Post on 23-Feb-2021
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Academic English Preparation 3
Handbook
(Module 4)
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Academic English Preparation 3
Module 4 Handbook
Contents page
Welcome to the AEP3 Course at UEC Sydney .................................................................................................... 3
AEP3 Assessment ............................................................................................................................................... 3
AEP3 Module 4 Course Overview ....................................................................................................................... 5
AEP3 Module 4 Schedule ................................................................................................................................... 6
Learning Journal ................................................................................................................................................. 7
Discussion Essay ............................................................................................................................................... 10
In-text Referencing ........................................................................................................................................... 26
Paraphrasing ..................................................................................................................................................... 30
Discussion Essay Presentation Signposts ......................................................................................................... 33
Note-Taking ...................................................................................................................................................... 35
AEP3 Course Objectives and Performance Criteria .......................................................................................... 36
Assessment Criteria .......................................................................................................................................... 39
AEP3 Module 4 Grammar & Vocabulary Tests ................................................................................................. 43
Answers to Exercises ........................................................................................................................................ 44
UEC Sydney Marking Scheme ........................................................................................................................... 45
Level 5, 55 Market Street Sydney NSW 2000 AUSTRALIA
T: +61 2 9283 1088
study@uec.edu.au | www.uec.edu.au
Universal Education Centre Pty Ltd
CRICOS Provider Code 00053J
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Welcome to the AEP3 Course at UEC Sydney
We hope that you will find the AEP3 course both challenging and useful for your future study.
The AEP3 course at UEC Sydney is a demanding program of study that requires commitment. You should be prepared to spend a considerable amount of time outside class working on assignments. In addition, the course has the following requirements:
Attendance & Punctuality You are expected to have 100% attendance and to arrive on time for each class. If you are absent or late, you will lose marks from learning strategies.
Submitting Work & Plagiarism You must complete all assignments. If you submit assignments late, marks will be deducted from your assignments and in learning strategies. You must hand in your OWN work. Do not copy from books, the Internet or other students’ work. If you plagiarise, you will be given a warning and your assignment will not be marked.
AEP3 Organisation AEP3 is a 10 to 20 week course divided into four 5 week modules.
AEP3 (10 to 20 weeks)
Module 1 (5 weeks) Module 2 (5 weeks) Module 3 (5 weeks) Module 4 (5 weeks)
AEP3 Assessment AEP3 assessment has 5 tasks.
Task % of Overall Course Task % of Overall Course
Writing 30% Academic Listening 20%
Speaking 20% Learning Strategies 10%
Academic Reading 20%
Grading AEP3 tasks get the following grades:
Mark AEP3 Grade
<50% D
50% -64% C
65% -74% B
75% + A
Graduating To enter a university course requiring IELTS 6.0 you need to:
- Study 10 weeks of AEP3 - Get an overall B grade - Get a minimum C grade for each assessment task
To enter a university course requiring IELTS 6.5 you need to: - Study 10 weeks of AEP3 - Get an overall A grade - Get a minimum B grade for each assessment task
To enter a university course requiring IELTS 7.0 you need to: - Study 10 weeks of AEP3 - Get an overall A+ grade - Get a minimum A grade for each assessment task
Satisfactory Course Progress If you do not get the grade you need to graduate, you can do further AEP3 modules. If you repeat AEP3 modules, you need to get a higher grade than before. If you do not, you cannot
repeat further modules. If you start AEP3 but discontinue after the third week, you will be given a D grade. The academic progress of students who repeat will be monitored by their class teacher and the AEP co-
ordinator.
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AEP3 Module 4 Assessment Components
Task % of Module Task % of Module
Writing
- Discussion Essay
- Writing Test
- Grammar & Vocabulary
- Journal
10%
10%
5%
5%
Listening
Academic Listening
Note taking
15%
5%
Speaking
- Presentation
- Discussion
10%
10%
Learning Strategies
Participation, attendance, consultation, homework
10%
Reading
Academic Reading
Note taking
15%
5%
Course Materials Textbooks:
Academic Connections 4 Focus on IELTS
All materials used in the program are provided by UEC Sydney. In addition, you require a portfolio folder
It is also recommended that you have: a plastic sleeve for Handbook a memory stick to save assignments and homework tasks. an A4 notebook a vocabulary notebook access to an on-line dictionary eg. http://www.dictionary.com/
http://www.oxfordlearnersdictionaries.com/
Check it out!
uecaep.weebly.com
It has the:
AEP3 Handbooks
and links for:
- IELTS Practice - Reading - Academic Vocab - Grammar
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AEP3 Module 4 Course Overview
Skills Introduced & Practised 1. Writing a discussion essay 2. Participation in discussions 3. Critical thinking 4. Skim/ scan reading & reading for detail 5. Listening for gist and detail 6. Note taking 7. Using an online classroom 8. Negotiating with teachers
IT Skills 1. Word processing 2. PowerPoint
Tasks Assessed 1. A discussion essay 2. A discussion essay in-class test 3. A presentation 4. Participation in discussions 5. Critical thinking 6. Academic reading 7. Academic listening 8. Note taking- reading & listening 9. A PowerPoint presentation 10. Learning strategies
Grammar 1. Effect verbs 2. Topic sentence structures 3. Nominalisation 4. Cohesion 5. Conditionals 6. Cause & effect language 7. Referencing structures 8. Participle phrases 9. Future forms 10. Prepositions after nouns and adjectives 11. Dummy subjects 12. Prefixes
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AEP3 Module 4 Schedule
Note: This schedule is a guide only.
Week Time Monday Tuesday Wednesday Thursday Friday
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8.45-10.15
Student Intake Writing intro Discussion Essay Reading Discussion Essay
10.30-12.00
Orientation Listening note taking
Discussion Essay Reading Discussion Essay
12.45-1.45
Course introduction
Computers- introduction to Moodle
Academic Listening
Computers Academic Reading
1.45-2.15
Consultation Consultation Consultation
2
8.45-10.15
Journal Academic Discussion
Discussion Essay Discussion Essay topics
Reading Grammar & Vocabulary Test
10.30-12.00
Discussion Essay Discussion Essay Discussion Essay Discussion Essay Timed writing
12.45-1.45
Academic Reading
Computers Academic Listening
Computers Academic Reading
1.45-2.15
Consultation Consultation Consultation
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8.45-10.15
Journal Academic Discussion
Practice Academic Reading Test
Presentation Skills Practice Academic Listening Test
Discussion Essay
10.30-12.00
Grammar & vocabulary
Listening Note taking
Discussion Essay Discussion Essay Discussion Essay
12.45-1.45
Academic Reading
Computers
Academic Listening
Computers Academic Listening
1.45-2.15
Consultation Essay Outline Due Consultation Consultation
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8.45-10.15
Academic Discussion
Discussion Essay Grammar & vocabulary
Timed Writing Grammar & Vocabulary Test
10.30-12.00
Reading Note taking
Dictionary Skills Discussion Essay Discussion Essay Presentation Practice
12.45-1.45
Academic Reading
Computers Academic Reading Computers Academic Listening
1.45-2.15
Consultation Essay Due Consultation Consultation
5
8.45-10.15
Academic Discussion Assessment
Academic Listening Test
Presentations Presentations Reports
10.30-12.00
Academic Reading Test
Writing Test Presentations Presentations Reports
12.45-1.45
Reading Note taking Assessment
Computers Presentations Listening Note taking Assessment
Graduation
1.45-2.15
Consultation Consultation Consultation
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Learning Journal
A learning journal is a collection of your notes, observations, and thoughts over a period of study. Its
purpose is to improve your learning through writing and thinking about your learning experiences. Your
learning journal is personal and will reflect your personality and experiences.
Why use a learning journal?
To demonstrate how your learning is developing
To keep a record of your thoughts and ideas throughout your experiences of learning
To help you identify your strengths, weaknesses and preferences in learning
To help you engage with Australian behaviour customs and study methods
Essentially, a learning journal helps you to be reflective about your learning. This means that your learning
journal should not be a purely descriptive account of what you did but an opportunity to communicate your
thinking process: how and why you did what you did, and what you now think about what you did.
