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ENGLISH FOR ACADEMIC PURPOSE UNIVERSITAS BRAWIJAYA Student’s Book



Compiled by M. Aminullah Hakiki, M.Appl.Ling. Muh. Suluh Jati, M.A. Fatimah, M.Hum.



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TABLE OF CONTENT



• Introduction to writing • Part of speech • Subject and verb agreement UNIT 1 ENGLISH AS COMMUNICATION AND LANGUAGE BUSINESS



• Tenses • Paragraph writing • Topic and topic sentence



UNIT 2 PASTIMES AND EVERYDAY LIFE



• Paraphrase, summary and quotation • Passive voice



• Argumentative writing



UNIT 4 MARKET RESEARCH



UNIT 5 MODERN LIFESTYLE



• What makes a good presentation • Expression in presentation • Preentation at a glance UNIT 7 PRESENTATION



• Present vs past • Comparison and contrast



UNIT 3 TECHNOLOGY



• Describing process



UNIT 6 BRIGHT IDEAS



UNIT 1 |4



Unit I English as Communication and Language in Business Star up 1 Do a questionnaire. Put a tick (✓) for ‘yes’ or cross (✗) for ‘no’



2 Compare your answer with your friends. Example: A I enjoy teamwork. What about you? B No, I don’t. I actually like being independent.



3 Read the text below about Markus and Chloe. Checklist the questionnaire for them. Put question mark (?) if there is no enough information to answer the questionnaire.



5|English for Academ ic Purpose



Reading Skills Communication and Language 1



Answer the following question before you read the text. a. Do you ever need to surf the Internet for study/work purposes? Which language do you tend to use? b. Look at the following sentences and decide whether you think they are true or false. 1. Approximately 75% of web pages on the Internet are in English. (T/F) 2. 5% of the world’s population speak English well. (T/F) 3. Chinese languages are more widely spoken than English. (T/F) 4. Most people prefer to use English when shopping online. (T/F)



2 Now check and read the article using the instruction below. a. In pairs, look at the title and the introduction of the article. Discuss what you think the text might be about. b. Skim the article through line 10-35, explain the information you have got. c. Check your answers in 1B section using scanning technique Did you know



Reading Skill Technique Preview is an extensive reading technique which use your understanding in the form of interpretation and transfering a few information to get the whole clear ideas. Skimming is a type of fast reading technique which is used to find the general information within a text. Scanning is used when the reader is looking for more specific information relying on keywords and organizational cues. If the goal of skimming is a bird's-eye view of the material, the goal of scanning is to locate and swoop down on particular facts.



As both Asian and European markets use the Internet more and more to conduct business, there will be an increasing need for more language choices for the different markets. What do you think is the world’s most widely spoken language? Most people are under the impression that it is English as this is the language used most frequently on the internet. If this were true, it would, of course, bring enormous benefits for both worldwide communication and 5 understanding, although it could also become a threat to cultural diversity. And English certainly does seem to be everywhere, from films to pop music and TV, and from business to science and 10 other fields. It comes as quite a surprise then that even though around 75% of the pages on the Web are in English, this is the mother tongue of only 5% of the world’s population. [1._____] This means that a relatively small number of the world’s 15 population can communicate well in English. Also, the numbers of people who can speak English is nowhere near as high as it is for other languages such as Chinese or Spanish. 20



So with more and more people accessing the Internet nowadays, including many businesses wanting to conduct e-business, the position of English is beginning to change. [2._____] As businesses in these regions increase their use of the internet it has become apparent to many of 25 them that people would rather buy things online if they can order in their own language. It has also been pointed out that many people see the use of English as a threat to cultural diversity. 30



As a result, companies wanting to reach world markets are now beginning to realise they will have to translate their websites for their various customers. However, creating a multilingual website is not an easy task. [3._____] And 35 unfortunately, they are problems with no easy solutions.



UNIT 1 |6



3 Read



the article again and choose the most suitable sentence (A-H) for each gap (1-7). There is one extra sentence which is not needed. Which words helped you decide? A. They may also have to change their way of doing business to suit certain customers.



For one thing, companies ae unable to use the automated translation systems which already exist in the market. [4._____] This has left 40 businesses all over the world facing a huge challenge with virtually no real information about how to do it. And translating websites is only the first step that companies will have to deal with. There are also 45 likely to be customers with questions or problems that they will need to discuss in their own language. Another thing companies will need to do is adapt their advertising materials so as not to offend different cultures. [5._____] In Japan, 50 for example, they do not tend to give their credit card details over the Web. There are also all sorts of legal issues to take into consideration. Such vast changes will not happen overnight. In the first place it is impossible to say exactly how 55 many texts there are on the Web as the number is changing all the time. [6._____] Companies doing e-business simply need time to translate their sites into the various languages necessary to 60 do business. Meanwhile, more and more material in different languages is being added to the Web at an ever-50 increasing pace. While all this is happening, small local companies doing e-business only in the language of their target market and who are also aware of the 65 cultural aspects of that market, will certainly be at an advantage. [7._____] The problem of 55 language and culture could well limit larger companies from expanding and so offer more 70 opportunities to smaller businesses in poorer areas of the world.



6 Vocabulary Practice. In pairs, look at the words in bold in the text and try to explain them.



B. The reason for this is that, quite simply, the quality is not good enough for professional use. C. One reason for this is both Europe and Asia have become growth areas for the Web. D. But one thing which is certain is that a growth in the use of the internet is guaranteed. E. They are more likely to have the flexibility to be able to adapt quickly to changes. F. What is more, the number of proficient speakers of the language is only slightly higher. G. Most companies cannot afford to translate their sites into English. H. Companies wishing to translate their sites for different market face both technical and linguistic difficulties.



5 Discussion Now scan the text, underline and note down the reason why websites will need to become multilingual in the near future. Then, in pairs discuss any other reasons you can think of for developing multilingual websites.



7|English for Academ ic Purpose



Language Spot Part of Speech In English language learning, it is important to know the grammar of English. Perhaps you already learned that in your previous education or perhaps not. Before we begin to learn grammar, young learner should know the building blocks of grammar called the part of speech. Part of speech is a category of words. They are classifies into 8 major classes; noun, pronoun, verb, adverb, adjective, conjunction, preposition, determiner and exclamation. 1. Noun A noun is a word that identifies: a person (man, girl, engineer, friend) a thing (horse, wall, flower, country) an idea, quality, or state (anger, courage, life, luckiness) 2. Pronoun Pronoun are used in place of a noun that is already know or has laready been mentioned. This is often done in order to avoid repeating the noun. For example: - Laura left early because she was tired. - Mark brought the avocados with him. - that is the only option left. 3. Verb A verb describes what a person or things does or what happens: an action – jump, stop, explore an event – snow, happen a situation – be, seem, have a change – evolve, shrink, widen 4. Adverb Adverb is a word that is used to give information about a verb, adjective, or other adverb. They can make the meaning of a verb, adjective, or other adverb stronger or weaker. Example: - they sang loudly - she’s very pretty



5. Adjective Adjective is a word that describes a noun, giving extra information about it. Example: an exciting adventure a green apple a tidy room 6. Conjunction Conjunction (also called a connective/connector) is a word such as: and, because, but, for, if, or, and when. They are used to connect phrases, clauses and sentences. 7. Preposition Preposition is a word such as: after, in, to, on, and with. Prepositions are usually used in front of nouns or pronouns and they show the relationship between the noun or pronoun and other word in a sentence. They describe the position of something, the time when something happens or the way in which something is done. 8. Determiner A determiner is a word that introduces a noun, such as a/an, the, every, this, those, or many (as in a horse, the house, those fruits, every student, many kids).



