AMD assignment. Highlight the source that
the paraphrase came from.

6. Which pieces of information are the same in the in-text citation and the reference list entry for
the source?

7. Look at the following paraphrase which was also used in the hypothetical AMD assignment.
Which source in the reference list does it come from?
The rate of AMD may be declining as a result of a reduction in the modifiable risk factors for
the disease (Lim, Mitchell, Seddon, Hoiz, & Wong, 2012, p. 1728).

63
 CONTENTS
WEEK 5: ASSESSMENT WEEK ................................................................................................................. 1
RECEPTIVE SKILLS DEVELOPMENT 5.1 .................................................................................................... 1
Introduction to the EAP 2 Listening Test ........................................................................................ 1
PRODUCTIVE SKILLS DEVELOPMENT 5.1................................................................................................. 5
 Introduction to the EAP 2 Writing Test .......................................................................................... 5
RECEPTIVE SKILLS DEVELOPMENT 5.2 .................................................................................................... 8
 Introduction to the EAP 2 Reading Test ........................................................................................ 8
PRODUCTIVE SKILLS DEVELOPMENT 5.2............................................................................................... 26
 Introduction to the EAP 2 Speaking Test: .................................................................................... 26
 Peer Editing of Practice Writing: .................................................................................................. 29
RECEPTIVE SKILLS DEVELOPMENT 5.3 .................................................................................................. 30
 Writing Reports ................................................................................................................................ 30
PRODUCTIVE SKILLS DEVLEOPMENT 5.3............................................................................................... 39
 Scaffolded Report Writing ............................................................................................................ 39
ACADEMIC RESEARCH 5.1 ..................................................................................................................... 40
 Integral citations and introduction to reporting verbs .................................................................. 40
WEEK 5: ASSESSMENT WEEK
RECEPTIVE SKILLS DEVELOPMENT 5.1
Introduction to the EAP 2 Listening Test

In this lesson you will learn about the format and types of questions in the EAP 2 Listening Test.
You will practice with a range of items types related to a practice listening.

Part 1 Listening
In Part 1 of the listening test you can expect to listen to part of a talk or lecture and be asked a
variety of questions about it. You might be asked to complete some of the following question types:
• Multiple choice
• Gap fill – in a summary or a table or diagram
• T F NG
• Matching questions

1. Have a look at the questions below that relate to part of a lecture about STEM Education
(Science Technology Engineering and Maths). With a partner, do the following:
a. Read through the 8 T F NG questions
b. Decide on the best strategy for answering T F NG questions and use this strategy to
preview the questions below

Questions 1-8: Circle the correct answer - True (T), False (F) or Not Given (NG).
1. The lecturer will discuss similarities between humanities and STEM. T F NG
2. The way concepts are viewed in humanities can differ between individuals. T F NG
3. There is agreement about what subjects are considered to be STEM. T F NG
4. STEM students like working out answers to difficult questions. T F NG
5. The approach to teaching humanities has not changed for centuries. T F NG
6. Before last century, only wealthy people had access to humanities education. T F NG
7. The STEM program was developed to avoid teaching certain subjects separately. T F NG
8. International students studying STEM in the US can get permanent residency. T F NG

2. Now listen to the audio and try the questions yourself.

3. Another item type that is often found in Part 1 is gap fill. In this case, you will practice
completing student notes. Look at the notes below and work with a partner to do the following:
a. Look at the instructions – what do you need to do?
b. Underline key words
c. Predict word form of missing words
d. Guess what the missing word could be

4. Listen to the audio and check to confirm.

5. Check the answers with a partner and your class.

1
Questions 9-20: Complete the lecture notes with ONE word AND/OR a number from the
listening.
Reasons for focus on STEM.

Occurring in Australia, 9. ______________ and America.

1. Students didn’t have technical abilities to get employment
 “10. ______________ economy” – depends on specialised skills

2. Learners encouraged into STEM for 11. ______________ reasons

 US STEM graduates earn 12. ______________ more than humanities
graduates
 13. ______________ of Australian male STEM graduates earn over
$104,000 p.a.
3. STEM subjects crucial for meeting world’s biggest challenges
 E.g. climate change – requires knowledge in meteorology and
14.______________
 Countries require people with STEM skills in order to 15.______________

4. Students studying STEM acquire vital skills

 Science and engineering lead to mathematical skills and
16._____________reasoning
 Graduates create new developments - lead to developments in
17._____________ and economy of a nation.

5. Greater investment in STEM due to Western countries performing worse than other
nations
 Countries’ rankings are shown in 18. ______________ based on student
results
 Australian school students dropped 19. ______________places in maths
 America – poor performance in maths and science
 US Schools persuaded to focus on STEM by the 20. ______________

2
Part 2 Listening
In Part 2 of the listening test you can expect to listen to 5 different speakers talking about a topic.
They will only speak for a minute or so each. You will be asked to match the speaker (1-5) with a
statement or opinion. It is important to remember that for each speaker you will need to listen for
the meaning of what they say, rather than just for individual words.

1. Look at the instructions below. Discuss the following with a partner

a. Who will be speaking?
b. What will they be talking about?
c. What do you have to do to answer the questions?

2. Now read through the 8 options (A-H) given in the example below
a. What do each of them mean?
b. Can you think of ways to paraphrase each phrase/think of synonyms for the words listed?

Listen to five company managers talking about the strategies they use to manage their staff.
Choose the strategy the speaker thinks is the best from the list A-H:
A. Address any problems early
B. Regularly monitor your staff
C. Reward staff for good performance Speaker 1 _____
D. Encourage open communication Speaker 2 _____
E. Employ people from different cultures Speaker 3 _____
F. Have a flexible approach Speaker 4 _____
G. Have good time management skills Speaker 5 _____
H. Establish clear expectations

3. Now listen to the audio ‘Good Managers’ and answer the questions.

4. Check with your class and teacher.

3
Part 3 Listening
In Part 3 of the listening test you can expect to listen to a conversation between 2 speakers
(sometimes three – a tutor or another person setting the scene). You will be asked to answer
multiple choice questions about the conversation. It is important to remember that this part of the
test is about the interactions between the speakers – things like what they agree on, disagree
about, decide to do or what they think about something. It is not so much about factual information.
1. Read through the questions in the practice below. For each question do the following with a
partner:
a. Underline key words
b. Decide who the question is about? one or two speakers? which one/s?
c. What do you need to listen for? E.g. opinion, advice, agreement?
2. Now listen to the audio and try to answer the questions.
1. What does Peng think about The Digital Classroom subject?
a. The teaching methods aren’t what he is used to.
b. The lecturer makes it an enjoyable subject.
c. There is a lot of collaborative learning.
2. What does Peng find difficult about the lectures for Theories of Learning?
a. He can’t focus in the lectures.
b. The visual materials are hard to follow.
c. The lecturer speaks too quickly.
3. What is Peng going to do to solve the problem he is having with the lectures?
a. Change his seating location during the lecture
b. Watch a recording of the lecture later
c. Use an electronic device for notetaking
4. Which of the following does Kate say is an aspect of behaviourist theory?
a. Creativity
b. Problem-solving
c. Repetition
5. What main criticism of behaviourist theory does Kate explain?
a. Students need more than memorized facts.
b. Rewards can encourage children to be greedy.
c. Children learn to perform a task without thinking.
6. What is Peng going to do to prepare for his practical placement?
a. Buy something formal to wear.
b. Plan how to deal with problem behaviour.
c. Prepare some teaching materials.
7. What does Kate advise Peng to do on his practical placement?
a. Meet with his supervising teacher before placement starts.
b. Spend a lot of time planning classes every night.
c. Understand the expectations of your supervising teacher.
Questions 8 and 9: Which two opinions of group work do Peng and Kate both share?
a. All group members must know what they are responsible for.
b. Many students don’t know the purpose of group work.
c. It is useful to prepare students for when they get a job.
d. It’s an interesting learning process.
e. Group members must communicate with each other.
3. Check your answers with a partner.

4
PRODUCTIVE SKILLS DEVELOPMENT 5.1
 Introduction to the EAP 2 Writing Test
In this lesson you will learn about the format and content of the EAP 2 Writing Test. You will also
follow the writing process to write a response to a practice question.
In the Writing test:
• You will be presented with a choice of up to three question prompts and you will need to
produce a relevant written response.
• You will only need to write body paragraphs (minimum 300 words). There is no need to
write an introduction or conclusion.
• You will not be under time pressure and will have lots of time to analyse the question,
brainstorm and outline. You will also have time to edit and proofread at the end.
• The key to doing well is using your time wisely and writing the best possible response that
you can to the question.
• Remember: you will not get extra marks for writing more. Quality is better than quantity.

Review: Analysing the Question and Brainstorming

In week 2, you learned about the writing process, which requires you to start by analysing the
question, and then generate ideas for your writing. Once you have done these two things, you will
need to prepare a brief outline before you can start writing. Although today you are preparing for
the week 5 writing test, you will also need to follow these outlining steps to complete your report
outline for week 6.

Review: Writing an Outline

Put simply, writing an outline involves evaluating the quality of your ideas and then organising
these ideas into a logical framework. The steps for doing this are outlined below.
Step 1: Check to see if your ideas are relevant and remove any ideas that do not help you to
answer the question.
Step 2: Group similar ideas together - decide on main ideas vs supporting ideas
Note: Supporting ideas can include Definitions, reasons, examples, explanations,
facts/details/statistics, paraphrases, and a summary.