What is reflective learning?
Reflective learning is a process that requires time and practice. It is also an active process: involving
thinking through issues yourself, asking questions and seeking out relevant information to aid your
understanding.
Reflection is an important skill to develop, and requires you to think about how you personally are relating
to what is happening on your course.
Guidelines for writing a journal entry
Think about a topic and write about it in different ways. Write one or two sentences on each of these areas
to form a paragraph or paragraphs.
1. Explain the importance of the event you want to describe
2. Describe what happened
3. Identify your feelings, or any problems and misunderstandings
4. Describe the outcome
5. Reflect on what you have learned from the experience
6. Consider what you will do in future, based on this experience
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Example
Read the following example of a student’s learning journal entry. Label the different sections with the labels in the box. Feelings Thinking Event Description Future
Learning AEP language is hard. Note taking skills are difficult for me in class.
One day, in class, we were asked to take notes of a lecture on the environment. At
first, I was confident about my work, but my teacher said ‘Jin, did you have a little
sleep?’ You should have taken notes on both sides of the page.’ It was a shock to me. I
didn’t sleep, but I realised I hadn’t understood many things in the lecture. I felt
disappointed in my ability.
When I studied in Korea, note taking was a copying job meant for students to write
down the notes that had been put up on the board by the teacher. No matter
whether the students could keep up with the teacher’s words or not, they could still
pass the exam as long as their notes matched those on the board because that was
what the exam would be about. In Australia, however, the situation is totally
different. Even though handouts are given at the lecture, students have to pay
attention and take notes in class as well because there will be more information given
by the teacher. Therefore, good note taking skills are very important in Australia. So
I must make my listening better so I can understand lectures at college when I get
there.
So, I think I need to do some more listening practice so I can improve my note taking
skills. I could do some on-line listenings at home or in the computer room. I think I
also must concentrate more doing a listening.
Learning Journal Requirements
You need a standard 48 page exercise book to use as a learning journal.
Write your name and class on the cover
Each journal entry should have a title and a date
Each journal entry should be a minimum of 1 exercise book page; however, quality is more
important than quantity.
Each week you will be given time in class to work on your journal
You need a minimum of one journal entry for each week (1-4) of the course (ie 4 entries min)
Your teacher will check your journal each week
Your journals must be handed in for assessment in week 5.
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Learning Journal Suggested Topics
Each week, choose a topic from the following list and write at least a page about it. A situation in Australia where you were able to speak English
Habits or customs of Australians you have seen or met
A learning situation in AEP that is different from in your country
A cultural or local event you have experienced in Australia
A way you have improved your listening skills
A way you have improved your reading skills
A way you have improved your writing skills
A way you have improved your speaking skills
A way you have improved your vocabulary skills
A group work experience in AEP
Working with other students in AEP
Your weaknesses and strengths in AEP and your plans for improvement
Areas of AEP you find difficult or frustrating
Areas of AEP you enjoy
The similarities and/or differences between learning style in Australia and in your country
How much study you do outside of class
How you plan your study time
You are expected to write about a learning or cultural experience in your learning journal. Please
don’t write about meeting your friends, going shopping, or problems catching the bus; your learning
journal is not a diary!
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Discussion Essay
Zoos – Prison or Ark? Discuss. Zoos are a common and popular feature of most large cities, but they have often been criticised for
their treatment of animals. On one side, supporters of zoos point to their educational value and their
role in preserving endangered species. On the other side, those who are against zoos believe that
they are cruel places that limit animals’ freedom and destroy animals’ natural instincts.
One argument that is given in support of zoos is their value as an educational tool. Because many
children are brought up in cities and have no contact with animals, zoos may provide their only
chance to see and learn about the importance of animals to the environment (Lookitt and Tutch
1995: 23). For example, many of the world’s foremost zoos provide comprehensive educational
programs which are designed to help children to appreciate the complexity and fragility of
ecosystems (Webb 1993). It is claimed that this ability of zoos to educate children and stimulate their
interest in nature makes them necessary in the modern world.
Another important aspect of
However, it is often felt that zoos are like prisons for animals. As Dr Barb Dwyer (1998: 56) points
out, the animals in many of the world’s zoos are kept in small cages with very little for them to do.
They are also often kept alone or in very small groups, which limits their chance to interact with
other similar animals. These factors can have negative effects on the animals’ behaviour and can lead
to conditions such as depression. Thus, it is argued the probability of animals being kept in such cruel
confinement makes it difficult for zoos to be justified.
A second argument against
To sum up, it can be seen that there are valid arguments both for and against zoos. On one hand,
they are educational and have valuable breeding programmes. On the other hand, they are cruel
places and lead to negative effects on animals’ instincts. On balance, though, the need to keep
species from extinction in a world of shrinking habitat makes zoos necessary.
References Dwyer, B. 1998, Give Them Life, Quay Books, New York. Kach, B. and Rellis, L. 2007, Bred and Breakfast, MacMillan, Sydney. Lookitt, R. and Tutch, S. 2010, Educating Animals, Pan Books, London. Maidem-Taem, I. 1999, Zoos and Don’ts, Pelican Books, Brisbane. Webb, S. 2010, Threads of Life, viewed on April 1, 2011, http://www.bongazoo.org.au/threadsoflife
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Discussion Essay Structure Working with a partner, put these structure headings in the correct order and copy the parts of the essay into the correct box.
Elaboration – explanation, examples (first body para)
General statement of essay topic
.
Opinion, recommendation
Main point of first body paragraph
Summary of main points
Preview of main points
Elaboration – explanation, examples (third body para)
Main point of third body paragraph
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Generic Features 1. Circle the verbs in the first two paragraphs. What tenses are used most often? Why? 2. Underline the main nouns. Do they have anything in common? Why? 3 Copy the main points from the introduction, body and conclusion.
Introduction Body paragraphs Conclusion
For
1. 1. 1.
2. 2. 2.
Against
1. 1. 1.
2. 2. 2.
4. Where did you find the information in the body paragraphs? 5. What other information is in the body paragraphs? How does it relate to the first sentence? 6. Signposts and linkers Copy the words and phrases used as signposts and linkers into the table. Group the words according to their function.
Additional information Contrast Reason
Can you add any more words and phrases to these groups?
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Paragraph Writing
1. A topic sentence has 2 parts: a main idea and a controlling idea. Look at this sentence from the zoos essay. Underline the main idea and the controlling idea.
One argument that is given in support of zoos is their value as an educational tool.
2. Look at body paragraph 2.
(i) What do you think the main idea will be? __________________________________________________________________________________
(ii) What do you think the controlling idea will be? __________________________________________________________________________________
(iii) Can you write the topic sentence? __________________________________________________________________________________
3. With your partner, can you think of some reasons to support the controlling idea? Make a list. _______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. A paragraph has the following structure:
Main idea + controlling idea Supporting point 1 (to support the controlling idea)
Explanation/elaboration/example (of supporting point) Supporting point 2 (to support the controlling idea)
Explanation/elaboration/example (of supporting point)
Complete the paragraph plan by using 3 of the reasons from your answers to question 3 as your supporting points, and by then adding some explanations/elaboration/examples for clarification.