UNIT 1 |8



Exercise 1A Choose the correct words for the following questions. The words are available in the box below. Anna Winlock industries red stays went



badly is raindrops beautiful know



1. ___ begin their existence as ice crystals over most of the earth seems likely. 2. It was in 1875 ___ joined the staff of the astronomical observatory in Harvard University. 3. We ___ at his parents’ house. 4. ___ developed very rapidly in Alabama primarily because of its rich natural resources. 5. They ___ to Disneyland last Thursday. 6. Infinity Wars ___ the epic movie in Marvel’s cinematic universe. 7. In order to grow vegetables properly, gardeners must ___ the right season for crops. 8. Lionel Messi’s leg was injured ___ 9. Santorini is well-known of its ___ sunset in the world. 10. Was she really bought the ___ Ferrari?



Exercise 1B Classify the words below into the correct category.



fridge



career



inside



recent



acceptable



Verbs



Adverbs



watered



because



migrate adhere with cries beautifully



quick Nouns



before



after



activist Adjectives



Prepositions



Subject-verb Agreement Some sentences in English have just one subject and verb, and it is very important for you to find the subject and verb in these sentences. In some sentences it is easy to find the subject and verb. However, certain structures, such as objects of



9|English for Academ ic Purpose prepositions, appositives, and participles, can cause confusion in locating the subject and verb because each of these structures can look like a subject or verb. The object of the preparation can be mistaken for a subject. Engineers are working in the space program. A schedule of the day’s events can be obtained at the front desk.



Subject: engineers Verbs: are working Subjects: a schedule of the day’s events Verbs: can be obtained



Remember! Subject is always in the form of noun/noun phrase/noun clause while verb is always in the form of verb.



Exercise 1C Underline the subjects once and the verbs twice in each of the following sentences. Identify and correct the sentences if they are incorrect. Number 1 and 2 has done for you. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.



Last week went fishing for trout at the nearby mountain lake. (missing subject) The box can be opened only with a special screwdriver. (complete sentence) A schedule of the day’s events can be obtained at the front desk. A job on the day shift or the night shift at the plant available. The new computer program has provides a variety of helpful applications. The portraits of Monalisa had displayed on Louvre Museum. The pine trees in the slope of Mount Merapi. Born in Boston, was a famous historian and novelist. The North Platte river from Wyoming into Alaska. I am missing my car keys this morning.



Writing Skills Introduction to Writing Why do you need to write ? In the past people wrote letters to describe events, to give information, or to convey feelings and ideas someone’s has. But writing can do more than that. Writing can also be done for the following purposes : • • • • • •



shopping lists notes to family and friends informal letters completing forms memos, or other more formal writing such as: business letters



U N I T 1 | 10 • •



essay for academic courses reports, etc.



We cannot avoid writing even if writing skill seem to decrease because today’s technology lured us with speech text features. How can you make writing something more pleasurable, satisfying, and even more effective? By developing your writing skills and confidence will make your writing skills effectively improved then, what is effective writing? Effective writing has the aim of which is to communicate our ideas, thoughts, feelings or put our message across to the audience especially to expresses our ideas carefully in a way that the reader can understand by using sufficient words to impart the message but not so many as that could obscure the meaning. Of course, supports with correct use of vocabularies and follows the conventions for spelling, punctuation, and grammar. What do you have to consider when you write? • Purpose Before you start a piece of writing, ask yourself two questions'. o Why am I writing? o What do I want my writing to achieve? Consider these questions before you think about the other aspects of writing. You may be writing in reply to a letter, preparing a report at work, drafting an essay – the reasons for writing are endless but the purpose must be clear in your own mind before you start. By thinking first about your purpose, you will find it easier to decide what you want your writing to achieve. For example, if you were writing to complain about a product, would you want the product repaired, exchanged or the price refunded? Determine your preference and then make sure you convey your wishes clearly. • Punctuation



Correct punctuation allows your reader to make sense of your ideas. A piece of writing which has no punctuation or is punctuated incorrectly is difficult or even impossible to understand and can convey the wrong message. Example: Last week we went to. Merry Hill Shopping Centre while Ann. And I shopped our two children. Were able to play in the. Children's playroom it made shopping a. Pleasure rather than a chore. That passage is almost impossible to understand as the full stops have been put in the wrong places. Expressing ideas in clear, correct sentences is an important writing skill. Correct sentence construction and punctuation will help you to impart your message effectively. If you haven't had the opportunity to do much formal writing for a few years, you may find that you need to brush up on your sentence construction and punctuation skills.



11 | E n g l i s h f o r A c a d e m i c P u r p o s e • Spelling



Many people feel inhibited about writing or say they can't write because they have difficulties with spelling. If you also feel that a lack of confidence about your spelling is stopping you from writing, it is important to put spelling into perspective. The degree of accuracy required depends upon the formality of the situation. For example, a diary entry written for your own pleasure or use may contain spelling errors, but a report written at work must be correctly spelt. If accuracy is essential, careful proof-reading of a first draft can eliminate obvious spelling mistakes; knowledge of possible and probable spelling patterns will help you to identify problematical words; sensible use of a dictionary will increase your confidence in your spelling.



Exercise 1D Check the punctuation and spelling of the passage below. Correct the text if you think there is a wrong punctuation or misspell word. Climate change is poised to affect the world’s food. Supply in three key ways experts say. “There will be imfacts on the quantity quality, and location of the food. we produce”, said Dr. Sam Myers. A medical Doctor and Senior research, scientist studying environtmental health at the harvard School of Public Health, Researchers studying climate change are looking at how the biologycal and physical changes, happening on Earth, due to climate change will transform food production.



U N I T 2 | 12



Unit II Pastimes and Everyday Life Start Up Look at the pictures and list of sports. Which ones are popular in your country? Are there any sports that are only played in your region or country?



Traditional Sport



Action Sport



Volleyball Rugby Baseball Running Aerobic Fencing Football Basketball Tennis Judo Boxing



Surfing Skiing Snowboarding InlineSkating Mountain Biking Windsurfing Canoeing Skateboarding Mountin Climbing BMX Racing



Action SportSkills Listening



Surfing Skiingabout Sports Listening Snowboarding 1 ListenInlineSkating to the people talking about their favorite sports. Write the names of the sports. Mountain Biking 1 ________________________________________ Windsurfing Canoeing 2 ________________________________________ Skateboarding 2 ListenMountin again. Why do they enjoy these sports? Climbing Racing 3 Work inBMX pairs. Ask and answer the questions about you and sport.



13 | E n g l i s h f o r A c a d e m i c P u r p o s e



Language Spot Tenses: Simple and Continuous Before you write a sentence or even clause, you need to know the basic foundation of grammar. In the chapter one you already knew about the word classes as well as the subject-verb agreement. Now, you need to know the tenses. Tenses are structures of words that corelated with some notion or purpose. Tenses also make a sentence easier to be understood because they used some time signal that differentiate about present, past or something will happen. Let start with the simple and continuous tense.



Simple Tenses Present Simple Basic uses and functions: We use the present simple for a present state (e.g. feeling, opinion) or general facts My sister likecereals. Yellowstone National Park lies in the U.S. We also use the present simple for a habitual actions or routines. I work in Oxford. I usually drive to work. We play volleyball on Wednesdays. The old man walks every day.