Step 3: Arrange ideas in a logical order

• Importance – usually the most important idea first
• Chronological – time order
• Block – grouping ideas e.g., for similarities/differences; problem/solution; arguments
for/against; compare/contrast
• Chain - for some cause/effect
• Sequence – for a process
Step 4: Write a paragraph outline showing your organisation. For instance, your outline may use
the TEEL paragraph structure shown below.
Topic sentence (TS):
• Developing TS:
• Main point 1:
Supporting sentence – evidence
Supporting sentence - evidence
• Main Point 2:
Supporting sentence - evidence
Supporting sentence - evidence

5
 Link:

Look at the writing prompt, brainstorm, and outline below. With a partner, discuss the following:
a. Which ideas in the brainstorm has the student removed (not included) in their outline?
b. Why do you think the student removed these?
c. How has the student organised their outline? (E.g. Chronological, Block, Sequence, etc)
d. Why do you think they have chosen to organise their ideas this way?
Writing Prompt
Describe two different aspects of tertiary education in your country

Brainstorm
 Work/study/leisure-time balance  Social activities and clubs
 Teacher and student interaction  Food outlets / cafeterias on campus
 University sports teams /academic groups  Student life
/religious organisations  Diff. courses / subjects
 University entry requirements  Diff. Teaching styles
 Modes of transport between campuses  Classrooms and equipment
 Class types – namely, lectures / tutorials  Schedules and timetables
 Campus living and accommodation  Types of Assessment
 Tuition fees  The design of the buildings
 Share- accommodation = cheaper /  Student dropout rates
apartments on campus / no dormitories  Diff. disciplines

Outline
Paragraph 1 – Student Life
TS: Tertiary institutions in Australia have a major impact on the way students conduct their
lives on a daily basis.
• Class schedules and timetables
o affects work / study / leisure-time balance
• students can join social activities and clubs
o E.g. University sports teams / academic groups / religious organisations
• Campus living and accommodation
o E.g Share- accommodation is cheaper / apartments on campus / no dormitories

Paragraph 2 -
TS: Another aspect of university education in Australia that is worth discussing is the courses
and classes. It is particularly important to consider the types of classes and the ways these are
conducted.
• Class types – namely, lectures and tutorials
o Determines classrooms and equipment

6
 o influences teacher student interaction
o determines expected student behaviour
• Different disciplines
o E.g. Health, Engineering, Creative Industries
o Determines types of assessment
o Impacts on teaching styles

Writing test practice

We will now practice the process with an example question. (Usually you will have a choice of 3, but
in this case, there is just one example)

Describe the problem of a sedentary lifestyle as an adult and make suitable recommendations
for adults wishing to address this problem.

1. Read the question

2. Analyse the question – topic, limiting language and directive verb
3. Brainstorm in pairs
4. Create an outline for your response – individually
5. Start writing
6. Complete writing at home or in GIL (time yourself to make sure you are not taking excessive
amounts of time)
7. Completed your writing in or upload your document to OneDrive as instructed by your
teacher.
8. Make sure you have completed the above steps for your lesson tomorrow.

7
RECEPTIVE SKILLS DEVELOPMENT 5.2
 Introduction to the EAP 2 Reading Test

In this lesson you will learn about the format and types of questions in the EAP 2 Reading Test.
You will practice with a range of item types related to a practice reading.

The Reading test is composed of three different parts, each with its own set of item types. You will
have already practiced the item types in class so far, so they will not be completely new to you.

Part 1 Reading
In Part 1 of the reading test you can expect to read 1 text and be asked a variety of questions about
it. You might be asked to complete some of the following question types:
• Multiple choice
• Gap fill
• T F NG
• Heading matching
• Short answer

1. Look at questions 1 to 5 below. Discus with your partner.

a. What steps would you take to answer this type of question?
b. What preparation would you do?
2. Now try to answer questions 1 -5 in ten minutes.
a. Check your answers with your group.

Questions 1-5

According to the text, are the following statements, True (T), False (F) or Not Given (NG)? Circle
the correct answer.

1. Marketing is more important than education in the US. T F NG

2. Advertising became important in the early 1900s. T F NG
3. Large-scale advertising began in the print media. T F NG
4. Advertising critics believe that corporations concentrate mostly on T F NG
discovering or creating future products instead of satisfying the
customer.
5. Critics argue that car advertisements do not include detailed mechanical T F NG
information.

3. Look at questions 6 and 7 below. Discus with your partner.

a. What steps would you take to answer this type of question?
b. What preparation would you do?

8
 4. Now try to answer questions 6 and 7 in two minutes.
a. Check your answers with your group.

Questions 6-7

Fill the gaps with ONE or TWO words from the text. The word form may have to be changed.

6. Which of Dawson’s four classic forms of advertisements explains why most people know that
the colour of the M in McDonalds is yellow? _____________________________________

7. Advertising is considered economically useful as it cuts the tendency towards more

_______________.

5. Matching questions are very often found in test material.

a. Look at the questions below. What do you need to match to what?
b. What would be the first thing you would do to prepare for this?

Questions 8-11

Match the people to the statements below. Write the letters of the sentences in the spaces
provided.

Question Statements People

8. _____ A greater proportion of money was directed towards A. Michael
advertising on television compared to online marketing Dawson
in 2011.
9. _____ Embedding ideas and concepts into thoughts occurs as a B. Marketing
result of advertising. specialists
10. _____ It is argued that advertising plays a vital role in C. Jerry Mander
developing brand awareness.
11. _____ Both the job sector and the general economy can be D. Rothschild and
stimulated by advertising. Kaldor

E. eMarketer

F. None of the
above

6. Now try the questions 8-11

7. When you are finished move on to the summary gap fill (questions 12-15). Remember to
predict word form and possible answers before you start looking in the text.

9
Questions 12-15

Complete the summary from paragraphs D, E, H and I with ONE or TWO words from the text in
each gap. The word form may have to be changed.
Critics of advertising have many objections to it. They believe that corporations are pushing
products onto consumers, and are not concerned about the 12. ________________ of consumers
at all. In fact, they suggest that heavily packaged, branded and 13. _______________ foods need
to be advertised, but products that people really need do not have to be advertised at all.
Marketing specialists point out the advantages of advertising to producers, but opponents of
advertising do not find these arguments impressive as these are not advantages to consumers.
Economists also see advertising’s advantages, maintaining that it is beneficial to the economy.
Critics, however, are not overwhelmed by this argument either as they claim the 14. ___________
situation today cannot be compared to that during the 15. _______________ of the 1930s. They
remain very hostile to advertising as they feel that the high volume of advertisements really is
unnecessary.

10
 Part 1 - The role of advertising

A. Every year, major companies spend more on marketing research and product management to
find and target the most profitable audiences for their advertising. However, in 1991, the
advertising sector of the marketing industry accounted for less than 30% of marketing spending
(Meyers, 1991). In the United States, marketing spending now exceeds two trillion dollars
annually, which is around one-seventh of US Gross Domestic Product. This is more than double
US expenditure on education, critic Michael Dawson states.

B. Understanding how advertising has become such a massive industry is important. It first became
common in the late nineteenth century, when the growth of large corporations affected
newspapers and magazines, which were the dominant print medium. From the 1920s, radio
advertising developed rapidly and became widespread. In the 1950s and 1960s, television
overtook radio to become the main form of advertising. Total US advertising spending rose from
$2 billion in 1940, to $12 billion by 1960, and then reached $54 billion in 1980. Recovering from
the Global Financial Crisis in 2010, US advertising expenditure was well above $150 billion, and
most of it was spent on TV advertising. Today, as US citizens watch more than 4½ hours of TV a
day, it has become the best medium for advertisers. In fact, in 2011 spending on TV advertising
was over twice that of online advertising (eMarketer).

C. Advertising is seen as part of a three-stage process. Current marketing theory states that
marketing’s three stages are: determining what consumers want, developing products to meet
their needs and selling them. Advertising is integral in this last stage. However, little attention is
given to marketing’s history or why it is needed. The theory is that in a ‘market economy’ or
‘consumer society’ the economy is driven by the needs and desires of consumers. Thus,
companies are supposed to find new ways to discover what consumers want and then meet
those needs.

D. Critics of advertising question the validity of this theory. They argue that companies focus on
what to sell next, rather than what consumers need. Thus, they see advertising as a waste of
resources. Indeed, corporations only view consumers as people who can help companies
increase their sales and profits. Moreover, critics suggest that it is not necessary to advertise
goods and services that people really need, as they will buy them anyway. However, critics argue
that it is certainly possible to live without processed food products like Kentucky Fried Chicken
or Coca Cola soft drinks, which have to be packaged, advertised, and promoted to sell. They

11
 claim that the whole purpose of advertising is to promote particular
brands of products or services.

E. The critics also argue that advertising is not useful. If it were intended to
provide help to consumers, advertising would provide substantial data
on the prices and benefits of products. Commercials promise a more
desirable and comfortable existence. Car commercials, for instance, promise potential buyers
their neighbours' envy and regularly show vehicles going along empty forested highways or
climbing spectacular mountains, not driving in rush-hour traffic jams. Technical or price
information is rarely mentioned in ads. Former advertising agency CEO, Jerry Mander, suggests
that advertising is not only unhelpful for consumers, but also misleading or dishonest. He claims
that honest advertising is as common as vegetarian crocodiles.

F. Michael Dawson claims that advertisements have four classic forms, namely threats, false
promises, tricks and mental implants. Threats and false promises are common in advertising.
Dawson illustrates an advertising threat using a famous Michelin advertisement that ran for
many years. He claims its real message is that consumers should spend the extra money to
purchase Michelin tyres or they could kill their children. It is not helpful consumer information,
but clearly a threat. In a similar way, he explains false promises ads use illogical examples such as
suggesting that taking a single pill can provide perfect health.

G. Tricks and implant advertisements are growing in popularity with advertising agencies too.
Dawson’s example of a trick ad is the Bacardi rum and diet cola one that reads "0 Carbs" and "0
Sugar", which makes rum and cola sound like a healthy drink. He argues it is a trick that uses
popular ignorance of human biochemistry. Finally, Dawson argues that advertisers implant ideas
in people’s brains, as their aim is to ‘alter the mental agendas ’of their targets. He is concerned
that American children know more about corporate logos than almost anything else, associating
colours and shapes with corporate brands because of implantation. Clearly, these ideas have
been successfully inserted into the minds of the young.