Main idea + controlling idea
________________________________________________________________________________
Supporting point 1
________________________________________________________________________________
Explanation/elaboration/example
________________________________________________________________________________
Supporting point 2
________________________________________________________________________________
Explanation/elaboration/example
________________________________________________________________________________
Supporting point 3
________________________________________________________________________________
Explanation/elaboration/example
________________________________________________________________________________
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5. Now, with your partner join your ideas with some linking words to make a paragraph.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
6. Do the same for the fourth body paragraph. Main idea + controlling idea
________________________________________________________________________________
Supporting point 1
________________________________________________________________________________
Explanation/elaboration/example
________________________________________________________________________________
Supporting point 2
________________________________________________________________________________
Explanation/elaboration/example
________________________________________________________________________________
Supporting point 3
________________________________________________________________________________
Explanation/elaboration/example ________________________________________________________________________________
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Outline Model
Zoos- Prison or Ark? Introduction A) General information/background Zoos common & popular, but criticised B) Preview For 1. Educational Value 2. Preserve endangered species Against 1. Limit animals freedom 2. Destroy animals’ instincts Body A) For
I. Value as Educational tool Children in cities no contact animals- zoos chance to learn (Lookitt & Tutch 1995: 23) Zoos have educational programmes (Webb 1993) Ability to educate makes zoos necesary
II. Role in Breeding Programmes Animals endangered- hunting, habitat destruction. Zoos safe places for breeding
(Kach & Rellis 1992: 89) Reintroduction of Condor (Kach & Rellis 1992: 190)
B) Against
I. Like Prisons for Animals Small cages, little to do (Dwyer 1998: 56) Limited chance to interact.
Can depression (Dwyer 1998: 72)
II. Zoos Destroy Natural Abilities of Animals Zoos unnatural & badly affect instincts (Maidem-Taem 1999: 75) Animals lose ability to hunt & defend => can’t survive in wild
Conclusion A) Summary of main ideas
For 1. Educational value 2. Breeding programmes Against 1. Cruelty 2. Effect on instincts
B) Opinion Need to protect endangered species makes zoos necessary
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Zoos – Prison or Ark? Discuss. Zoos are a common and popular feature of most large cities, but they have often been criticised for
their treatment of animals. On one side, supporters of zoos point to their educational value and their
role in preserving endangered species. On the other side, those who are against zoos believe that
they are cruel places that limit animals’ freedom and destroy animals’ natural instincts.
One argument that is given in support of zoos is their value as an educational tool. Because many
children are brought up in cities and have no contact with animals, zoos may provide their only
chance to see and learn about the importance of animals to the environment (Lookitt and Tutch
1995: 23). For example, many of the world’s foremost zoos provide comprehensive educational
programs which are designed to help children to appreciate the complexity and fragility of
ecosystems (Webb 1993). It is claimed that this ability of zoos to educate children and stimulate their
interest in nature makes them necessary in the modern world.
Another important aspect of zoos is their role in captive breeding programmes. Many animals are
endangered because of hunting or habitat destruction. Without zoos providing a safe place for these
animals and ensuring genetic diversity, they might disappear completely (Kach and Rellis 1992: 89).
The successful reintroduction into the wild of the condor in California shows the value of these
programs (Kach and Rellis 1992: 190). Consequently, supporters of zoos say that the possibility of
such species being saved makes the continued work of zoos essential.
However, it is often felt that zoos are like prisons for animals. As Dr Barb Dwyer (1998: 56) points
out, the animals in many of the world’s zoos are kept in small cages with very little for them to do.
They are also often kept alone or in very small groups, which limits their chance to interact with
other similar animals. These factors can have negative effects on the animals’ behaviour and can lead
to conditions such as depression. Thus, it is argued the probability of animals being kept in such cruel
confinement makes it difficult to justify zoos.
A second argument against zoos is that they destroy the natural abilities of animals. The environment
of zoos is so unnatural that it badly affects the animals’ instincts. Because the animals are fed, they
lose their ability to hunt, and because they are kept safe, they are no longer able to properly defend
themselves from predators. These changes in behaviour mean that many zoo animals could not
survive in the wild, which often makes it impossible for them to be released into their natural
habitats (Maidem-Taem 1999: 75). Opponents therefore claim that this inability of animals ever to be
released makes the conservation work of zoos ineffective.
To sum up, it can be seen that there are valid arguments both for and against zoos. On one hand,
they are educational and have valuable breeding programmes. On the other hand, they are cruel
places and lead to negative effects on animals’ instincts. On balance, though, the need to keep
species from extinction in a world of shrinking habitat makes zoos necessary.
References Dwyer, B. 1998, Give Them Life, Quay Books, New York. Kach, B. and Rellis, L. 2007, Bred and Breakfast, MacMillan, Sydney. Lookitt, R. and Tutch, S. 2010, Educating Animals, Pan Books, London. Maidem-Taem, I. 1999, Zoos and Don’ts, Pelican Books, Brisbane. Webb, S. 2010, Threads of Life, viewed on April1, 2011, <http://www.bongazoo.org.au/threadsoflife>
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Writing about Advantages and Disadvantages Adapted from Meaning into Words,Upper Int U8, A. Doff, CUP 1984
You will hear a story about Tango, a small island in the South Pacific. Listen and answer the questions.
1. What effect did the drug have on people’s minds?
2. What effect did it have on the country’s economy, and why?
3. What did the government do, and why weren’t they successful?
4. What did the government do in the end, and why was this a better solution?
Listen again. Choosing verbs you hear from the list, write sentences which have the same meaning as those below. Begin with the words given.
allow stop make it easier
enable prevent make it more difficult
encourage discourage
force save
1. When they took the drug, it was more difficult for them to think rationally.
The drug…
2. When they took the drug, they didn’t worry about the future.
The drug...
3. When they took the drug, they were able to forget all their problems.
The drug...
4. When they took the drug, they could relax and enjoy themselves more easily.
The drug...
5. Although there was a shortage of food, people still wanted to take the drug.
Even the food shortage didn’t...
6. Because of the economic crisis, the Government had to take some decisive action.
The economic crisis...
7. After the new law was introduced, people still took the drug.
The new law didn’t...
8. After the new law was introduced, people wanted to take the drug even more.
The new law...
9. When the drug was exported, the islanders didn’t have to work more than one day a week.
Exporting the drug...
10. When the drug was exported, they were able to sit in the sun all day long.
This...
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Which verbs are followed by the grammatical patterns in the tables.
verb
someone to do something
verb
(for someone) to do something
verb
someone (from) doing something
someone from doing something
The Advantages and Disadvantages of the Drug of Tango
Insert words from the list into the essay.
means x2 cause allow able lead dilemma stops allow
The drugs of Tango have produced a ________ for the island. In economic terms, they have brought short-
term wealth, but their social impact has both benefits and drawbacks.
The economic advantages of the drug come from trade. By being _____ to sell such a popular commodity,
the island is able to earn a very high income. This is especially so, as they are the world’s only supplier. This
revenue will ______ the government to greatly improve the social infrastructure of the island.
Another advantage of the drug is the social benefits it brings. The drug collecting industry ______ that there
is full employment. This, coupled with the fact that the working week is only one day long, ______ the
populace have very low stress levels.
On the other hand, the trade in drugs may _____ to problems in the future. Other countries may become
unhappy with Tango’s export policy. If the drug begins to create problems abroad, it may be banned like
other drugs. This may ______ sudden economic collapse in Tango.
A further disadvantage of the drug is the effect it has on the people of the island. The drug _____ the user
thinking rationally. With long-term use, this state may continue indefinitely, bringing many social problems.
Also, at the moment, the people are able to work the one day a week necessary; however, the feeling of
relaxation may spread to seven days a week.
To sum up, we can see that Tango faces a difficult choice: take the financial benefits of a booming trade,
which will ______ fast social growth, or be wary of the possible future economic and social problems.
Although the present looks easy and tempting, the government of Tango should watch the future carefully.
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Discussion Essay Nominalisation
Modals and Effect Verbs Deduction / Speculation Modals
Must May Might Can Could
Ability Modals Can Could Be able to
Obligation / Necessity Modals
Must Have to Need to Should
Task 1 Look at the following sentences and their nominalised forms. With a partner, work out the rules for the different modal structures.