Past Simple Basic uses and functions: We use the past simple for an action in the past. I bought this coat yesterday. I saw the film three weeks ago. The war ended in 1945. When did the train arrive? A princess once walked into a wood and sat down by a stream.



Past simple is very normal tense in story.



The past simple can also refer to a series of actions in the past. I often visited this place as a child. He went to the Job Centre several times. We also use the past simple for states. That party last week was great. The Romans had a huge empire. I believed in fairies when I was little.



U N I T 2 | 14



Future Simple Basic uses and functions: Will often refer to things in the future that we can be fairly sure about. The South will stay dry at the weekend. I’ll be 25 next year. Will sometimes expresses willingness while won’t expresses unwillingness or emphatic refusal to do something. I’ll go first then you second. My friend will translate it for you. The President will not agree to the plan. I won’t listen to what people say.



Continuous Tenses Present Continuous Basic uses and functions: We use present continous for a present action over a period of time, something that we are in the middle of now. The action has started but it hasn’t finished yet. Someone is following us. It’s a lovely day, and we’re all sitting in the garden. We also use a present continous for temporary routine, something that will last only a short time. We’ve got builders at the office, so I’m working at home this week. They’re living in a rented flat until they find somewhere to buy.



Past continous Basic uses and functions: We use past continous for a past action over a period of time, something that was done. The action has started in past and finished in the past. I was writing an email. It was raining last night. In the negative we use not o n’t after be. I was not writing an email. It wasn’t raining last night. In questions we put be before the subject. Was I writing an email? Was it raining last night?



15 | E n g l i s h f o r A c a d e m i c P u r p o s e



Future continous Basic uses and functions: We use future continous for a future action over a period of time, something that will be done. The action will happen and finish in the future. The past continous is will + be + ing form. I will be writing an email. It will be raining tomorrow. In the negative we use not o n’t after be. I will not be writing an email. It will not be raining tomorrow. In questions we put be before the subject. Will I be writing an email? Will it be raining tomorrow?



Exercise 2A 1 Circle the correct option for each sentence. What is each tense used for? 1. The boys play / are playing football in the garden at the moment. 2. Water is freezing / freezes at 0°C. 3. Jack visits / is visiting his sister next weekend. 4. She catches / is catching the 9 o’clock train every morning. 5. Bill is looking / looks very tired these days. 6. She is always interrupting / interrupts me.



2 Put the verbs in the brackets into the correct tense. 1. I ___________ (try) to get the TV to work. Can you help me? 2. He always ______________ (do) his best at school. 3. They _____________(argue) all the time. 4. Joy can’t come to the phone right now; she _____________ (have) a shower. 5. We ______________ (not/play) football every day. 6. _________________ (you/trust) your doctor? 7. They _____________ (leave) this time tomorrow. 8. She ________________ (not/get) to work before 9 am every day.



U N I T 2 | 16



Exercise 2B Directions: decide the following questions as simple present or present continous. Circle the correct answer. Facebook is one of the most addictive social phenomena to have ever swept the world! Over 500 million of us now use the site. Here’s how to recognise that you 1) ..... (have) an addiction. One of the earliest signs of addiction is changing your profile picture over and over again. It 2) ..... (mean) that you 3) ..... (worry) about your image far too much. Also, if you 4) ..... (change) your status update more than once an hour then take a long hard look at yourself. 5) ..... (do) anyone really ..... (need) to know that you 6) ..... (now/make) a cup of tea? Or that you 7) ..... (think) about buying a newspaper, or are on Facebook. No. They don’t. If you have ever needed to be on Facebook so much that you tried to access it via a mobile phone, then you 8) ..... (need) to have a word with yourself. Another sign you 9) ..... (be) addicted is what is called ‘profile rash’: putting applications like Scrabulous, Super Wall, Zombies or Videojug all over your page. Get rid of them, even if you think they 10) ..... (look) super cool. It’s also not good sign if Facebook 11) ..... (start) to take over your vocabulary. If you 12) ..... (say) things like “I’m going to do some facebooking” or “I’ll facebook you about that later”, then you simply 13) ..... (have) to get a grip and try spending more time with your friends. No. Not your Facebook friends! Your real ones who 14) ..... (inhabit) the real world.



Exercise 2C 1 Fill in the gap with the correct simple tense. 1. I _________ (be) there by four o'clock, I promise. 2. I ____________ (not/did) any beer last night. 3. The girls always _________ (listen) to pop music. 4. You ________ (do) your homework after school. 5. She _________ (bring) a weird looking dress for my cousin’s birthday a fortnight ago. 6. My friend’s moving house tomorrow. I ________ (come) and help him. 7. She _________ (be) very happy next after graduating from college. 8. Janet never _______ (wear) jeans. 9. Mr. Smith __________ (teach) Spanish and French. 10. Our new neighbor _________ (live) in Paris a couple years ago. 11. I ___________ (like) lemonade very much.



17 | E n g l i s h f o r A c a d e m i c P u r p o s e 12. Joan thinks the Democrat _________ (win) the next election. 13. She ___________ (get on) a taxi after the party yesterday. 14. I ___________ (receive) a lot of money after winning the e-sports tournament. 15. There's someone at the door. I _____________ (get) it. 2 Fill in the gap with the correct continuous tense. 1. My son ____________ (talk) on the phone right now. 2. This evening we ____________ (watch) a talk show. 3. The kids ____________ (play) in the garden when it suddenly began to rain. 4. I ____________ (practice) the guitar when he came home. 5. They ____________ (not/do) their homework this afternoon. 6. My kids ____________ (play) in the garden now. 7. Some people ____________ (wait) to talk to you. 8. My wife ____________ (not cook) today. 9. ____________ (Lucas / study) for his exam right now? 10. Jason ____________ (do) his homework at the moment.



Writing Skills What is a paragraph? Read the following groups of sentences that look like paragraph. Read both of them carefully. Are they both paragraphs? Text A Dr. Luis Pedro Coelho and colleagues from the European Molecular Biology Laboratory, incollaboration with Nestlé Research, evaluated the gut microbiome of two dog breeds and found that the gene content of the dogs microbiome showed many similarities to the human gut microbiome, and was more similar to humans than the microbiome of pigs or mice.Dr Luis Pedro Coelho, corresponding author of the study, commented: "We found many similarities between the gene content of the human and dog gut microbiomes. The results of this comparison suggest that we are more similar to man's best friend than we originally thought.



Text B Dog is a friendly animal. All dog are loyal. From the big dog like Siberian Husky to little Chihuahua are favorite among children. They are not wild as we think, especially the big dog as Husky and Bulldog. The bulldog have its typical like angry face and tough dog but actually they are sweet and soft. You will know one if you try to cuddle and comfort them. The police dog also do the same. They look tough and hard but actually they also have sweet and soft sense too. This what makes dogs are the best partner to humans in the world.