12
H. Marketing specialists argue that advertising is necessary as it helps develop brand identity, and
has a wide reach in a short time. It can also attract a target audience and create product
awareness. Moreover, the theory suggests it cannot be ignored. Advertising proponents also
suggest advertising does little harm, can even be entertaining, and sponsors programs that
otherwise would not be produced. Advertising critics are not impressed by these arguments.

I. Leading economists have also argued that advertising has crucial economic benefits. In the Great
Depression of the 1930s, the huge economic downturn caused mass unemployment. At that
time, famous economists such as Kurt Rothschild and Nicolas Kaldor argued that advertising
helps in the struggle against slow growth and unemployment since it increases demand and
reduces the tendency to save. Modern economists still agree with this view, but critics argue it is
irrelevant in today’s economic climate. The huge size of the marketing industry and the power of
its advertising arm are responsible for some of the hostility directed at advertising. Indeed, the
estimated 25,000 advertisements that Jerry Mander claims average American viewers see each
year could certainly be seen as excessive.

13
Part 2 Reading
In Part 2 of the reading test you can expect to read 4 short texts. There will be 10 statements, each
of which you have to match to one of the texts. You have seen this type of question before in week
4.

1. Look quickly at the strategy box below, which you saw in Week 4. What are the missing
words? Work with a partner to find out.

Multiple Matching (Multiple Texts) Strategy

• Skim all texts to get an idea of topic, genre, and organisation.
• Look at the list of statements in the box – read carefully and ______________ key words.
• ______________ synonyms or think of possible paraphrases for the statements.
• Start with the first statement and ______________ through the texts to find matching
ideas, word forms, synonyms etc. Use your predictions as a guide. Remember that ideas
will be paraphrased or summarized. If you think more than one text applies, note this and
eliminate it later
• ______________ for each statement, making sure to always check all texts each time.
• ______________

2. Keeping plastic out of the environment – 4 texts activity

Questions 1-10

Choose which text (A, B, C or D) best answers the question “Which technology…?” Write a
letter in the space provided. You can use each letter more than once.

Text
Which technology (A,B,C,D)

1. can remove pollutants other than plastic from the environment? ______
2. can collect plastic from difficult-to-reach places in the water? ______
3. removes the largest amount of plastic from the environment? ______
4. may have a negative effect on wildlife in the environment? ______
5. can remove plastic pollution even in extreme weather conditions? ______
6. will only collect plastic waste when someone is controlling it? ______
7. raises money that is used to deal with a cause of plastic pollution? ______
8. uses equipment to determine if an area needs to be cleaned? ______
9. does not travel around when collecting plastic pollutants? ______
10. has experienced technical problems that needed to be solved? ______

14
Text A – The WasteShark

A Dutch technology company called RanMarine has created a small robotic vehicle, or drone, that
collects plastic waste as it moves through water. The machine is called ‘the WasteShark’, and it
has been modelled on an animal called the Whale Shark, which uses its large mouth to filter water
as it collects food. However, instead of targeting sea life, the drone collects plastic before the tide
carries it out to the ocean where it often harms wildlife. The creators of the WasteShark say that
removing the threat to wildlife was a key reason for developing the technology. They believe that
humans need to take responsibility for cleaning up the pollution that they create daily.

The WasteShark is designed to operate in closed waterways such as lakes, canals, or rivers. In
these waterways, the technology can effectively clear plastic from places that are not easily
accessible by people. It can be operated manually or roam waterways automatically using sensors
which gather data about the quality of the water or whether rubbish needs to be removed from a
specific place. The drone relies on a solar powered battery so it can continue to run without being
recharged from a conventional power supply. If it is operated for seven days a week, the
WasteShark can remove approximately 15.6 tons of plastic waste from a body of water per year.
This impressive statistic has led to an increase in the demand for the drone. WasteSharks can cost
up to $23,000 USD and have been sold to buyers in the United Arab Emirates, South Africa, and
the Netherlands. Profits from sales go to expanding production of the drone so that it can be used
on a larger scale by environmental protection organisations and local councils around the world.

Text B– Hoola One

Millions of tiny pieces of plastic contaminate coastlines all over the world. Most of the plastic
fragments are buried in the sand rather than sitting on the surface, which makes them extremely
difficult to remove. However, a small team of students from the University of Sherbrooke in
Canada, are testing new equipment for cleaning up polluted ocean coastlines. The team has
designed a mobile vacuum machine called ‘Hoola One’ which requires at least one person to
operate. The operator uses the machine to suck a mixture of sand and plastic into a tank. The
machine then separates the particles by weight so that the plastic can be filtered out. Clean sand
weighs more and sinks to the bottom where it can be returned to the environment. This machine
processes approximately 11 litres of sand a minute. It also collects larger pieces of plastic,
preventing them from breaking down into small fragments that can easily get into the food chain.

The team has made a number of minor changes to the vacuum cleaning system so that it collects
plastic as intended. They are still waiting, however, for results that will show how well the
machine captures plastic of a certain size, and whether it harms any lifeforms living in the sand.
The students acknowledge that Hoola One may be less effective than other solutions for removing
plastic from the environment because it is designed to collect very small pieces of plastic rather
than large amounts of it. However, they also point out that removing micro-plastics from the
environment is an extremely difficult process. Some of the students are currently working on a
smaller design of the machine which could be used by coastal communities all over the world.

15
Text C–The Ocean Cleanup

In 2013, a Dutch-born inventor named Boyan Slat founded an organisation named ‘The Ocean
Cleanup’ with the aim of reducing the amount of plastic waste in the ocean. Currently, the largest
build-up of floating plastic waste in the ocean is the Great Pacific Garbage Patch, located between
California and Hawaii. This patch contains approximately 1.8 trillion plastic pieces. The cleanup
organisation has been testing a system that removes this plastic from the water. Although the first
version of the system needed repair after breaking down, the latest version has been very
successful. In a one-month period, the system removed 40 tons of plastic from the Great Pacific
Garbage Patch, and it is still collecting more.
The Ocean Cleanup System works by catching and collecting the plastic so that it can be easily
removed from the water every month. It consists of a 600-meter-long floater that sits on the
surface of the water and a 3-meter-deep skirt attached below it. The floater prevents plastic from
flowing over it, while the skirt stops plastic from escaping under it. The system generates
renewable energy for its electronic components, such as GPS for navigation, and it uses the
natural forces of wind, waves and currents to move. This allows the system to work without a
team or crew present. However, its performance and location are regularly monitored online. The
system is also engineered to be very flexible so that it can withstand the destructive forces of the
ocean, such as powerful storms. The project is being funded by donations and sponsorship. These
funds will go to creating a total of 60 systems by 2021 with the aim that they will collect 50
percent of the plastic in the Great Pacific Garbage Patch within five years.

Text D– The Seabin Project

Inventors, Andrew Turton and Pete Ceglinski spent much of their childhood swimming and surfing
in Australia. As adults they became concerned about the amount of rubbish floating around, so
they quit their jobs to find a sustainable solution. They developed ‘the Seabin’, a rubbish collector
for enclosed waterways such as harbours and rivers. Compared to the ocean, these waterways
provide relatively protected environments for Seabin installations because there are fewer large
waves or storms. Built from recycled materials, the Seabin uses a water pump that runs on
electricity from a standard power point. This requires the device to be attached to a land-based
structure which has access to the water, such as a fishing platform or dock. The Seabin remains
fixed in one place as it automatically sucks all floating waste into a natural fibre bag, before
pumping the water back out. It is designed to catch everything from plastic bottles and paper to
oil and detergent while, at the same time, preventing marine animals from getting trapped in the
system.

Each Seabin captures an average of 4 kilograms of plastic per day or 1.5 tons per year. Due to its
effectiveness, Seabins are now being installed at waste hotspots around the world. Currently,
there are 354 Seabins in the water at locations in North America, Europe, Asia, and Australia. The
creators of the Seabin understand that more than just the technology is needed to deal with the
plastic from our waterways. Therefore, fifty percent of Seabin sales go to non-profit research
programs and educational community events. These demonstrate to children that irresponsible
behaviour, such as littering, contributes to plastic pollution and harms the environment. The
Seabin team believe that every educated child is one less “source” polluter that has the ability to
educate others about the issue.

16
Part 3 Reading
In Part 3 of the reading test you can expect to read a longer journal article. This is an extract from an
authentic journal article and so it is longer and denser in terms of vocabulary. You will probably not
need to read all the text but will need to understand its organisation. You will be asked to answer a
few types of questions about this text, including matching and multiple choice.

1. With a partner, look at the journal article below and answer these questions
a. What is the title?
b. What do you expect it to be about?
c. How many different sections can you find?

2. Look at the first set of questions. This is a slightly different type of question.
a. What do you need to do?
b. What strategy would you use to do these questions?

3. Try questions 1-3 and then check with a partner.

Questions 1 – 3 Find the section of the journal article called INTRODUCTION. For each question
below, locate the paraphrase, and then circle the best paraphrase of the underlined sentence
(a, b, c or d)

1. Locate the text for question 1 and choose the best paraphrase of it.

a. The main worry about global population trends 30-40 years ago was related to the
dramatic increase in population rather than the environment and food sources.
b. Just 30-40 years ago, most people were worried about the impact that environmental
problems and food shortages would have on population growth.
c. In the 1970s and 1980s, people were very concerned that the global population was
growing too quickly, and this would cause problems for the environment and availability
of food.
d. Most experts were more focused on finding solutions to global food shortages and
environmental destruction than addressing the rapid increase in the world’s population
in the last several decades.

2. Locate the text for question 2 and choose the best paraphrase of it.

a. Despite the existence of a wide range of research about population aging, much of it
focuses primarily on wealthy countries.
b. There is a wide range of research in the literature which covers many different topics
but most of it is about population diversity in developed regions of the world.
c. There is more and more research being done into the literature choices of older people,
but this is mainly done in developed countries.
d. Even though there is a lot of research into population aging, it only focuses on
developed countries.