Terminally ill patients may take their own lives. The possibility of terminally ill patients taking their own lives…
Genetically modified foods might cause illness. The possibility of GM foods causing illness…
Marijuana can lead to health problems. The possibility of marijuana leading to health problems…
The Internet must result in exposure to violence. The certainty of the Internet resulting in exposure to violence…
Many marijuana users cannot solve problems as well as nonusers. The inability of marijuana users to solve problems as well as nonusers…
Internet users are able to access pornographic material. The ability of Internet users to access pornographic material…
The government must ban handguns. The need for the government to ban handguns…
Doctors need to use any treatment that is successful. The necessity for doctors to use any treatment that is successful…
The medical profession should take advantage of all available techniques. The necessity for the medical profession to take advantage of all available techniques…
Complete the rules. 1. Deduction/ Speculation modals Change the modal to ____________________, add ____ and move to the __________ of the sentence. Add
______ and change the main verb to a __________.
2. Ability modals Change the modal to _____________________, add ____ and move to __________ of the sentence. Add
______ and change the main verb to __________.
3. Obligation/ Necessity modals
Change the modal/ effect verb to ___________________, add ____ and move to __________ of the
sentence. Add ______ and change the main verb to __________.
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Task 2 Nominalise the following sentences. Start by deciding if the sentences are deduction/speculation, ability, or obligation/necessity sentences. 1. Children are able to easily access handguns.
2. Scientists can simulate animal tests on computers.
3. Relatives might force elderly family members to end their lives.
4. Terminally ill people should have the right to end their own lives.
5. Marijuana should be legalised for medical use.
6. Poorer countries are able to trade more freely in a globalised business environment.
7. Globalisation could increase the exploitation of developing countries.
8. Alternative medicine cannot be used to treat trauma.
9. The government must protect children from the dangers of the Internet.
10. Cloned organs could be used in transplants.
Task 3 Complete the above sentences using modal verbs if required, effect verbs from the following list, and the information in the following sentences. Start by matching the sentences above with the endings below.
force enable encourage allow require
noun/ pronoun + infinitive
discourage stop prevent save
noun/ pronoun + from + -ing
make it more difficult make it necessary make it imperative make it essential make it easier
for + noun/ pronoun + infinitive
Eg. The possibility of marijuana leading to health problems may discourage the government from supporting legalisation. a. The government should allow stem cell research. b. The government should allow euthanasia. c. Governments need to change the existing laws. d. The government may have to carefully monitor cases of euthanasia. e. Scientists may not need to use animals in tests. f. Developing countries may boost their economies. g. Developing countries may not benefit from international trade. h. Children may use handguns inappropriately. i. Doctors have to perform surgery. j. The government may have to censor on-line content.
Now find some similar sentences in the zoos essay on page 16!
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Topic Sentence Structures for Discussion Essays Pros
-Supporters of -Those who support -Proponents of -Those who are in favour of
+ noun group (main idea)
-claim that -say that -believe that -suggest that
+ clause (controlling idea)
Eg. Proponents of zoos believe that zoos provide education for children.
-A/An -Another -Yet another -A second -A further
-advantage of -positive aspect of -argument for
+ noun group (main idea)
+ is that + is
+ clause (controlling idea) + noun group
-argument -point -advantage
-put forward by -advanced by -given by
-proponents of + noun grp (main idea) -supporters of + noun grp (main idea)
-is that + clause -is + noun group
Eg. Another argument for zoos is that they provide education for children. As second point advanced by supporters of zoos is their educational value for children.
Cons
-Opponents of -Those who are against -Those who are not in favour of
+ noun group (main idea)
claim that say that believe that suggest that
+ clause (controlling idea)
Eg. Those who are not in favour of zoos suggest that it is cruel to keep animals in captivity.
-A/An -Another -Yet another -A second -A further
-disadvantage of -negative aspect of -argument against -drawback of
+ noun group (main idea)
+ is that + is
+ clause (controlling idea) + noun group
-argument -point -disadvantage
+ put forward by + advanced by + given by
opponents of + noun grp (main idea)
+ is that + clause + is + noun group
Eg. A negative aspect of zoos is the cruelty of keeping animals in captivity. A further point given by opponents of zoos is that it is cruel to keep animals in captivity.
Group Writing Task With other students, write a discussion essay on the following topic:
What are the pros and cons of being a vegetarian?
Before writing your essay, write an outline.
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Social Issues Survey
Discuss the following questions:
1. Do you agree with euthanasia?
2. What problems have you had using the Internet?
3. Would you use medicines or cosmetics that had not been tested on animals?
4. Do you have the death penalty in your country? Do you agree with it?
5. Have you tried marijuana? Why or why not?
6. Have you ever used alternative medicine? Did it work?
7. Would you like to have a clone of yourself? What for?
8. What products from other countries are popular in your country?
Discussion Essay Topics Write a discussion essay on one of the topics below:
1. Discuss the benefits & drawbacks of the Internet? 2. What are the pros & cons of alternative medicine? 3. Discuss the benefits & drawbacks of euthanasia. 4. What are the arguments for and against animal testing? 5. What are the advantages and disadvantages of globalization? 6. Discuss the arguments for and against the death penalty? 7. What are the advantages and disadvantages of legalising marijuana? 8. Discuss the pros & cons of human cloning.
Citing and referencing You are expected to cite your sources of information in the body of your essay. That is, include at least six in-text references and no more than twelve. The bibliography should list at least three sources, one of which should be from a book. Your essay must be between 800 - 900 words. You are expected to hand in an outline, and copies of all your sources with your essay..
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Discussion Essay Outline
INTRODUCTION Background (Include idea of dilemma)
__________________________________________________________________________________
List of main ideas
Points for
1. __________________________________________________________________
2. __________________________________________________________________
Points against
1. __________________________________________________________________
2. __________________________________________________________________
FOR Body Paragraph 1 (include references) - Supporting Argument (controlling idea):
__________________________________________________________________________________
Explanation/
definition:__________________________________________________________________________
__________________________________________________________________________________
Evidence:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Example:___________________________________________________________________________
Body Paragraph 2 (include references) Supporting Argument (controlling idea):
__________________________________________________________________________________
Explanation/
definition:__________________________________________________________________________
__________________________________________________________________________________
Evidence:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Example:___________________________________________________________________________
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AGAINST Body Paragraph 3 (include references) - Supporting Argument (controlling idea):
__________________________________________________________________________________
Explanation/
definition:__________________________________________________________________________
__________________________________________________________________________________
Evidence:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Example:___________________________________________________________________________
Body Paragraph 4 (include references) Supporting Argument (controlling idea):
__________________________________________________________________________________
Explanation/
definition:__________________________________________________________________________
__________________________________________________________________________________
Evidence:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Example:___________________________________________________________________________
CONCLUSION Review of the main points
Points for
1. __________________________________________________________________
2. __________________________________________________________________
Points against
1. ________________________________________________________________
2. ________________________________________________________________
Opinion (for or
against?):__________________________________________________________________________
Recommendations:
(optional)__________________________________________________________________________
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AE4 Discussion Essay Checklist Sources □ 3 sources minimum (1 must be a book) □ highlighted photocopies of information from sources- order and numbered according to your in-text references. □ only include sources you have used in your essay Referencing □ in-text references - minimum 6, maximum 12 □ bibliography (A-Z) Essay Outline □ mostly note form with references (authors name / website is enough) Essay – Title & Introduction (approx 100 words) □ title- the essay question is the title □ general background information □ preview Essay – Body Paragraphs 1, 2, 3 & 4 (approx 170 words each) □ topic sentence □ explanation / definition □ cause and effect evidence (nominalisation) □ example(s) □ referencing phrase (According to …….) Conclusion (approx 100 words) □ topic sentence □ restate preview points □ opinion Formatting Requirements □ title (size 16, bold) □ full name and page numbers in footer □ font (Times New Roman size 12 for essay) □ double spaced and justified □ 3cm margins □ word count
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In-text Referencing
(Harvard System) Objective When you write an essay and include someone else’s ideas, you should immediately acknowledge this original source. This is called referencing and the description of the source you provide is called a reference. In this lesson, you will learn how to cite your sources of information using the In-text system, one of the more commonly used systems in Australia. You will learn how to briefly acknowledge each source within your text, and then build a reference list at the end of your document, giving the full details of the sources. Why should you reference? Referencing provides evidence that you have researched your topic thoroughly and have found sources that support your argument or the information you are providing in your document. Your document appears more authoritative. Referencing is an acknowledgement of another person’s intellectual work, which rightfully belongs to that person. If you use another person’s work without acknowledgement, it is called plagiarism. Plagiarism is the taking, using, and passing off as your own the ideas or words of another. When to reference You should reference if you:
quote (use their exact words) copy (use their figures, tables or structure) paraphrase (use their idea in your own words) summarise (give a brief account of their ideas)
How to reference You identify your source of information by making reference to it:
in the text of your essay (called in-text referencing) in a list at the end of your report or essay (called References).
