UTM FOUNDATION PROGRAMME

ACADEMIC READING AND WRITING

(FSPE0032)
UTM FOUNDATION PROGRAMME
ACADEMIC READING AND WRITING (FSPE0032)

1.0 MODULE SYNOPSIS

Unlike listening and speaking, the skills of reading and writing are not acquired naturally as we grow
up. These two skills, also called literacy skills, are crucial to success in school and later life. This
module will discuss the skill of reading, which helps a student to improve various areas of language
such as vocabulary, grammar and comprehension. This module builds on students’ existing
knowledge of English and is designed to develop learners’ skills and competencies in academic
reading and writing through strategies and techniques of analysing, selecting, synthesising and
evaluating knowledge and present their arguments in an essay. Learners will deal with meanings in
texts through activities, such as identifying main points in a text and inferring an author’s purpose and
stance, which are important for them to engage in reading and writing tasks required by other subjects
at the tertiary level. Learners will be working in groups to present their learning and they are required
to complete the FSPE0022 Academic Listening and Speaking Skills class before enrolling into this
one.

This module is developed based on Bloom’s taxonomy as introduced by Benjamin Bloom

(1956) which is a set of hierarchical models used to classify the levels of cognitive processes that are
involved in acquiring a new knowledge. The levels consist of remembering, understanding,
applying, analysing, evaluating and creating. These levels range from the least cognitively
demanding to the most cognitively demanding process. In acquiring the academic reading and
writing skills in the English language, learners’ skills will be developed through promoting these
different levels of cognitive processes. The primary focus of this module is therefore to develop
students’ reading and writing skills in the higher education context, covering both academic and non-
academic types of texts.

2.0 MODULE TEACHING OBJECTIVES

The module is to achieve the following objectives:

1. To introduce the reading strategies for reading academic texts in higher education context :
scanning, skimming and intensive reading; annotation and note-making. (Reading)
2. To efficiently identify reliable resources appropriate in the discipline and using the appropriate
method to cite and reference any sources according to the APA format (Reading)
3. To identify main arguments and supporting details, perspectives, viewpoints and stance in
different types of texts (Reading)
4. To introduce the differences between academic language and non-academic language. (Writing)
5. To be able to develop information map and paraphrase reading materials into own words
(Writing)
6. To develop strong arguments with justifications, premises and citations in order to show own
personal stance and point of view (Writing)
3.0 MODULE LEARNING OUTCOMES (MLOs)

By the end of this course, students should be able to;

- comprehend a variety of academic and non-academic reading texts;

- comprehend familiar and unfamiliar topics in variety academic areas that non-
specialist could comprehend;
- relate meaning in different contexts and get the grasp of overall meaning of the
message;
- have confidence, fluency and reasonable grammatical accuracy in the use of
English in reading and writing
- develop the use of appropriate vocabulary, expressions and sentence patterns
and structures relevant to different types of written contexts and situations;
- write with the correct tone, structure and references to academic texts;
- plan, gather, organise and present information in a logical and cohesive manner;
and
develop writing skills.
-employ skills of textual analysis to demonstrate understanding of the writings
they have studied
-identify and engage critically with a number of different approaches relating to
academic writing
-construct and articulate coherent critical arguments in writing

4.0 MODES OF DELIVERY

This module is for 2 credit hours conducted over a period of 14 weeks, each 3 hours in
length.

5.0 ASSESSMENT
1. Continuous Assessment (group)
2. Final Examination
 READING (MUET CEFR)

Band Descriptor

5+  No descriptors available
– see Band 5

5.0  Can understand long and complex factual and literary texts, appreciating distinctions
of style
 Can understand specialised articles and longer technical instructions, even when they
do not relate to their field

4.0  Can read texts concerned with contemporary problems in which the writers adopt
particular stances or viewpoints
 Can understand contemporary literary prose

3.0  Can understand texts consisting mainly of high frequency everyday or job- related
language
 Can understand descriptions of events, feelings and wishes in personal letters

2.0  Can read very short, simple texts

 Can find specific, predictable information in simple everyday material such as
advertisements, prospectuses, menus and timetables, and can understand short simple
personal letters

1.0 • Can understand familiar names, words and very simple sentences, for example on
notices and posters or in catalogues
 WRITING (MUET CEFR)

Band Descriptor
5+  Can write complex texts clearly and smoothly with a high degree of accuracy and in
an appropriate and effective style
 Can use structure in a logical and orderly manner which helps the reader to find
significant points
 Can highlight the relevant salient issues, expand and support points of view at length
with relevant points, reasons and examples, and complete the text with appropriate
conclusion.
5.0  Can write clear, well-structured and mostly accurate texts on complex subjects
 Can highlight the relevant salient issues, expand and support points of view at some
length with subsidiary points, reasons and relevant examples, and complete the text
with an appropriate conclusion
4.0  Can write clear, detailed formal or informal texts on a range of subjects
 Can make a distinction between formal and informal language with occasional less
appropriate expressions

3.0  Can write straightforward responses on familiar topics. The written texts are
understandable but occasional unclear expressions or inconsistencies may cause
difficulties for the reader

2.0  Can write sequences of simple phrases and sentences, linked by means of simple
connectors. Longer written texts may contain expressions and problems of coherence
which make the text difficult to understand

1.0  Can write simple isolated phrases and sentences. Longer texts may contain
expressions and problems of coherence which make the text very difficult or
impossible to understand

(Adapted from Council of Europe. (2018). Common European Framework of Reference for Languages:
Learning, Teaching, Assessment, Companion Volume with New Descriptors. Strasbourg Cedex: Council
of Europe.
Band User CEFR
5+ Proficient C2
5.0 C1
4.0 Independent B2
3.0 B1
2.0 Basic A2
1.0 A1
TABLE OF CONTENTS

NO TOPIC PAGE
1 Topic 1: Building Confidence in Reading
2 Topic 2: Understanding Different Text Types
3 Topic 3: Reading Efficiently : The Subskills of Reading
4 Topic 4: Understanding Stance and Perspectives
5 Topic 5: Read-to-Write
6 Topic 6: Writing Effectively : Appropriate Grammar and Vocabulary
7 Topic 7: Writing for Academic Purposes

COURSE SCHEDULE

WEEK TOPICS
1 Course Briefing
Ice Breaking Activities
2 Topic 1: Building Confidence in Reading
3 Topic 2: Understanding Different Text Types
4 Topic 2: Understanding Different Text Types
5 Topic 3: Reading Efficiently : The Subskills of Reading
6 Topic 3: Reading Efficiently : The Subskills of Reading
7 Topic 4: Understanding Stance and Perspectives
8 Topic 4: Understanding Stance and Perspectives
9 Topic 5: Read-to-Write
10 Topic 5: Read-to-Write
11 Topic 6: Writing Effectively : Appropriate Grammar and Vocabulary
12 Topic 6: Writing Effectively : Appropriate Grammar and Vocabulary
13 Topic 7: Writing for Academic Purposes

14 Topic 7: Writing for Academic Purposes

 TOPIC 1

BUILDING CONFIDENCE IN READING

Introduction
Literacy skill particularly reading involves many subskills of which are very complex and unobservable by
the naked eye. Reading involves complex cognitive processes which can be daunting for low proficient
language learners. As complex as it may sound, reading in the second language requires more focus as the
brain needs to translate, make meaning out of individual words before making sense of the semantic
meaning that these word make when they are used together in a sentence. Due to these processes, reading
can be a challenging skill to be acquired among second language learners. Therefore, this first topic of the
module concentrates on motivating reluctant readers to have confidence to read in the English language.
Besides, this first topic aims to promote interactive learning so that learners are excited to becoming fluent
English language readers.

Objectives

By the end of this topic, learners should be able to:

1. realise their reading habits;

2. notice the common errors they make while reading;
3. read and understand a text within a shorter period of time;

Literacy

The activities in this unit is aimed at assisting students to be aware of their own reading habits and
highlighting the common reading errors that they make which affect their reading fluency, and
consequently decreasing their motivation to read any English language texts. Reading is commonly
known as a passive activity whereby readers or learners only interact with the text. This one-way
interaction is known to be the most contributing factor to negatively impact learners’ motivation to
read as they will not be given any feedback or reply. Furthermore, understanding of the text totally
depends on their proactive being in order to fully comprehend the texts, especially the challenging
texts that require extra effort in order to be understood.

Due to this reason, the module attempts at introducing reading skills as an interactive activity by
making learners aware of their own ability and reading habits which may impede their overall
reading experience. The activities outlined in this first unit will involve an interaction between the
good readers and the low proficient readers by getting the good readers to help the weak readers, at
the same time, making sure that the interest and motivation of the good readers are sustained. As
 reading is probably the most important language skill in terms of academic success, students will
benefit if they become aware of their abilities, strengths and weaknesses in their reading
proficiency.

ACTIVITY 1
Reflecting upon learner’s own reading habit and preferences

This activity is essential to inform the learners that when we read in a language we are proficient
with i.e our mother tongue, we will not encounter any hardship in understanding the words being
used, which enables us to read quickly and fluently. In contrast to reading in the second language,
we will certainly encounter words or vocabularies that are uncommon and this will disrupt our
understanding of the text as a whole, and affects our reading speed.

In this activity, learners will be working in groups. In the groups, the learners will be given a list of
questions to think about individually before sharing it with their group mates. The questions are as
follows:

1. Which language do you like to read in?

2. Why do you think you can read better in the language mentioned in question one? Provide
reasons.
3. Do you encounter any challenges when reading in English? If yes, list down the challenges.
4. What are the differences in terms of your reading habits for your first language and English
language?

Once the students have finished brainstorming the answers to these questions, appoint a leader in
the group to lead the discussion and identify the common answers to be shared to the whole class.
During the whole class presentation, the teacher should provide feedbacks that help students to
realize that familiarity with the language affects our reading fluency and motivation. In reading an
English text, we will encounter words that are unfamiliar and this requires us to stop and think about
the contextual meaning of the words as every word in English has more than 1 meaning. During the
discussion, the teacher needs to inform students that reading is an essential skill, and due to that
reason, they will be taught the different reading strategies throughout the course so that they become
motivated and fluent English language readers. Besides, the teacher should also use this reflective
 activity to be informed about the learners’ reading ability, so that the good readers can be appointed
to help the weak readers throughout the course.

ACTIVITY 2
Countering common errors in reading

In this activity, the students will be required to time themselves while they are reading. They need to
note down the time they began reading and the time they finished reading. It is crucial to inform the
students that this is not a reading race as they are not only required to time themselves reading, but
they also need to make sure that they understand what they are reading by answering the
comprehension questions.

The purpose of this activity is to notice the reading errors that the students make while reading so
that by the end of the activity, they are able to avoid the reading errors as much as possible.

As they read, notice the following reading errors:

1 Vocalisation: murmuring and pronouncing the words as they read.

2 Pointing: using their fingers to point to each word as they read.
3 Eye span: reading one word at a time, rather than in sense groups.
4 Regression: going back to the beginning of each previous line.
5 Skipping words: ignoring and moving over words that look difficult to spell or are unfamiliar.
Text 1 for Activity 2
Is Being A Social Media Influencer A Real Career?

Chances are even if you don't "follow" a social media influencer or even totally understand what they do, you're
likely to understand the concept. Influencers are those individuals who have essentially established credibility in a
specific area or industry. To be successful they need to have access to an audience, preferably a large audience –
hence their "influence." Apparently a lot of people not only appreciate what an influencer does, but a majority of
social media consumers actually want to become influencers!
We've seen many famous people – even those who are in essence "famous for being famous" become influencers,
but is celebrity a requirement? Apparently, with time and commitment, and consistent effort, it is possible for an
average person to become a successful influencer. This is because most influencers began by blogging or sharing
on YouTube as a passion project or side hustle. Success does not happen overnight. You must build enough
content and this process can sometimes take years in order for your platforms to support you financially. But it is
totally possible for it to lead to a full-time career.
These influencers use Instagram accounts, Snap channels, TikTok pages to gain influence from their followers and
viewers. While this economy is growing, even when the people they're obsessing over are known only to a small
segment of the general population – this might be more of a career with questionable sustainability. Alternatively,
there's also a segment of professionals who have risen to the level of a social media influencer as a byproduct of
their expertise in a given subject.
The Internet and platforms like Twitter and LinkedIn, provide these influencers with a social media presence and a
stage to communicate their expertise to a wider audience than if they just wrote a book, for instance. For these
influencers this social media presence may result in becoming a mini-celebrity and the rewards of receiving
increased professional recognition along with additional associated professional benefits where huge audience is
not required. Influencers aren't likely to be a "flash in the pan" either, but their role in the future of marketing will
continue to evolve and develop.

In marketing, consumers like to hear from a third party, especially when it is someone they have come to 'know'
after following them on their respective social channels and are open to their point of view or recommendation.
Influencer marketing, when done right and with the proper strategy in place, will continue to prove to be a powerful
tool in marketing.
If someone is looking for a career in marketing, knowing how to become a social media influencer is certainly a
profession for this decade, and the future of work as influencer marketing is growing.

Adapted from :
Suciu, P. (n.d.). Is Being A Social Media Influencer A Real Career? Retrieved from
[Link]
 Questions for text 1
1. What is the definition of social media influencer?
2. What is the name of the first social media platform?
3. What is the current social media influencer’s career?

After they finish reading, bring to their notice how people who read silently, without vocalising or
pointing with a finger, can read with speed. Have them reflect on whether they had to go back to the
previous line, or skipped reading certain words.

Now have them read the passage again (timing themselves again), consciously avoiding these
errors. This time, put the students in groups and have one of them monitor the others’ reading
habits. The teacher can then have them repeat this exercise (with different passages) over several
sessions, and ask them to note down their timings again at the end of that period. When the students
find an increase in their reading speed, they will realise that they have managed to overcome their
reading errors and will be far more motivated to read.

ACTIVITY 3
Developing efficiency in reading

Students’ efficiency in reading English academic texts can be sharpened through pre-reading
activities which involves discussion and comprehension of the topic, purpose and main ideas.

Task 1 Discussing the topic of a text

Students work in groups and discuss questions 1 – 3.

1. Approximately how many people from your country go abroad to study at university? Do people
from other countries come to your country to study? If so, which countries?
2. Think of three reasons why people choose to study in a different country.
3. Think of three reasons why universities may want to attract international students.
 Then, ask students to get into pairs and inform them that they will be reading a text entitled “The
Internalization of Higher Education”. In pairs, students are instructed to brainstorm about what the
text is going to be about.

Task 2 Understanding topic, purpose and main ideas

The teacher teaches the students the differences between topic, purpose and main ideas.
1. The topic of a text is :
a. What the text is about
b. The style the text is written in
2. The purpose of the text is :
a. Who the text is written for
b. The reason for writing
3. The main idea is :
a. The most important thing that the author wishes to communicate
b. The most important thing that the readers understand in the text.