U N I T 2 | 18 What is the difference between text A and text B? Using your interpretation, what do you think paragraph is? Paragraphs are the building blocks of papers. Many students define paragraphs in terms of length: a paragraph is a group of at least five sentences, a paragraph is half a page long, etc. In reality, though, the unity and coherence of ideas among sentences is what constitutes a paragraph. A paragraph is defined as “a group of sentences or a single sentence that forms a unit” (Lunsford and Connors 116). Length and appearance do not determine whether a section in a paper is a paragraph. For instance, in some styles of writing, particularly journalistic styles, a paragraph can be just one sentence long. Ultimately, a paragraph is a sentence or group of sentences that support one main idea. In this handout, we will refer to this as the “controlling idea,” because it controls what happens in the rest of the paragraph. How do I decide what to put in a paragraph? Before you can begin to determine what the composition of a particular paragraph, you must first decide on an argument and a working thesis statement for your paper. What is the most important idea that you are trying to convey to your reader? The information in each paragraph must be related to that idea. In other words, your paragraphs should remind your reader that there is a recurrent relationship between your thesis and the information in each paragraph. A working thesis functions like a seed from which your paper, and your ideas, will grow. The whole process is an organic one—a natural progression from a seed to a full-blown paper where there are direct, familial relationships between all of the ideas in the paper. The decision about what to put into your paragraphs begins with the germination of a seed of ideas; this “germination process” is better known as brainstorming. There are many techniques for brainstorming; whichever one you choose; this stage of paragraph development cannot be skipped. Building paragraphs can be like building a skyscraper: there must be a wellplanned foundation that supports what you are building. Any cracks, inconsistencies, or other corruptions of the foundation can cause your whole paper to crumble. So, let’s suppose that you have done some brainstorming to develop your thesis. What else should you keep in mind as you begin to create paragraphs? Every paragraph in a paper should be: • Unified: All of the sentences in a single paragraph should be related to a single



controlling idea (often expressed in the topic sentence of the paragraph). • Clearly related to the thesis: The sentences should all refer to the central idea, or



thesis, of the paper (Rosen and Behrens 119). • Coherent: The sentences should be arranged in a logical manner and should follow



a definite plan for development (Rosen and Behrens 119).



19 | E n g l i s h f o r A c a d e m i c P u r p o s e • Well-developed: Every idea discussed in the paragraph should be adequately



explained and supported through evidence and details that work together to explain the paragraph’s controlling idea (Rosen and Behrens 119). Troubleshooting Paragraph Problem 1: transitions are needed within the paragraph You are probably familiar with the idea that transitions may be needed between paragraphs or sections in a paper. Sometimes they are also helpful within the body of a single paragraph. Within a paragraph, transitions are often single words or short phrases that help to establish relationships between ideas and to create a logical progression of those ideas in a paragraph. This is especially likely to be true within paragraphs that discuss multiple examples. Let’s take a look at a version of our piranha paragraph that uses transitions to orient the reader: Although most people consider piranhas to be quite dangerous, they are, except in two main situations, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ instinct is to flee, not attack. But there are two situations in which a piranha bite is likely. The first is when a frightened piranha is lifted out of the water—for example, if it has been caught in a fishing net. The second is when the water level in pools where piranhas are living falls too low. A large number of fish may be trapped in a single pool, and if they are hungry, they may attack anything that enters the water.



In the above example, you can see how the phrases “the first” and “the second” help the reader follow the organization of the ideas in the paragraph.



Writing a good paragraph There are two structures to learn in English that are important in writing: the sentence and the paragraph. Paragraphs can be described as a collection of sentences. These sentences combine to express a specific idea, main point, topic and so on. A number of paragraphs are then combined to write a report, an essay, or even a book. This guide to writing paragraphs describe the basic structure of each paragraph you will write. In general, the purpose of a paragraph is to express one main point, idea or opinion. Of course, writers may provide multiple examples to support their point. However, any supporting details should support the main idea of a paragraph. This main idea is expressed through three sections of a paragraph: Beginning



Introduce your idea with a topic sentence



Middle



Explain your idea through supporting sentences



End



Make your point again with a concluding sentence, and, if necessary transition to the next paragraph.



U N I T 2 | 20



Remember! Every good paragraph always has beginning, middle and end. Missing one of three sections will cause your paragraph don’t have unity and coherency and irrational/difficult to understand.



The organization of paragraph Read the following paragraph about “Studying Abroad” The Benefits of Studying Abroad Studying abroad has two main benefits. Firstly, people who study abroad can get a better job when they return to their home country. This is because their qualifications and experience mean that they tend to get jobs that are higher paid, and they can also gain promotion quickly. Another advantage of studying abroad is the independence students can gain. For example, students have to cope with the challenges of living alone and meeting new people from different cultures. As a consequence, they will become more confident in their life and in their relationships with others. All in all, it is clear that studying abroad is a beneficial experience. Can you mention what information do you get from the paragraph above? How to develop our idea into a well paragraph shown in the above text? In paragraph writing, each paragraph organizes into four points. Those four points are essential before you begin to write a paragraph. The 'text book' structure for a paragraph is as follows: 1. Topic When you read a paragraph, you would always ask yourself. 'What is this about?' That question will lead you to the topic of the paragraph. From the above passage, the reader is going to understand that the topic is studying abroad. The topic normally only consist of one or two keywords. When you identify the topic, always look carefully to see if it is being narrowed down to a particular area that you need to focus on. 2. Topic Sentence The topic sentence states what the paragraph will be about. It gives the topic of the paragraph, and it also restricts the topic to one or two main ideas which can be explained fully in the space of one paragraph. The controlling idea is the specific area that the topic is limited to: Topic Studying abroad



controlling idea has



two main benefits



Troubleshooting paragraph Problem 2: the paragraph has no topic sentence Imagine each paragraph as a sandwich. The real content of the sandwich—the meat or other filling—is in the middle. It includes all the evidence you need to make the point. But it gets kind of messy to eat a sandwich without any bread. Your readers don’t know what to do with all the evidence you’ve given them. So, the top slice of bread (the first sentence of the paragraph) explains the topic (or controlling idea) of the paragraph. And,



21 | E n g l i s h f o r A c a d e m i c P u r p o s e the bottom slice (the last sentence of the paragraph) tells the reader how the paragraph relates to the broader argument. In the original and revised paragraphs below, notice how a topic sentence expressing the controlling idea tells the reader the point of all the evidence. Original paragraph Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are wellfed, they won’t bite humans. Revised paragraph Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans. 3. Supporting Sentences Supporting sentences explain and develop the topic sentence. It also provide the evidence for your topic sentence.. Specifically, they discuss the topic sentence by explaining the main ideas and discussing those more fully using reasons, examples, facts, results, statistics, or anything else that proves your ideas are true. Supporting sentences that include facts, statistics and logical reasoning are much more convincing that simple statements of opinion. The supporting sentences that explain “The Benefits of Studying Abroad” are: (1st supporting idea): People get a better job when they return home • Better qualifications & experience mean better pay and promotion (reason) • Now has a high standard of living (result)



(2nd supporting idea): Students gain independence • Students have to cope with the challenges of living alone and meeting new



people from different cultures.(example) • Students will become more confident in their life and relationships (result)



Troubleshooting paragraph Problem 3: the paragraph has more than one supporting idea If a paragraph has more than one main idea, consider eliminating sentences that relate to the second idea, or split the paragraph into two or more paragraphs, each with only one main idea. In the following paragraph, the final two sentences branch off into a different topic; so, the revised paragraph eliminates them and concludes with a sentence that reminds the reader of the paragraph’s main idea.



U N I T 2 | 22



Original paragraph Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans. A number of South American groups eat Piranhas. They fry or grill the fish and then serve them with coconut milk. Revised paragraph Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans. A number of South American groups eat Piranhas. They fry or grill the fish and then serve them with coconut milk.