In-Text Referencing When you cite (identify) references in your essay using the Harvard Style, you should include the following pieces of information.
Surname(s) of the author or authors Year of publication Pages numbers if appropriate (not for web pages).
Example: A table in a recent study shows the weekly totals for road accidents in 2003 (Smith & Brown 2003, p. 123).
If there is more than one author with that surname, include their initials as well. Example:
(Smith, L 1999, p. 45) If you are including the author's first name as part of you sentence, then put it in front. Example:
Leo Smith (1999, p. 45) argues that ...
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Two ways of citing your reference There are two ways in which you can put your reference into your text.
1. Give prominence to the information
Example: It has been argued that the relative seriousness of the two kinds of compilation
error differs from situation to situation (Smith & Jones 2001, p. 45).
2. Give prominence to the author
Example: Smith and Jones (2001, p. 45) have argued that the relative seriousness of the two
kinds of compilation error differs from situation to situation.
Reporting words used to introduce a reference
according to shows writes indicates finds notes claims believes argues
If there is no author:
use the name of the organisation Example: (UNESCO 1999, p. 103)
If there is no author or organisation: use the title of the article or web page (in single quotation marks) Example:
(‘Moto Guzzi’ 2018) If there are several authors:
For two, enter both the surnames. Example: (Dark & Weatherhead 2003, p. 51).
If there are more than two authors
Enter the first surname only, followed by the expression et al. which means and others. Example: a book with authors K. Adams, R. Grose, and D. Leeson, published in 2003 would be cited as: (Adams et al. 2003, p. 22).
If there is no date.
If there is no way you can establish the publication date, then use 'nd' (no date). Example: (Frederick nd, p. 67)
In-Text Referencing Practice
There is a referencing practice available on-line at:
www.uecae.weebly.com
Your teacher will give you directions on what to do.
For further information see
The University of Wollongong referencing guide at: https://uow.libguides.com/refcite/uowharvard
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Reference List
The reference list is arranged alphabetically and placed at the end of your report or essay. It includes full details of all the sources that you cited in your text. It does not include any sources you read but did not cite in your text. The list will be alphabetical by author's surname, except where the author is unknown. In this case, the entry is by title. 'A', 'An' or 'The' are ignored in the listing. Do not use et al. in the reference list, write all authors’ names.
References to Books For a book, you should include the following pieces of information in the order given below.
all author’s surnames and initials year of publication title of book, in italics. Only use upper case for the first letter of the title and for proper
names in the title publisher place of publication
Examples Smith, J & Brown, F 2002, Road kill: the modern epidemic, Angus & Robertson, Sydney. Pollard, B 1995, ‘Palliative care’ in K Healey (ed) 1997 Euthanasia, The Spinney Press, Balmain.
In the last example, the author is responsible for only a part of the book being cited. Pollard has written an article which has then been collected by Healey. In this case, put the article or chapter title in single quotes, to distinguish it from the title of the book, which is in italics.
References to Magazines and Newspapers (Periodicals) For a magazine or newspaper article, include the following pieces of information in this order:
author’s surname(s) and initials. If not available, use title of article (in single quotation marks).
year of publication title of article (in single quotation marks) title magazine or newspaper (in italics) volume number (if applicable) issue number or dates
Examples Houde, S C 2002, 'Benefits of Globalisation', Journal of Economic Development, vol. 40, no. 6. 'Out of the shadows, into the world' 2004, The Economist, June 19-25.
References to World Wide Web pages For Web pages the following pieces of information should be present.
author –person or organisation If not available, use title of page (in single quotation marks)
date of last update title, in italics
publisher date of viewing URL (Internet address) in angle brackets
If the document title is hard to identify, then the title appearing in the title bar at the top of the screen may be used.
Examples Lee, I 2017, A research guide for students, viewed 16 July 2017, <http://www.aresearchguide.com> Bournemouth University 2017, Guide to citing Internet sources, Bournemouth University, viewed 27 Feb 2017, <http://www.bournemouth.ac.uk/library/using/guide_to_citing_internet_sourc.html>
‘Moto Guzzi’ 2017, Wikipedia, Wikimedia Foundation, viewed 18 July 2017, <https://en.wikipedia.org/wiki/Moto_Guzzi>
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Exercise Six publications of various formats are described below.
1. Use the In-text referencing system to create a reference list. 2. For each publication, write an in-text reference with either
a) author’s name in brackets, eg. (Smith 2007, p. 20) or b) author’s name in the text, eg. According to Smith (2007, p. 27) …..
A book with the title: 'The Marijuana Debate’, with authors Ken Adams, Rachel Grose, and Doc Neeson, published in Frenchs Forest, NSW by Pearson Education Australia in 2003, page 53.
An article by The South Australian Voluntary Euthanasia Society, called 'Our right to choose', first published in 1988 but collected in a book edited by Kaye Healey, called 'Euthanasia' published in Balmain by The Spinney Press in 1997, page 13.
An article called 'Outta my dead hand!' published in 1993 in the magazine 'Huntin’, Fishin’, Shootin’', volume 70, number 4, page 252.
A Web page with the title 'Herbal Poisons', found at the address: http://www.quackbuster.com.au on 11 August 2017, with no date on it.
A Web page with the title ‘Dolly (sheep)’, found at the address: http://en.wikipedia.org/ wiki/Dolly_(sheep), on 9 June 2017, last modified on 1 March 2017.
A Web page with the title 'Cloning’, found at the address: http://en.wikipedia.org/wiki/Cloning on 9 June 2017, last modified on 12 March 2017.
Reference List
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
In-text References
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Paraphrasing A paraphrase is: your own version of essential information and ideas expressed by someone else, presented in a
new form. Paraphrasing is a valuable skill because... it helps you avoid using direct quotations. the mental process required for successful paraphrasing helps you to grasp the full meaning of
the original. Some examples to compare The original passage: Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final research paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers 1976 p. 46. A plagiarised version: Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes. Underline the parts which are the same as the original. A legitimate paraphrase: In essays students often quote excessively, failing to keep directly quoted material down to a desirable level of 10%. Since the problem usually originates during note taking, it is essential to minimize the material recorded word for word (Lester 1976 p. 46). Paraphrasing - Steps and Examples Step 1: Understand what you are reading. If you don't understand it, you can't paraphrase it correctly. That's guaranteed. Step 2: Think about the ideas, especially how the ideas may relate to your specific topic and write them down. Step 3: Not looking at the original, use your notes to write your paraphrase. Step 4: Look back at the original to see if you have changed the grammar and vocabulary. If not, change them. Step 5: Check to see if you have changed the meaning. If you have, make adjustments.
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Original: Named for James Brady, the White House press secretary who was shot and wounded by John Hinckley Jr. during the attempted assassination of President Ronald Reagan in March 1981, the Brady Bill establishes a national waiting period and background check for the purchase of a handgun (Bender 1995 p. 137).
Phrases to avoid from the original are in bold:
Named for James Brady, the White House press secretary who was shot and wounded by John Hinckley Jr. during the attempted assassination of President Ronald Reagan in March 1981, the Brady Bill establishes a national waiting period and background check for the purchase of a handgun (Bender, 1995 p. 137).