17
 3. Locate the text for question 3 and choose the best paraphrase of it.

a. Moreover, while there is a large amount of research done in the past, no studies have
been conducted into how both young and old population groups currently experience
change or how they are likely to experience it in the future.
b. In addition, researchers have only a limited understanding of how both elderly and
younger groups currently experience change in poorer countries or how they are likely
to experience it in the future. In contrast however, researchers have a developed
understanding of these issues in richer countries.
c. Additionally, there is much less understanding of how both elderly and younger
population groups in poorer countries will change in the future than there is for
developed countries.
d. Moreover, more studies need to be done into how young and old population groups in
developing countries currently experience change and will experience it the future. On
the other hand, enough funding for research on this topic has been granted in
developed countries.

Matching questions:

Now let’s turn to another question type that you may encounter in this part of the Reading test –
matching. You may be asked to match all sorts of things together, e.g. statistics to authors, authors
to opinions or years to studies.

1. Have a look at the questions below.

a. What would you need to do first in order to start answering these questions?
2. Try and answer the 4 questions below by yourself.

Questions 4– 7 Find the section of the journal article called Demographic Analysis
Match the statement (a-j) to the statistic (Questions 4-7) it correctly describes. There are more
statements than you will need.

Statistic Answer Statement

4. 28.3% ______ a. Share of older population in least developed regions in 2010.

5. 32.8% ______ b. The predicted share of the older population living in wealthy
countries by 2100.

6. 11.9% ______ c. The share of the older population in wealthy countries in

1975.

7. 5.3% ______ d. Share of older population in less developed regions in 2020.

e. The share of the older population living in the least developed

areas in 2000.

f. The predicted share of the older population globally by 2050.

g. The predicted share of the world population that is older by

2100.
h. The predicted share of the older population in developed
countries by 2050.

18
The Demographics of Aging and Sustainable Development
By Yuki Ando, Emmanuel Morales and Michelle Fumicello

Abstract: In recent years, population aging has been recognized as an emerging challenge in many
parts of the world. Earlier studies discussed its impacts on the sustainability of social security
systems and national economic growth. However, they tended to focus on the Issues at the
national level and were limited to developed countries. With the knowledge that population aging
will be a predominant trend in both developed and developing countries, this paper aims to: (i)
describe the global population aging trend and its regional demography; (ii) provide a structural
review of population aging challenges at the national communal and Individual levels; and (iii)
elaborate future research topics on population aging with a particular emphasis on developing
countries. Several indicators suggest rapid population aging in the coming decades, especially in
Asia, Latin America and Africa. The structural review presents the diverse challenges that affect
both young and older population groups. Finally, the need for linking population aging with the
sustainable development concept and the possible rural decline caused by rapid urbanization are
suggested as future research topics. Further studies to establish a body of knowledge on
population aging in developing countries are required to place population aging on the agenda of
future sustainable development discussions.

Keywords: population aging; sustainable development; rural decline; community function

1. Introduction
In recent years, population aging has been recognized as an emerging social challenge in many parts
of the world. Some clear evidence of population aging is observable; for example, the share of the
aged 60-plus population in the world increased from eight percent in 1950 to 12 percent in 2014,
and it is predicted to be 21 percent by 2050 (Skehan & Foster, 2016). The global life expectancy also
increased from 47 years in 1950 to 70 years in 2014, and a further increase to 75 years is expected
by 2050 (Norris & Ortega, 2015). [For QUESTION 1] Only a few decades ago, the major concern
regarding world demography was its rapid growth and increasing pressure on the ecosystem and
food security (Goodwin, 2011). While population growth will continue in some fast-growing
countries in Sub-Saharan Africa and South Asia (Homburg, 2013), the population aging phenomenon
will have profound impacts on various dimensions of society, and this aging trend will be intensified
in the coming decades (Goodwin, 2011).

[For QUESTION 2] Although there has been an accumulation of studies about population aging
covering diverse topics, existing literature concentrates on population aging mainly in developed
countries. Population aging is largely seen as a threat to: (i) sustainable economic growth due to the
possible shrinkage of the labor force (Ellis & Barhuizen, 2009), and (ii) social security systems to
support the elderly, such as pension plans, healthcare schemes and long-term care insurance
(Pallotti, 2017). In contrast to these alarmist views, some call attention to the emerging "silver
market" to illustrate a positive economic outlook (Tavakoli & Skehan, 2012). Moreover, possible
mitigation of economic decline is suggested by way of increasing female labor participation and
policy reforms regarding the legal retirement age (Sanell, 2016).

19
Despite the wide coverage of the earlier literature, these issues may represent only part of the
entire picture of population aging because they are limited to macro-scale changes derived from
population estimations. [For QUESTION 3] Furthermore, compared to the volume of knowledge on
the cases of developed countries, little is known about the actual changes that people, both elderly
and young population groups, are and will be experiencing in developing countries.

With the increase of life expectancies and the actual size of the older population defining an era of
aging societies, in which increasing proportions of older populations will continue in the coming
decades, what kinds of challenges should we expect? Given the expected impacts of population
aging in the coming decades, this paper aims to: (i) describe population aging trends in the world
and the regional demography; (ii) provide a structural review of population aging challenges at three
levels, namely the national, the communal and the individual levels; and (iii) elaborate future
research topics on population aging that particularly emphasize the situation of developing
countries. For the third objective, this study briefly introduces the current state of rural Japan, which
is possibly the most aged region in the world. The case of rural Japan is presented to illustrate the
emerging population aging challenges in rural areas where the aging phenomenon is happening
rapidly.

Demographic analysis
In the world demography, the 60-plus population group remained below 10 percent from 1950–
2010 (Citarre, 2017). The predictions suggest a steady increase of this age group from 2015 onward.
The share of the older population is predicted to reach 21.5 percent by 2050 and 28.3 percent by
2100. Although some scholars suggest that the world population may stabilize at around 10 billion
people after 2050 (Citarre & Phipps, 2018), aging will remain as a clear trend in the world
demography in the coming decades. Definitions of “more developed regions”, “less developed
regions” and “least developed countries” are adopted from the UN population statistics. The more
developed regions include all countries in Europe, North America, Australia, New Zealand and Japan.
The less developed regions include all countries in Africa, Asia (except Japan), South America, Latin
America and the Caribbean. The least developed countries represent a list of 48 countries set by the
UN. The least developed countries are also included in less developed regions.

In the case of more developed regions, population aging was already present in the late 1970s as the
share of the older population exceeded 15 percent by 1975, and it further increased to 21.9 percent
by 2010. One key demographic feature of developed regions is that the total population will be
stabilized at around 1.28 billion from 2030 onward. At the same time, the size of the older (age 80-
plus) group is expected to increase steadily. This demographic pattern will create a further increase
in the share of the older population to 32.8 percent by 2050 and to 34.6 percent by 2100.

In the less developed regions, population aging will quickly evolve from 2020–2060 as the share of
the older population is predicted to double from 11.9 percent to 21.8 percent. Although the
acceleration of population aging will be slower, the aging trend will continue to be on the rise, with
an increase to 27.5 percent by 2100.

In contrast to the other two sub-regions, the least developed countries will experience rather
gradual population aging. The share of the older population is predicted to increase gradually from
5.3 percent in 2010 to 9.8 percent by 2050. From 2050 onward, aging will be accelerated in these
countries, with the proportion of the older population expected to reach 20.5 percent by 2100.
Along with its share, the actual size of the older population is also important. Figure 2 presents the
projection of the aged 60-plus population in six regions of the world. Among them, Asia will be home
to 1.3 billion of the elderly by 2050 and 1.6 billion by 2100. Africa will be the region with the second
largest population of older people by 2100, with 844.4 million people. Latin America will also

20
experience a drastic increase of the older population from 70 million in 2015 to 200 million by 2050,
and a further increase to 269.9 million by 2100. In contrast, in Europe, Northern America and
Oceania, the pace of older population increase will not be as significant as the other regions.

Population Aging and Sustainable Development

As discussed in the previous sections, population aging is increasingly becoming a global

phenomenon, and various challenges are predicted across the national, communal and individual
levels. Particularly in developing countries, where both physical infrastructure and social systems are
rapidly evolving, what will be the unique challenges related to aging? More specifically, along with
the challenge in establishing social security systems and ensuing further economic growth at the
national level, what should be the focus of studies on population aging at the communal and
individual levels in the social and cultural contexts of developing countries? To answer these
questions, discussing population aging in line with the concept of sustainable development, which
incorporates Intergenerational equity, environmental concerns and social equality dimensions while
pursuing economic development (De Jong & Steinel, 2011), would be very helpful, as it provides a
holistic view to address different dimensions of the aging phenomenon.

To start with, the current development scheme of developing countries does not necessarily address
the demands of the elderly. This is clearly pointed out by Shetty (2012) who argues that there has
been "a massive disconnect between the Millennium Development Goals (MDGs) and aging.”
Highlighting the looming threat of aging in the coming decades, some international organizations are
calling for global attention to include population aging on the sustainable development agenda
(Robinson, 2015); however, aging is not included in post-MDG discussions. This may be because of
the still very young population of developing countries. Shetty (2012) pointed out that many
developing countries have made their efforts in dealing with diseases in youth and middle-aged
people intensively, which has led them to achieve longer life expectancies. However, such
prioritization of the younger population has caused a situation that many developing countries are
unprepared to meet the needs of the emerging elderly population (Feng, 2014). Developing
countries need to incorporate aging in their development agendas and strategic responses at all
levels are required. Moreover, it is critically important to implement such responses today, as any
measures addressing demographic issues require a long time to observe their effects fully (Zaidi,
2013).

Secondly, these responses to population aging should not be limited to policy level discussions on
such topics, such as the sustainability of social security systems, aging in every dimension of society
must be addressed This is particularly the case for developing countries where the impacts of
environmental issues are more acute and the general living conditions of elderly residents are more
affected by rapid social changes (Harper & Oizumi, 2010). Although there is a great degree of
heterogeneity among developing countries, a few studies reported unsafe living conditions for the
elderly. Although the higher chance of older residents to be crime victims is not confined to
developing countries, Veras (2009) documented that elderly Brazilians have to live with the fear of
violence which reflects the high crime rate of the country. Somrongthong et al. (2014) report
possible dangers related to housing environments in rural Thailand, such as "lighting and unsafe
wires". Accordingly, social Infrastructure such as public facilities, transportation and public housing
needs to be designed to be accessible for all generations including older residents.