4. Concluding Sentence A concluding sentence can be used to signal the end of the paragraph. The concluding sentence restates the main idea (found in your topic sentence) and reinforces the point or opinion. It also tells the reader the important points to remember. Concluding sentences repeat the main idea of your paragraph in different words. Example: Students have to cope with the challenges of living alone and meeting new people from different cultures. As a consequence, they will become more confident in their life and in their relationships with others. All in all, it is clear that studying abroad is a beneficial experience.



Exercise 2B Arrange and identify each sentence according to the role it plays in a paragraph. Is it a topic, topic sentence, supporting sentence, or concluding sentence?



1. Aside from enthusiastic reports from cat owners about all the benefits of interacting with felines, cats could bring happiness and keep bad emotions away.



2. Of the cat owners who participated in this survey, 87 percent believed that sharing their lives with a cat improved their overall well-being, while 76 percent felt that their cats helped them cope with daily stress much better.



3. Cats are often hailed as pets that can soothe and bring calm. That is, perhaps, why places such as cat cafés (a place where anyone can go and stroke or cuddle a cat while having a soothing drink) are so popular wherever they open.



4. Moreover, a survey conducted by the Cats Protection feline charity in the United Kingdom in2011 found that people who spend time with cats or kittens report feeling calmer and less upset.



23 | E n g l i s h f o r A c a d e m i c P u r p o s e



Exercise 2C 1 Make a group and draw a brainstorming of a text about your pastimes and everyday life. Report your discussion into a complete draft 1 as shown below.



Title: __________________ Topic: _________________ Introduction Thesis Statement: ___________________________________ Body Paragraph 1 Topic Sentence: _____________________________________ Supporting Sentence: _________________________________ ____________________________________________________ Supporting Sentence: _________________________________ ____________________________________________________ Body Paragraph 2 Topic Sentence: _____________________________________ Supporting Sentence: _________________________________ ____________________________________________________ Supporting Sentence: _________________________________ ____________________________________________________ Closing Concluding Sentence: _________________________________



2 Make one complete paragraph from your draft of brainstorming. Report your paragraph below your draft.



U N I T 3 | 24



Unit III Technology Start Up Work in pairs. Do the quiz together and calculate your scores.



Speaking Spot Class Discussion Discuss these questions below about technology. • • •



What do you use a computer/laptop for? How has the internet changed our lives? What kinds of Apps do you usually used in your smartphone?



25 | E n g l i s h f o r A c a d e m i c P u r p o s e



Language Spot Tenses: Present Perfect vs Past Simple Thera are some confusion between the differences of present perfect and past simple. Read the following explanation to help you understand the use of the tenses: Present Perfect How to recognize Present Perfect: The present perfect is the present tense of have + past participle I’ve washed the dishes. The programme has finished. We’ve seen this film before. My friends have just left. In negative we use not ot n’t The dogs have not eaten their food. The post hasn’t come yet. In questions we put have or has before the subject How long have you worked here? Hasn’t Sarah passed her exam? Basic uses and functions: We use present perfect to look back from the present. We can use the present for an action in a period leading up to the present. The cafe has just opened. (it is open now) The period of time referred to by The visitors have arrived. (they are here the present perfect can be very now) long. It can cover the whole of history or the whole of someone’s life up to the present. We can use the present perfect for a series of action before now. I’ve ridden horses lots of times. We’ve often talked about moving. We can also use the present perfect for a state lasting up to the present. The film has been on for about a week. I’ve had this computer for three years. Past Simple How to recognize Past Simple With most verbs we add -ed to form the past simple We finished our meal and walked home. They played football on Tuesday. When they saw the fire, they ran away. In the negative we use did not or didn’t + base form We didn’t finish our meal. They didn’t run away. In questions we use did + base form



U N I T 3 | 26 Did they finish their meal? How fast did they run? Basic uses and functions: We use the past simple for an action in the past. I bought this coat yesterday. I saw the film three weeks ago. The war ended in 1945. When did the train arrive? A princess once walked into a wood and sat down by a stream.



Past simple is very normal tense in story.



The past simple can also refer to a series of actions in the past. I often visited this place as a child. He went to the Job Centre several times. We also use the past simple for states. That party last week was great. The Romans had a huge empire. I believed in fairies when I was little.



Remember! Do not confuse the present perfect with the simple past. Examples Explanation Compare: Sentences (a) show a single action in the a. Sergey Brin came to the U.S. in 1979 past. This action does not continue. b. Sergey Brin has been in the U.S. since 1979 Sentences (b) show the continuation of a. Brin and Page started Google in 1998 an action or state from the past to the b. Google has been populer since 1998 present. a. When did Brin come to the U.S.? Question (a) with when uses the simple b. How long has Brin been in the U.S.? past tense. Question (b) with how long uses the present perfect tense.



Exercise 3A Direction: Fill in the blanks with the simple past or the present perfect of the verb in parentheses (). A: Do you like to surf the internet? B: Of course, I do. I’ve had (have) my internet connection since 1999, and I love it. A couple of months ago, I ___________ (buy) a new computer with lots of memory and speed. And last month I _________ (change) to a better service provider. Now I can surf much faster. A: What kind of things do you search for? B: Lots of things. I ________ (always/want) to learn about the stock market, and with the Web, I can start to learn. Last week, I __________ (make) my first investment in the stock market. A: Do you ever buy products online?



27 | E n g l i s h f o r A c a d e m i c P u r p o s e B: Sometimes I do. Last month, I __________ (find) a great Website where I can download music for one dollar. So far, I ____________ (download) about a hundred songs, and I _________ (make) several CDs. My old computer _________ (not/have) burner, so I’m very happy with my new one. A: __________ (you/sell) your old computer? B: No. It was about eight years old. I just ________ (remove) the hard drive and __________ (leave) the computer on top of the garbage dumpster. When I _________ (pass) by a few hours later, it was gone. Someone _______ (take) it.



Exercise 3B Directions: choose the correct answer. 1. Yesterday, Ahmed ( phoned / is phoning ) and ( said / have said ) that he got trouble. 2. Umesh Patel ( called / have called ) this morning. 3. For some reason my last email had delivery problems. So here it is again just in case you ( didn’t get / didn’t got ) it first time round. 4. I am sorry that I am not able to provide you with the information you ( requested / requesting ) last Thursday. 5. Could you let me have an answer as soon as possible to the question I ( raised / raises ) in my email of last week. 6. I ( graduated / am graduating ) in Computer Science at the University of Oregon in 2014. 7. She ( worked / have worked ) on two major Marvel Studio projects as animator since two years ago.



Exercise 3C Direction: Choose the simple past or present perfect to fill in the gap in the text. THE HISTORY OF COMPUTERS Since computers were first introduced to the public in the early 1980’s, technology (change) __________ a great deal. The first computers (be) _________ simple machines designed for basic tasks. They (have/not) ___________ much memory and they (be/not) __________ very powerful. Early computers were often quite expensive and customers often (pay) ___________thousands of dollars for machines which actually (do) __________ very little. Most computers (be) __________ separate, individual machines used mostly as expensive typewriters or for playing games. However, times (change) _________. Computers (become) __________ powerful machines with very practical applications. Programmers (create) _________ a large selection of useful programs which do everything from teaching foreign languages to bookkeeping. We are still playing video games, but today’s games (become) __________ faster, more exciting interactive adventures. Many computer users (get/also) ____________ on the internet and (begin) ________________ communicating with other computer users around the world. We (start) ________________ to create international communities online. In short, the simple, individual machines of the past (evolve) ___________ into an international World Wide Web of knowledge.