Once the students have understood the differences, give them a text entitled “The Internalization of
Higher Education”
Students identify the topic, purpose and main ideas.
Text 2 for Activity 3
The Internalization of Higher Education

Tertiary education represents 34% of today’s global market for education, and more students travel abroad
for their university studies than ever before. Recent research suggests that in the region of four-million tertiary-level
students enrol each year in universities outside their native country. This number is steadily increasing. The largest
numbers of international students are from China, the USA, and Western Europe.
International universities are nit a new phenomenon. Nine hundred years ago, students from around
Europe travelled to the first universities in Bologna, Paris, and Oxford. Over the centuries, this trend continued,
creating strong academic networks, and helping information and research results to cross borders.
In the early part of the 20th century, the United States started to attract students and professor from around
the world. American universities created a system where good teaching and first class researches took place under
one roof. These universities were rich and had many of the best students, the best departments, and the most
modern laboratories. Today, the vast majority of universities worldwide are following the US model.
Towards the end of the 20th century, universities in a number of other countries started to encourage more
students from overseas. Today, many universities around the world have a large proportion of foreign students. For
example, around 20% of the students at universities in the UK are now from another country. At the University of
Oxford, students currently come from over 140 countries, and overseas students make up one-third of the student
body. This broad international approach is mirrored in the teaching as over 40% of the university’s academic staff
are citizens of foreign countries. Other countries which have a high proportion of foreign students include Australia,
New Zealand, Japan and some European countries such as Luxembourg and Switzerland. The United States has
over 20% of the world’s international students, but this accounts for less than 5% of its total student numbers.
However, universities are not only attracting foreign students, they are also exporting their ideas abroad. By
the 1990s, popular Western universities were becoming more financially-driven and were beginning to act like
businesses. They moved closer to their customers by establishing international branch campuses, particularly in
Asia and the Middle East, or by making alliances with local universities. In this way they could offer British,
Australian or American degree, for example, in the host country, so that the local students did not have to travel
abroad. Overseas branch campuses are today a big part of the growing internalization of higher education.

Adapted from :
Dummett, P., & Hird, J. (2015). Oxford EAP: A course in English for Academic purposes. Oxford, United Kingdom: Oxford
University Press.
 TOPIC 2

UNDERSTANDING DIFFERENT TEXT TYPES

Introduction
Reading and writing are very complex skill sets that make heavy demands on our students. Beyond the
challenges of grammar, punctuation, and spelling, students need to understand the conventions and
structures of the many different text types or genres. Knowledge of text type helps learners organize their
thoughts when receiving, retelling or reporting on a particular reading. Learners who are unaware of text
types may become confused or include unnecessary details in reports or retellings of a read aloud.
Knowledge of text type aids reading comprehension and assists learners in compartmentalizing texts.
Explicit instruction of text type is vital to understanding how letters form words, words form sentences
and sentences form paragraphs and they form meaning. It is also important to learn the different text
types in academic writing so that learners are able to identify purposes, stance and point of view of the
author more appropriately.

Objectives

By the end of this topic, learners should be able to:

1. recognise the use of comparison and contrast; distinguishing main ideas from supporting details;
identifying similarities & differences;
2. identify the words and language used for different purposes of writing;
3. identify the main ideas within a text;
4. understand the type of text to find relevant information.

Literacy

The activities in this unit is aimed at assisting students to acquire the different types of texts in
the English language in order to fully comprehend the text in terms of its purpose, language
style, writer’s perspectives, writer’s stance, and other elements that contribute to learner’s
understanding of the text. Besides, from this unit, learners will practice identifying the main
ideas of the excerpt and retell the main ides in their own words to show their understanding of
the text. Prior to that, students are exposed to word choices and language use to indicate certain
purposes.
ACTIVITY 1
Understanding the features of different text structures

This activity is aimed at teaching students the different text structures by giving the definition of
the different text structures. A “structure” can be defined as a building or framework. “Text
structure” refers to how a piece of text is built. Writers use different structures to build their ideas
where each text structure communicates ideas in a different way, requiring the readers to apply
different reading skills and reading strategies in order to clearly understand the text that is read.

The teacher is required to explain all the different text structures namely chronological text
structure, compare and contrast, cause and effect text structure, problem –solution text structure,
description text structure (main ideas paragraph).
In this follow up activity, the students will be given a set of paragraphs and they will need to
identify the type of the text structure by filling in the following table.

Paragraph Words/phrases Type of text

indicators structure
1. The cardinal and the cedar waxwing are two
common birds. Both have crests on their heads. Both
are common at birdfeeders. But the birds have some
differences. The male cardinal is a bright red, while
the waxwing is brown. The cedar waxwing often
migrates from place to place. On the other hand, the
cardinal stays in one place year after year.

2. Park School had a terrible problem. Every day at

recess, students would argue over the slides.
Teachers had to spend time every day taking care of
the arguments. Finally, one teacher came up with a
great solution. They bought another set of slides that
everyone could enjoy.

3. Whales have one or two nostril openings, called

blowholes, located far back on the top of the head; the
nostril valves close and the lungs compress when the
whale dives. Most whales must surface every 3 to 20
min to breathe, but some, like the sperm whales, can
remain submerged for more than an hour. Spouting
occurs when the whale surfaces and clears water
from its blowhole along with any moisture trapped in
its air passages. The shape of the spout is
characteristic of each type of large whale.

4. Through the ages, Pennsylvania has seen many

interesting events. The state was founded in 1681 by
William Penn. Later, Pennsylvania was the site of
important Revolutionary War battles. After that,
Pennsylvania was home to new factories during the
Industrial Revolution. Today, Pennsylvania continues
to make history.

5. In most adolescent health and development

Programmes in Malaysia, when contrasted with girls,
adolescent boys have seldom been the focus. In the
area of sexual and reproductive health, boys and men
have been left out. In fact, many of these programmes
target adolescent girls, largely due to their high
vulnerability to health problems. As far as sexual and
reproductive health is concerned, girls are the ones
who bear the burden of a pregnancy, delivery or
termination. Infact, boys are also vulnerable to certain
problems, as they tend to take more risks and,
therefore, are more often involved in risky behaviours
than girls.

6. Chicago changed in many ways after the fire.

Before the fire, most of the buildings were less than
five stories high. The buildings that were constructed
after the fire, however, were some of the first
skyscrapers in the country. Before the fire, most of the
houses were made of wood. After the fire, people
chose to build their houses out of stone or brick.
There were changes in where people lived, as well.
The poor people in the city lived close to the center of
 the city before the fire. After the fire, they moved into
neighborhoods that were farther away from the
downtown area.

7. Mobile phones are one of the fastest growing

technology-based industries in the world, but they are
also the most fragmented industry, with several
different types of mobile options that all offer their own
types of uses. The basic phones offer the basic
operating system that allows for calling, some music
capabilities and carrier-specific applications. Next on
the list are the smartphones which are non-
touchscreen devices that offer a robust mobile
operating system, most commonly either Windows
Mobile, Symbian, Blackberry or Palm. They are
capable of sending and receiving emails, editing
documents and storing files. Lastly, are the pocket pc
devices which operate much like the smartphones,
though with touch screen abilities.

ACTIVITY 2
Comprehending and identifying cause and effect text structure

In this activity, students are given the cause and effect structured text and answer the comprehension
questions based on the given text. Through this activity, students will learn to identify the main ideas
being posed in the text, the phrases indicating that the text is a cause and effect structured text, the
supporting details and come up with their own supporting details that are relevant with the type of text
structure.

Text 1 Activity 2

Why are cities becoming overcrowded?

The fact that the world’s cities are getting more crowded is well known. Cities such as Tokyo, Sao
Paolo, Bombay and Shanghai are now considered “mega-cities”, because of their enormous size and
huge population. There are two main reasons why these and other cities are becoming so crowded: one
economic, the other socio-cultural.
Firstly, the primary cause of cities becoming so overcrowded is economic. As a country develops, its
cities become the engines of development, thus, jobs are available in these areas. Frankfurt, Istanbul,
Bombay and Sao Paulo are all the economic centres of their countries. For instance, Tokyo was the
motor for Japan’s rapid economic development in the 1960’s and 70’s; as a result, its population
increased rapidly. People moved to Tokyo because they could find employment and establish economic
security for themselves and their families there.
Secondly, another factor in the huge increase in urban populations is the socio-cultural factor.
Thousands of people migrate to the cities not only for jobs but also for educational and personal
reasons. The better universities are always located in big cities and this attracts thousands of students
every year, and these students stay on and work in the city after they graduate. Moreover, young people
will move to the city after they graduate. Furthermore, young people will move to the city as the
villages and rural areas are more custom and tradition oriented. Therefore, young people believe this is
an obstacle to their personal freedom.
As has been demonstrated, economic and cultural factors are the major causes of huge urban
population. People will always move to the areas which provide opportunity and to places which can
give them the freedom they desire.
 Cause and Effect Text Structure

1. Which 2 main reasons does the author provide for overpopulation in cities? In which paragraph did
you find them?

2. What are the main and supporting ideas in paragraph 2?

3. What are the main and supporting ideas in paragraph 3?

4. Complete the structure of the essay below:

p.1____________________________
p.2____________________________
p.3____________________________
p.4____________________________

5. Which of the underlined phrases in the text are used to introduce effects? Can you add others?

6. Which of the underlined phrases in the text are used to introduce causes? Can you add others?

7. Which of the underlined phrases in the text are used to add ideas?

8. Which phrase does the author use to introduce the conclusion? Can you add others?

9. You are now going to write an essay on “What effects have health apps on phones had on
people?”

Think of 2 main ideas:

1. _________________
2. ________________

10. Think of supporting evidence for those 2 ideas

_
ACTIVITY 3

Comprehending and identifying problem-solution text structure

Here, an extra useful worksheet on problem and solution is provided. Students read passages that
use the problem and solution text structure. Then, they find problems and solutions and represent
them on graphic organizers. This activity helps students to practice identifying problems and
exploring how solutions are implicitly expressed in written texts.

The graphic organizer helps students focus on text structure differences as they read. It provides
students with tools they can use to examine and show relationships in a text.

Direction : Read each paragraph and identify the problem and solution.

Paragraph Problem Solution

1. Having a cold is no fun.
Coughing makes it hard to fall
asleep. A sore throat is painful.
Try some tea with honey in it.
The honey will soothe your
throat. There will be no cure for
the common cold, but you can
treat the symptoms.

2. A sprain is a tear in the muscle

which occurs when a muscle is
twisted or overstretched. They
can be unbearable. If you sprain
a muscle, you should ice it
immediately. Putting ice on a
sprain will reduce swelling and
pain, besides stopping internal
bleeding.

3. Nobody ever wanted to be

stung by a bee as bee stings
can be itchy and really painful.
However, if you got stung by a
bee, one step that you can take
is putting some vinegar on the
area that had been stung. The
acid in vinegar reduces the pain
and swelling from the sting.
ACTIVITY 4

Text Structure 5

Directions: Read the passages and on a sheet of paper, put the information from each passage into
an appropriate graphic organizer. The following graphic organizers are examples. Feel free to make
changes if necessary.

Chronological Sequence Cause and Effect

Problem and Solution Compare and Contrast

1. Tornados and Hurricanes

Hurricanes and tornados are both amazing yet deadly natural phenomena. Both generate deadly
conditions, but in different ways. Tornados are likely to damage people and property with their high
winds, which go up to 300 miles per hour, but hurricanes are generally more feared for their
flooding. Also, hurricanes can produce tornados, which makes them quite dangerous indeed.

2. Where Did This Tornado Come From?

No one knows exactly what causes tornados, but some scientists believe that when warm air meets
cold air, a tornado may form. The reason for this is that the warm air is lighter than the cold air, so
it rises up fast and meets different winds moving different directions. Under the right conditions,
this can cause a tornado. Though there is still much mystery surrounding tornados, many people
believe that when warm moist air meets cool dry air, tornados can result.
3. Twista

Carl Terrell Mitchell, better known by his stage name Twista, was born in 1972. Nineteen years
later Mitchell’s first album, “Runnin' Off at da Mouth,” debuted. In 1997, after appearing on a hit
song, Twista was signed to Atlantic Records. Under that label he released “Adrenaline Rush” and
formed the group Speedknot Mobstaz in 1998. His 2004 album Kamikaze went to number-one on
the U.S. Billboard 200 album chart.

4. The Twist

The twist is a dance inspired by rock and roll music. To do the Twist, first stand with your feet
approximately shoulder width apart. The torso may be squared to the knees and hips, or turned at an
angle so one foot is farther forward than the other. Then, hold your arms out from your body, bent
at your elbow. Next, rotate your hips, torso, and legs as a single unit with your arms staying more or
less stationary. Every so often lift one leg off of the floor for styling. Now you’re doing the twist!

5. Dancing

There are many reasons why people dance. Some people dance for fun, just because they enjoy
dancing. At other times, people dance for exercise or for weight loss, because dancing can really get
your heart beating. Also, sometimes people dance to try to get boyfriends or girlfriends. Some
people think that good dancing is attractive. There are many reasons why people dance.
 ACTIVITY 5

Identifying main ideas

In this activity, students are required to identify the main ideas in the given extract. Besides
identifying and determining the main ideas, students will also learn to paraphrase and summarise the
information that they have read. To extend the students’ understanding, they will also be required to
create a title for every passage that they read.

Directions: Read each passage and ask yourself, "What is the author doing in this paragraph?" Write
your answer in the summary box and then think of an appropriate title for the passage based on the main
idea of the passage.

1. A penny for your thoughts? If it’s a 1943 copper penny, it could be worth as much as fifty thousand
dollars. In 1943, most pennies were made out of steel since copper was needed for World War II, so
the 1943 copper penny is ultra-rare. Another rarity is the 1955 double die penny. These pennies
were mistakenly double stamped, so they have overlapping dates and letters. If it’s uncirculated, it’d
easily fetch $25,000 at an auction. Now that’s a pretty penny.

Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.

An appropriate title: __________________________________________________________

2. Before you put on that skeleton costume and rove door-to-door pandering for candy, take a minute to
reflect on this tradition. Halloween is believed to have come from an ancient Celtic festival dating
back some 2,000 years. November 1st was the Celtic New Year and marked the end of summer to
the Celts. They celebrated on its eve by wearing costumes made of animal skins and dancing around
bon fires. Over the next two millennia, this primitive celebration grew to be the candy fueled
costume ball that we know today.

Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.

An appropriate title: _____________________________________________________________

3. When one hears the term "reality" applied to a show, one might expect that the events portrayed
occurred naturally or, at the least, were not scripted. This is not always the case. Many reality shows
occur in unreal environments, like rented mansions occupied by film crews. Such living
environments do not reflect what most people understand to be "reality." Worse, there have been
accusations that events not captured on film were later restaged by producers. Worse still, some
involved in the production of "reality" television claim that the participants were urged to act out
story lines premeditated by producers. With such accusations floating around, it's no wonder many
people take reality TV to be about as real as the sitcom.

Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.

An appropriate title: _____________________________________________________________

4. It is estimated that over twenty million pounds of candy corn are sold in the US each year. Brach’s,
the top manufacturer, sells enough candy corn to circle the earth 4.25 times if each piece were laid
end to end. That’s a lot of candy corn, but that’s nothing compared to the production of Tootsie
Rolls. Over 64 million Tootsie Rolls are produced every day! But even Tootsie Rolls have got
nothing on the candy industry’s staple product: chocolate. Confectioners manufacture over twenty
billion pounds of chocolate in the United States each year. Now that’s a mouthful!

Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.

An appropriate title: _____________________________________________________________

5. Screech! When a driver pushes on the brake pedal, it initiates a process that causes the vehicle to
stop in motion. We literally trust braking systems with our lives every time we get into a vehicle or
cross at a busy intersection. How does this life-critical process work? It begins when the pedal is
pushed. At this moment brake fluid is released into the braking mechanisms. As the fluid collects,
this creates a leverage, which causes a friction to be applied. This friction will create a force that will
cause the wheels to stop and allow you to reach your destination safely. Beep! Beep!
 Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.

An appropriate title: _____________________________________________________________

6. There are many types of lethal venom in the animal kingdom, but perhaps no stranger carrier than
the platypus. The platypus is one of few venomous mammals. Male platypus carry a venom cocktail
in their ankle spurs. This venom incapacitates victims with excruciating pain. Stranger still, the
platypus is the only mammal that uses electroreception. That means that the platypus uses its bill to
sense the electricity produced by the muscular movements of its prey. Electroreception is a sixth
sense different from seeing, hearing, smelling, tasting, or feeling. Perhaps most odd, the platypus is
the only mammal that lays eggs rather than giving birth to live young. What an odd creature indeed.

Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.

An appropriate title: _____________________________________________________________

7. Yellowstone National Park is mainly located in Wyoming, although three percent is located in the
state of Montana. The Continental Divide of North America runs diagonally through the
southwestern part of the park. The park sits on the Yellowstone Plateau, which is an average
elevation of 8,000 feet above sea level. This plateau is bounded on nearly all sides by mountain
ranges. There are 290 waterfalls that are at least fifteen feet in the park, the highest being the Lower
Falls of the Yellowstone River, which falls 308 feet.

Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.

An appropriate title: _____________________________________________________________

ACTIVITY 6

Main Idea and Text Structure Review

Directions: Read each passage and on a separate sheet of paper

1. Write a sentence explaining the main idea of the text

2. Create a title for the passage related to the main idea.
3. Put information from the passage into a graphic organizer representing the text structure.

Structures: cause and effect, chronological, compare and contrast, sequence / process
writing, problem and solution, or spatial /descriptive writing.

1. There are many thoughtful ways to express your love for another person without spending money:
you could write a song or cook a meal, but perhaps the best way to express yourself is to create a
card. Creating a card is easy if you have the proper materials. Get yourself some nice, thick
resume paper or cardstock and fold it in half. Draw some imagery of love on the front of the
card; if you're not good at drawing, you can clip out pictures. If you decide to use markers, be
careful not to let them bleed through the paper and ruin the other side. Lastly, write a poem or
heartfelt statement on the inside to your beloved and you're done. Now isn't that a much better
way to express your love than a rose from the gas station?

2. Some people think that some holidays celebrating love are nothing but clever ploys by marketers
to get consumers to buy candy, flowers, and stuffed animals, but who cares? In America, we
celebrate two love themed holidays: Valentine's Day and Sweetest Day. Valentine's Day is
celebrated in the winter, while Sweetest Day is celebrated in the fall. Valentine's Day is more
focused on bringing lovers together, while Sweetest Day is for all of the friends, relatives, and
associates whose kindness we've enjoyed. Both occasions, however, are great times to remember
what's most important: the people about whom we care.

3. Money moves most things in our world. For example the National Confectioners Association, a
collection of over seventy major candy manufacturers, wanted to sell more candy. Apparently,
when people buy candy, they make money. Anyway, they wanted to make more money; so in
1921 they created a "holiday" called Sweetest Day. They've since spent millions of dollars trying
to convince consumers that this holiday exists and that consumers should celebrate this very real
and meaningful occasion by purchasing candy. Card dealer Hallmark has also heavily promoted
this specter of commercial interest, prompting the notion that Sweetest Day is a "Hallmark
Holiday." That reminds me: have you ever heard of Give Me a Dollar Day?

4. Every Valentine's Day millions of school children slip each other cards: some sloppily assembled
for classmates and friends, others more heartfelt and carefully composed, but most students have
no idea how far back this practice dates. The earliest Valentine's Day card dates back to the
1400s. When postage rates dropped in the early 1800s, mailing them grew in popularity. Then, in
 the 1840s, the first Valentine's cards were mass produced. Today, the Valentine's Day card
continues to evolve. In 2010, an estimated 15 million e-valentines were sent. But some things
never change: Will you be mine? Click "Y" or "N."

5. Some people have a hard time remembering to get their loved ones appropriate gifts on
Valentine's Day. This can lead to painfully long talks about "where the relationship stands."
Perhaps the best way to avoid these talks is by taking the moral highroad. Instead of forgetting
these holidays, choose not to celebrate them. Inform your loved one that you don't want to buy
into the materialism and commercialism of these manufactured holidays. Tell that person that
you want to have a relationship with them, not the marketers, and that you want to celebrate your
love everyday, not just one day a year. It's a tough pitch, but if you can make the sale then you'll
be in the clear for life.

6. Jimmy didn't have any money, but he wanted to show Jane that she meant a lot to him, so he
decided to make her a Valentine's Day card. He got some nice, thick cardstock paper and folded
it in half. He cut it into the shape of a heart and drew a cherub on the front of it. Then, he wrote a
thoughtful message on the inside. When he gave it to Jane, she was so touched that she cried and
her tears stained the front of the card. Thinking the card ruined, Jimmy was so offended that he
broke up with her calling her a "crybaby" as he left. The moral of the story is that young people
shouldn't date.
 TOPIC 3

READING EFFICIENTLY : THE SUBSKILLS OF READING

Introduction
Reading in the second or foreign language requires a lot of effort. In order to read efficiently, readers
are required to apply a wide range of skills and strategies so that they fully comprehend the text. Some
of the reading subskills are scanning and skimming, while the reading strategies involve extensive
reading such as annotating and note-taking. Reading efficiently means adjusting one’s reading speed
and style to match the purpose for which we read. This involves reading for an overall idea or gist,
specific information and detail, and to understand the writer’s stance, point of view and perspectives.

In this unit, students will learn to acquire the reading skills and reading strategies and try to apply these
through the activities that are provided.

Objectives

By the end of this topic, learners should be able to:

1. annotate a written text effectively;

2. practice in the sub-skills of skimming for an overall idea and scanning for specific information;
3. develop their reading efficiency by modifying their style of reading to suit the purpose for which
they are reading;

Literacy

The activities in this unit are aimed at assisting students to acquire the reading subskills namely
scanning, skimming, and extensive reading strategies. Reading sub-skills assist reading in
multiple ways depending on the reading purpose; which implies that purpose directly influences
the way it is approached and which sub-skills are applied.

Scanning is a subskill that can be defined as searching for specific information within a text,
where a quick glance is taken to find the relevant information without reading the whole text. It
is usually used when a reader wants to look for specific information or words.
Skimming on the other hand is a subskill applied when seeking for an overall idea of what the
text is about. Skimming and scanning are closely related and are known to occur simultaneously
while reading.

Extensive reading refers to the actions and initiative taken by the reader beyond the text such as
doing extra research, taking notes and annotating. These extensive reading strategies enable
readers to identify the author’s viewpoints, perspectives and stance. Besides, it also assists
readers to read critically beyond the written text and make links and relationship with what they
 already know.

ACTIVITY 1

Close Reading Annotations

Annotations are thinking marks that you use to record your thoughts while you read.

Underline the topic sentences and main ideas

Circle powerful words and phrases.

Draw a star next to any important ideas.

Put a question mark next to confusing parts/anything you have a question about.

Box words you don’t know.

Mark interesting or surprising parts with an exclamation point.

Write your thoughts in the margin.

Use annotations to make thinking marks as you read the following passage .

The History of Chocolate

When you think of chocolate, you probably imagine your favorite candy
bar. But, when chocolate was first discovered over 4000 years ago, it was
actually consumed as a bitter-tasting drink mixed with honey, vanilla, and
chili peppers. Chocolate is made from a bean called cacao, which is grown
on trees that are native to Central and South America. After the beans are
picked, they are allowed to ferment and dry for several weeks before being
made into chocolate.
In the 14th century, the Aztec and Mayan people living in Mexico and
Central America believed that chocolate had mystical properties. They
used chocolate at sacred ceremonies and reserved chocolate for rulers and
priests. In fact, chocolate was so desirable that cacao beans were used as
currency. For example, in 1545, one cacao bean could buy a large tomato
and 100cacao beans could be traded for a whole turkey. This space is called a
MARGIN. Annotate HERE
 Close Reading Annotations

Annotation Guide

Before Reading

Preview the text by looking at it quickly to notice its title, structure,

and things that stand out, like images and headings.

1 Number the paragraphs and circle the numbers so that you

can reference them later.

While Reading

Underline the topic sentences and main idea.

Circle powerful words and phrases.

Draw a star next to any important ideas.

Put a question mark next to confusing parts or anything you

have a question about.

Box words you don’t know.

Mark interesting or surprising parts with an exclamation point.

Draw a heart next to your favorite part(s) of the text.

C When you have a connection, mark it with a C.

E Put an E next to evidence that supports the main idea.
Write your thoughts in the margin.
 NON-FICTION ANNOTATION

STEP: HOW TO ANNOTATE: QUESTIONS TO ASK YOURSELF:

 Circle powerful  Is the vocabulary word emotional or descriptive?

Diction Does it stand out to you? If so, circle.
Tone
 Write Tone words for  Is the overall Tone of section positive,
each section in the right negative, neutral? Choose your tone words
margin accordingly.
 Does the Tone shift at any point in the text? If so,
mark it on the text. What is the reason for the
change?
 Does the writing evoke an image in your mind
 Underline in the text with its description? If so, underline.
Imagery
 Does something appeal to one of your five
senses (sight, sound, touch, taste, smell)? If
so, underline.

 Identify what the  What is the Topic of the article? (1-2 words)

Main Idea
writer is saying about  What is the writer saying about the Topic in
the Topic eachsection? (Complete sentence)
 Write in the left  What does the writer want you to know
margin about theTopic?

 For each Main Idea statement you write,

 Highlight in the text identify any evidence the writer provides.
Evidence
 Does the writer provide any facts or opinions to
backup their Main Ideas? If so, highlight.
 Does it clarify, illuminate, explain, describe,
expand on, or illustrate the writer’s point? If so,
highlight.
 Identify which Organization Pattern(s) are used:
 Write at the bottomof  Problem/ Solution
Structures each page  Cause & Effect
 Chronological or Sequence
 Compare & Contrast
 Description
 The purpose of each is in the title
 Write which type next to  Is the writer using facts or reasoning to back up
Type of any Evidenceyou their point? If so, it’s Logical Evidence.
evidence highlighted in the text  If the evidence is based on observation
or experimentation then it is Empirical
Evidence.
 Anecdotal Evidence uses stories to evoke emotion.

 Does the text include Opinion words? If so,

 Write by the Title then it is trying to Persuade the audience.
Purpose Ex: The author is trying to  If the information provided is purely factual,
_____________ then the write is trying to Inform the audience.
the audience….
 Consider the Structures and Types of Evidence used
ACTIVITY 2
Task 1 : Annotating a text
Instruction : Annotate the following text using the symbols in the previous section

Text 1 for Activity 2

Environmental Tobacco Smoke – A study

In this paper, we focus upon the relocation of smokers from inside University
buildings to outside and consider some implications for smokers and non-smokers among
University staff.
The smoking ban in University buildings significantly reduced smoking at work.
However, it did not eradicate the problem of Environmental Tobacco Smoke (ETS).
Research data showed that the problem of smoke pollution was moved to the entrances and
exits of University buildings, affecting individuals as they entered and left the workplace. The
ban also had a visual impact. One of the first sights that met visitors to the University was
groups of smokers congregating outside buildings to smoke. Staff were questioned about
this and invited to suggest several solutions.
In considering how to deal with the problems resulting from the relocation of smokers
to University entrances, staff opinion was divided. A minority view was that there should be a
stricter measure to eradicate smoking. This group placed the health interests of the non-
smoking members of staff above the interests of the smaller number of smokers. Many were
unsympathetic to smokers being allowed to smoke near entrances. A typical response came
from staff member ‘X’ who commented that there should certainly be a ban on ‘smokers who
congregate around building entrances’. According to staff member ‘Y’, smokers should be
put in a ‘pen in the middle of the car park’.
The majority view, however, was that smokers should be helped to quit. These
respondents described smoking as addictive and smokers as dependent individuals who
should be encouraged to stop smoking. Many non-smokers noted positively that the
University had tried to help smokers with such advice. Staff member ‘Z’ expressed the view
that it was wrong to force people to smoke outside in a very cold weather. Other also felt that
this sent a very negative message to smokers.
The relocation of smoking to the entrances of buildings or even further away is
clearly not a satisfactory solution. It simply shifts the problem to another place. Perhaps then,
the most obvious solution is to provide designated smoking areas within buildings. No doubt
changing this approach could be considered a backwards step, but over half of all
respondents favoured this solution.

Adapted from :
Dummett, P., & Hird, J. (2015). Oxford EAP: A course in English for Academic purposes. Oxford,
United Kingdom: Oxford University Press.
Task 2 : Indentifying the main arguments in the text
1. Read the whole text (Text 1, Activity 2) again and fill in the following table

Positive effect of the smoking ban

Many people ____________________________________________________________

Negative effects of the smoking ban

People started to smoke near entrances, causing smoke __________________________
and negative _____________________________ impact.

Solutions suggested by staff

1. ___________________________ people smoking around entrances.
2. Put smokers ________________________________________________________
3. Encourage smokers to ________________________________________________

Action taken by the University

Giving smokers _________________________________________________________

Conclusion
Give smokers somewhere to smoke _________________________________________
ACTIVITY 3

Task 1 : Annotating a text

Instruction : Annotate the following text using the symbols in the previous section

Text 1 for Activity 3

Cultural expectations and leadership

Gabriela worked for a multinational company as a successful project manager in

Brazil and was transferred to manage a team in Sweden. She was excited about her new
role but soon realised that managing her new team would be a challenge.
Despite their friendliness, Gabriela didn’t feel respected as a leader. Her new staff
would question her proposals openly in meetings, and when she gave them instructions on
how to carry out a task, they would often go about it in their own way without checking with
her.
When she announced her decisions on the project, they would continue giving their
opinions as if it was still up for discussion.
After weeks of frustration, Gabriela emailed her Swedish manager about the issues
she was facing with her team. Her manager simply asked her if she felt her team was still
performing, and what she thought would help her better collaborate with her team members.
Gabriela found her manager vague and didn’t feel as if he was managing the situation
satisfactorily.
What Gabriela was experiencing was a cultural clash in expectations. She was used
to a more hierarchical framework where the team leader and manager took control and gave
specific instructions on how things were to be done. This more directive management style
worked well for her and her team in Brazil but did not transfer well to her new team in
Sweden, who were more used to a flatter hierarchy where decision making was more
democratic. When Gabriela took the issue to her Swedish manager, rather than stepping in
with directions about what to do, her manager took on the role of coach and focused on
getting her to come up with her own solutions instead.
Dutch social psychologist Geert Hofstede uses the concept of ‘power distance’ to
describe how power is distributed and how hierarchy is perceived in different cultures. In her
previous work environment, Gabriela was used to a high power distance culture where
power and authority are respected and everyone has their rightful place. In such a culture,
leaders make the big decisions and are not often challenged. Her Swedish team, however,
were used to working in a low power distance culture where subordinates often work
together with their bosses to find solutions and make decisions. Here, leaders act as
coaches or mentors who encourage independent thought and expect to be challenged.
When Gabriela became aware of the cultural differences between her and her team,
she took the initiative to have an open conversation with them about their feelings about her
leadership. Pleased to be asked for their thoughts, Gabriela’s team openly expressed that
they were not used to being told what to do. They enjoyed having more room for initiative
and creative freedom. When she told her team exactly what she needed them to do, they felt
that she didn’t trust them to do their job well. They realised that Gabriela was taking it
personally when they tried to challenge or make changes to her decisions, and were able to
explain that it was how they’d always worked.
With a better understanding of the underlying reasons behind each other’s
behaviour, Gabriela and her team were able to adapt their way of working. Gabriela was then
able to make adjustments to her management style so as to better fit the expectations of her
team and more effectively motivate her team to achieve their goals.

Adapted from :
Learn English Online: British Council. (n.d.). Retrieved from [Link]
 TASK 2

Indicate whether the sentences are true or false

1. Gabriela’s management style worked well with her team in Brazil but not with her team in True False
Sweden.
2. Gabriela’s team questioned her proposals and her decisions because they didn’t trust True False
or respect her.
3. Gabriela was satisfied with her Swedish manager’s way of dealing with her problem. True False
4. Gabriela found it helpful to talk openly with her team about the differences in
their expectations. True False
5. Gabriela faced a problem with her Swedish team because her management style
was old-fashioned and wrong for the modern world. True False
6. The author believes that people from high power distance cultures and low
power distance cultures should never work together. True False

TASK 3

Write the sentences in the correct group.

