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English Skills for Academic StudiesJohn Langan(pp 185-212)

Writing Academic Essays:Writing Academic Essays: The Third Step in Essay WritingThe Third Step in Essay Writing

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Common Methods of Common Methods of

OrganizationOrganization

2: emphatic order

1: timeorder

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Time Order Time Order (chronological order)

Details are listed as they

occur in time . First this isdone; next this ; then this ;

after that, this ; and so on.E.g.:E.g.: To exercise successfully, you should follow asimple plan consisting of arranging the time,making preparations, and warming up properly.

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Time Order Time Order Example from page 186

E.g.: To exercise successfully, you should followa simple plan consisting of arranging the time,making preparations, and warming up properly.1. To begin with, set aside a regular hour.2. Next, prepare for your exercise session.3. Finally, do a series of warm up activities.

Which words show the time

order?

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Emphatic Order Emphatic Order (saving the best for last )

Emphasis is placed on the

most important detail bypositioning it near the end of a paragraph or an essay. E.g.: Thesis: Celebrities lead very stressful lives. Last detail supporting thesis: Most important,celebrities must deal with the stress of being inconstant danger.

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Emphatic Order Emphatic Order Example from page 188

Most important, celebrities must deal with the stressof being in constant danger. The friendly grabs, hugs

and kisses of enthusiastic fans can quickly turn intouncontrolled assaults on a celebritys hair, clothes,and car. Celebrities often gets strange letters frompeople who become obsessed with their idols or from

people who threaten to harm them. Worst of all,threats can turn into deeds. The attempt to killRonald Reagan and the murder of John Lennon

Which words signal the mostemphatic detail?

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TransitionsTransitions

Transitions signal the

direction of a writersthought. They are like road signs that guidetravelers .E.g.: After youve snagged the job of TV sportsreporter, you have to begin working on thedetails of your image. First, invest in two or

three loud sports jackets [. . .].

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Common TransitionsCommon Transitions

1. Additional signals2. Time signals3. Space signals4. Change-of-direction

signals5. Illustration signals6. Conclusion signals P a g e

1 8 9 P a g e

1 8 9

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Transitional SentencesTransitional Sentences

Transitional , or linking , sentences are used

between paragraphs to helptie them smoothly together.E.g.: Many of the other patrons are even more of a

problem than the concession stand. ( Concession stand reminds us of theprevious supporting paragraph, while Many of the other patrons introduces the point to

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Other Connecting WordsOther Connecting Words

Repeated

Words Pronouns

Synonyms

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Repeated WordsRepeated Words

Repeating key words helps tie together theflow of thoughts in apaper.

E.g.:E.g.: One reason for studying psychology is[. . .]. Psychology is also useful in [. . .].

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PronounsPronouns

Pronouns ( he, she, it,you, they, this, that , and others) connect ideasand help you avoidneedless repetition.E.g.: Another way for people toeconomize at an amusement park is tobring their own food. If they pack alunch, they will avoid high prices.

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Synonyms

Synonyms are wordsthat are alike in meaning,like pretty and attractive . They can be used to help

writing flow. (They also add variety and interest to yoursentences.)E.g.: There are several methods of fund-raising[. . .]. One technique is to hold an auction [. . .].

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Introductions, Conclusions &Introductions, Conclusions &

TitlesTitlesA well developed

introduction , conclusion ,and title can also help

organize and connectyour essay.

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Introductory ParagraphIntroductory Paragraph

The introduction to an

essay serves severalfunctions : It attracts the readersinterest. It supplies backgroundinformation.

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IntroductionIntroduction1. Begin with a general statement of your topic.2. Start with an idea or asituation that is the opposite of the one you will develop.3. Explain the importance of thetopic to your reader.4. Use an incident or a brief story .

5. Ask one or more questions . P a g e 1 9

6 - 1 9 8

P a g e 1 9

6 - 1 9 8

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ConclusionConclusion1.: End with a summary

and a final thought .2. Include a thought-provoking question .3. End with a predictionor recommendation .