Ideas: Brady bill = named for White House press secretary James Brady Brady was shot during an assassination attempt on President Reagan Brady bill provisions = people who want to buy handguns have a waiting period and check on their backgrounds
Changing the order of ideas, grammar, and vocabulary: Bender (1995 p. 137) explains that people who want to buy handguns in the US now have a waiting period and a background check as a result of the Brady Bill. The bill was named after White House press secretary James Brady, who was wounded during an assassination attempt on President Reagan.
Notice how the grammar and vocabulary have been changed wherever possible in the paraphrase.
Exercise 1. Look at the following passage. Underline the phrases that you need to avoid.
Peterson believes the Brady bill trespasses on the rights of law-abiding citizens, and is therefore inconsistent with the Constitution, because it imposes a waiting period on exercising the right to own guns (Bender 1995 p. 137).
2. Now list the ideas that you will include.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________
3. Next, cover up the original and write a paraphrase.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________
4. Check for the underlined words, ideas, and a change in vocabulary and grammar.
5. Check the meaning of your work with the meaning of the model.
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Paraphrasing Exercise Directions: Write a paraphrase for the following passage. The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate. The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity (Cousteau 1990 p. 17). 1. Underline the phrases that you need to avoid. 2. List the ideas that you will include.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Write a paraphrase.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Check your work with the original.
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Discussion Essay Presentation Signposts Greeting and Introduction Good morning everyone. My name’s _______ . Introduce general topic And today I’d like to talk to/speak to you about _______ Focus questions But, before I begin/we start/we get under way, I’d just like to ask you a few questions… Introduce specific topic Today, we are going to look at _______. Outline _______ is a topic that has produced a great deal of debate.
First / first up, I’m going to explain the arguments put forward by supporters of_________. These
include ______, and ________.
Then, we’ll consider the opposing view. Those against ________ say that ___________ and that
_______.
And finally, we’ll weigh up the different opinions.
There’ll be time for / a chance to ask questions at the end.
OK, let’s get started.
Introducing new sections Now, it’s time to turn to the first argument for / advantage of ________. This is ______.
This brings us to the final advantage, which is ______.
I’d like now to consider the arguments against ________. – the first is ____.
OK, let’s look at the final disadvantage. This is ____.
Concluding So to sum up, today, we’ve looked at the arguments both for and against ________.
We’ve talked about the claims of supporters, such as, _____, and ______.
And we’ve seen the views of their opponents: _____, and _____.
After weighing up both sides, I think … (give an opinion about the topic and make a
recommendation)
Asking for questions This brings me to the end of my presentation, and I’d be happy to answer any questions you might have. Answering questions ____ has asked me …
I’m afraid I don’t have that information with me at the moment. If you’d like to see me later, I’ll see
what I can do for you.
Closing If there are no more questions, I’d just like to finish by saying how much I’ve enjoyed speaking with
you today. Thank you very much everyone.
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Post Presentation Reflection 1. During the presentation I felt: Reasons a. in control b. terrified c. confused 2. After my presentation I felt: Reasons a. satisfied b. disappointed c. exhausted 3. Four things I did well in my presentation __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Four things I need to improve __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. What I’m going to do to make my next presentation better before my presentation __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
during my presentation __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. Two things other students did that I should borrow __________________________________________________________________________________
__________________________________________________________________________________
7. Two things other students did that I definitely shouldn’t copy. __________________________________________________________________________________
__________________________________________________________________________________
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Note-Taking Questions
1. When you were at university did you take notes? 2. What did you use your notes for?
Note-taking Techniques Include main ideas. Include important data such as figures & years. Include references. Use abbreviations and symbols. Try not to use ‘small’ words such as articles, prepositions & auxiliary verbs. Don’t write sentences. Use clear headings & sub-headings. Use indenting, underlining or highlighting for emphasis. Organise your notes clearly by using ‘white’ space. Write clearly.
Active Listening Note-taking Strategies Think about the content of the lecture before it begins. As you listen, identify areas you are unsure of. As you listen, think about your own opinion of the ideas in the lecture. Think of questions you can ask the lecturer.
1. What do these abbreviations mean? a) e.g. c) i.e.
b) etc. d) N.B.
2. What do these initials stand for? a) ILO c) OPEC
b) WHO d) UNESCO
3. What do these short forms mean? a) govt c) prob
b) Eng d) yr
4. Write a symbol next to each of the meanings below, and visa versa.
equal to/same as
≠
from … to/leads to/results in/causes
←
growth/increase
less than/fewer than
and/also/in addition/plus/positive
—
therefore/thus/so
∵
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AEP3 Course Objectives and Performance Criteria The primary objective of AEP3 is to prepare you for study at University level.
Objective 1: Can use a range of strategies, learning techniques and research skills to achieve tertiary study goals Performance Criteria
Use online learning platform (Moodle)
Do preparatory work for ‘flipped’ classes
Complete assignments in class and set as homework
Submit work on time
Is punctual
Work with other students in pairs and groups
Participate in class discussions
Use a range of self-assessment strategies
Identify own learning needs
Accommodate cultural differences that result in various learning styles
Use a range of learning aids
Use a range of organisational skills
Employ a range of learning strategies to achieve goals
Show evidence of a range of research skills. Objective 2: Can record information from an oral text Performance Criteria
Identify and record main points in note form
Use appropriate headings
Write notes that are later legible to the writer
Use appropriate abbreviations, key words and short phrases
Sequence notes coherently
Use vocabulary that is appropriate to the topic
Grammatical errors do not impede communication. Objective 3: Can record and summarise information from a written text Performance Criteria
Identify and record main points in note form
Use appropriate headings
Take notes from a written source related to set research assignment
Take notes in a logical order
Notes are in form of key words, short sentences and phrases
Use appropriate vocabulary and grammatical structures
Produce legible handwriting
Summarise main ideas of text in a short paragraph. Objective 4: Can write a report based on a chart and/or an analytical report Performance Criteria
Write a report which has appropriate structure, grammar and content
Structure reports with appropriate introduction, body and conclusion
Analyse chart information appropriately and draw reasonable conclusions
Use analysis structures cause/ effect, reason/ result, modality for speculation.
Structure text appropriately
Compose cohesive paragraphs using cohesive devices
Use present tense/present perfect simple
Use pronouns, articles and conjunctions to link ideas
Use specific vocabulary
Use logical connections (e.g. cause/effect, reason/result) and modality to express speculation.
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Objective 5: Can write a discussion and/or an argument essay Performance Criteria
Write an essay which has appropriate structure (introduction/body/conclusion)
Research appropriate information from a variety of sources including books and the Internet
Incorporate relevant information , avoiding plagiarism
Paraphrase effectively
Use in-text referencing
Write a bibliography
Organise ideas logically
Use conjunctions to express logical connections between ideas
Present arguments for and against a point and support them with evidence
Reach conclusion based on evidence presented
Use appropriate tenses relevant to essay title/question
Use appropriate register/tenor
Use mostly accurate spelling and standard punctuation. Objective 6: Can deliver short oral academic seminars Performance Criteria
Present researched information orally
Use appropriate signposting for text
Deliver facts/statements or arguments clearly
Elaborate on topics in response to direct questions
Respond to questions appropriately
Use suitable vocabulary and grammatical forms
Use appropriate register
Use comprehensible pronunciation/ stress/intonation
Interact with audience and maintain their interest
Make eye contact
Use verbal checks/pauses to ensure audience understands
Integrate a PowerPoint display into presentation. Objective 7: Can take part in academic group discussion Performance Criteria
Identify the purpose of an oral academic exchange
Achieve the purpose of an academic exchange and obtain and give all essential information
Initiate, maintain and end a spoken exchange
Provide/request information as required
Propose solutions and negotiate
Explain circumstances, causes and consequences
Can take turns, interrupt, seek clarification, clarify and confirm as necessary
Can speak fluently and clearly. Objective 8: Can use a word processing program and a presentation program. Performance Criteria
Use a word processing program to produce an academic assignment
Use different fonts, sizes and text formatting to present text
Cut, copy and paste text within a document
Use the spell-checker to edit a document
Create a table
Start Microsoft PowerPoint program an open, name and save a file to the correct directory
Search and find files
Use key words to communicate content
Use slide colour scheme, font, animation and slide transition features to enhance presentation
Transfer text and graphics from the internet to a PowerPoint file.