1. The manager gives the team detailed instructions on what to do.

2. The manager makes the big decisions.
3. Team members do not usually challenge the manager.
4. The manager acts as a guide but encourages input from the team.
5. The manager gives specific advice to help solve problems.
6. The manager involves the team in making decisions together.
7. The manager has a lot of control over what happens.
8. Team members can take the initiative to do things their way.
9. The manager encourages the team to find their own solutions.
10. Team members can often challenge the manager.
Expectations in a high power distance Expectations in a low power distance
culture culture

Discussion
What do you think the role of a manager should be?
ACTIVITY 4
Skimming and Scanning for information and Drawing conclusions

Directions: Read the following passage and answer the questions that follow. Refer to the text to check
your answers when appropriate.

"Click!" That's the sound of safety. That's the sound

of survival. That's the sound of a seat belt locking
in place. Seat belts save lives and that's a fact.
That's why I don't drive anywhere until mine is on
tight. Choosing to wear your seat belt is a simple as
choosing between life and death. Which one do you
choose?

Think about it. When you're driving in a car, you How about giving money away? Do you like to
may be going 60 MPH or faster. That car is zipping give your money away? Probably not. And when
down the road. Then somebody ahead of you locks you don't wear your seat belt, you are begging to
up his or her brakes. Your driver doesn't have time give your money away. That's because kids are
to stop. The car that you are in crashes. Your car required to wear seat belts in every state in
was going 60 miles per hour. Now it has suddenly America. If you're riding in a car, and you don't
stopped. Your body, however, is still going 60 have a seat belt on, the police can give you or your
MPH. What's going to stop your body? Will it be driver a ticket. Then you will have to give money to
the windshield or your seat belt? Every time that the city. I'd rather keep my money, but you can
you get into a car you make that choice. I choose spend yours how you want.
the seat belt.
Wearing a seat belt does not make you invincible.
Some people think that seat belts are uncool. They You can still get hurt or killed while wearing your
think that seat belts cramp their style, or that seat seat belt. But wearing them has proven to be safer
belts are uncomfortable. To them I say, what's more than driving without them. You are much less
uncomfortable? Wearing a seat belt or flying likely to be killed in a car wreck if you are wearing
through a car windshield? What's more uncool? a seat belt. You are much less likely to get seriously
Being safely anchored to a car, or skidding across injured if you are wearing one. So why not take the
the road in your jean shorts? Wearing a seat belt is safer way? Why not go the way that has been
both cooler and more comfortable than the proven to result in fewer deaths? You do want to
alternatives. live, don't you?
Let's just take a closer look at your choices. If you Adapted from : Learn English Online: British Council. (n.d.). Retrieved from

are not wearing your seat belt, you can hop around [Link]

the car and slide in and out of your seat easily. That
sounds like a lot of fun. But, you are also more
likely to die or suffer serious injuries. If you are
wearing a seat belt, you have to stay in your seat.
That's no fun. But, you are much more likely to
walk away unharmed from a car accident. Hmmm...
A small pleasure for a serious pain. That's a tough
choice. I think that I'll avoid the serious pain.
1. Which title best expresses the main idea of this text?

a. Car Accidents: Ways That We Can Prevent Them

b. Slow Down: Save Lives By Driving Slower
c. Seat Belts: Wear Them to Survive Any Wreck
d. Why Not? Improve Your Odds with Seat Belts

2. Which best expresses the author's main purpose in writing this text?

a. To inform readers about seat belt laws

b. To persuade readers to wear seat belts
c. To entertain readers with stories and jokes about seat belts
d. To describe what car accidents are like without seat belts

3. Which best describes the text structure in the fourth paragraph?

a. Compare and contrast b. Chronological order

c. Sequential order d. Problem and solution

4. Which best defines the word alternatives as it is used in the third paragraph?

a. Being safe b. Being unsafe

c. Other choices d. Driving fast

5. Which best expresses the main idea of the fifth paragraph?

a. Seat belts are a waste of money.
b. People don't like to give money away.
c. Not wearing a seat belt may cost you.
d. Seat belt laws save lives.

6. Which best defines the word invincible as it is used in the last paragraph?
a. Uncool b. Difficult or impossible to see
c. Glow-in-the-dark d. Unable to be harmed
 7. Which statement would the author most likely agree with?

a. Being safe is more important than being cool.

b. Moving freely around a car is worth the risks.
c. Seat belts will keep you safe in any car accident.
d. You should be most concerned with your comfort.

8. Which argument is not made by the author?

a. Not wearing a seat belt can be expensive.
b. Penalties for not wearing a seat belt should increase.
c. Seat belts keep you from flying through the windshield.
d. Wearing a seat belt is cooler than suffering an injury.

9. Which statement would the author most likely disagree with?

a. Seat belts save lives.
b. Every state in America has seat belt laws.
c. You shouldn't drive anywhere until you are wearing your seat belt.
d. Seat belts increase your chances of being injured in a car wreck.

10. Which best explains why the author starts his essay with the word click?
a. He is trying to scare readers.
b. He is trying to get the reader's attention.
c. He is trying to remind readers how seat belts sound when clasped.
d. He is trying to describe what it's like to ride in a car.

Long Response

1. What are three main points that the author uses to support his argument? Put them in your own
words.

2. Why does the author write about driving in a car in the second paragraph? What is his purpose?
Refer to the text in your explanation.

3. Do you believe that the author is more interested in being safe or being comfortable? Refer to the
text in your response.
ACTIVITY 5
Skimming and Scanning for key information

TASK 1
Direction : Read and annotate the passage below. Then answer the following questions.

Text 1 for Activity 5

Stellar Evolution : How starts are formed

The observable universe is made up of more than 10^20 starts at distances of up to

10^27 miles away from the Earth. Our sun is a typical star. The only reason it appears to be
bigger and brighter than other stars is that we are much closer to it.
Stars are essentially like large nuclear fusion reactors, where nuclei of lighter
elements (hydrogen, helium, etc.) are converted into heavier nuclei (carbon, iron, etc.). The
process releases a great deal of energy, in the form of thermal energy and electromagnetic
radiation. The nuclear fusion which takes place in starts can only happen at very high
temperatures and when material in the star is very dense. How did the stars become hot
enough and dense enough for nuclear fusion reactions to start?
A star begins its life as large clouds of gas. Atoms in the gas are attracted to each
other by the force of gravity and the cloud then begins to collapse. As the material
accelerates, the gravitational energy is converted into kinetic energy and the temperature of
the gas cloud increases. Once the gas cloud has reached a certain temperature, it is hot
enough for nuclear fusion to take place. That means that the centre or nuclei of the atoms
fuse together. This in turn releases more energy and causes the star to heat up. The heat
which is generated inside the star is then radiated away from its centre, first to the surface of
the star and then into space. The heat and light that we experience from our own sun is the
radiated energy. The Earth is also subject to the sun’s gravitational pull, but it is sufficiently
far enough away not to be pulled into it.
Many stars radiate energy while remaining stable for billions of years and from this
we can infer that the processes taking place inside the star must be balanced. A stable star
then is one where there is a balance between the gravitational energy causing the nuclear
reactions and the energy which is radiated away from the surface. A star can continue in this
stable state as long as there is enough hydrogen gas to fuel the reaction. When too much
hydrogen has been burnt, the core of the star collapses under the force of gravity and the
star changes state.

Adapted from :
Dummett, P., & Hird, J. (2015). Oxford EAP: A course in English for Academic purposes. Oxford,
United Kingdom: Oxford University Press.
TASK 2
Understanding key information on a text

1. Students work in pairs and complete the summary below;

There are a huge number of stars in the universe, many like our own sun. The sun is different only
because ____________________. Stars are like ____________________. Nuclear fusion takes place
when _______________________ and ______________________. ______________________ are
attracted to each other and fuse together. This creates a lot of heat which is
__________________________. This energy is balanced by ___________________ and so the star
remains stable. The star only changes state when __________________________.

2. Reading for specific information.

I. Work in pairs. Identify which paragraph in the text :

a. Describes how a star is formed
b. Describes the composition of a star
c. Introduces the next stage in the life of a star

II. Read paragraphs 3 and 4 again. Complete the notes on the process of stellar evolution
a. Stage 1 : Cloud of ______________________________________________________
b. Stage 2 : Cloud __________________ under force of __________________________
c. Stage 3 : Gravitational energy converted ___________________ and temperature________________
d. Stage 4 : _____________ takes place, i.e atoms ______________________________.
e. Stage 5 : Star ___________ and _____________ energy in the form of _______________ and
___________________.
f. Stage 6 : Star remains in ___________________ state- _____________ vs radiated energy.
g. Stage 7 : when not enough _________________, _______________ collapses and star
__________________ state.

III. Read paragraph 3 again and identify:

a. The main verbs used in the text to describe the process of stellar evolution
b. The tense of the main verb
c. Other languages used to signal steps in a sequence
ACTIVITY 6

Black Friday

Directions: Read the following passage and answer the questions that follow. Refer to the text to check your
answers when appropriate.

The day after Thanksgiving is the start of the

holiday shopping season. Thanksgiving is always on
a Thursday, so the day after is a Friday. This day
has come to be known as Black Friday. It has been
the busiest shopping day of the year since 2005.

Most stores offer great deals on Black Friday. They

open their doors in the wee hours of the morning.
They try to attract shoppers with big discounts.
Some items like TVs are much cheaper than usual.
Stores may even lose money on these items. They
hope that shoppers will buy gifts for other people
while they are in the store.

Black Friday is a great time to get good deals. The

So where does the name "Black Friday" come from?
problem is that there are not enough low-priced
It was first used in Philadelphia in the 1950s. The
items to go around. Each store may only have a few.
police called this day Black Friday because of the
These items are in high demand. People stand in
heavy traffic it drew. In the 1960s, stores tried to
long lines to get such great deals. They may line up
rename the day "Big Friday." It did not stick. The
hours before a store opens. They may be hoping to
name "Black Friday" continued to spread across the
get a low price on a TV or laptop, but not everyone
country. It seems that it is here to stay.
who wants one will get one. Some people leave
disappointed.
Now people all over the country take part in the
event known as Black Friday. It is even spreading to
The situation can be tense. Some Black Friday
other parts of the world. Stores have held Black
events have been violent. Large, eager crowds have
Friday events in the U.K., Australia, and Brazil
trampled workers. Fights have broken out over toys
since 2012. In Costa Rica Black Friday is known as
or people cutting in line. People have shot one
"Viernes Negro." And in Mexico, stores offer an
another over parking spots. But most Black Friday
annual weekend of discounts. They call it "El Buen
events are safe and fun. Still, if you plan on going,
Fin," which means "the good weekend" in Spanish.
expect large crowds and a bit of shoving.
I guess the language of savings is universal.
Adapted from : Learn English Online: British Council. (n.d.). Retrieved from
[Link]

Read the passage above and answer the following questions.

1. According to the text, why do stores set prices so low on some items that they lose money?

a. They want people to enjoy the holidays.

b. They hope people will buy other gifts while they are in the store.
c. They are in a giving mood because the holiday season is just beginning.
d. They are trying to get rid of old items from last year to make room for new items.
2. Which is not true about Black Friday?

a. Black Friday is always the day after Thanksgiving.

b. Black Friday is the busiest shopping day of the year.
c. Black Friday is a national holiday.
d. Black Friday is the start of the holiday shopping season.

3. Where does the name Black Friday come from?

a. The police called this day Black Friday because there is a lot of traffic.
b. The stores called this day Black Friday because it is a serious shopping day.
c. The police called this day Black Friday to remember the victims of violence.
d. The stores called this day Black Friday because they make a lot of money.

4. Which best explains the main idea of the third paragraph?

a. People stand in long lines on Black Friday.

b. Black Friday is the best time of the year to get good deals.
c. Black Friday is a really disappointing time of the year.
d. Black Friday deals are limited and not everyone will get one.

5. Which country does not participate in Black Friday?

a. France b. Costa Rica

c. Brazil d. United Kingdom

6. Which happened first?

a. Stores tried to rename the day after Thanksgiving "Big Friday."

b. Black Friday events began happening in Australia.
c. Police began calling the day after Thanksgiving "Black Friday."
d. Black Friday became the busiest shopping day of the year.

7. Which title best expresses the author's purpose in writing this text?

a. Black Friday: Stories from the Parking Lot

b. Black Friday: Why You Should Go This Year
c. Black Friday: The Stuff That You Should Know
d. Black Friday: How to Save Money on the Big Day

8. Which best describes the overall structure of the fifth paragraph?

a. chronological order b. problem and solution

c. compare and contrast d. order of importance

9. Which was not cited as one of the downsides of Black Friday?

a. Stores run out of high demand items quickly.

b. Nobody really saves any money on Black Friday.
c. There are large crowds and lots of shoving.
d. Sometimes violence occurs at Black Friday events.
10. Which best explains why Costa Ricans call Black Friday "Viernes Negro"?

a. Costa Rican stores don't want the shopping day associated with American violence.
b. Viernes Negro sounds more exotic and exciting than Black Friday.
c. Costa Ricans want to establish their own shopping tradition.
d. This is how you say "Black Friday" in Spanish, the language of Costa Rica.

Long Response Questions

How do stores try to lure shoppers during Black Friday events? Use the text to support your response.

Why is Black Friday a frustrating experience for some people? Refer to the text in your answer.

Why is violence more likely to occur in a store on Black Friday? Use evidence from the text to support your
response.
 TOPIC 4

UNDERSTANDING STANCE AND PERSPECTIVES

Introduction
A perspective is a way of looking or thinking about an idea, fact or situation while a stance is the
position you take on an idea, issue, or situation. Thinking about an author’s main reason for writing
helps readers set a purpose for reading a selection. The author’s purposes include to inform, to
persuade, and to entertain. Besides, recognizing the author’s purpose can help readers understand the
author’s perspective, identify bias and false information to uncover truths.

A writer’s viewpoint can be determined by considering the following writer’s toolbox techniques: The
thesis and/or stance, tone, the purpose, bias and omissions, the level and type of language, positive and
negative connotation in word choices, examples and details and facts, propaganda and logical fallacies
(without evidence), the intended audience, author’s background and choice of structure or punctuation.

Objectives

By the end of this topic, learners should be able to:

1. Evaluate the arguments given in a text by identifying the author’s stance and perspective;
2. Discuss stances expressed in a text;
3. Understand the function of emotive language in any written arguments;
4. Differentiate between the purposes of to persuade, to inform and to entertain;

Literacy

The activities in this unit are aimed at enabling students to practice identifying the differences
between author’s stance and author’s perspective. These activities are helpful to encourage
students to read critically by analyzing the author’s purposes and stance and whether the
arguments and premises presented are strong enough to persuade the readers to agree or too
weak, making the readers come to a disagreement.

Besides, these activities expose the students to academic texts, where most academic papers are
written based on an empirical research and are reported with the purpose of informing and
persuading the readers and researchers to believe in the study that had been conducted.
Basically, this unit serves as a foundation for students to prepare into pursuing bachelor’s
degree as they would certainly be required to read past researches and critically analyse the
researcher’s findings.
 ACTIVITY 1

Identifying & Analyzing Author’s Perspective

TASK 1: Read each of the following sentences. Decide from the context whether the speaker is showing
approval or disapproval of the topic. Then circle the best word to put into the sentence.

1. This cell phone is (expensive, overpriced), but I don’t mind paying extra because it has useful features.

Clues:___________________________________________________________________

2. You’re lucky to have Sandra on your committee. She has lots of (original, crazy) ideas.

Clues:___________________________________________________________________

3. Boss Reed and his (cronies, employees) have controlled the politics in this city for more than twenty years. I
certainly hope the other party wins this year!