P a g e 1 9 9

- 2 0 1

P a g e 1 9 9

- 2 0 1

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TitlesTitles

Titles are brief summaries of what yourpaper is about.E.g. How to Complain

Student Zombies

Note: You should not underline or put quotation marks around the title,but you should CAPITALIZE all words

(except the small small

connecting

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English Skills for Academic StudiesEnglish Skills for Academic StudiesJohn LanganJohn Langan(pp 263-290)(pp 263-290)

The Four The Four BasesBases for Revisingfor Revising

EssaysEssays

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Use the Four BasesUse the Four Bases

Use the four basesfour bases toevaluate and revise yourpapers:1) UNITY UNITY 2) SUPPORTSUPPORT 3) COHERENCECOHERENCE

4) SENTENCE SKILLSSENTENCE SKILLS

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1) UNITY UNITY

Advance a single pointsingle point andstick to it.

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UnityDoes the paragraphDoes the paragraph stick to a single pointstick to a single point ? Does it have? Does it have unityunity ??

1Filling up the Hong Kong harbour will give us more land whichcan be put to constructive use. 2We will have the space to builda well-planned, systematic network of roads which can solve theHong Kong-Kowloon traffic jam problem. 3We can build, in the

heart of our city, a huge new park for every citizen to enjoy.4This new park can be called the Central Park of Hong Kong. 5Wewill also be able to create enough land for residential,commercial and institutional uses in urban areas.

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UnityDoes the paragraphDoes the paragraph stick to a single pointstick to a single point ? Does it have? Does it have unityunity ??

Revised:1Filling up the Hong Kong harbour will give us more landwhich can be put to constructive use.2We will have the space to build a well-planned, systematicnetwork of roads which can solve the Hong Kong-Kowloontraffic jam problem.3We can build, in the heart of our city, a huge new park forevery citizen to enjoy.4This new park can be called the Central Park of Hong Kong.5We will also be able to create enough land for residential,commercial and institutional uses in urban areas.

Sentence 4 does not support the main point.

The mainpoint

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2) SUPPORTSUPPORT

Support your point withspecific evidencespecific evidence ..

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SupportDoes this paragraph offer Does this paragraph offer specific evidencespecific evidence toto supportsupport the topicthe topicsentence?sentence?

1The dinner was a disaster. 2The service of therestaurant was one the poorest I have everexperienced in my life. 3The food was terrible,so were the drinks. 4In addition, the place wascrowded and noisy, with people all around meconstantly causing all sorts of nuisances.5Worst of all, the hygienic condition of theplace left much to be desired.

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SupportDoes this paragraph offer Does this paragraph offer specific evidencespecific evidence toto supportsupport thethetopic sentence?topic sentence?

Revised:1The dinner was a disaster. 2To begin with, I had to wait for 40 minutes

before the waiter brought my fillet of salmon when he did, he dumped thedish on my table, causing half of the lemon sauce to spill over. 3And so overdone was the fillet that I thought I was chewing pulp. 3a As for the beer, itwas served at room temperature, as if it had never been put into a fridge. 4Whats more, I could not sit still because other patrons kept bumping into

the back of my chair every few minutes.5

Worst of all, on my way to thewashroom, I passed by the kitchen where I saw a rat the size of a kitten.

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3) COHERENCECOHERENCE

Organize and connect thespecific evidencespecific evidence ..

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CoherenceDoes this paragraph haveDoes this paragraph have coherencecoherence ? Do the ideas? Do the ideas connect wellconnect well andand flow smoothlyflow smoothly ??

1The Hong Kong economy is evidentlyrecovering. 2The number of transactions in theproperty market has increased by 30% thismonth. 3The number of tourists visiting HongKong has increased by 50% this month. 4Theunemployment rate has gone down by 15%.5There is a feel-good factor in the air.

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CoherenceDoes this paragraph haveDoes this paragraph have coherencecoherence ? Do the ideas? Do the ideasconnect wellconnect well andand flow smoothlyflow smoothly ??

Revised:1The Hong Kong economy is evidently recovering. 2For example,the number of transactions in the property market has increased by30% this month while the number of tourists visiting Hong Kong hasincreased by 50%. 4Furthermore, the unemployment rate has gonedown by 15%. 5These positive factors help to create a feel-goodfactor in the air.

Transitions improve the connection and flow of ideas.

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4)) SENTENCE SKILLSSENTENCE SKILLS

Write clear, error-freeclear, error-freesentencessentences ..