U N I T 3 | 28 Analyzing the text. 1. 2. 3. 4.



What information is contained in the first paragraph? What information is contained in the second paragraph? How did the writer organize the essay? What type of essay is it?



Writing & Reading Skill Comparison and Contrast Text When we read an article on newspaper, we often realise that one newspaper reported differently than the other. We know it is different because we are comparing and contrasting. A compare and contrast is one kind of writing skill student’s need to master. This because sometimes you will face the different source, different story but they are have similar topic. By mastering this skill, you will make yourself easier when you come to the library and finding sources for your paper but have similar topic and different story. What is comparison and contrast? Comparison and contrast is the fundamental skill student need to know especially in writing technics. Comparison and contrast are ways of looking at objects and thinking about how the object written are alike and different. When we compare, we find the similarities of the objects; while when we contrast, we see the differences of the objects (Sarwono & Purwanto, 2013). Basically, a comparison is trying to look out either similarities, differences or both, similarities and differences. On the other hand, a contrast only look for differences. You can do it by finding sources and try to locate the similarities or differences or both of them. The best sources for applying this skill are from newspapers and article journals. The comparison or contrast should make a point or serve a purpose. Often such essays do one of the following: • • • •



Clarify something unknown or not well understood. Lead to a fresh insight or new way of viewing something. Bring one or both of the subjects into sharper focus. Show that one subject is better than the other.



The thesis can present the subjects and indicate whether they will be compared, contrasted, or both. The same points should be discussed for both subjects; it is not necessary, however to give both subjects the same degree of development. Use detailed topic sentences and the following connecting words to make the relationship between your subjects clear to your reader.



29 | E n g l i s h f o r A c a d e m i c P u r p o s e



Comparison Text In compare text, the writer tendency is to provides readers with two or more terms, instruments, concepts or procedures that have close relationship and the goal is to clariffy similarities between them (Sarwono & Purwanto, 2013). Which position could won the match more in soccer? Soccer is a fascinating sport for a myriad reasons: it has changing speeds, dynamics in the variety of player positions, and a hint of unpredictability where a twist of fate can turn the game around. Soccer is no doubt a team game—one can seldom score a goal by dribbling the ball across the field and getting it across the goal line alone. Every player contributes to the overall result—even those players sitting on the substitute bench can contribute to the general winning spirit of their team. Yet, despite the undoubted fact that soccer is a team game, there has consistently been the argument as to who contributes more to a win, and thus, which role is to be considered more valuable: is it the defender or the forward players? The forward position is no doubt both exciting and fascinating. It is no secret that forward players are commonly the most popular names in the world of soccer, and are also usually sold to clubs at a much higher rate than players in any other position. After all, it is a forward in most cases who scores that longed-for goal and makes the whole stadium chant their name. Forwards also most often earn free kicks and penalties for their team by forcing the opposing player to commit a foul to stop the marauding striker from getting the ball across the goal line (Winston, Soccer’s Reality). Forwards are the most widely recognized, that even non-fans can identify them by face and name. Soccer fans themselves will, in the majority of cases, agree that forwards are the players who deserves, on-and-off the field, more than any other. However, there have been millions of soccer games where even the world’s topranked strikers have failed to score a goal because they seldom had the ball in their possession. When defenders play their role properly, there is no ball to get into the goal, no matter how great a forward is up front and how much he or she is willing to contribute. Forwards are rarely able to fall back to their half of the field to tackle for the ball, and still have the strength to bring it all the way to the opponent’s goal (Howards, Statistics of Soccer). It is the defenders who do the job of winning the ball for their team and sending it across to their forwards. It is also the defender who covers for the forward when the latter loses the ball and there is a danger of a fast counter-attack from the opposing side. Defenders have to be ready to make a sliding tackle—alert and ready to back up their teammates in the event of a mistake. Defenders themselves do not have the luxury of making mistakes, since even a small slip on their part might result in a goal for their opponents, and thus, a loss that fans are likely not to forgive. Being a successful defender calls for a consistent, reliable, and sound performance; on the other hand, being a forward is about readiness to react in an instant, having an awareness of the play of the ball without turning around—and of course, a brave heart and a firm kick to strike for your team. One quality that any soccer player should have—whether they are a forward, a defender, a goalkeeper, or a midfielder—is the ability to sense the team and each member of it, read their intentions and act in unison for the team’s victory (Richard, Analysis of Soccer Positions). We cannot truly say which position is more valuable: whether it is the defender or the striker, since they are both irreplaceable to the team and could not work effectively without each other. What can you get from the text?



U N I T 3 | 30



Contrastive Text Contrastive text have something little differences than comparison text. In contrast text, the main purpose is to explain in details about the differences between texts (Sarwono & Purwanto, 2013). To get better understanding of contrast text, study the text below. Differences between Tokyo and Kyoto In recent decades, the title of one of the most popular cultures worldwide should be definitely given to Japan. Millions of people all over the world study the Japanese language, watch dorama (dramatic TV series on all kinds of topics) or animation, read or write haiku, and make pen pals with Japanese people. Countless people buy tickets and fly to the country of the rising sun to see its wonders with their own eyes. Among the most popular destinations—mostly because these city names are most known to the western public—are Tokyo and Kyoto. And perhaps for an inexperienced traveler, there is a dilemma: where to go? Mostly, people know that Tokyo is a mega city of the future, and Kyoto has more to do with ancient culture, traditions, and so on. Basically it is true, but at the same time, there also exist more subtle differences one should consider when choosing their destination point in Japan. The first of them is prices. Tokyo is expensive—as you might expect from the capital of the most urbanized country in the world (the prices below are listed in Japanese yen: 1 USD approximately equals 100 yen). So, to grab some inexpensive snack in Tokyo would cost around 850 yen. Having a three-course meal for two people in a mid-range restaurant, in case you travel with your spouse, will cost you 5,230 yen. A one-way ticket on Tokyo transport costs you 190 yen, and renting one room apartment outside of the city center costs 77,853 yen (and this is probably a weekly price). Just do not expect this apartment to be big and cozy; most likely it will be tiny, with basic utilities, and with no central heating (actually, there is no such thing in Japan at all—everyone warms their house up on their own). If you think of buying an apartment in Tokyo, forget it—one square meter of a room outside of the city center is around 1 million yen (double the price if you want to live closer to the city center). Kyoto is not much cheaper. Although dining in a restaurant is cheaper—only 4,000 yen for two persons in a mid-range restaurant—transportation costs are surprisingly higher: 235 yen for a ride (however, if you want to purchase a monthly pass, it is cheaper to do in Kyoto rather than in Tokyo: 8,410 yen compared to 10,000 yen). If you think you can save some money buying food in a market, you are correct only in particulars: some products in Japan cost a lot of money no matter where you buy them. For example, white rice costs 850 yen for 1 kg in Kyoto (453 yen in Tokyo). White bread, tomatoes, chicken breasts, and especially cheese—these are the most expensive products both in Kyoto and in Tokyo. Speaking of accommodation, renting or buying an apartment in Kyoto is much cheaper: for a one room apartment outside of Kyoto’s center, you must pay 48,000 yen to rent, or 300,000 yen per square meter if you want to buy it. Tokyo is great to visit if you enjoy hustle and bustle, if you want to feel the heartbeat of a mega-city, dive into its life, and experience all those crazy things people in the West usually tell about Japan. Be prepared for the overcrowded subway— and “overcrowded” is a gentle way to put it; in fact, you can take a 60-minute ride in the subway, and your feet will not even touch the floor, because you will be squeezed between other people so tight that you can even take a nap in this position. Kyoto, on the other hand, is good to visit for all those who feel inspired by traditional Japanese culture: haiku, hanami, court customs, the No theater, and so on. In Kyoto, you will not see amazing skyscrapers, over 280 subway stations, and the craziness of the famous Shibuya crossing; instead, get prepared for temples, tea houses, museums: all things