Clues:___________________________________________________________________

4. It was a beautiful spring day, and the (stench, scent) of apple blossoms filled the whole yard.

Clues:___________________________________________________________________

5. I hope I don’t have to share an office with Janice. Sandra told me how (curious, nosy) she can be.
Clues:___________________________________________________________________

TASK 2: Read the passage below. What is the author's viewpoint on the topic? Highlight the clues you used to
infer the author’s attitude.

6. The average school day for kindergarteners is getting longer, and it's paying off in improved reading skills.
Public schoolchildren who attended kindergarten for a full day showed more improvement than those
enrolled in half-day programs. This improvement will be carried on in elementary school and even high
school. These children will be able to get better jobs when they are adults.

Topic: ___________________________________________________________________

Author’s Viewpoint: ___________________________________________________________________

Clues: ______________________________________________________________________________

7. New York has the most spectacular museums and so many of them. We loved The Metropolitan Museum of
Art and were sorry we didn't have a whole day we could devote to it. We went on a Friday and had dinner
there and in a restaurant that is open on the balcony on the first floor. They have classical music being played
by a small group; it was wonderful.

Topic: ___________________________________________________________________
 Author’s Viewpoint: ___________________________________________________________________

Clues: ______________________________________________________________________________

8. Read the poem by Bessie Stanley.

“What Constitutes Success”

By Bessie Stanley (1905)

He has achieved success who has lived well,

laughed often and loved much;
who has gained the respect of intelligent men
and the love of little children;
who has filled his niche and accomplished his task;
who has left the world better than he found it,
whether by an improved poppy, a perfect poem, or a rescued soul;
who has never lacked appreciation of earth’s beauty
or failed to express it;
who has always looked for the best in others
and given them the best he had;
whose life was an inspiration;
whose memory a benediction.

Topic: _______________________________________________________________________

Author’s Viewpoint:
_____________________________________________________________________________

Clues: ______________________________________________________________________________

9. Does Stanley’s view of success compare or contrast with your own? Explain.

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

10. Does Stanley’s view of success compare or contrast with the way the world today views success? Explain.

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
ACTIVITY 2

Identifying speaker’s perspective from a video review. Incorporating listening with critical thinking.

The teacher shows a video entitled “Anderson Cooper’s review of Miss USA’s painful response which can
be access through the following link :

[Link]

Students watch and listen to the review. Then, they are required to fill in the graphic organizer below:
 ACTIVITY 3

IS FUNDING SPACE EXPLORATION STILL WORTH IT?

The aUthor of this article presents one perspective on the topic of whether U.S. government
fUnds shoUldgo toward space exploration programs. Read the passage, and then answer the
qUestions that follow.

1 Each year, the United States government spends a significant amount of

time debating the federal budget. How should public money, raised
throughtaxes, be spent? With so many important programs to fund—
such as education and infrastructure—why allocate money to
impractical projects like sending humans to Mars? In the face of
immediate public needs,
should the government continue to invest in space exploration
science?The answer is, without question, yes.

2 When NASA’s Apollo 11 landed on the moon in 1969, humans

wereinspired. That night, as people looked out their windows and saw
the moon, they thought, “We are up there!” That moment exhibited the
great possibilities of human knowledge and effort. It pushed people Image 1: Apollo 11 astronaut Buzz Aldrin
to pursue science. It challenged them to do the extraordinary, to follow walkson the moon, July 1969
their imaginations.

3 Some would argue that the inspiration of discovery alone is enough to justify funding NASA’s programs. But space
exploration also positively impacts humans in more concrete, though less direct, ways. Space exploration has advanced
many aspects of daily life, although the uses of new scientific discoveries or inventions are not always immediately obvious.

4 When the first human-made satellite was launched into space in 1957,
no one could predict the many uses satellites would have. Just over halfa
century later, many technologies directly rely on artificial satellites. They
transmit information to the ever-present smartphone. They help
meteorologists predict weather patterns, which allows agricultural
managers to plan efficient farming practices and helps fight hunger.
Satellites are also used to predict natural disasters such as hurricanes,
allowing people to respond in time.

5 Countless other technologies developed for space exploration have

practical uses as well. These range from the lifesaving to the convenient.
Many medical, industrial, and commercial products have their origins in
NASA inventions. A few of many examples include improved artificial
Image 2: Africa’s Lake Victoria from NASA’s hearts, thermoelectric cooling systems for computers, and wireless
Aqua Satellite. Radar Technologies International headphones.
uses satellite data to locate underground water in
arid regions.
 6 Yet despite these advancements, Americans are still divided on the government funding of space science programs. In 2015, a
Pew Research Center Report revealed that almost half of Americans polled believe that the government should only have a
minor or no role in advancing space exploration. Some believe that private companies should bear the cost of these scientific
achievements. Others argue that government money should instead go toward immediate public needs and social programs.
However, both of these arguments are flawed.

7 Indeed, several prominent companies have entered the private business

of space exploration in recent years. Amazon’s founder Jeff Bezos
launched a rocket return program called Blue Origin, and Elon Musk’s
company SpaceX provided transport for NASA astronauts from Earth to
the International Space Station in 2020. At first glance, these programs
seem like smart ways to ease government costs. They appear to justify a
decrease or discontinuation of U.S. space science spending. However,
this viewpoint is shortsighted and overlooks the government’s unique role
as a leader in space exploration.

8 Private space projects emerged only after governments took risks

to prove that similar missions were possible. This distinction is key
according to prominent astrophysicist Neil deGrasse Tyson. He argues
that private enterprises will not advance knowledge in the same way that
government-funded programs have. The reason is motivation.
Governments are often motivated by national pride, such as being the first
to do something, rather than by financial return. Private enterprises,on the
other hand, are dedicated to making money. True pioneering
in space is too risky to their profits. Tyson acknowledges that private
companies have an important role to play, though. They could take over
established space activities, like orbiting the Earth in the lower atmosphere,
near-space tourism, and maintaining satellites. But relying solely on
private companies to fund the space program would lead to fewer
innovations and discoveries due to companies’ limited interests intruly
Image 3: Private companies like SpaceX are
pushing the boundaries of exploration.
playing a bigger role in space exploration than ever
before.

9 Finally, Americans who disapprove of government funding of space exploration should review the relative size of that
spending. The percentage of the U.S. budget allocated to NASA has varied since its beginning. It peaked at over 4 percentin
1966. However, it has hovered around and mostly below 1 percent for over 45 years. By comparison, in 2015, total federal
spending on Social Security, unemployment, and labor was about 33 percent, and spending on the military was 15
percent of the total budget.

10 Therefore, the United States should not focus on whether money currently set aside for space exploration could be better
spent. Instead, it should celebrate how space science funding invests in the frontiers of who we can be, in our quality of life,and
in our pride as Americans.
Answer the following qUestions aboUt the article.
1. Outline the author’s argument from the article. Include the central claim, the supporting reasons, evidence,
counterpoints, and rebuttals.

Central Claim
Supporting Reason 1:
Evidence :
Supporting Reason 2 :
Evidence :

Central Claim
Supporting Reason 1:
Evidence :
Supporting Reason 2 :
Evidence :

2a. How is the first paragraph organized?

A. a series of claims followed by evidence C. a claim followed by several counterclaims
B. a series of questions followed by a claim D. a claim followed by evidence

2b. Why might the author have structured the first paragraph that way? Select two reasons.
A. to draw the reader in with rhetorical questions
B. to explain the process of how the federal budget is decided each year
C. to acknowledge possible counterarguments that will be addressed in the text
D. to show that space exploration is widely agreed to be a worthwhile investment

3. What is the author’s purpose in comparing the motivations of private companies and governments in terms of
space exploration?
 Answer the following qUestions aboUt the article.
4. What idea from the text is supported by the information in Image 2?

5. Cite a claim that is supported by evidence; include a brief explanation about why that evidence is reliable.

6. Cite one claim the author makes that is NOT supported by evidence.

7. What is the meaning of allocate as it is used as it is used in paragraph 1?

A. to set something aside for a specific purpose
B. to give without expectation of any return
C. to find the location of something hidden

8. What is a likely reason the author included the Pew Research study in the article? How does it relate to the
author’s pointof view?

9. Which of the following visual aids would best support the author’s claim that government funding for space
explorationis relatively small?

A. a line graph showing the change over time in the dollar amount spent on space exploration
B. a bar graph showing the yearly percentage of the federal budget spent on space exploration
C. a pie chart showing the percentage breakdown of the all federal budget items from 2015
D. a flowchart showing the process of how the federal government decides on its annual budget

10. What does the author hope the reader will do after reading this text?

11. Do you agree or disagree with the author’s claim? Did the author’s argument persuade you to reconsider
your originalopinion of the topic? Explain why or why not.


ACTIVITY 5

Point of View

Directions: determine from which perspective the passage is narrated. If it is third-person, circle
each time characters' thoughts or feelings are narrated. Explain your answers in the box.

Viewpoints: first-person, second-person, third-person objective, third-person limited, and third-person

omniscient.

1. The birds were chirping and the sun was shining. Kevin and Juno were sitting on a park bench
together. Neither of them was smiling. After a long period of silence, Kevin said, "This isn't going to
work. I mean, you're a dog person and I'm a cat person." Juno nodded. A tear rolled down her face.
Kevin went on, "If we got married and bought a house, what kind of pet would we get? Some kind of
cat-dog? Somebody's going to be unhappy." Juno began sobbing and said, "Ok, let's just end it now.
Have fun with your slobbery dogs." She jumped off the bench and ran into the woods.

Narrator's Perspective:
_________________________________________________________________
Explain how you know:

2. The dew on the grass made my running shoes damp. It didn't bother me. The sound of my feet
hitting the street formed a rhythm, a steady pattern of light thumps. I timed my breathing with the
rhythm. These sounds filled my head. I thought of nothing other than the next step and keeping my
tempo. I soared over the sidewalks like concrete clouds.

Narrator's Perspective:
_________________________________________________________________
Explain how you know:

3. Red looked across the prairie. He didn't see anything concerning. He wondered why Texas Joe had
hollered like that. Texas Joe turned to him. The ghost that Texas Joe had just seen was gone. Texas Joe
swatted at the air. Now he felt crazy. "You have to believe me, Red. It was just here," said Texas Joe.
Red scowled at him in disbelief. "What was just here, Joe?" he asked. Red was angry with Texas Joe
for disturbing his sleep for no apparent reason.

Narrator's Perspective:
_________________________________________________________________

Explain how you know:

4. If you are confused about something in class, don't wait. Raise your hand and ask for help
immediately. Do it while your teacher is still explaining the material. Your teacher will probably be
happy that you are taking an active part in your education and should attempt to explain the material in
a different way. If you are still confused, ask your teacher if he or she is available after class to give
you additional instruction. You are worth it. Don't give up on yourself.

Narrator's Perspective:
_________________________________________________________________
Explain how you know:

5. Jeremiah squinted from the sun. He was thinking about the game. They could have won. He could
have won the game for them. All he needed to do was catch the ball, but he didn't. He dropped it. His
coach talked to him. "Jeremiah, we had a great season. Nobody's perfect. Look at me. Ha ha," he said.
Jeremiah smiled at the coach, but he couldn't forgive himself so easily.

Narrator's Perspective:
_________________________________________________________________
Explain how you know:

6. Suzie applied the lipstick to her lips. She had never done this before. She smacked her lips like she
had seen other women do in the movies and looked in the mirror. She felt unsure about what she saw.
She turned to her friend Donna and asked, "How do I look?" Donna gasped and said, "You look
breathtaking, Suzie." Suzie smiled. She was grateful for these words, even though she didn't believe
them.

Narrator's Perspective:
_________________________________________________________________
Explain how you know:

7. April opened the escape hatch. She was afraid to jump, but she realized that the airship was sinking.
She looked at Vince, who was strapping on his parachute. Vince locked eyes with her and then he
realized the error in his conduct. "I'm sorry, April. That was ungentlemanly of me. Let me help you

with yours." He proceeded to attach the other parachute to April's back. This made him feel a little
better.

Narrator's Perspective:
_________________________________________________________________
Explain how you know:

8. The parade marched down the street. It was led by a caped drummer. He set a stately pace and
tapped the accompanying rhythm. A marching band followed behind him, matching his pace. Behind
the band were floats of all sizes and designs. Children and adults were riding on the floats, tossing out
penny candies, streamers, and plastic prizes. The street was lined with people. The noises of revelry
filled the streets.

Narrator's Perspective:
_________________________________________________________________
Explain how you know:

9. The bell rang. "Oh no! I'm going to be late for science! I've got to go," said Cassie to her friend
Tom. Tom rolled his eyes and said, "Little Miss Perfect can't be late." This upset Cassie. She hated
when people gave her a hard time for trying to do the right thing, especially Tom. "Quiet you," she
said while swinging at Tom with her folder. He narrowly dodged the strike and said, "Be careful now.
Attacking another student is a level two offense." Then he smiled a big, cheesy grin at her.

Narrator's Perspective:
_________________________________________________________________
Explain how you know:

10. You look at the blueprints laid before you. You have no idea how to read them. "Why did I lie to
get this job?" you wonder to yourself. The men in the room are watching you. The man in the suit who
hired you asks, "Well, what do you think about these plans? Should we go for it?" You pick up the
blueprints and pretend to study them carefully. "Um, well, have we done any fault testing?" you ask.
The man in the suit squints at you and says, "Fault testing? What's fault testing?" To buy yourself time
in a really smooth way you say, "Uhh..."

Narrator's Perspective:
_________________________________________________________________


Explain how you know:

11. A bus drove by Kiko as she sat on the park bench. A woman pushed a double stroller with a set of
twins down the sidewalk. Several pigeons approached Kiko. "Go away, flying rats. I do not have any
food for you," Kiko shouted at the birds. They squawked and flew off. Kiko crossed her legs and took
a deep breath. She picked up the newspaper, flipped through a few pages, and put it back down. Then
her phone rang.

Narrator's Perspective:
_________________________________________________________________
Explain how you know:

12. "You already told me that story," said Shanice. She looked genuinely disappointed. I laughed
awkwardly. "Sorry," I said, "I didn't mean to bore you with a rerun." I tried to laugh it off but she just
wouldn't let it go. "Don't you even consider your listener before you tell a story?" she inquired
acerbically. This caught me off guard. I replied, "I'm just trying to keep you entertained, Shanice." I
pleaded. She smacked me down with another sharp comment, "Yeah, well, you should try harder."

Narrator's Perspective:
_________________________________________________________________
Explain how you know:

13. The scarecrow sagged on the pole. The corn reached for the heavens. A man dressed in gray was
walking through the cornfield. The field rustled as he parted the spears. Soon he reached a breach in
the field. A road cut across the landscape. The man in gray began walking down the road toward the
sun. He walked to a farmhouse and knocked on the door. A man in a white shirt opened the door.
"May I help you?" the white shirted man asked. The man in gray responded, "My name is Julius
Cornwall. I've travelled from the future to deliver a message to you."

Narrator's Perspective:
_________________________________________________________________
Explain how you know:

14. Pete didn't feel like doing homework. He felt like playing baseball. He grabbed his mitt off the
shelf and began to fantasize about being out in the field. His fantasy was interrupted shortly by the
opening of his bedroom door. It was his mom. She started to yell, "Pete, you're not failing baseball
class! You're failing math class! You need to study. Put the mitt away!" Pete put the mitt away, but he
didn't know the first thing about studying math.

Narrator's Perspective:
_________________________________________________________________
Explain how you know:

15. Penny pedaled her bike as quickly as she could, but she couldn't seem to build up enough speed.
She started rolling down the hill. "I can't do it," she thought to herself. Her friend Melissa was riding
behind her. "Keep trying! Stand up on your pedals. You can do it!" Melissa shouted. Penny decided to
take her advice. She stood up on the pedals and put all of her weight into the climb. She started going
up the hill. This made Penny very happy. "Thanks Melissa!" she said as she got to the top of the hill.
Melissa smiled and said, "What are friends for?"