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Objective 9: Can apply a range of listening skills relevant to academic contexts Performance Criteria
Predict information about an oral text
Use prior knowledge and personal experiences to help understand new information
Participate in discussions relating to prior knowledge and personal experiences
Note detail and specific information accurately from academic oral text types
Listen for sequential detail
Take notes in sequence
Produce written responses demonstrating an understanding of the overall meaning of academic oral text types
Respond to questions arising from academic oral text types
Interact and participate effectively in pair and group discussions arising from academic oral text types.
Objective 10: Can apply a range of academic reading skills Performance Criteria
Predict information about a text
Use prior knowledge and personal experiences to help assimilate new information
Participate in discussions relating to prior knowledge and personal experiences
Skim and scan for detail and specific information from a range of written text types relevant to academic study, identifying relevant information within set time limits
Adapt reading strategies to meet task requirements
Produce written responses demonstrating an understanding of the overall meaning of a range of academic written text types
Answer comprehension questions based on the intensive reading of an academic text type
Demonstrate the ability to differentiate fact from a writer’s opinion
Demonstrate the ability to predict content from headings and textual clues
Demonstrate the ability to predict the meaning of unknown words from context
Display knowledge of a text in a test taking situation
Demonstrate understanding of a text through student interaction and discussion
Personalise responses to an academic text. Objective 11: Can search and evaluate Internet sites for academic purposes Performance Criteria
Use a variety of search engines to locate information relevant to academic tasks
Select a variety of key words to narrow search
Skim search results to choose most appropriate, relevant sites/pages for research purposes
Locate source of web pages to ascertain its validity as academic source
Skim web pages to locate key relevant information
Critically evaluate relevant information
Incorporate relevant information into in a text
Reference Internet information appropriately.
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Assessment Criteria
Writing Assessment- Discussion Essay
Gra
de
Task Achievement Organisation Grammar Vocabulary
Critical thinking Extent of evidence Relevance of information Logical order of ideas Depth of research Balance Objectivity Paraphrasing
Title Introduction General background Preview Paragraphs for Paragraphs against Topic sentences Support / explanation Linking Conclusion Opinion/recommendation In-text references Bibliography Page numbers + name in footer Formatting Word Count
Tenses Sentence structure Reason and result structures Cause and effect structures Nominalisation Complex forms Grammatical accuracy Paraphrasing grammar Punctuation
Expression of ideas Range of word choice Paraphrasing vocabulary Parts of speech Reason and result vocabulary Cause and effect vocabulary Transition signals Spelling
A+
25 All elements of content are relevant & extended. No more could reasonably be added. Extensive research is evident (if required). Critical thinking is considered and thoughtful. Paraphrasing very well managed.
25 Organisation is completed accurately
& with sophistication. Errors are rare.
25 Grammar is completed to a high level
& with sophistication. Complex
structures are handled well & errors
are very infrequent
25 Correct use of word choice word
forms and spelling. A wide and
sophisticated range of vocabulary is
used.
A
20 Content is relevant & complete. Little
more could be reasonably added.
sufficient
Appropriate research is evident (if required). Critical thinking is good Paraphrasing well managed.
20 Organisation completed with a high
level of accuracy. Some errors may
occur.
20 Grammar is completed to a high level.
Complex structures are used & errors
are infrequent
20 Mostly correct use of word choice,
word forms and spelling. Able to
express ideas fully. A good range of
vocabulary is used.
B
18 Most content is relevant but some parts could be more fully completed. Reasonable research is evident (if required). Critical thinking is shown. Paraphrasing may have occasional lapses. Task is correct length.
18 Organisation is completed with a
reasonable level of accuracy;
however, there are some errors.
18 Grammar is mostly accurate. Complex
structures are used but some errors
occur.
18 Vocabulary use is reasonable for
expressing ideas. Some errors with
word choice word forms and spelling.
C
15 Content is generally relevant. Some
parts could be completed more fully
& some may be inappropriate.
Research is limited. Critical thinking is limited. Paraphrasing has lapses.
15 Organisation is attempted but some
parts may be incomplete or
inaccurate.
15 Complex structures are attempted
but grammar errors occur often, and
may detract from the overall
message.
15 Vocabulary is somewhat limited for
expressing ideas. Errors with word
choice word forms and spelling are
frequent.
D
10 Some content is irrelevant or missing.
Research is inadequate. Critical thinking is inadequate. The task may be under length. Paraphrasing is insufficient.
10 Key elements are incomplete or
missing.
10 Complex structures are minimal and
grammar errors frequently occur.
Some parts are difficult to
understand.
10 Vocabulary is inadequate for
expressing many ideas clearly. There
are numerous errors with word
choice, word forms, and spelling
Total points: _____ /100 Grade: _____
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Journal Assessment Assessment considers the following factors:
Ability to make critical observations
Ability to set & record learning goals
Ability to reflect on learning experiences
Ability to reflect on Australian customs & behaviour
Criteria Mark
Extended & thoughtful completion of all tasks. 5.0
Thoughtful completion of all tasks 4.0
Satisfactory completion of all tasks. 3.5
Some tasks incomplete. 3.0
Most tasks incomplete. 2.0
Not submitted 0
Note taking Assessment Assessment considers the following factors:
Include relevant details- names, figures, years
Organise clearly- headings, sub- headings,
Use emphasis- indenting, highlighting, underlining
Use note form- abbreviations and symbols, no sentences
Avoids direct copying
Criteria Mark
Extended & thoughtful completion of all tasks. 5.0
Thorough completion of all tasks 4.0
Satisfactory completion of all tasks. 3.5
Some tasks incomplete. 3.0
Most tasks incomplete. 2.0
Not submitted 0
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Speaking Assessment Students are tested in groups of 3-4 students. Several days before the test, groups are assigned.
Groups are allocated by the teacher. Students are not able to choose their groups. Students are given
an individual mark.
Grading A+ -The student always demonstrates ability in this area all the time A -The student demonstrates ability in this area about 80% of the time. B -The student demonstrates ability in this area about 60% of the time. C -The student shows some ability in this area, but not consistently. D -The student does not demonstrate control over this objective. Frequent errors obscure communication.
A+ A B C D
Task Achievement
Identifies inconsistencies and ask for clarification
Responds appropriately and in a detailed manner
Can perform Core class speaking objectives
20 16 14 12 8
Grammar Uses clear sentences; errors rarely interfere with meaning
Incorporates a full range of grammatical forms, as appropriate
Easily constructs compound and complex sentences, as appropriate
20 16 14 12 8
Fluency Can produce lengthy sentences with ideas that flow well
Can easily sustain discussions on specific topics from authentic material 20 16 14 12 8
Pronunciation Pronunciation is clear and understandable
Stress and intonation patterns aid communication 20 16 14 12 8
Vocabulary Wide vocabulary range allows precision and details
Can use some idioms and collocations 20 16 14 12 8
Presentation Assessment Students are given an individual presentation assessment on a topic they have researched and
prepared. Depending on the task, the presentation is between 10 and 15 minutes and done
individually or in a group.
Grading A+ -The student always demonstrates ability in this area all the time A -The student demonstrates ability in this area about 80% of the time. B -The student demonstrates ability in this area about 60% of the time. C -The student shows some ability in this area, but not consistently. D -The student does not demonstrate control over this objective.
Frequent errors obscure communication.