31 | E n g l i s h f o r A c a d e m i c P u r p o s e antique and authentic. But, if you want modernity, go to Tokyo, and you will not feel disappointed—this city already lives in the future. It is difficult to say which city is better for an inexperienced tourist to visit, Tokyo or Kyoto. Kyoto is cheaper, especially in terms of renting an apartment, and is more suitable for those looking for the old Japanese culture weaved into sophisticated palaces made during Heian-jidai. Tokyo, on the contrary, is an enormous metropolis, with crazy prices, crazy transportation, crazy everything. The atmospheres are different, but both of the cities will make you awed, so if you have a chance, you should definitely visit them. What can you get from the text?



Remember! In short, comparison and contrast text can be understood in a summary point below:  A comparison essay notes either similarities, or similarities and differences.  A contrast essay notes only differences.  The comparison or contrast should make a point or serve a purpose. Often such essays do one of the following: •



Clarify something unknown or not well understood.



•



Lead to a fresh insight or new way of viewing something.



•



Bring one or both of the subjects into sharper focus.



•



Show that one subject is better than the other.



 The thesis can present the subjects and indicate whether they will be compared, contrasted, or both.  The same points should be discussed for both subjects; it is not necessary, however to give both subjects the same degree of development.  Use detailed topic sentences and the following connecting words to make the relationship between your subjects clear to your reader.



Connectors used in comparing and contrasting



U N I T 3 | 32



Comparison and Contrast Sample Text Read the text and answer the question below:



Malaysia and Singapore Malaysia and Singapore are two neighboring countries which belong to the same geographical grouping, that is, ASEAN. ASEAN is the abbreviation for Association of South East Nations. Although these two countries share several similarities, they are also different in many aspects. A comparison between the two countries based on language, geography and political system make these similarities and differences evident. From a geographical perspective, both the countries are neighbors and located in South East Asia. Both share a tropical climate. However, they differ greatly in terms of physical geography. Malaysia covers a large land mass area of approximately 330,000 square kilometers. In addition, a sizeable proportion of the country consists of mountain ranges. The highest peak in Malaysia is at Mount Kinabalu, which is approximately 4,100 meters above sea level. In comparison, Singapore is a small island which covers a land area of about 330,000 square kilometers. Unlike Malaysia, it is mostly lowlands and the highest point is approximately 166 meters in Bukit Timah. In a nutshell, it can be said that Malaysia is larger and has more highlands than Singapore. Next, a comparison between Malaysia and Singapore shows that both are multi lingual. Several languages are spoken and used in both the countries. Although Malay is the national language in both the countries, the official languages are different. Malay is the official language in Malaysia whereas Singapore recognizes Malay, English, Mandarin and Tamil as official languages. The dominant languages are also different in both these countries. In Malaysia, the dominant language is Malay, but in Singapore, the dominant language is either Mandarin or English. So, although Malaysia and Singapore are multilingual, the official and dominant languages are different. Finally, the political systems in both the countries share some similarities, but are not entirely the same. Malaysia and Singapore are both democracies. Elected representatives are voted into parliament in a period not exceeding 5 years. The people have a right to vote. However, Malaysia is a constitutional monarchy, whereas Singapore is a republic. Malaysia has nine sultans and a King is chosen from among these nine sultans. The position of the King is rotated between the nine sultans. In contrast, Singapore does not have a king, However, unlike Malaysia, Singapore has a president. So, although Malaysia and Singapore are democracies, their political systems are quite different. In conclusion, a comparison between Malaysia and Singapore shows that the two neighboring states have several similarities and differences. The comparison here has been limited to geography, language and politics. In all these areas, it has been shown that they have some shared characteristics but several major differences.



Analyzing the text. 1. What tense is being used?



33 | E n g l i s h f o r A c a d e m i c P u r p o s e 2. 3. 4. 5.



How many paragraphs are there? What does the first paragraph contain? Underline the topic sentences in the body paragraphs! What is the last paragraph? What does it contain?



Exercise 3D Directions: Construct a comparative essay based on the table between two countries given below. FACTS USA CAPITAL CITY Washington D.C OFFICIAL LANGUAGE English GOVERNMENT Federal presidential constitutional republic RELIGION 69% Christian 24% Unaffiliated 3% Unanswered 2% Jewish 1% Muslim 1% Hindu 1% Buddhist 1% Other POPULATION 325,719,178 (3rd) NOMINAL GROSS DOMESTIC US$20.199 trillion (1st) PRODUCT (GDP) FACTS GERMANY CAPITAL CITY Berlin OFFICIAL LANGUAGE German GOVERNMENT Unitary presidential constitutional republic RELIGION 59.3% Christianity 34.4% Not religious 5.5% Islam 0.8% Other religions ETHNIC GROUPS 80.8% Germans 11.7% Europeans 4.9% West Asian - 3.4% Turks - 1.3% Arabs 1.3% Other Asian 0.6% Africans 0.5% Americans 0.1% Other/mixed MAJOR SPORTS Football MAJOR COMPANIES Volkswagen, BMW, Siemens



CANADA Ottawa English and French Federal parliamentary constitutional monarchy 67.2% Christianity 23.9% Non-religious 3.2% Islam 1.5% Hinduism 1.4% Sikhism 1.1% Buddhism 1.0% Judaism 0.6% Other 35,151,728 (38th) US$1.763 trillion (10th)



SOUTH KOREA Seoul Korean (Hangul) Federal constitutional parliamentary republic 56.9% Unknown 27.6% Christianity (19.7% Protestant, 7.9% Catholic) 15.5% Korean Buddhism Predominantly Korean



Football and Baseball Samsung, Kia, LG



U N I T 4 | 34



Unit IV Market Research Start Up Speaking Spot



Listening Skill



1 Work in pairs. Discuss these questions.



Listening about Street Survey



Have you ever … • Been stopped in the street by market researchers? • Completed a questionnaire about goods or services? • Been offered a free sample in a supermarket or through the post? • Been paid to join a focus group or participate in market research?



Melvilles department store was once the leader on the high street, but recently it has had a decline in sales. Listen to the people being interviewed and put a tick (✓) for yes or a cross (✗) for no. 1



2



good choice high quality high prices Fashionable good service Exciting clear layout



Writing Spot Write a report In pairs, discuss about the street survey above. Collect the information that you could get and write a report informing about two opinions from the street survey in Melvilles department store.



2 Work in groups. Discuss the questions.



Follow Up



Report your answer to the class. 1 Why do businesses want market information? 2 How do they collect it? 3 How do they identify their customers’ needs and wants? 4 How do they find out about competitors?



Discuss the questions below: 1. How do you write a report to inform about the street survey? 2. Do you familiar with the technique you use to do a report? 3. What kind of language used in writing a report?