Narrator's Perspective:
_________________________________________________________________
Explain how you know:


ACTIVITY 5
Identifying author’s stance

Text 1 for Activity 4

Environmental Tobacco Smoke – A study

In this paper, we focus upon the relocation of smokers from inside University buildings to
outside and consider some implications for smokers and non-smokers among University staff.
The smoking ban in University buildings significantly reduced smoking at work. However, it did
not eradicate the problem of Environmental Tobacco Smoke (ETS). Research data showed that the
problem of smoke pollution was moved to the entrances and exits of University buildings, affecting
individuals as they entered and left the workplace. The ban also had a visual impact. One of the first
sights that met visitors to the University was groups of smokers congregating outside buildings to
smoke. Staff were questioned about this and invited to suggest several solutions.
In considering how to deal with the problems resulting from the relocation of smokers to
University entrances, staff opinion was divided. A minority view was that there should be a stricter
measure to eradicate smoking. This group placed the health interests of the non-smoking members of
staff above the interests of the smaller number of smokers. Many were unsympathetic to smokers
being allowed to smoke near entrances. A typical response came from staff member ‘X’ who
commented that there should certainly be a ban on ‘smokers who congregate around building
entrances’. According to staff member ‘Y’, smokers should be put in a ‘pen in the middle of the car
park’.
The majority view, however, was that smokers should be helped to quit. These respondents
described smoking as addictive and smokers as dependent individuals who should be encouraged to
stop smoking. Many non-smokers noted positively that the University had tried to help smokers with
such advice. Staff member ‘Z’ expressed the view that it was wrong to force people to smoke outside in
a very cold weather. Other also felt that this sent a very negative message to smokers.
The relocation of smoking to the entrances of buildings or even further away is clearly not a
satisfactory solution. It simply shifts the problem to another place. Perhaps then, the most obvious
solution is to provide designated smoking areas within buildings. No doubt changing this approach
could be considered a backwards step, but over half of all respondents favoured this solution.

Adapted from :
Dummett, P., & Hird, J. (2015). Oxford EAP: A course in English for Academic purposes. Oxford, United Kingdom:
Oxford University Press.


TASK 1
Recognising Stance in a Text

Work in pairs and complete the table with the correct stance a-e for each person.

PERSON STANCE
The majority of the
staff
Staff members X
and Y
The majority of the
staff
Staff member Z

The author

a. It is not right to make people smoke outside in poor weather

b. Smokers have a problem and need to be helped
c. Since relocation outside does not work, smokers should be given a space to smoke inside.
d. The university needs to have stricter measures to stop people smoking.
e. People should not be allowed to smoke near building entrances.

TASK 2

Work in pairs and note down the phrases in the text used to introduce the stance of 1-5.
For example : The minority of staff : A minority view was that …

1. Staff member X :
___________________________________________________________________________
___________________________________________________________________________
2. Staff member Y :
___________________________________________________________________________
___________________________________________________________________________


 3. The majority view :
___________________________________________________________________________
___________________________________________________________________________
4. Staff member X :
___________________________________________________________________________
___________________________________________________________________________
5. The author :
___________________________________________________________________________
___________________________________________________________________________

TASK 3

Complete the sentences 1-5 with a word from the list.

clearly commented notes perhaps view

1. One _____________ of the IQ test is that it is not a good measure of intelligence.

2. Vygotsky ________________ that written language differs from spoken language in several
respects.
3. The ability to make decisions is _________________ the most important expression of
leadership.
4. A leading environmentalist ____________________that average global temperatures have
increased by two degrees.
5. It is ________________ wrong to think that humans have had no impact on the environment.


ACTIVITY 6
Determining author’s purpose

Author’s Purpose Quiz

Directions: Read the description of each text and identify the MAIN purpose of the author.

1. A five paragraph essay where a student argues that people should recycle and not litter
A. Entertain B. Inform C. Persuade

2. An encyclopedia entry about endangered animals and efforts to protect them

A. Entertain B. Inform C. Persuade

3. A map of the world, showing all continents, countries, and oceans

A. Entertain B. Inform C. Persuade

4. A Garfield comic from the newspaper in which Garfield hates Mondays and likes lasagna
A. Entertain B. Inform C. Persuade

5. A brochure about how people shouldn’t shop at Walmart because they hurt local businesses
A. Entertain B. Inform C. Persuade

6. The fourth novel in the Twilight series by Stephenie Meyer

A. Entertain B. Inform C. Persuade

7. A student’s book report about the fourth novel in the Twilight series
A. Entertain B. Inform C. Persuade

8. A speech by a politician asking for 90 minutes to be added to the school day

A. Entertain B. Inform C. Persuade

9. The play Romeo and Juliet by William Shakespeare

A. Entertain B. Inform C. Persuade

10. The instructions for the board game, Monopoly.

A. Entertain B. Inform C. Persuade


11. The story of a young man who learns to resist the influences of drugs and gangs
A. Entertain B. Inform C. Persuade

12. A child’s letter to Santa asking for a bicycle because the child has been good all year
A. Entertain B. Inform C. Persuade

13. The lyrics to a song written by popular music group, Mindful Behavior
A. Entertain B. Inform C. Persuade

14. A recipe explaining how to make chicken salad sandwiches

A. Entertain B. Inform C. Persuade

15. A note to a teacher where a student asks if her seat can be switched because of a conflict
A. Entertain B. Inform C. Persuade


 TOPIC 5

READ-TO-WRITE

Introduction
Reading and writing are closely related that it seems as if it is almost impossible to separate the
two and acquire each one separately. The ability to write is basically built upon the ability to read.
This means to say that language learners immerse in reading by analyzing the author’s purposes,
arguments and main ideas, gather ideas to ease the process of planning and planning to write
using the ideas and information that had been gathered.

It is crucial to critically comprehend a text in order to be able to write a good argumentative

writing. This skill is important in understanding and writing academic texts which aims at
providing information and proposing a stance. Other than that, from critical reading, it is expected
that students are able to develop arguments and provide strong reasoning and evidence to support
their arguments. Therefore, this module is specifically outlined in such a manner where reading
skills are being taught prior to introducing academic writing skills; argumentative writing.

Objectives

By the end of this topic, learners should be able to:

1. Understand short argument texts;

2. Identify arguments;
3. Evaluate the strength of arguments;

Literacy

The activities in this unit is aimed at assisting students to comprehend arguments within a
given text by indentifying the premises, main ideas, evidence and reasoning posed by the
author. Furthermore, students will also learn to evaluate the given texts by paying attention to
the choice of words, hedging languages and also structure of argumentative writing. Then, this
newly acquired knowledge will be used as a basis for argumentative writing in the following
units.


ACTIVITY 1

Understanding and evaluating argument texts.

TASK 1 : Pre-Reading

1. Previewing the topic of a text

Students work in pairs and discuss questions 1 and 2.

1. Match the most important location factors to the companies a-c

a. A restaurant b. A shoe factory c. A call centre

1. Close to a cheap labour force

2. Close to their customers
3. Good telephone and internet connection

2. Is location more important for some of these businesses than others? Give reasons.

2. Complete the definition with the words below.

operations country company

OFFSHORING (n) The practice or locating or relocating a ______________________ or

some of its _______________________ in a different __________________________ .

3. Work in pairs and discuss the following questions 1-2

1. Why do some companies practice offshoring?
2. What are possible positives and negatives of offshoring?


TASK 2
Understanding an argument text

1. Read Text 1 below. Note down which ideas you jot down for question 1.3 are mentioned
in the text. Which other factors, if any, are mentioned?

2. Identify the parts of text that :

I. State whether the author is for or against companies offshoring
II. Give the author’s conclusion about offshoring.


Text 1
Offshoring – whether to locate domestically or internationally

We have looked at the various factors that companies consider in their choice of location – the
cost of rent, competition, transport infrastructure, closeness to the customer or suppliers, availability of
labour, and taxes. The next section examines whether businesses should be located domestically or
internationally.
Due to the globalisation era, there has been a trend in the last 25 years for companies in the
west to relocate their operations to developing countries, where conditions may help them to grow and
to be more competitive. This is known as ‘offshoring’. Critics of offshoring say that it damages the
economy of the company’s home country.
The main criticism is the loss of domestic jobs. However, there is evidence to suggest that this
is not the case. Although some jobs are lost when companies relocate to a foreign country, studies
have shown that the numbers are not great. Offshoring accounts for only 0.1% of annual job losses in
the services sector in the USA. In the manufacturing sector where companies move their factories to
countries with lower labour costs, job losses have been greater.
However, this is offset by two factors. First, the types of jobs which are done abroad tend to be
low skilled. This leaves more opportunity for high-skilled jobs to grow domestically. In other words, if
the company is successful and sales grow, jobs will be created in the home country in areas of
businesses like sales, marketing, and research and development. In addition, offshoring promotes
economic growth in developing countries, raising people’s income and demand for the country’s
products there.
Critics of offshoring worry that it is a trend that will increase in the future, resulting in further job
losses. But this concern ignores a basic principle of economics. As developing countries become
richer, workers in these countries demand higher salaries. So, over time, the labour cost of companies
operating in these countries increases. At a certain point, the wages will become unaffordable and the
advantage of offshoring will be lost. The company will then relocate to its home country.
So, in summary, despite having a short term negative impact on the domestic economy, in the
medium and long-term, the benefits of offshoring are generally greater than its disadvantages.

Adapted from :
Dummett, P., & Hird, J. (2015). Oxford EAP: A course in English for Academic purposes. Oxford, United Kingdom:
Oxford University Press.


TASK 3
Identifying arguments in a text

1. The author presents a number of criticisms of the argument against offshoring. Identify where
he does this in the text.
2. Work in pairs. Discuss your selection in 1. Give reasons why the author has chosen to present
the argument in this way.
3. Read text 1 again and complete the following table.

Subject Criticism Author’s response

Effect on jobs

Trend for offshoring

TASK 4
Identify how arguments are connected using linking words

1. Complete the paragraph using the most appropriate words/phrases in italics

Tourist trips to villages in countries such as Thailand and Vietnam have been popular for a
number of years, even though / however some tourists feel a little uncomfortable about the idea.
Despite / On the other hand, tourist want to experience authentic, remote, traditional villages, but
on the other hand, they do not want to change these places. Although / But the visitors sometime
feel uncomfortable, the people who live there are often happy with the money tourists bring. They
are especially happy when tourists make them gifts of money, however / even though this is
discouraged by the tour companies. Although / Despite being aware of the negative impacts on
local communities, tour companies continue to offer these tours.


 2. Write six sentences that link the two contrasting arguments. Use the words or phrases in
the brackets.

i. Unemployment levels decreased. They were still greater than twelve month previously
(although).
ii. Air travel is becoming more frequent. It is at the same time also becoming more
expensive. (however)
iii. Vaccines have many common and serious side effects. They have many benefits.
(despite)
iv. Nuclear energy is very clean. There is always the risk of some form of environmental
contaminations. (on the other hand).
v. There is a consistent decline in oil production globally. Production of oil in some
regions is blooming. (even though)
vi. Tourism worldwide is having a positive economic impact. It is at the same time
putting greater stress on local environments. (however)

TASK 5
Critical thinking – responding to ideas in a text

1. Work in groups. Read two of the author’s conclusions from Text 1. Discuss whether you
agree. Provide reasons and examples.
a. When low-skilled jobs go abroad, there is more opportunity for people to get higher-
skilled employees in their country.
b. Most companies eventually “reshore”.


ACTIVITY 2

Identifying claims and analyzing arguments in Literary Analysis Essays

The purpose of this activity is to analyze how a literary analysis essays works, paying particular
attention to the way in which claims of interpretation work in regards to literary argument.

Directions:

Each group will be working with ONLY ONE SAMPLE.

1. Begin by reading through the essay, skimming it for the main claims and the overall
organization of the document.

2. After you have skimmed through the essay once, reread it more closely highlighting the
following elements:
a. Yellow: Main Claim
b. Green: Evidence/Subclaims
c. Red: Counter-claims or concessions
d. Blue: Quotations

3. Once you have identified the claim, work backwards. In your own words, please annotate
this paper using the commenting function to answer the following questions:
a. What is the implied question or line of inquiry to which this essay is responding?
Make a note about this that links to the claim you have highlighted in yellow.
b. What terms or words are particularly important in qualifying this claim and making it
more specific? Make a list of terms that link the argument from beginning to end
through repetition or extended definition.

4. Finally, evaluate this paper and give it an “end comment” of sorts. What seems to work well
here? More importantly, what are the holes in this argument? Do the sub claims make sense
with the main claim?


Sample A:

The interface between the fantastic and the everyday in H.G. Wells’ science fiction novel The
War of the Worlds creates, for both the characters and the audience, a world where dualities,
contradictions, and improbabilities are expected and accepted with little opposition. Although the
source of the events that the narrator describes is unbelievable, he lends credit to his account by
detailing and grounding his story in the real and civilized space of England. Ultimately, the
combination of these two facets of the story actually contributes to the credibility of the tale. They
allow the reader to recognize the absurdity of the narrative while also tapping into a shared sense of
the experience or understanding of war, invasion, and destruction and thus bridge the gap between
the ordinary and the fantastic.

By grounding the story in specific places in England the extraterrestrial origins of this war are
mostly overshadowed by the reality of destruction and the climate of war. In many ways the
emotions that the narrator relates seem to be universal and the images of war that he describes seem
to reflect the reality of any invasion. Perhaps this is best illustrated in the scene in which the narrator
waits on the banks of the Wey River to cross over to London. The progression that he goes through,
revealing information to the reader in much the same sort of halting and suspenseful way that one
receives information in a time of crisis, emphasizes the his reactions to the fantastic events around
him, rather than the events themselves. He sets up this focus on the familiarity of human emotions
(and one that is relevant, tangible and understandable for the audience) very early on in the narrative
and he continually reinforces it with observations of the people around him: “People here seemed to
think that Martians were simply formidable human beings who might attack and sack the town, to be
certainly destroyed in the end” (60). While the narrator does not deny or avoid mentioning the
fantastic here, he concerns himself more with how people are reacting rather than the events and
circumstances to which they are reacting. Furthermore, the reaction that he describes in others is a
relatively familiar one in which human beings have a propensity to underestimate their opponents’
power and strength. This commonplace response to the bizarre events almost makes the events
commonplace by association.

Even as this false sense of confidence starts to dissipate, the narrator’s descriptions of the
approaching Martians becomes ever more fantastic yet he still succeeds in making the events and
places tangible and plausible because they are contained within real space. As he describes them
coming into view in the countryside each Martian machine seems as if it could be its own battalion of
soldiers “striding hurriedly toward the river” (61). The perspective from which the narrator relates
the story maintains that sort of awe that occurs in the face of the inevitable and ominous approach of
danger that all invasions seem to promise. He describes “Their armored bodies glittering in the sun
as they swept swiftly forward upon the guns, growing rapidly larger as they grew near” (61). How
strangely similar this account sounds to a description of an armored group of men approaching for
attack as well. Although these Martian machines that are invading are themselves foreign, the
concepts within which they are working, those of war, invasion, and destruction, as well as the space
in which they are operating are as understandable and real for humans. By depicting real human
emotions in real human spaces the narrator shows how he came to believe in the new reality of this
fantastic alien invasion and along with him the audience can then begin to understand and accept this
new sort of altered, yet not completely foreign or new, sort of reality.

Adapted from : Wells, H. G. (2003). The war of the worlds. Broadview Press.