21
Thirdly, population aging needs to be examined in relation to other development challenges,
because aging populations will be a predominant condition in most countries in the coming decades.
For example, urbanization is another universal phenomenon; by 2030, more than 60 percent of the
global population will be living in cities, and about 25 percent of them will be aged 60-plus (Kalache
& Sandhi, 2009). The combination of population aging and urbanization is considered a major
demographic challenge of this century (Tinker, 2014). Despite the abundant studies on population
aging and urbanization, respectively, not much research has examined these two challenges
together. A review paper by Phillipson (2004) listed (i) elucidating the urban context; (ii) examining
the impact of globalization on definitions and perceptions of place; and (iii) urban ethnography to
comprehend the experience of aging within cities, as agendas for urban aging research. Regarding
the urban context, Smith (2009) identified three factors that prevent older residents from aging well,
which are: (i) neighborhood problems, such as overcrowding, noise and air pollution; (ii) living
environment problems- and (iii) perceived city environment, such as fear of crime and access to
high-quality services. Particularly, living environment problems include practical fears in the daily
lives of older people, such as "negotiating hilly and/or uneven terrain, and worries about being able
to sit down whilst out shopping (Vaupel, 2012), and access to public toilets in the city centers (Chen,
2011). These earlier studies are limited to the case of developed countries.

As for developing countries, one such challenge related to urbanization pertains to the types of
urban residences. A large-scale migration from rural areas to cities has been taking place due to
rapid urbanization, and significant numbers of these migrants first settle in residential areas with
low-income level households or informal settlements in an urban area. Some of them eventually
move to other parts of the city, whereas the others continue to live in the same areas and become
permanent residents. As those permanent residents become aged, their experiences in an urban
settlement would differ greatly from those of older residents in developed countries Furthermore
urbanization often holds diverse environmental challenges in such areas, as water quality, air
pollution and waste management. As urbanization with all its complexities is expected to expand
rapidly in developing countries, further studies are required to examine how environmental
challenges affect older people and the local responses needed.

Conclusions

This paper reviewed the population aging trends in world and regional demography. The world
demography is rapidly shifting to an era of population aging. This1 has been confirmed by the
increasing share and actual size of the aged 60-plus populations, both in developed and developing
regions. Although Europe will remain the most aged region in terms of the share of older people,
population projections suggest that population aging will be intensified in Asia, Latin America and
Africa in terms of the total number of the elderly. The declining fertility rate and the increasing life
expectancies both at birth and at older ages are identified as the demographic causes for the
population aging trend in the world. The acceleration of population aging in the selected countries
was also reviewed in terms of three aging transitions. Although Europe and Northern American will
go through these transitions over relatively longer periods of time than Asian and Latin American
countries, the second and the third transitions are predicted to occur rapidly in all countries. In
general, the number of years taken or predicted to take for these is decreasing as countries move to
later transitions in the future.

22
Given the anticipated impact of population aging, the authors call for future research on population
aging in developing countries. One effective approach for this2 would be a series of comparative
studies between the countries that have been experiencing rapid population aging such as Japan,
Korea and Singapore, and the other countries in which a rapid acceleration of population aging is
expected in the coming decades. Analysis in these studies should be conducted across the national,
communal and individual levels. Among them, the communal level should be emphasized, as local
and autonomous initiatives will be a critical measure in responding to diverse development
challenges. Further studies to create a body of knowledge on population aging in developing
countries will help in placing population aging on the agenda of future sustainable development
discussions.

Matching questions continued

3. Now try a different type of matching question – matching an author to a paraphrased opinion or
viewpoint.
4. Check with a partner and then with your class.

23
Questions 8– 12 Find the section of the journal article called POPULATION AGING AND
SUSTAINABLE DEVELOPMENT. Match the paraphrases of these author’s opinions to the author.
Write a letter (a-j) in the space provided. There is one letter that will not be used.

Author/s Answer Paraphrased opinions

8. Robinson _____ a. Many developing countries consider their younger population to be

more important than their older populations and ignore the needs
of the elderly.
9. Feng _____
b. Due to the length of time it takes for the effects of population
issues to become apparent, it is vital that these actions are taken
10. Zaidi _____ immediately.

c. Population aging coupled with an increasingly urbanised population

11. Harper & _____ is the most significant demographic issue in the 21st century.
Oizumi
d. Citing the prediction that problems associated with aging will
worsen in the near future, some groups are urging authorities to
12. Tinker _____ incorporate planning for population aging into global strategies for
sustainability.

e. It is essential that these actions are implemented now in order to

limit the length of time needed to examine their effects.

f. Many developing countries have focused attention on their younger

populations, but this means they may not be able to properly
provide for their older populations.

g. One of the most challenging issues of this century is the aging of the
population at the same time as the proportion of people living in
cities increases.

h. Some international organisations are predicting that population

aging will be an immediate threat to sustainable development in
urban areas.

i. The effects of ecological problems are more serious in poorer

countries where the fast pace of social change is also impacting on
older people’s standard of living.

j. The standard of living of older people is having a dramatic impact

on the environment, particularly in less developed countries.

24
Reference questions – Multiple choice

In Part 3 of the Reading you may also be asked questions about nouns or noun phrases that are
referred to by pronoun referents or determiners. In other words, working out what word the
pronoun ‘it’ might refer to in a sentence. This noun or noun phrase is called the antecedent and
comes before the reference word.

1. Look at the questions below. See if you can answer the questions by locating the relevant word
in the text, reading the sentences around them and deciding on the correct antecedents.

Questions 12-15 Find the section of the journal article called CONCLUSION. Locate the words in
bold and underlined and read the sentences around them. Circle the correct answer (a-d).

13. What does ‘these’ refer to?

a. Longer periods of time
b. Asian and Latin American countries
c. Second and third transitions
d. The number of years

14. What does ‘this2’ refer to?

a. The impact
b. Population aging
c. Future research
d. Effective approach

15. What does ‘them’ refer to?

a. These studies
b. National, communal and individual levels
c. Autonomous initiatives
d. Diverse development challenges

25
PRODUCTIVE SKILLS DEVELOPMENT 5.2
 Introduction to the EAP 2 Speaking Test:

In this lesson, you will learn about the format and types of questions in the EAP 2 Speaking Test.
You will be given a practice task to complete.

The Speaking test is comprised of 3 parts. It will last a maximum of 12-13 minutes. You will do the
test with one or two other students, so that you are in a pair or group. You will not know who your
partners will be in advance. It will be randomly allocated on the day. There will be two teachers in
the room. One will be asking the questions, and the other one will be marking your speaking
performance. The criteria for the speaking test shows how you will be marked.

Parts of the Test

Part 1: This will be a short question and answer conversation between you and the teacher. It will
only last for about 1-2 minutes. The examiner will ask you a few simple questions about yourself and
will then move on to asking the next candidate a different set of questions.
Topics they could ask about include (but are not limited to):

travel study or work sports

food hobbies family
books movies music
daily life education free time
friends home country weather
animals likes/dislikes future plans
technology transport entertainment

Part 2: This will be a conversation between students for about 4 minutes. You will have to look at a
diagram and be asked to decide something. You will usually need to reach a decision together.

Part 3: This will be a discussion on a topic related to Part 2 and will last for about 5 minutes per
group. You will need to answer questions from the teacher that are usually of a more abstract or
more complex nature.

Marking:
You will be marked in 4 areas: The criteria sheet explains this in more detail.
• Grammar and Vocabulary
• Ability to respond - hesitation, length, cohesive devices
• Pronunciation – can you be understood?
• Interaction and Collaboration – ability to collaborate and interact, and negotiate towards a
decision

Fletcher, C. (2012). Skills for study level 2. (pp. 50-51). CUP. 26

Speaking Test Practice

Part 1: With a partner practice asking and answering these questions.

• What is your name?
• Where are you from?

Movies Home Town Sleep

What is your favourite movie? What do you like best about How many hours of sleep do
your home town? you usually get? Is this
enough?
Do you have a favourite actor? Tell me about your family Do you have a bedtime
home routine?
What genre/type of movies do What facilities are there in Is there anything that you do
you like best? your home town? to help you get a good night’s
sleep?
How do you usually watch What do tourists like to do in Do you think there is anything
movies? your home town? that interferes with your
sleep?
Do you prefer to watch movies Is your home town known for Have you ever stayed up all
along or with friends? any particular food? night?
Is a cinema ticket expensive in Is there anything that you Why do you think it is
your country? would like to change about important to get enough
your home town? sleep?
Do you prefer to watch movies What’s the most interesting Do you usually remember your
or TV shows? building in your home town? dreams?

Part 2: Find a partner. Look at the following and complete the task. Have a timer handy so that you
can time and/or record your response.

The teacher will say this:

Now, I'd like you to talk about something together for about three minutes.

Many people say that it's important to keep up to date with all the changes in the world. Here
are some things in the world that often change to think about and a question for you to discuss.

First you have some time to look at the task.

Fletcher, C. (2012). Skills for study level 2. (pp. 50-51). CUP. 27

Then the teacher will say:
Now, talk to each other about which two things you think it's most important to keep up to date
with.

You will need to speak together for 3 minutes. Practice this now.

Then the teacher will say:

Thank you.
Now you have about a minute to decide what you think are the two biggest advantages of
keeping up to date with all the changes in the world.