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Homework

Revising Essays for All Four Bases

Essay 2The Hazards of Being an Only Child

pp. 289-290

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English Skills for Academic StudiesEnglish Skills for Academic StudiesJohn LanganJohn Langan(pp 229-262)(pp 229-262)

Writing Academic EssaysWriting Academic Essays The Fourth Step in Essay WritingThe Fourth Step in Essay Writing

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Step 4Step 4Revise and Edit Your WorkRevise and Edit Your Work

Use a consistent point of view.consistent point of view.

Use specific words.specific words.

Use active verbs.active verbs. Use concise wordsconcise words ..

Use parallelism.parallelism.

VaryVary your sentences.

Strategies for revisingrevising sentences:sentences:

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Use a Consistent Point of VieUse a Consistent Point of Vie

VerbsVerbs Do not shift verb tensesverb tenses

unnecessarily .

slicesslices

Ex.:Ex.:On a TV commercial for kitchenOn a TV commercial for kitchen

knives, an actor cuts a tree branch intoknives, an actor cuts a tree branch intohalf, andhalf, and slicedsliced an aluminum can intoan aluminum can into

half.half.

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Use a Consistent Point of Use a Consistent Point of ViewView PronounsPronouns

Do not shift point of viewpoint of view unnecessarily .

Ex.:Ex.: One of the fringe benefits ofOne of the fringe benefits ofmy job is that you can use amy job is that you can use acompany credit card for gasoline.company credit card for gasoline.

II

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Use Specific WordsUse Specific Words To be an effective writer, youmust use specificspecific wordsrather than generalgeneral words. General:General: The dog ran down the street.The dog ran down the street.Specific:Specific: The mangy stray loped down The mangy stray loped down Nathan Road, dodging cars and startling Nathan Road, dodging cars and startling

pedestrians. pedestrians.

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Specific SentencesSpecific Sentences

1: Use1: Use exact namesexact names .. (Not the boy, butVince.)2: Use2: Use lively verbslively verbs .. (Not ate, butslurped .)3: Use3: Use descriptive wordsdescriptive words .. (Not thecar, but the rickety old Honda.)4: Use4: Use sense descriptionssense descriptions .. (Vinceslurped his ice-cold chocolate milkshake whilesitting on the squeaking front seat of his rickety

old Honda.)

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Use Active VerbsUse Active VerbsPrefer the active voice.active voice.

When the subject receives the action, the verb is in thepassive voicepassive voice ..The patient was looked after was looked after by Jane.

When the subject of a sentence performs the action of theverb, the verb is in the active voice.active voice. Jane looked after looked after the patient.

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Use Concise WordUse Concise WordsPrefer concision.concision.

WordinessWordiness -- using more words than necessary-- is often a sign of lazy or careless writing.In this paper, I am planning to describe the

hobby that I enjoy of collecting old comicbooks.

Revision: I enjoy collecting old comic books.

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Use ParallelismUse Parallelism

By balancingbalancing the items in a sentence,you will make the sentence clearer

and easier to read.Ex.: Ex.: My job includes checkingMy job includes checking

inventory, initialing orders, andinventory, initialing orders, andto call the suppliers.to call the suppliers. callingcalling

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Vary Your Vary Your

SentencesSentencesEffective writingEffective writing is writing thais writing thaisis variedvaried andand interesting.interesting.

Vary your sentences by:Vary your sentences by:1: Adding a1: Adding a second complete thoughtsecond complete thought ..2: Adding a2: Adding a dependent thoughtdependent thought ..3: Beginning with an3: Beginning with an opening wordopening word or phrase.phrase.4: Placing4: Placing adjectives or verbs in a series.adjectives or verbs in a series.

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Adding a Second CompleteAdding a Second Complete

ThoughtThoughtTransform simple sentencessimple sentences (whichcan be monotonous) --Greg worked on the engine. The carGreg worked on the engine. The car

still wouldnt start.still wouldnt start.

into compound sentencescompound sentences :Greg worked on the engineGreg worked on the engine , but, but thethe

car still wouldnt start.car still wouldnt start.

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Adding a Dependent ThoughtAdding a Dependent Thought

Transform simple sentencessimple sentences (whichcan be monotonous) --

The library was very quiet. IThe library was very quiet. Icouldnt concentrate.couldnt concentrate.

into complex sentencescomplex sentences :AlthoughAlthough the library was very quiet, Ithe library was very quiet, I

couldnt concentrate.couldnt concentrate.