A+ A B C D
Content and Visuals
Content is detailed and well explained
Focus is maintained
Extensive research is evident
Visuals are thoughtful, engaging and relevant
25 20 18 15 10
Grammar and Vocabulary
Uses clear sentences; errors rarely interfere with meaning
Incorporates a full range of grammatical forms, as appropriate
Easily constructs compound and complex sentences, as appropriate
Wide vocabulary range allows precision and details
Can use some idioms and collocations
Signpost language used accurately
25 20 18 15 10
Fluency and Pronunciation
Can produce lengthy sentences with ideas that flow well
Can easily sustain discussions on specific topics from authentic material
Pronunciation is clear and understandable
Stress and intonation patterns aid communication
25 20 18 15 10
Presentation Skills
Uses eye contact
Uses natural gestures
Engages with audience
Does not read presentation
25 20 18 15 10
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Learning Strategies Assessment Students are assessed on their overall learning strategies. These include:
Attendance and Punctuality (2 marks)
Class Participation (3 marks)
- Participation in group work, discussions, adherence to EOP Independent learning (2 marks)
- Preparation for ‘flipped’ classes, study for tests, completion of homework tasks and journal
Consultation with teachers (2 marks)
- Willingness to do independent work on areas of weakness Meeting deadlines (1 mark)
Attendance measurement:
AEP3 Reading & Listening Test Score Conversion Table
Raw score AEP3
weighted score
AEP3 grade Raw score AEP3
weighted score
AEP3 grade
4 19 7.5 C
5 20 8.3 C
6 1.8 D 21 9.0 C
7 2.0 D 22 9.3 C
8 2.3 D 23 9.8 B
9 2.8 D 24 10.5 B
10 3.0 D 25 10.8 B
11 3.5 D 26 11.3 A
12 3.8 D 27 11.5 A
13 4.3 D 28 11.8 A
14 4.5 D 29 12.0 A
15 5.3 D 30-32 12.8 A+
16 6.0 D 33-35 13.5 A+
17 6.8 D 36-37 14.3 A+
18 7.0 D 37+ 15.0 A+
Achieved 95-100% attendance throughout the AE course +2
Achieved 90-94% attendance throughout the course +1
Achieved 85-89% attendance throughout the course 0
Achieved 80-84% attendance throughout the course -1
AE Course attendance under 80% Automatically fail course
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AEP3 Module 4 Grammar & Vocabulary Tests Over the five weeks of the course you will need to complete the grammar and vocabulary exercises listed below IN YOUR OWN TIME. You should do the exercises in the suggested weeks as they have been scheduled to fit in with your written assignments. Every 2 weeks, your teachers will ask to see your progress and you will be tested on the units.
Module 4 Weeks 1 & 2 Grammar
Handbook: Discussion essay FOI: Units 16-17 Vocabulary Making Connections: Unit 4 Readings 1-2 FOI: p. 177.
Weeks 3 & 4 Grammar
Handbook: Discussion essay FOI: Units 18-19 Vocabulary Making Connections: Unit 4 Readings 3-4 FOI: p. 197.
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Answers to Exercises Nominalisation (page 20) The ability of children to easily access handguns may make it easier for/ may encourage them to use guns inappropriately. The possibility of scientists simulating animal tests on computers may make it unnecessary for them to use animals in tests. The possibility of relatives forcing elderly family members to end their lives may make it necessary for/ may force the government to carefully monitor cases of euthanasia. The need for terminally ill people to have the right to end their own lives makes it necessary for governments to allow euthanasia. The necessity for marijuana to be legalised for medical use makes it essential for governments to change the existing laws. The ability of poorer countries to trade more freely in a globalised business environment may make it easier for/ may enable them to boost their economies. The possibility of globalisation increasing the exploitation of developing countries may make it more difficult for them to benefit from international trade. The inability of alternative medicine to be used to treat trauma makes it essential for doctors to perform surgery. The need for the government to protect children from the dangers of the internet may make it necessary for/ may force them to censor on-line content. The possibility of cloned organs being used in transplants makes it necessary for the government to allow stem cell research. Referencing (page 29) Adams, K Grose, R and Neeson, D 2003, The Marijuana Debate, Pearson Education Australia, Frenchs Forest. ‘Cloning’ 2017, Wikipedia, Wikimedia Foundation, viewed 9 June 2017, <http://en.wikipedia.org/wiki/Cloning> ‘Dolly (sheep)’ 2017, Wikipedia, Wikimedia Foundation, viewed 9 June 2017, <http://en.wikipedia.org/ wiki/Dolly_(sheep)> ‘Herbal Poisons’ nd, quackbuster.com.au, viewed 11 August 2017, <http://www.quackbuster.com.au> 'Outta my dead hand!' 1993, Huntin’, Fishin’, Shootin’, vol. 70, no. 4. The South Australian Voluntary Euthanasia Society 1988, 'Our right to choose', in K Healey (ed.) 1997, Euthanasia, The Spinney Press, Balmain. (Adams et al. 2003, p. 53) Ken Adams et al. (2003, p. 53) believe that ….. ('Outta my dead hand!' 1993, p. 252) According to the article 'Outta my dead hand!' (1993, p. 252) ….. (‘Herbal Poisons’ nd) ‘Herbal Poisons’ (nd) claims that ….. (The South Australian Voluntary Euthanasia Society 1988, p. 13) The South Australian Voluntary Euthanasia Society (1988, p. 13) argues that ….. (‘Cloning’ 2017) According to the web page ‘Cloning’ (2017) ….. (‘Dolly (sheep)’) According to the web page ‘Dolly (sheep)’ ….. Paraphrasing (page 32) 1. The phrases to avoid are in bold. Peterson believes the Brady Bill trespasses on the rights of law-abiding citizens, and is therefore inconsistent with the Constitution, because it imposes a waiting period on exercising the right to own guns. (Bender, 1995, p. 137) 2. Ideas to include: This is Peterson's idea. The Brady Bill goes against citizens' rights. The Brady Bill doesn't fit the Constitution. People have a right to own guns. People shouldn't have to wait for their rights, such as the right to own a gun. 3. Model answer According to Peterson, people shouldn't have to wait for their rights, including the right to own a gun. Because the Brady Bill makes people wait to own a gun, it goes against citizens' rights and doesn't fit the Constitution. (Bender 1995, p. 137) Example Paraphrase According to Jacques Cousteau, (1990, p. 17) people’s actions are jeopardizing a delicate natural mechanism that controls the earth's climate. He fears that human activity could interfere with the balance between the sun, the source of the earth's heat, and the important source of cold from Antarctic waters that flow north and cool the oceans and atmosphere.
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UEC Sydney Marking Scheme
symbol meaning example
sp spelling error sp
suprise
noun V
missing noun noun
I work in the education V
verb V
missing verb verb
I want to V to business college
pron V
missing pronoun pron
She is V sister
rel pron V
missing relative pronoun rel pron
He teaches maths, V is my favourite subject.
art V
missing article art
He sat on V chair
aux V
missing auxiliary aux
Both of them V going home
prep V
missing preposition prep
He goes V school
conj V
missing conjunction conj
The flag is red, white V blue.
ww wrong word ww
The chair was happy
w prep wrong preposition w prep
I am on a hurry
w art wrong article w art
An economy is growing.
wf wrong form wf
It is an importance book
T wrong verb tense T
Yesterday I go shopping.
# number error
singular plural #
Many person went there
sv subject verb agreement sv
He like fish.
delete; not needed He gave to me a pen for my birthday
wo word order error wo
She has eyes blue
P start a new paragraph
p wrong punctuation p p
it is my friends book.
NS start a new sentence
? I don’t understand what you are trying to
say
[ ] needs rewording
TS no topic sentence /
think about your topic sentence
join up ideas
CS Comma Splice CS
I went home, I did some work.
RO Run On RO
I went home I did some work.
F Sentence fragment F
When I went to school.
U Paragraph Unity The text does not match the topic of the paragraph.
infml Informal word infml
There was a big increase.
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