You will need to speak together for 1 minute. You will need to come to a decision. Practice this

Part 3: In your pair, choose one person to read out the following questions and discuss them
together. Use all the collaboration language and strategies that we have learnt so far. Try and speak
for as long as you can – at least 5 minutes per pair.
• Some people say that we spend too much time checking for updates on social networking
websites. Do you agree? (Why? / Why not?)
• Do you think the best way to keep up to date with changes in the world is to watch television?
(Why? / Why not?)
• Some people say the world is changing so fast that we can't keep up to date with everything. Do
you agree? (Why? / Why not?)
• How important is it for people to have change in their lives?
• Some people don't like it when things change. Why do you think that is?
• Do you think people these days are only interested in new things and ignore history and
tradition? (Why? / Why not?)

Fletcher, C. (2012). Skills for study level 2. (pp. 50-51). CUP. 28

 Peer Editing of Practice Writing:

In this lesson, you will peer edit the practice writing that you did both in class and at home. Then,
you will compare your writing to a model response and see where you could make improvements
to your writing.

1. Swap your completed response with a partner.

2. Read their response and complete the following peer editing checklist.

Peer Feedback Checklist

Feature Present Comments/Corrections
Content
• Are all ideas relevant to the given question? Yes/No
• Have main ideas been developed fully? Yes/No
Communicative Effect
• Does the response hold the readers’ Yes/No
attention effectively?
• Are straightforward and complex ideas Yes/No
communicated clearly?
Organisation
• Does each paragraph have a clear central Yes/No
topic and relevant topic sentence?
• Is there effective and logical organisation in Yes/No
each paragraph?
• Is there are good range of transition signals Yes/No
and other cohesive devices?
• Have these generally been used accurately? Yes/No
Grammar
• Has a wide range of grammatical structures Yes/No
been used? (Can you see any good
examples of complex academic structures?)
• Do any errors in grammar make it difficult Yes/No
to understand the intended meaning?
Vocabulary
• Has a wide range of vocabulary been used? Yes/No
(Can you see any examples of good
academic vocabulary and collocations?)
• Do any errors in vocabulary make it difficult Yes/No
to understand the intended meaning?
Positive Comments:

3. Look at the model and compare to your own written response

a. Did you use relevant, strong points?
b. Did you have a good depth of ideas?
c. Were your recommendations suitable?

Fletcher, C. (2012). Skills for study level 2. (pp. 50-51). CUP. 29

RECEPTIVE SKILLS DEVELOPMENT 5.3
 Writing Reports

Essays vs Reports
A lot of writing in higher education can be divided into essays and reports. Essays and reports
tend to differ in their layout, the types of purpose for which they are written, and, to an extent,
the language they use.
Typically, essays are more personal expressions of a writer's original ideas. As such, the writer is
responsible for structuring the essay so that links between paragraphs and sections are clear in
the text, helping the reader to follow the development of the ideas. There are many different
ways to structure an essay successfully. Reports are often more formal and impersonal
documents, and frequently have a set layout. They tend to have a clear division of the main body
into sections and subsections and may use contents pages and numbering systems to help make
the structure of the report clear.

Reports can take many formats and vary in length from a few pages to a hundred or more. The
writing style of a report should be formal, but concise and factual. Facts should be expressed using
simple tenses. Opinions are expressed in the recommendations section, based on facts from the
findings section. Headings should be used to structure the report logically and to ensure ease of
reading.

1. Work in pairs to decide which of these features are more characteristic of essays (E) and which
are more characteristic of reports (R). Some answers may be applicable to both types of writing.
a. Structures information using contents pages, headings, subheadings, etc.
b. Develops a logical argument
c. Attempts to find solutions for a specific problem
d. Explores ideas on a topic
e. Collates available data on a subject
f. Attempts to examine the details of a particular problem
g. Evaluates data and makes a recommendation
h. Presents the results of a piece of research
i. Develops an idea through argument
j. Attempts to persuade the reader to accept the author’s argument

2. Work in small groups. Discuss whether any reports are written in your subject field. If so, what
types of report are common?

Identifying different types of report

3. Look at this table and match the report types (1—5) with the definitions (a-e).

Report type Definition

1. Quantitative research report a) A report which presents an overview of the latest
developments in a situation. It explains the
development of a project, problems which have
been encountered, and outlines how the project is
expected to go from here.
2. General research report (Qualitative) b) A large piece of paper which presents a piece of
research

Fletcher, C. (2012). Skills for study level 2. (pp. 50-51). CUP. 30

 3. Feasibility/recommendation report c) A written report which typically presents the
results of a piece of scientific research. This kind of
report usually has a lot of data in table/chart/graph
form.

4. Progress report d) A report written to compare options or assess

whether a proposed activity is possible.

5. Poster e) A report outlining key information on a broad

topic. This could be new research gathered by the
author through fieldwork, or it may be a report
based on research from other written sources.

Understanding the core features of a typical written report

4. Work in small groups to decide the sequence of sections which are commonly found in
quantitative and general qualitative research reports. What are the differences between the two
types? Why do you think this is?

Quantitative research reports General/Qualitative research reports

References Conclusion
Procedures/Methods References
Findings Appendices
Appendices Title
Conclusion Introduction
Title Recommendations
Introduction Body headings
Discussion (of findings)

5. The report sections in 4 are common to many report types. However, different sections and
heading can be used for different purposes. Work in pairs. Match the report types (1-3) with the
three typical report outlines (a-c).
1 Feasibility/recommendation report
2 Progress report
3 Lab report
a) b) c)
Introduction Introduction Introduction
Objective Background How much has been completed
Theoretical background Presentation of option(s) What is currently being done
Materials and methods Requirements What remains to be done
Results Evaluation of option(s) Problems encountered
Discussion Conclusions Summary of status
Conclusions Recommendations Points of interest
References Conclusion

Fletcher, C. (2012). Skills for study level 2. (pp. 50-51). CUP. 31

Noticing Report Types
6. Read the following report. With a
partner, discuss what type of
report this is based on the
headings and sections. Decide
whether it is a quantitative
research report or a qualitative
(general) research report? You
may want to refer back to exercise
4 to help you make a decision.

Report Model 1
After The Games End: The Risks and Rewards of Hosting the Olympics

Introduction
This report has been written to help Brisbane’s Olympic Committee prepare for their forthcoming
bid for the summer Games. It provides a general account and overview of the direct and indirect
benefits that an Olympic host city can expect to receive, as well as the potential negative effects.
It then presents a pair of case studies which illustrate the best and worst outcomes of a successful
bid. Finally, it offers recommendations for committee members.

Benefits and Risks

The potential benefits and risks of hosting an Olympic Games can be broadly divided into three
categories: financial considerations, the prestige that the Games can confer on a host city and
improvements to a city's quality of life.

The financial impact of the Olympics is by far the most important consideration. The costs of
hosting the Olympics can exceed tens of billions of dollars and it is common place for budgets to
double or even triple. In addition to the direct costs of hosting the Games (the opening and
closing ceremonies, athletes' village, and security), cities often must build expensive venues for
lesser-known sports. However, an Olympic host city may also receive substantial revenue from
ticket sales, tourist spending, corporate sponsorship, and television rights. The host city receives
half of the television revenue. In the past, an American network paid US$4.38 billion to broadcast
the summer and winter Olympics from 2014 to 2020. Cities such as Los Angeles (1984) and Seoul
(1988) actually made a large profit. In contrast, Montreal's massive debt from the 1976 Games
took over 30 years to repay. Also, once constructed, sporting venues incur additional maintenance
costs long after the Games have ended, and these can be substantial, for example AUS$IOO
million per year after the 2000 Olympics in Sydney.

While costs are the primary concern for a host city, there are other factors to consider. For one,
hosting the Olympic Games confers prestige on a host city and country, which can lead to
increased trade and tourism. The Olympics are also an opportunity to invest in projects that
improve the city's quality of life, such as new transportation systems. The following case studies
represent what are generally thought to be an ideal outcome (Barcelona 1992) and a particularly
negative outcome (Athens 2004) that resulted for the host cities.

Barcelona 1992
In contrast to other host cites who have often taken on the Games without clear objectives, the
organisers of the Barcelona Olympics set one major goal: the transformation of Barcelona into
one of Europe's great centres of tourism and business. For this reason, the organisers worked to
minimise the direct costs of hosting the Games while focusing their investment on improvements

Boyle, M., & Warwick, L. (2016). Skillful reading & writing 4. (pp. 20-22). Macmillan 32
that would benefit the city for years to come. The construction of sports venues accounted for
less than 10% of the construction costs while the rest of the money went to expanding roads,
green spaces, housing, hotels and business centres. Most notably, the Olympic Village was built to
reconnect the city with its waterfront. An attractive port was added, and over two miles of
beaches were created. Much of this was the work of a well-coordinated partnership between
government and business.
In terms of its direct profit from the Games, Barcelona had a modest surplus of about $5 million.
However, the positive effects in future years were immense. The improvements to the waterfront
and roads greatly improved the quality of life. Furthermore, the Olympics helped transform
Barcelona from an often overlooked city to a prime destination for tourism and business. In 1990,
it was ranked as only the 11th-best European city to do business in, but by 2011 it had soared to
number four. Tourism doubled, and the Olympics generated over 20,000 permanent jobs for the
city.

Athens 2004
A crucial lesson to be learned from Athens 2004 is the importance of preparing for the long-term
impact of hosting the Games. The Olympics left Athens and Greece billions of dollars in debt, with
the equivalent of approximately €50,000 per family. To be fair, Greece was far from the only
European nation accumulating debt at the time, as the region's subsequent years of financial
difficulties showed. In addition, the sports venues that Athens built for the Games are mostly
unused now, but have cost an estimated $775 million in maintenance since the Games ended. For
economic reasons not all of this maintenance was kept up, and by 2012 as many as 21 of the 22
venues built for the 2004 Olympics stood abandoned. Despite these results, Athens began its
planning on the right foot. Like Barcelona, it identified key strategic objectives for hosting the
Games: attracting foreign investment, boosting exports and increasing tourism. The chance to
bring the Games back to their historic roots was another key motivation of the organisers.
However, unlike Barcelona, the stakeholders in the Athens Games did not always cooperate well,
with disagreements arising among businesses, government agencies, and political parties. Delays
ensued, leading to cost increases. In addition, the events of September 2001 greatly increased the
Games' security costs. In the end, the Olympics cost the equivalent of 5% of Greece's gross
domestic product. Nevertheless, in many ways the 2004 Olympics improved the quality of life for
the city. A modern, state-of-the art airport was built. Public transportation was expanded,
resulting in a reduction in both traffic and pollution. Pleasant walkways were created to connect
key sites in the city's historic centre and are enjoyed today by locals and tourists alike.