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Beginning with anBeginning with an Opening Word or PhraseOpening Word or Phrase

...transforms simple sentencessimple sentences (which can be monotonous) --Paul was concerned about his daughtersPaul was concerned about his daughters

fever. Paul called a doctor.fever. Paul called a doctor.into varied sentencesvaried sentences :ConcernedConcerned about his daughters fever,about his daughters fever,

Paul called a doctor.Paul called a doctor.

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Editing SentencesEditing Sentences

After revising, check for mistakes inAfter revising, check for mistakes ingrammar,grammar, punctuation,punctuation, mechanics,mechanics,usageusage , and, and spellingspelling .. (See pp. 248-249.)

Edit according to theEdit according to the conventions of conventions of written Englishwritten English ,, akaaka sentencesentenceskills.skills.

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ProofreadingProofreading

Check the edited draft of Check the edited draft of your paper foryour paper for typostypos andandotherother otherother carelesscarelesserrorserrors ..

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Hints onHints on Editing & ProofreadingEditing & Proofreading

1. Have a dictionarydictionary and a grammar book grammar book at hand.

2.2. Read backwardRead backward , from the lastsentence to the first - one at a timeone at a time ..3. Pay special attentionspecial attention to the kinds of

mistake you tend to makemistake you tend to make ..4.4. Ask a friend to read itAsk a friend to read it after you have

done your part.

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Group DiscussionsGroup Discussions

Adapted from: Wallace, Michael J. Study Skills in English . Cambridge: Cambridge University Press, 2001.

hWh G

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Why GroupWhy Group

Discussions?Discussions?Learn how to focus on a topic and arrive at aconsensus in a group situation.Force you to think critically and learn from

each other actively.Practice how to interact with others and

express your opinion constructively.

Improve your English speakingand listening skills.

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Seminar/Discussion Skills IObjectives

To learn how to introduce a presentation/start a discussion

To learn to handle questions in an appropriate manner

To practise raising questions and giving comments

To practise active listening and effective note-taking skills

To reflect on proper behaviour in group discussions

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Activity 1

Watch the following short clips and find out how thespeakers introduce a presentation/ start a seminar discussion. Clip 1: Giving a Presentation

http://www.llas.ac.uk/resources/mb/2722 Clip 2: The Challenges of Creating a World-Class City in

Hong Kong

http://elc.polyu.edu.hk/Subjects/ELC2204/
http://www.llas.ac.uk/resources/mb/2722http://elc.polyu.edu.hk/Subjects/ELC2204/http://elc.polyu.edu.hk/Subjects/ELC2204/http://www.llas.ac.uk/resources/mb/2722

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Things to do to introduce your

presentation/start a discussion Greet your audience

Introduce yourself/your team members

State clearly the purpose/focus of your presentation/seminar discussion

Explain the structure of your

presentation/seminar discussion

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Work in groups of 4:1) Watch the rest of the clip The Challenges

of Creating a World-Class City in Hong Kong. Jot down the main point/ argument

put forward by the participants.http://elc.polyu.edu.hk/Subjects/ELC2204/

2) Be ready to share the notes your group has

taken with the class.3) Try to come up with as many questions/

comments as possible based on those

arguments made.

Activity 2
http://elc.polyu.edu.hk/Subjects/ELC2204/http://elc.polyu.edu.hk/Subjects/ELC2204/

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Activity 3

Work in pairs: Watch a clip (version 1) about how a speaker

handles a question from the floor. Make comments based on the verbal and non-

verbal expressions the speaker uses. Suggest ways in which the question can be

handled more appropriately.

Watch version 2 of the clip to see how thespeaker tackles the question properly.http://elc.polyu.edu.hk/EAP/Audio-visual/
http://elc.polyu.edu.hk/EAP/Audio-visual/http://elc.polyu.edu.hk/EAP/Audio-visual/http://elc.polyu.edu.hk/EAP/Audio-visual/http://elc.polyu.edu.hk/EAP/Audio-visual/

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Research Essay(Project 2A)

Due on: Week 11 Lecture or Tutorial

(12 November 2009)

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Items to be submitted:1. Research Essay, with Cover Page and Works Cited

list

2. Copy of all source articles, questionnaires and/or surveys3. Table 1 Percentage Allocation of Team Member

Contribution in Research Essay4. Table 2 Peer Review: Division of Work

5. Declaration of Original Work6. Checklist for the Project Preparation Steps (with draft

thesis statement and outline)

Research EssayResearch Essay

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Project Task 2B Oral Presentation/

Seminar

CC2040 English for Academic Studies (HealthCare)

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I. Expected LearningOutcomes

Listening Skills Take effective notes on key points and ideas suggested

by group members/ classmates in the seminar session.