Sample B:

The complexity of Joseph Conrad’s novel Heart of Darkness fosters contradictory images and
ambiguous conclusions. The charge of racism leveled at Conrad by author and critic Chinua Achebe
in “An Image of Africa” cannot be accepted blindly, however, neither should it be disregarded. As
racism stands as the foundation and framework for the narrative of colonial power and
administration, Conrad would be remiss and utterly fraudulent to omit or gloss over it in his story.
On the other hand, the nature of this narrative, told through the filters of time and perspective, begs
for a more complex reading than simply labeling and thus dismissing the author and his work as
racist. Ultimately the racism represented in Heart of Darkness serves to underscore the horrible and
dehumanizing aspects of colonization for both the colonizers and the colonized.

The narrator, in a bitterly cynical tone, continually draws attention to the similarities between
the Europeans and the Africans. Eventually, the separateness that he strives to depict between these
two groups becomes conspicuously artificial and the distinctions he makes become wholly
superficial. Perhaps this is best illustrated by the narrator’s reflections on the death of the helmsman
and Kurtz’s relation to it. The narrator, with growing sarcasm in his tone, says of Kurtz “No; I can’t
forget him, though I am not prepared to affirm the fellow was exactly worth the life we lost in getting
to him. I missed my late helmsman awfully—I missed him even while his body was still lying in the
pilot-house” (1995). This comparison is so arbitrary and crude that it can be taken to mean that the
only reason that the narrator was sorry for the loss of the helmsman is that this represents more work
for himself. This statement, however, breaks down the racist hierarchy that the text seems to
presuppose when the narrator pointedly withholds sympathy and reverence for Kurtz.

The narrator ventures another comparison of Kurtz and the helmsman right after the first.
This time he subtly calls into question racial stratification in this context by setting up Kurtz as the
standard to which the helmsman is then compared. The narrator exclaims about the helmsman, “Poor
fool! If he had only left that shutter alone. He had no restraint, no restraint—just like Kurtz—a tree
swayed by the wind” (1996). The narrator describes Kurtz as the paradigm of wild unrestraint here
and in so doing confuses the clear and defined conception of racism that Achebe proposes in his
critique. Furthermore, the narrator has an expectation of Kurtz as a “civilized” and stable man where
his expectations of the helmsman, being an African, are conceptions of savagery and foreignness,
which further complicates the issue of racism.

While Conrad accurately and unabashedly represents contemporary racism is in the text, one
must make major assumptions about Conrad’s intentions and ideas to label him a “thoroughgoing
racist” (Achebe 2040). Although the narrative does not actively support the perpetuation of
contemporary stereotypes, it effectively works inside this framework of extreme racism and
imperialistic power structures to undermine, or at least pose questions about, racist stereotypes. The
critique of colonialism is implicit in the text: Europeans and Africans alike have become something
that they are not; they are dehumanized and displaced by colonialism. The hierarchy of racism
becomes increasingly confused and ambiguous in Conrad’s novel, and to thus ignore the questions
that this text raises by simply writing it off as “a novel which celebrates […] dehumanization”
(Achebe 2040) only serves to perpetuate the lack of understanding that fosters the institutions of
racism and other forms of discrimination.

Adapted from : Conrad, J. (1996). Heart of darkness. In Heart of darkness (pp. 17-95). Palgrave Macmillan, New York.


ACTIVITY 3
Summarizing Author’s ideas

Directions: Read each passage. Highlight or underline necessary information. Write your
summary.
1. The English were not the first Europeans to
land their ships on American soil. The Vikings ____________________________________________
had discovered North America in the 11th
century. Columbus landed in the Bahamas in ____________________________________________
1492 for Spain, and the French began
expeditions to the New World in 1524. But the ____________________________________________
first English presence in North America is
important because the thirteen English colonies ____________________________________________
that would later be established eventually
became the country now known as the United
States of America.

2. In April of 1585 Sir Walter Raleigh, under the

authority of Queen Elizabeth of England, sent an ____________________________________________
expedition of seven ships carrying 600 men, half
of them soldiers, to found an English colony in ____________________________________________
North America. The colony was to be used to
establish an English presence in the New World ____________________________________________
as well as a base from which English privateers,
or pirates, could attack and plunder Spanish ____________________________________________
treasure fleets. Raleigh’s cousin, Sir Richard
Grenville, led the expedition.

3. In July of that year the bulk of the fleet

reached a small island off the coast of Virginia ____________________________________________
that was called Roanoke. After building a small
fort on the north side of the island, the colonists ____________________________________________
initiated relations with a Native American tribe
that lived on the island, the Aquascogoc. These ____________________________________________
natives showed little interest in building relations
with the English colonists, and they soon parted ____________________________________________
company. After this encounter, however, the
English noticed that one of their silver cups had ____________________________________________
gone missing, and they attributed its
____________________________________________
disappearance to the Aquascogoc. Grenville, the
English captain, was furious. He believed that the ____________________________________________
Aquascogoc had stolen the silver cup. Whether
or not this was true, angry exchanges followed
and soon the English burned the Aquascogoc
village. The English held their fort against the
subsequent attacks of the natives.

4. Despite their success in battle, the colonists

had a miserable time because they were mainly ____________________________________________
soldiers and adventurers, not farmers. They were

____________________________________________
hungry. They missed the comforts of England,
such as soft feather beds and dainty foods. Also ____________________________________________
they had expected to find gold and silver on the
island, and were disappointed when they found ____________________________________________
none. Grenville soon tired of these conditions
and set out on his ship to plunder Spanish
treasure fleets and return to England. The colony
was gradually abandoned.

5. In 1587 Sir Walter Raleigh dispatched a

__________________________________________ further expedition of three ships and 150
colonists, led by John White, to Roanoke. This
__________________________________________ time the expedition included women and
children, including White’s pregnant daughter,
__________________________________________ Elenora. Shortly after they reached Roanoke,
Elenora delivered a child whom they named
__________________________________________ Virginia. Virginia was the first English person
born in America. But the English soon ran into
__________________________________________ more trouble with the Native Americans. A
colonist named George Howe was killed by
__________________________________________ natives while searching for crabs alone on the
beach. The colonists were scared. They
__________________________________________ persuaded White to sail back to England to ask
Sir Walter Raleigh for help. White left behind
114 colonists, including his daughter Elenora
and granddaughter Virginia.

6. Unfortunately for White and the colonists,

__________________________________________ England was preparing for a naval war with
Spain. All shipping from English ports was
__________________________________________ ceased. It took White three years to get his
relief expedition back to Roanoke. When he
__________________________________________ returned in August of 1590, White found no
sign of his daughter, granddaughter, or anyone
__________________________________________ else. They found three letters, “CRO,” carved
on a tree and the full word, “CROATOAN,”
__________________________________________ on a nearby post. Possibly this referred to the
Croatoan Island, which was nearby. White
__________________________________________ searched long and anxiously, but failed to find
them.

7. No further trace of the lost colony has ever

__________________________________________ been found. Sir Walter Raleigh himself
searched for the colonists in 1595, and he sent
__________________________________________ another search-party in 1602, but nothing
came of either attempt. To this day no one
__________________________________________ knows for certain what happened to the
colonists.
__________________________________________

 TOPIC 6

WRITING EFFECTIVELY : APPROPRIATE GRAMMAR AND VOCABULARY

Introduction

Effective writing is writing which has a logical flow of ideas and is cohesive. This means it holds
together well because there are links between sentences and paragraphs. Writing which is cohesive
works as a unified whole and is easy to follow because it uses language effectively to maintain a
focus and to keep the reader 'on track'.

In ensuring that the writing is effective, students are required to apply both reading and writing
skills that have been acquired. This module focuses only on the writing and reading of academic
materials, and argumentative writing per say. This means to say that, students are expected to be
able to write effective arguments by applying the understanding of stance, perspectives, premises,
claims and supporting evidence. Other than the structure, students need to be equipped with the
accurate and appropriate use of grammar and vocabulary to ensure that their writing is effective.

Objectives

By the end of this topic, learners should be able to:

1. Understand the use of hedging language in argumentative writing;

2. Use the noun phrases, determiners and adjectives in argumentative writing;
3. Write sentences expressing stance;

Literacy

The activities in this unit is aimed at assisting students to acquire the grammatical structures
namely hedging language, noun phrases, adjectives and phrases that are important to ensure
the effective argumentative writing. Prior to that, students will also be exposed to the use of
mind-mapping to extract the main ideas, supporting details, reasoning and premises so that
they are more prepared for the writing in the same manner.


ACTIVITY 1 : MIND-MAPPING
Identifying the Main Ideas, Supporting Details and Premises

Mind-mapping provides the opportunity to visualise, create and connect large and small ideas. The
mind-map presents information that is unique to us as information is organized and easily
understood.

WAYS TO DO A MIND-MAP :

1. Identify the main topic of the material

2. Identify main ideas to be branched
3. Identify the supporting details
4. Find the most creative and interesting way to transfer the information onto the mind map.

o -trough graphs
o -pictures
o -colours
o -graphics
o -clip art


TEXT 1 : SOCIAL MEDIA

Social media greatly affects opinions and worldviews of contemporary people, instilling some values
and perceptions that may cause psychological harm. It is believed that social media platforms like
Facebook or Instagram create certain stereotypes about the human body, which ultimately affect users’
body image. Research shows that carefully staged and photoshopped photos damage people’s
perceptions of themselves and undermine their body confidence (Mabe, Forney, & Keel, 2012). As a
result, people feel dissatisfied with their bodies or even consider plastic surgeries to meet some
perceived beauty standards. However, some may argue that social media fitness trends can encourage
people to maintain healthier lifestyles. I believe that the influence of social media on users can be both
positive and negative, which depends on a person’s personality and susceptibility to social trends.

Multiple studies have been conducted that show the detrimental effect of social media on users’ body
confidence. For example, Homan et al. (2012) found that women looking through the photos of thin
and fit people on social media tend to perceive their own bodies negatively. This dissatisfaction may
lead to serious eating disorders in teens and young women, who stop eating to look just like their ideals
(Perloff, 2014). This problem especially concerns young social media users who have a tendency
towards perfectionism and anxiety. They see enhanced images of thin people and believe that similar
body shape will make them happier and more popular among their friends. Trying to look as great as
those photoshopped images is a kind of a search for social acceptance, which has a detrimental effect
on the physical and emotional health (Knorr, 2014).

However, social media can positively affect body image and instill the right values in young users.
Body positive campaigns challenge the stereotypical perceptions of human body and call for greater
acceptance of different shapes and sizes (Fisher, 2015). Plus-size models may increase users’
confidence in themselves and encourage them being more acceptant of their own bodies. Besides, some
people argue that there is nothing wrong with the current health and fitness trends because they
motivate social media users to maintain more active lifestyles and pay more attention to food and
physical activities (Sabo, 2013). Photos of celebrities and regular users in gyms can serve as powerful
motivators to stop eating fast-food and buy a gym membership.

I believe that the effect of social media on body confidence depends on users themselves. Some young
girls may believe that losing some extra pounds will increase their popularity and attract men’s
attention. Some believe that their body is not perfect but are too lazy to change anything. Others look at
plus-size models and begin accepting their own bodies, which makes them happier and more confident.
There are many people including myself who judge their look critically and realize that fitness is not a
way to earn popularity but a lifestyle that promotes health and wellness. I use social media to motivate
myself to do exercises and stay healthy, yet I realize that I should love my body the way it is. I do not
follow social media trends unless I feel they will benefit my emotional and physical state.

In this way, I argue that social media can have both positive and negative effects on users’ body image.
They may make young girls hate their bodies and induce them to maintain unhealthy and even
dangerous diets. Even the most skeptical people cannot resist comparing themselves to celebrities or
their thin friends, which often leads to dissatisfaction and anxiety. Yet I think that social media are not
always negative and that everything depends on users themselves. As for me, I draw inspiration from
Instagram and Facebook and use these platforms to motivate myself to stay healthy and fit.

Adapted from :
Homan, K., McHugh, E., Wells, D., Watson, C., & King, C. (2012). The effect of viewing ultra-fit images
on college women’s body dissatisfaction. Body Image, 9, 50–56. doi:10.1016/[Link].2011.07.006.


ACTIVITY 1
Mind-mapping

Students work in pairs and create a mind-map to represent the linear information in Text 1 into a non-
linear form.

ACTIVITY 2
Noun-Phrases

As a preparation for this lesson, students are taught on the definition and examples of Noun Phrases
and why they are important in argumentative piece of writing.
A sentence MUST HAVE a NOUN and a VERB to be considered a complete sentence.
NOUN PHRASE is a phrase or group of words that has a NOUN as its head.
The noun phrase acts as a noun.
The most important noun in the phrase is called the HEADNOUN.


 Noun Phrases

Noun phrase is making the meaning of a noun more precise from the words immediately before (pre-
modifying words) or after (post-modifying) it.

Two Types

1. Quantifiers

All, both, every, many, much, some, few, little, any, either, neither, none, each

Choose the correct quantifier:

i. Each / any / every of the buildings is surrounded by high security fencing.

ii. Every / both / much of the proposed bills were refused by the public.
iii. Any / none / many opposition to the new building plans is likely to come from local farmers.
iv. We can consider few / every / either of the two proposals.
v. Few / much / little critics were impressed by the performance of the opera singer..
vi. Cleaveland PLC now export to much / few / some twenty countries.

2. Adjective + Nouns

Identify the adjective + noun form:

Example: An experiment done on a small scale = a small-scale experiment

i. Unemployment over a long term can affect a person’s mental health.

__________________________________________________________________________

ii. An element of pay that is led by performance can be appropriate in some professions.
__________________________________________________________________________

iii. The office benefits from an air-conditioning system that was recently installed.
__________________________________________________________________________

iv. Commuting over long distances by train is not as common as it used to be in the UK.

 __________________________________________________________________________

v. One way in boosting confidence in CEOs is to take them on weekend retreats.

___________________________________________________________________________

3. Noun + Noun

Identify the noun+ noun form:

Example: Gas that comes from Shale = Shale gas

i. Systems that used for defence: ________________________________________________

ii. A manager who is in charge of accounts: ________________________________________

iii. Walls made of lead: ________________________________________________________

iv. An essay about linguistics: __________________________________________________

v. A job that takes place at weekends: ____________________________________________

vi. A member of the European Union: ____________________________________________

vii. A community who live in rural areas: ___________________________________________

4. Noun + Preposition Phrases

Put in the correct preposition:

Example: Public protests can sometimes lead to a change in the law.

i. A majority of those taking part expressed a preference _____________the conservative

electoral system.

ii. Sustainable development should form the basis ________________a corporate vision of the

future.
iii. The new management will make fundamental changes_____________ the way the company
is run.

iv. The US government has funded some research _________________ high-speed trains.

v. The university is conducting detailed research________________ the effects of advertising

on children.

vi. All of the team had previous experience _________________ high risk management
assessment.

vii. The two sides are making considerable progress ______________ finding a settlement.

viii. What is your employer's attitude __________________equal opportunities?

5. Noun + Noun Clauses

Noun clause: noun [fact] + that + noun phrase

The fact [noun] that the enquiry raises a number of serious issues [noun phrase] should surprise no
one.

Put in the underlined words into the correct order:

0. Wilson (2019) has hypothesis Mars criticized that the is able to sustain life.
Wilson (2019) has criticized the hypothesis that Mars is able to sustain life.

i. Smith (2018) argues view that the there problems are against with the data system.

___________________________________________________________________________

ii. These calculations assumption the based that on are prices will continue to rise.

___________________________________________________________________________

iii. There belief that if widespread a is the company continues its risky investment strategy it will
go bankrupt in four years’ time.

___________________________________________________________________________

vi. The government's raising that now taxes disposition would not be in the national interest.

___________________________________________________________________________

v. It that is conclusion about the claimed convergence in education at one level do not
necessarily correspond with convergence at other levels.