Conclusion
As this report has highlighted, the summer Olympics can bring host cities increased investment
and improvements to infrastructure. It also has the power to transform a lesser-known city into
hub for business and tourism. However, without careful management, the Olympics can also bring
a number of problems. Previous cases show that disagreements between investors and politicians
can cause delays and budget blowouts. Maintaining sporting infrastructure after the event is over
can also lead to large debt without careful planning. It is therefore necessary to consider a
number of recommendations to avoid such problems.
Recommendations
The following recommendations have been provided in order to help organisers avoid the
negative outcomes associated with the Olympics. Firstly, the city’s Olympic Committee should
establish clear goals. Just as Barcelona did in 1992, Brisbane can also use the Games to raise its
profile to equal that of other well-known Australian cities, such as Sydney and Melbourne. The
second recommendation is to carefully consider the future costs, especially for maintaining
venues for less popular sports. In this city, where a single sport captures most people's attention,

Boyle, M., & Warwick, L. (2016). Skillful reading & writing 4. (pp. 20-22). Macmillan 33
 there may be little long-term return on the investment in venues for smaller sports. It is also
recommended that the Olympic Committee ensure cooperation among private and public
stakeholders. The city's recent experience with the developments and construction will provide an
excellent base for cooperation upon which to build. Finally, organisers should expect the
unexpected. Events on the other side of the world can have a significant effect on budgets and
schedules. Furthermore, extreme weather events make it necessary to plan for delays in events
that are held outdoors. By following these recommendations, it is hoped that the Brisbane will
win a successful Olympic bid and benefit from the Games for years to come.
References
Dolincar, S. (2014). Planning for the Worst: Avoiding a Hosting Nightmare. The Journal of Urban
Infrastructure. 3(1). 50-55.
Espinosa, J. C. (2010). The Fundamentals of the Games: A Barcelona Success Story. Urban
Planning. 11(3). 89-95.
Popadoulis, D. & Smith, N. (2013). The Olympic Shames: Athens Sports Venues Abandoned.
Sporting Business Review. 6(4) 381-390.

7. Match each of the report sections in the box with the appropriate description. Use the model
report to help make your decisions.
Title ______ Conclusion ______
Introduction ______ Recommendations ______
Body headings ______ References ______
1. This section states the purpose of the report and tells the reader what to expect in the
remainder of the report.
2. This section summarises the report's findings, identifies gaps or problems and introduces
solutions or recommendations.
3. This section lists the sources used to create the report. It should come at the end of the report
and be written in APA style.
4. This section outlines actions the report writers think should be taken based on the findings
and conclusions.
5. This section follows the introduction and procedures. Use headings frequently to make it
easier for the reader to follow.

6. This section states the subject matter of the report, usually in a noun phrase.
Exercise 7 only - Source: Mooney-Smith, P. & Goss, C. (2012). Key to EAP (p. 75). Victoria: OUP

Analysing the Introduction in Model 1

8. a) Look at the introduction to the report again and discuss the following with a partner.
Which of the four sentences:
• introduces the purpose or aim of the report?
• provides an overview of the content of the report?
• can be omitted?

b) Look at the introduction again and do the following:

• highlight the verb forms used in each of the sentences.
• underline the transition signals used for organising the different parts of the introduction
and help to make it cohesive.

Boyle, M., & Warwick, L. (2016). Skillful reading & writing 4. (pp. 20-22). Macmillan 34
 Introduction
1
This report has been written to help Brisbane’s Olympic Committee prepare for their forthcoming
bid for the summer Games. 2It provides a general account and overview of the direct and indirect
benefits that an Olympic host city can expect to receive, as well as the potential negative effects.
3
It then presents a pair of case studies which illustrate the best and worst outcomes of a
successful bid. 4Finally, it offers recommendations for committee members.
Analysing the Conclusion in Model 1
9. a) Look at the conclusion to the report again and discuss the following with a partner.
Which of the six sentences in the conclusion;
• summarises the situation or issue analysed in the report?
• identifies gaps or problems?
• introduces and provides a link to the recommendations that follow?

b) Highlight the verb forms used in each of the sentences.

Conclusion
1
As this report has highlighted, the summer Olympics can bring host cities increased investment
and improvements to infrastructure. 2It also has the power to transform a lesser-known city into
hub for business and tourism. 3However, without careful management, the Olympics can also
bring a number of problems. 4Previous cases show that disagreements between investors and
politicians can cause delays and budget blowouts. 5Maintaining sporting infrastructure after the
event is over can also lead to large debt without careful planning. 6It is therefore necessary to
consider a number of recommendations to avoid such problems.
Cohesion in Report Writing
10. Last week you studied cohesion and the use of cohesive devices in written academic texts.
Below, you will find the Benefits and Risks section of the model report you read earlier. Look at
the report excerpt and highlight examples of the following using different colours:
• Repetition
• Different word forms
• Synonyms
• Reference
• Transition signals

Benefits and Risks

The potential benefits and risks of hosting an Olympic Games can be broadly divided into three
categories: financial considerations, the prestige that the Games can confer on a host city and
improvements to a city's quality of life.

The financial impact of the Olympics is by far the most important consideration. The costs of hosting
the Olympics can exceed tens of billions of dollars and it is common place for budgets to double or
even triple. In addition to the direct costs of hosting the Games (the opening and closing ceremonies,
athletes' village, and security) cities often must build expensive venues for lesser-known sports.
However, an Olympic host city may also receive substantial revenue from ticket sales, tourist spending,
corporate sponsorship, and television rights. The host city receives half of the television revenue. In
the past, an American network paid US$4.38 billion to broadcast the summer and winter Olympics
from 2014 to 2020. Cities such as Los Angeles (1984) and Seoul (1988) actually made a large profit. In
contrast, Montreal's massive debt from the 1976 Games took over 30 years to repay. Also, once
constructed, sporting venues incur additional maintenance costs long after the Games have ended,
and these can be substantial, for example AUS$I00 million per year after the 2000 Olympics in Sydney.

35
Report Model 2
11. You will now look at another report. You should do the following:
• Read the report and then add the appropriate headings in the spaces provided from the box
below.
• With a partner, discuss how the report is different from the previous report about hosting
the Olympic Games? What type of report is this?

Procedure Conclusion and Recommendations References Findings Introduction

The Decline in the Number of Visitors to London: Causes and Possible Solutions
Table 1: negative views on London's physical environment by nationality

a) ______________________________________________________________________________

b) _____________________________
The main aim of the report is to identify the causes of the decline in tourist numbers and
recommend ways to increase these numbers.

c) _____________________________
Data for the report was gathered between July and August, 2011. Primary data was collected by
interviewing 2,000 randomly selected overseas visitors to London. Twenty London hotels offering
three-star service or above were surveyed in order to determine their room occupancy rates.
Secondary data was obtained by extensive reading of relevant newspaper and journal articles.

d) _____________________________
Perhaps the most important cause of declining numbers of visitors over the past 10 years has
been the American economy, since the largest number of visitors to London come from the USA.
The US was significantly impacted by the Global Financial Crisis (GFC) of 2007/2008 and it has
taken a long time to recover. High levels of unemployment, reduced disposable income and
unfavourable exchange rates all contributed to falls in the number of tourists from the USA
visiting London. American visitors tend to occupy top-end hotel accommodation and the drop in
their numbers is reflected in the room occupancy rates for superior London hotels. The rates have
been in the region of 50-60%. However, as the US economy improves it is expected that visitor
numbers and occupancy rates will rise.

A greater concern is that the expectations of tourists have changed. Tourists demand far more
than they used to and are determined to get good value for money. Twenty years ago, seeing a
show in London and visiting its many museums and historical places represented excellent value
for money. However, prices for visitor-related activities in London are now some of the highest in
the world and this fact has impacted more negatively on visitor numbers than perhaps any other
single factor.

Another important concern for London is that visitors are becoming increasingly aware of
environmental issues and while other cities have been cleaning up their environments, London
has lagged behind in environmental initiatives. The air is more polluted than ever from vehicle
fumes and the river, although less polluted than previously, is still smelly and littered with
countless tonnes of rubbish. The level of noise pollution is also high. Increasingly, tourists are not
willing to tolerate a bad environment in the places they visit. As Table 1 below shows, most of the
Americans interviewed stated that, as a direct result of the heavily polluted environment, they

Fletcher, C. & Matthews, B. (2012). Skills for study level 1. (pp. 182-185). CUP. 36
 would probably not return to London in the future. Nearly three-quarters of the Australians
interviewed and more than half the French agreed with these views.
e) __________________________________________________________________________
Nationality % of tourists making negative comments on London's environment
American 82
Australian 71
French 59
German 54

The final problem is that London has a reputation abroad for rudeness to visitors. As Table 2
below reveals, service in shops and restaurants and in public services such as transportation is
generally considered to be poor compared with other major cities. Interviewees were asked to
rate different aspects of service in three cities on a five-point scale (1 = very poor to 5 = excellent).

f) _____________________________________
The findings clearly indicate that tourists are now looking for value for money; they are seeking a
complete experience with plenty of attractions to visit, good service, a pleasant environment and
all at a reasonable price and therefore London must adopt the following recommendations.
Firstly, since London no longer presents good value for tourists, the London Tourist Authority
should increase motivation to visit the city by encouraging London-based businesses that rely on
tourism to discount the prices of their goods and services significantly. A second finding is that
tourists are now far more aware of pollution in all its different forms than was the case ten years
ago. London is regarded as having an unacceptable level of air pollution caused by fumes from
vehicles. To reduce polluting emissions from cars, the LTA recommends that the government
should consider charging motorists heavily for driving in London and should promote the use of
public transport in the city. In view of the poor standard of service experienced by many tourists,
it is also suggested that steps should be taken to improve the attitude of service staff towards
tourists. An advertising campaign and rewards for courteous staff would probably help to achieve
improvements in this area.

g) _______________________________
Bond, M. T. (2015). Tourism in Europe’s Largest Cities. EU Journal of Economics, 3(1). 84-104.