Speaking Skills Contribute and justify your comments and respond

critically to others ideas in the seminar session. Demonstrate competent speaking skills appropriate for an

academic presentation and discussion.

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II. Topic

The topic should be the same as that of your research essay.

III G idelines

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You are expected to converse andinteract in English, so you may

prepare notes in point form only. Scripts are strictly prohibited . Afail grade will be given to those whoread aloud from a script.

III. Guidelines Preparation

Re-read your essay. Prepare a 5-minute presentation of your

research essay to introduce the thesis andsupporting points of your paper.

III Guidelines

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III. Guidelines Assessment Day

(1) Opening (5 minutes) Your group will have 1 minute to present the

background information and the topic . To facilitatethe discussion, you need to show the thesisstatement and plan of development on the screen/white board.

Each group member will have 1 minute to present tothe class his/her viewpoints and supporting detailsfor the topic .

Every student in the class is required to preparecomments and/ or questions.

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III. Guidelines

(2) Discussion (12 minutes) All group members are required to

participate actively in the discussionby taking turns:

To invite class members to givecomments and ask questions, and

To respond to comments given by classmembers and/or answer questions.

Your group is required to coordinate

the level of participation of bothgroup members and class members: Avoid dominance by certain group

member(s) and/or class members(s), and Avoid dead air.

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(2) Discussion (12 minutes)

1 bonus mark (maximum 5) will begiven to a class member whoparticipates in the discussion toexpress his/her meaningful opinion .

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(3) Closing (3 minutes)

(i) One member of your group has 3 minutes to give asummary of what have been discussed as a report to

the whole class and to the lecturer. This membersperformance will affect the group marks only.

Note: You may use the white

board/ visualiser in theclassroom to help you illustrate your points in the presentation/discussion/closing.

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Time

Groups of 4 Groups of 3 Groups of 5

Opening 5 minutes (1-minute introduction PLUS

4 x 1-minute viewpoint)

4 minutes (1-minute introduction

PLUS3 x 1-minute viewpoint)

6 minutes (1-minute introduction

PLUS

5 x 1-minute viewpoint)

Discussion 12 minutes 9 minutes 15 minutes

Closing 3 minutes 3 minutes 3 minutes

TOTAL 20 minutes 16 minutes 24 minutes

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IV. Grading Aspects

I Individual Performance (70%)

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I. Individual Performance (70%)1. Interest and Clarity of Ideas (20%) Clear viewpoint

Adequate examples and details to illustrateunderstanding of the topic

Logical organization of ideas

2. Level of Participation & Interaction withOthers (both verbal & non-verbalcommunication) (20%)

Active listening and appropriate response tocomments

Clear clarification of opinions and reasoning Active involvement of others in the

discussion Positive verbal and non-verbal

communications

3. Fluency of Speech/Expressions (10%) Smooth and natural expression of ideas Appropriate pace of speech

4. Accuracy of Speech (10%) Correct grammar Clear articulation and pronunciation Appropriate intonation and stress

5. Appropriateness & Variety of LanguageUsed for Discussion (10%)

Appropriate techniques for transition of ideas

Variety of expressions and questions for

facilitating a discussion

(ii) Group Performance (30%)

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(ii). Group Performance (30%)

1. Group/Class Interaction (10%) Active involvement of all group members andclass members in discussion

Logical flow of arguments

2. Overall Effectiveness of theDiscussion (20%)

i) Opening Take turns to present main ideas and

supporting points clearly within theresponsible group

ii) Discussion

Maintain the discussion on a focused topicand task Pose appropriate questions to generate

further discussion Ensure effective involvement of class

members in discussioniii) Closure

Give an effective and meaningful conclusionof main points discussed

iv) Time management Complete the opening, discussion and closure

within 20 minutes

Documents

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