___________________________________________________________________________

Common nouns used in noun + noun clauses:

argument / announcement / assumption / belief / claim / conclusion / disposition / doubt / fact /

effect / idea / possibility / proposition / view / warning


ACTIVITY 3
Linking words and Connectors

1. The car was recalled because of / resulting in a design fault.

2. The factory was forced to close as a result of /therefore the sales rapidly declining.

3. The fire started at the weekend. Owing to / Since the office was empty, no one was hurt.

4. Consequently / owning to the recession, most retailers have recorded a sharp fall in
profits.

5. Despite / whereas the evidence being presented by experts, some people still do not agree
with the decision.

6. Several economists have recommended a cut in interest rates, however / due to the fact that
this may cause inflation.

7. While / however children incur medical costs to the state, the care of the elderly is much
higher.

8. Spanish adult English learners often have to fit classes around their work. In addition,
Nevertheless, they have to pay for the full costs of their courses.

9. Peterson’s sell antique furniture as well as / in contrast to selling rare books.

10. Also / in addition to the university having a sports centre, there is a fully equipped gym.

11. A recent article has suggested that one procedure to cut the deficit is for the president to
reduce the federal budget; , claiming that federal, state, and local taxes
should be lowered. (however, in contrast, furthermore)

12. Another article has claimed that the causes of inflation were identifiable.
energy prices have risen by 20% over last 6 months. (however, for example, therefore)

13. Rising wages are possibly one of the primary causes of inflation;
more evidence is needed to support this claim. (however; therefore, for example)

14. In physics, the weight of an object is the gravitational force3 with which the Earth attracts it;
, if a man weighs 150 pounds, this means that Earth pulls him down with a force of 150
pounds. (moreover, therefore, for example)

15. There were a large number of people who opposed Heathrow’s expansion plans, who were
ignored in the final consultation. (in conclusion, for example, nevertheless)


ACTIVITY 4
Hedging Language

Hedging language is used by authors in academic writing to avoid expressing things as absolute facts
and to make it clear that they are expressing a claim or opinion.

TASK 1 : Previewing a writing task

1. Read paragraph 1. Note down what evidence of human activity in the high slopes of the
French Alps has been discovered.

2. Note down what the evidence in 1. Tells us about (a) the Alpine environment and (b)
early humans.

3. Underline the phrases in Paragraph 1 that show that something is a claim or an opinion,
rather than a fact.

Paragraph 1
In 2013, archeologists uncovered relics of human activity in the high slopes of the French Alps
which date back over 8000 years. The archeologists found what are thought to be Stone Age
camps and other dwellings. They also found areas where trees were cleared to create new grazing
land. It is likely that the landscape was occupied over many centuries. The discovery indicates
that people, as well as climate, influenced the Alpine landscape. This also suggests that early
humans lived in a wide range of environments than was previously thought.


TASK 2 : Using Hedging Language

1. Select the most appropriate hedging language to complete the paragraph about the
environment of Antartica.

Tremors up to 40km under the surface of West Antartica indicate / are thought to be
the presence of an active volcano under the ice sheet. Volcanoes in Antartica, both above and
below ground, suggest / were always thought to be inactive, but the new discovery suggest / is
thought to be this is not the case. It indicates / It is possible that the heat from the volcano
may speed up the melting of the Antartic ice sheet.

In a separate survey, the discovery of a layer of ash trapped in the ice is thought to be /
indicates previous volcanic activity in the Antartic. Based on its depth, it is likely that /
suggests the ash is atleast 8000 years old, which it is likely that / indicates the time of the last
volcanic activity in the region.

2. Complete sentences 1 – 5 by adding appropriate words phrases. Try to use a different

word for each sentence.

Example : It is probable that there was once water on Mars.

i. It is ______________ plants evolved from green algae.

ii. Research ______________ that the Amazon rainforest will one day disappear.
iii. The Earth’s temperature is ________________ to be increasing at a rate of about 1
degree per fifty years.
iv. It is ____________________ that there will be a 50% increase in nuclear energy.
v. The discovery of a five million-year-old leopard skull in Tibet _______________ that
big cats originated in Asia and not in Africa.


 3. Rewrite statements 1 -6 using hedging words / phrases in brackets.

Example : Desertification will be a major environmental problem in the future (it / thought)
It is thought that desertification will be a major environmental problem in the
future.

i. The universe began to exist about 15 billion years ago. (it / probable)
ii. There are around a million insect species on Earth. (thought / be)
iii. Many dinasours had feathers, according to a recent discovery. (suggests)
iv. Many recent researches into personality states genetic factors have more influence
than environmental factors. (indicates)
v. By the end of the century, many homes will produce their own electricity. (it/ likely)
vi. The Japanese giant spider crab lives for up to 100 years. (thought / live)

ACTIVITY 5
Hedging Language

Read the paragraph and answer the following questions and tasks.

Paragraph 2
There is evidence that Mars could support human life if there were long-term missions to the
planet in the future. This idea has been put forward by technocentric thinkers such as Elon Musk.
Liquid water cannot exist on the surface of Mars due to the planet’s low atmospheric pressure and
temperature. However, the two polar ice caps appear to be made largely on frozen water and there
may also be a very small amount of water vapour in the atmosphere. Recent missions to the
planet indicate that there is also liquid water in the soil. It appears that about 2% of Martian soil is
water. It seems that this is the same all over the planet. This could mean that there is a permanent
water supply for any future human exploration of the planet.


TASK 1

Read paragraph 2 and answer the following questions.

1. Decide whether the writer agrees or disagrees with the statement :

“The only solution to over-pollution and limited resources is for humans to exploit new
environments beyond the Earth”

2. Evaluate the paragraph using Questions 1 and 2

1) Is the writer’s stance clear?
2) Are the supporting examples appropriate?

3. Read paragraph 2 again. Identify which information is not presented as facts.

i. Liquid water cannot exist on the surface of Mars.

ii. Mars has low atmospheric pressure and temperature.
iii. The two polar ice caps are made of frozen water.
iv. There is a small amount of water vapour in the atmosphere.
v. About 2% of the Martian soil is water.
vi. Martian soil contains water all over the planet.
vii. There is a permanent water supply for any future human exploration of the planet.

4. Use of modal verbs and hedging verbs to avoid expressing statements as absolute facts.

Can Could Should Would Will Must May Seems appears ought

i. A volcanic eruption in the Antartic will cause sea levels to rise considerably.
ii. Drought is the major problem in parts of sub-Saharan Africa.
iii. The surface of the planet Mercury is covered in craters.
iv. The first tool used by humans over 2.5 million years old.
v. The brain uses up to about fifth of the body’s total energy consumption.
vi. University applications are increasing.
vii. Population growth in China is slowing down.


 TOPIC 7

WRITING FOR ACADEMIC PURPOSES

Introduction

Academic writing is clear, concise, focused, structured and backed up by evidence. Its purpose is
to aid the reader's understanding. It has a formal tone and style, but it is not complex and does not
require the use of long sentences and complicated vocabulary. The most common purposes in
academic writing are to persuade, analyze/synthesize, and inform.

In ensuring that the writing is effective, students are required to apply both reading and writing
skills that have been acquired. This module focuses only on the writing and reading of academic
materials, and argumentative writing per say. This means to say that, students are expected to be
able to write effective arguments by applying the understanding of stance, perspectives, premises,
claims and supporting evidence. Other than the structure, students need to be equipped with the
accurate and appropriate use of grammar and vocabulary to ensure that their writing is effective.

Objectives

By the end of this topic, learners should be able to:

1. Paraphrase author’s words in citations;

2. Compose a coherent and developed paragraph that uses supporting details to justify topic
sentences;
3. Compose a coherent, logical and developed argumentative essay;

Literacy

The activities in this unit are aimed at assisting students to understand the structure of
argumentative essays to prepare them for the essay writing. In ensuring effective arguments
being presented, students are also exposed to the appropriate ways to paraphrase all the
information from an original text to be incorporated as the supporting details and empirical
evidence in their premises. This skill is crucial as to prepare the students for their bachelor’s
degree later.
All in all, the module has been organized towards achieving the main objective which is for
students to acquire the necessary reading and writing skills to produce the masterpiece which
is the argumentative essay.

Introduction to the structure of argumentative essay

An argument can be defined as a written or spoken discussion based on reason, logic and evidence.
It consists of a group of statements including one or more premises and one conclusion. An
argument can be the main argument or a supporting argument, with the main intention of proving
something.

An argument consists of :

I. A statement is a sentence that is either true or false, such as "The cat is on the mat." Many
sentences are not statements, such as "Close the door, please" , "How old are you?"
II. A premise is a statement in an argument that provides reason or support for the statement
and conclusion. There can be one or many premises in a single argument.
III. A conclusion is a statement in an argument that indicates of what the arguer is trying to
convince the reader/listener. What is the argument trying to prove? There can be only
one conclusion in a single argument.

An argumentative writing consists of :

I. An INTRODUCTORY paragraph which ends with a THESIS STATEMENT; A thesis

statement is a complete sentence that contains one main idea. This idea controls the content
of the entire essay. A thesis statement that contains subpoints also helps a reader know how
the essay will be organized.

II. 3 or more BODY PARAGRAPHS. The body paragraphs in the essay support the main idea
in the thesis statement by breaking it down into smaller ideas or subtopics. Ideas in the
paragraphs should relate back to the thesis statement. Every body paragraph contains the
following features:

a. TOPIC SENTENCE ; This is the most important sentence because it expresses the
main idea of the paragraph.
b. SUPPORTING SENTENCES : Every paragraph has sentences that relate to the ideas
in the topic sentence. These sentences are called supporting sentences. It can be
made up of statistics, empirical evidences, facts, anecdotes, examples, reasons, etc.
c. CONCLUDING SENTENCE : A concluding sentence is the last sentence in a
paragraph. A conclusion can remind the reader of the main points of a paragraph
and/or leave the reader with something to think about in relation to the topic

III. A CONCLUDING PARAGRAPH


ACTIVITY 1
Paraphrasing

Paraphrasing is an important skill to be acquired in the tertiary education as it is useful for

incorporating other people’s words or findings to support our arguments, and act as a premise or
supporting details.

TASK 1

TWO paragraphs are provided in this task. Match the paraphrase with the actual words of the text
and think about what had been changed.

PARAGRAPH 1

According to Charles Morris in his discussion in firstborns (1989), the first child in a family is more
likely to have achieved excellence than children who are born later. Scientists explain this in a
number of ways. The first born has a greater opportunity to receive higher education, if only
financial elements are considered. Another suggestion is that these children have a deeper
motivation for achievement, possibly resulting from the way they relate to adults, particularly their
parents who have very high expectations for them. Thus, firstborn children try to gain acceptance
through conformity and meeting the high standard set for them.

Paraphrase The Author’s Words

suggest several explanations
is more likely to attend college
economic factors
may be an outcome of
as a result
may seek approval


PARAGRAPH 2

Of the changes a child goes through, none is more dramatic than the acquisition of language. Like
motor abilities and perception, language depends on both physical maturation (control of the
muscles that move the mouth and tongue) and experience. At about two months, the infant begin
cooing, and in another month or two, the infant enters the babbling stage and starts to repeat sounds.
Between eight and ten months, infants seem to take special pleasure in talking aloud to themselves
as they work at grabbing hold of things and crawling. Vocalization at this age is still primarily non-
social. Psychologists have recorded mother-child dialogues at this age to see just what the children
pick up and what they omit. Most noticeably , children at this age omit auxiliary verbs (can) “I have
that?” “I (am) eating it” and prepositions and articles : “It (is) time (for) Sara (to) take (a) nap?”
Apparently children grab hold of the most important words, probably the words their parents stress.

Paraphrase The Author’s Words

transformations a child undergoes
physical development as well as practical
knowledge
when a baby is about two months
not truly communicative
children omit words not emphasized in their
parents’ speech


ACTIVITY 2
Identifying arguments and supporting details

TASK 1

1. Read Essay 1 which corresponds to the passage in Text 1. Note down:

a. The writer’s stance
b. The perspectives mentioned in the essay.

Essay 1

While setting up factories and other manufacturing operations in a foreign country (known as
offshoring), may have some benefits, this essay will argue that this often has a negative impact on the
local population and environment.
First of all, one negative aspect is that many overseas businesses employ local people under
unfair or even illegal working conditions. This may include low pay and long working hours. In addition.
In some cases the workforce often includes child labour.
Furthermore, health and safety standards are sometimes ignored. This is often in part because
local laws are not as strict as in the businesses’ home country. Recently, there has been a number of
instances where buildings have collapse and killing many people.
There is also a lack of concern for the local environment and there can be mismanagement of
natural resources, such as pollution and the destruction of forests, which can result in long term
ecological damage.
As well as the negative impact at the local level, there are wider issues. Even though there are
academic benefits for the host country, these may not distributed evenly. Landowners and local
business people certainly often profit from foreign investment. However, while they become richer, the
local workforce is often being exploited and the poor get poorer.
To conclude, while the companies that set up their operations may well benefit themselves in
terms of income and profit, there is a great deal of negative local impact on both the people and the
environment.

Adapted from :
Dummett, P., & Hird, J. (2015). Oxford EAP: A course in English for Academic purposes. Oxford, United Kingdom:
Oxford University Press.


1. Complete the notes outlining the writer’s key arguments and supporting evidence.

Argument Supporting evidence /example

People often employed
under
________________

Businesses ignore
___________________

Natural resources can

be ________________

The economic benefits

are not
___________________

2. Work in pairs. Compare the writer’s stance and arguments with your own stance and
arguments in Task 1.


TASK 2
Identifying essay structures

1. Read Essay 1 again and identify the main function of paragraph 1 – 6.

Paragraph Part of essay Function

1 Introduction Introduces the topic and ____________________________
2 Main body

3 Main body

4 Main body

5 Main body

6 Conclusion

2. Identify the linking words that connect the points the writer makes. Add your own too.

Additive Linking Words Contrastive Linking Words

In addition, Contrarily,


TASK 3
Writing main body paragraphs

1. Work in pairs. Read the essay title below. Discuss reasons for and against preserving
dying languages.

Title : ‘Language extinction is a natural consequence of a more globalized world, and effort should
not be made trying to preserve dying language. ‘ Argue for or against this statement

2. Write ONE body paragraph for the essay in 1. Follow stages 1 – 5 as follows.
1) Brainstorm your ideas in a mindmap.
2) Choose 1 main idea that you would like to elaborate on.
3) Begin the paragraph with a topic sentence.
4) Elaborate on 2 – 3 reasons why you think the chosen main idea is relevant with the
title of the essay.
5) Use appropriate additive and contrastive linking words to link your ideas.


REFERENCES

Conrad, J. (1996). Heart of darkness. In Heart of darkness (pp. 17-95). Palgrave Macmillan, New
York.

Council of Europe. (2018). Common European Framework of Reference for Languages:

Learning, Teaching, Assessment, Companion Volume with New Descriptors. Strasbourg Cedex:
Council of Europe.

Dummett, P., & Hird, J. (2015). Oxford EAP: A course in English for Academic purposes. Oxford,
United Kingdom: Oxford University Press.

Homan, K., McHugh, E., Wells, D., Watson, C., & King, C. (2012). The effect of viewing ultra-fit
images on college women’s body dissatisfaction. Body Image, 9, 50–56.
doi:10.1016/[Link].2011.07.006.

Learn English Online: British Council. (n.d.). Retrieved from

[Link]

Nonfiction Reading Activity. (n.d.). Retrieved from

[Link]

Suciu, P. (n.d.). Is Being A Social Media Influencer A Real Career? Retrieved from
[Link]
career/#88bf9cb195d1

Wells, H. G. (2003). The war of the worlds. Broadview Press.