Brookfield, D. F. & Steneck, N. H. (2017). Implementing Service Based Economic Strategies for
London. Business Limited. 2(5) 268-281.

Nunam, T. (2017). Attracting the Tourism Dollar. The Journal of Political Perspectives. 3(2). 65-71.

Analysing the Introduction in Model 2

12. Look at the introduction again. Is this an acceptable introduction to a report?

Analysing the Conclusion (and Recommendations section) in Model 2

13. The organisation of this section is quite different to the previous model report. Read the section
again carefully and discuss the following with a partner. Note that many sentences in this section
have more than 1 purpose. Which of the sentences in this section:
• summarises the situation or issue analysed in the report?
• identifies gaps or problems?
• introduces and provides a link to the recommendations that follow?
• states recommendations?

Fletcher, C. & Matthews, B. (2012). Skills for study level 1. (pp. 182-185). CUP. 37
Conclusion and Recommendations
1
The findings clearly indicate that tourists are now looking for value for money; they are seeking a
complete experience with plenty of attractions to visit, good service, a pleasant environment and
all at a reasonable price and therefore London must adopt the following recommendations.
2
Firstly, since London no longer presents good value for tourists, the London Tourist Authority
should increase motivation to visit the city by encouraging London-based businesses that rely on
tourism to discount the prices of their goods and services significantly. 3A second finding is that
tourists are now far more aware of pollution in all its different forms than was the case ten years
ago. 4London is regarded as having an unacceptable level of air pollution caused by fumes from
vehicles. 5To reduce polluting emissions from cars, the LTA recommends that the government
should consider charging motorists heavily for driving in London and should promote the use of
public transport in the city. 6In view of the poor standard of service experienced by many tourists,
it is also suggested that steps should be taken to improve the attitude of service staff towards
tourists. 7An advertising campaign and rewards for courteous staff would probably help to achieve
improvements in this area.

Fletcher, C. & Matthews, B. (2012). Skills for study level 1. (pp. 182-185). CUP. 38
PRODUCTIVE SKILLS DEVELOPMENT 5.3
 Scaffolded Report Writing
Over the past 5 weeks you have been writing a series of paragraphs. The aim of writing these
paragraphs is to help you create a report. As you will be aware, your research assignment will be
written in the form of a report, to be submitted in week 8. You have been working towards this by
doing research and writing an annotated bibliography. In this lesson, you are going to use the four
paragraphs you have written to create a report, which you can use as another (third) model.

1. You are now going to complete your model report, but you should first do the following:
a. look at your paragraphs and identify which parts of a report you have.
b. what sections are missing from your report?

2. Headings are an important aspect of reports. You will need to add these to your reports. In
small groups, think of noun phrases that you can use to create headings for your three body
sections. Brainstorm these, write them down, and choose the best ones for each section. You
should also think of a title for your report.

3. You will now also need to write and add an introduction to your model report. Read your
paragraphs again and discuss in groups the following:
• What is the aim of your report?
• What is the topic of each of your three body paragraphs?
Use this information to write an introduction. You should refer to:
• the model in exercise 8.
• the useful phrases that your teacher will provide to you.

4. You will now also need to write and add a conclusion. Before you do, decide whether you will:
a. have separate sections for conclusion and recommendations
or
b. whether you will combine them.

Regardless of which choice you make, you will need to:

• summarise the situation or issue analysed in your report.
• identify gaps or problems.
• introduce and provide a link to your recommendations.
• state your recommendations.

5. Now look at your entire report, and with a partner, discuss what type of report it is. (For
instance, is it a quantitative research report, qualitative research report, general academic
report, or something else?)

6. Exchange your introduction and conclusion sections with a partner and give them peer
feedback.

7. For homework, review and write a final draft of your report in OneDrive by Sunday night.

Fletcher, C. & Matthews, B. (2012). Skills for study level 1. (pp. 182-185). CUP. 39
ACADEMIC RESEARCH 5.1
 Integral citations and introduction to reporting verbs

1. Read the following paragraph and underline or highlight the in-text citations.

An innovation: Using screencast technology for writing feedback

Screencasts are digital recordings of the activity

occurring on a computer screen with accompanying
narration. According to Alvira (2016, p.80),
screencasts can be used to give feedback on any
piece of writing submitted electronically because
the teacher can record spoken comments whilst
editing the student’s work on-screen at the same time. ‘Screen cast-O-matic Tutorial’ by cbd,
https://vimeo.com/219776920 Licence at
Screencast technology is a relatively recent innovation, http://creativecommons.org/licenses/by/2.0

but the small number of studies that exist consistently reveal its effectiveness for feedback.
Improvements in overall writing skill after screencast feedback were reported by both Denton
(2014, p.51) and Ali (2016, p.107). Given that the purpose of feedback is improvement, this
finding is encouraging. Screencast feedback also enables teachers to provide comments on
aspects of writing other than just language use. Ali (2016, p.108) explains that students who
receive screencast feedback perform well in content, structure and organisation. Agbayahoun
(2016, p.1896) claims that, not only is this global feedback more effective, but students prefer it,
which results in positive reactions to it. Mayhew (2016, p.180) argues that screen capture
technology leads to increased student satisfaction because it is clear, in-depth and engaging and
improves performance. It minimises the “coldness” of written feedback by providing spoken
reactions. This closely links with research about feedback influencing students’ emotional
reactions (Amara, 2014, p.3; Lamb & Simpson, 2011, p.45). Because this technology is easy to use
and freely available, there is no extra cost to staff time (Mayhew, 2016, p.181). Lee (2013, p.109),
McCarthy (2015, p.153), and O’Donovan, Rust and Price (2016, p.939) all emphasise the
importance of time-efficient feedback. Finally, Alvira (2016, p.82) states that screencast feedback
increases learner autonomy. Teachers are able to provide clear feedback verbally, which
encourages students to act on it because they know what to do. These findings support previous
research about engaging students in the feedback process to increase the chance of the feedback
being acted on (Lee, 2013, p.110; O’Donovan, Rust & Price, 2016, p.940).

Fletcher, C. & Matthews, B. (2012). Skills for study level 1. (pp. 182-185). CUP. 40
 References
Agbayahoun, J.P. (2016). Teacher written feedback on student writing: Teachers’ and learners’

perceptions. Theory and Practice in Language Studies, 6(10), 1895-1904.

http://dx.doi.org/10.17507/tpls.0610.01

Ali, A.D. (2016). Effectiveness of using screencast feedback on EFL students’ writing and perception.

English Language Teaching, 9(8), 106-121.

Alvira, R. (2016). The impact of oral and written feedback on EFL writers with the use of

screencasts. Issues in Teachers’ Professional Development, 18(2), 79-92.

http://dx.doi.org/10.15446/profile.v18n2.53397

Amara, T.M. (2014). ESL learners’ perceptions of teacher written feedback in a writing classroom

(Unpublished doctoral dissertation). Washington State University, Pullman, WA.

Denton, D.W. (2014). Using screen capture feedback to improve academic performance.

TechTrends, 58(6), 51-56.

Lamb, S., & Simpson, Z. (2011). Students’ expectations of feedback given on draft writing. Per

Linguam, 27(1), 44 – 55. https://doi.org/10.5785/27-1-97

Lee, I. (2013). Research into practice: Written corrective feedback. Language Teaching, 46(1),

108- 119. https://doi.org/10.1017/S0261444812000390

McCarthy, J. (2015). Evaluating written, audio and video feedback in higher education summative

assessment tasks. Issues in Educational Research, 25(2), 153-169.

Mayhew, E. (2016). Playback feedback: The impact of screen-captured video feedback on student

satisfaction, learning and attainment. European Political Science, 16, 179-192.

https://doi.org/10.1057/eps.2015.102

O’Donovan, B., Rust, C., & Price, M. (2016). A scholarly approach to solving the feedback dilemma

in practice. Assessment & Evaluation in Higher Education, 41(6), 938-949.

http://dx.doi.org/10.1080/02602938.2015.1052774

Fletcher, C. & Matthews, B. (2012). Skills for study level 1. (pp. 182-185). CUP. 41
2. Answer the following questions.
a. How many citations appear in this paragraph?
b. In these citations, how many different authors can you see?
c. How many non-integral citations are there?
d. How many integral citations are there?

Integral citations
There are three main ways to include an integral citation in an academic text:
1. “According to” + author’s name (year, page number)
2. Author’s name (year, page number) + reporting verb
3. Reporting verb in the passive + author’s name (year, page number)

Reporting verbs
A reporting verb is a word which is used to talk about or report on other people's work. Reporting
verbs may be used to indicate:
• a paraphrase of the information presented by an author
• the author’s personal viewpoint
• your viewpoint regarding what the author says
• the author’s viewpoint regarding other literature.

3. Focus on the integral citations in the text and answer the following questions.
a. How many use “According to” + author’s name (year, page number)?
b. How many use Author’s name (year, page number) + reporting verb?
c. How many use a reporting verb in the passive + author’s name (year, page number)
d. What does this tell you about how common each of these methods are?
e. Compare a citation using active voice for the reporting verb with one using passive voice.
What do you notice about the different positioning of the citation when passive voice is
used?

4. List all of the reporting verbs that have been used in this paragraph.

5. Which of the verbs that you listed above would be used in a neutral way to paraphrase factual
information from an author?

6. Which verbs would be used to indicate some kind of argument or strong opinion?

7. In your reading so far, have you noticed any other reporting verbs? Write them here.

Fletcher, C. & Matthews, B. (2012). Skills for study level 1. (pp. 182-185). CUP. 42