35 | E n g l i s h f o r A c a d e m i c P u r p o s e



Reading Skill Paraphrase, Summary & Quotation Much of the work you produce at university will involve the important ideas, writings and discoveries of experts in your field of study. The work of other writers can provide you with information, evidence and ideas, but must be incorporated into your work carefully. Quoting, paraphrasing and summarizing are all different ways of including the works of others in your assignments. Your lecturers expect you to demonstrate an understanding of the major ideas/concepts in the discipline. Paraphrasing and summarizing allows you to develop and demonstrate your understanding and interpretation of a text and to avoid plagiarism. They are important tools for reshaping information to suit the many writing tasks that will be required of you. They also require the analytical and writing skills which are crucial to success at university. What are the differences? Paraphrasing



Summarizing



• does not match the



•



does not match the source word for word



•



match the source word for word



•



involves putting the main idea(s) into your own words, but including only the main point(s)



•



are usually a brief segment of the text



•



appear between quotation marks



•



must be attributed to the original source



source word for word • involves putting a



passage from a source into your own words • changes the words or



phrasing of a passage, but retains and fully communicates the original meaning



•



presents a broad overview, so is usually much shorter than the original text



•



must be attributed to the original source



• must be attributed to



the original source



Quoting



A. Paraphrasing Paraphrasing is a way of presenting a text, keeping the same meaning, but using different words and phrasing. Paraphrasing is used with short sections of text, such as phrases and sentences. A paraphrase may result in a longer, rather than shorter, version of the original text. It offers an alternative to using direct quotations and helps students to integrate evidence/ source material into assignments. Paraphrasing is also a useful skill for making notes from readings, note-taking in lectures, and explaining information in tables, charts and diagrams. Paraphrase short sections of work only; a sentence or two or a short paragraph. You can paraphrase if 1) as an alternative to a direct quotation, 2) to rewrite someone else's ideas without changing the meaning, 3) to express someone else's ideas in your own words, and/or 4) to support claims in, or provide evidence for, your writing.



U N I T 4 | 36 How to Paraphrase • Read the source carefully. It is essential that you understand it fully. • Identify the main point(s) and key words. • Cover the original text and rewrite it in your own words. Check that you have included the main points and essential information. • Write the paraphrase in your own style. Consider each point; how could you rephrase it? ➢ Meaning: ensure that you keep the original meaning and maintain the same relationship between main ideas and supporting points. ➢ Words: Use synonyms (words or expression which have a similar meaning) where appropriate. Key words that are specialized subject vocabulary do not need to be changed. ➢ If you want to retain unique or specialist phrases, use quotation marks (“......”). ➢ Change the grammar and sentence structure. Break up a long sentence into two shorter ones or combine two short sentences into one. Change the voice (active/passive) or change word forms (e.g. nouns, adjectives). ➢ Change the order in which information/ ideas are presented (as long as they still make sense in a different order). ➢ Identify the attitude of the authors to their subject (i.e. certain, uncertain, critical, etc.) and make sure your paraphrase reflects this. Use the appropriate. • Review your paraphrase checking that it accurately reflects the original text but is in your words and style. • Record the original source (including the page number) so that you can provide a reference. Now try paraphrase the following text. Paraphrase each paragraph if possible. Next time you are in a lift, look for the name of the people who made it. Chances are it will be the Otis Elevator Company. It was Elisha Otis who invented the gadget that made the modern passenger lift possible. The concept of elevation was already well established. Louis XV of France disliked stairs so much that he was regularly hoisted skywards in a ‘flying chair’ by several strong men hauling on ropes. In Otis’s time, warehouses commonly used moving platforms to transport goods between floors. However, elevating anythig further than one floor or weighing more than 70 kilograms would have been considered far too dangerous. Otis worked for a bed manufacturer who has keen to expand his business but needed to find a way to move his beds to an upper floor for storage. The inventive Otis soon had a solution to the safety problem: a tough steel spring system that meshed with ratchets on either side of the lift shaft so that if the rope gave way the sudden loss of tension would trigger the device, stopping the lift from falling. At the 1854 World Trade Fair in New York, Otis unveiled his invention and orders began to pour in, including one from the United States Assay Office which at that time was constructing one of the first buildings with an internal steel frame to support the exterior walls. This was the same construction method that skyscrappers



37 | E n g l i s h f o r A c a d e m i c P u r p o s e would use. If not for lifts, the towering landmarks which feature so prominently in today’s architecture would have been impossible and the character of our cities would be entirely different. Write your paraphrase here: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________



B. Summarizing A summary is an overview of a text. The main idea is given, but details, examples and formalities are left out. Used with longer texts, the main aim of summarizing is to reduce or condense a text to its most important ideas. Summarizing is a useful skill for making notes from readings and in lectures, writing an abstract/synopsis and incorporating material in assignments. You can summarize long sections of work, like a long paragraph, page or chapter. You can also summarize 1) to outline the main points of someone else's work in your own words, without the details or examples, 2) to include an author's ideas using fewer words than the original text, 3) to briefly give examples of several differing points of view on a topic, and 4) to support claims in, or provide evidence for your writing. How to Summarize The amount of detail you include in a summary will vary according to the length of the original text, how much information you need and how selective you are: • Start by reading a short text and highlighting the main points as you read. • Reread the text and make notes of the main points, leaving out examples, evidence etc. • Without the text, rewrite your notes in your own words; restate the main idea at the • beginning plus all major points. Now try to make summarize from the text below.



The cinema did not emerge as a form of mass consumption until its technology evolved from the initial “peepshow” format to the point where images were projected on a screen in a darkened theater. In the peepshow format, a film was viewed through a small opening in a machine that was created for that purpose. Thomas Edison’s peepshow device, the Kinetoscope, was introduced to the public in 1894. It was designed for use in Kinetoscope parlors, or arcades, which contained only a few individual machines and permitted only one customer to view a short, 50-foot film at any one time. The first Kinetoscope parlors contained five machines. For the price of 25 cents (or 5 cents per machine), customers moved from machine to machine to watch five different films (or, in the case of famous prizefights, succesive rounds of a single fight). These Kinetoscope arcades were modeled on phonograph parlors, which had proven succesful for Edison several years earlier. In the phonograph parlors, customers listened to recordings through individual ear tubes, moving from one machine to the next to hear different recorded speeches or pieces of music. The Kinetoscope parlors functioned in a similar way. Continue >>



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Exhibitors, however, wanted to maximize their profits, which they could do more readily by projecting a handful of films to hundreds of customers at a time (rather than one at a time) and by charging 25 to 50 cents admission. About a year after the opening of the first Kinetoscope parlor in 1894, showmen such as Louis and Auguste Lumière, Thomas Armat and Charles Francis Jenkins, and Orville and Woodville Latham (with the assistance of Edison’s former assistant, William Dickson) perfected projection devices. These early projection devices were used in vaudeville theathers, legitiate theaters, local town halls, makeshift storefront theaters, fairgrounds, and amusement parks to show films to a mass audience. Write your summary here: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________



C. Quotations What is a Quotation? A quotation is an exact reproduction of spoken or written words. Direct quotes can provide strong evidence, act as an authoritative voice, or support a writer's statements. For example: Critical debates about the value of popular culture often raise the specters of Americanization and cultural imperialism, particular issues for a 'provincial' culture. However, as Bell and Bell (1993) point out in their study of Australian-American cultural relations: "culture is never simply imposed 'from above' but is negotiated through existing patterns and traditions." (Bell & Bell 1993, p. 9) How to Quote Make sure that you have a good reason to use a direct quotation. Quoting should be done sparingly and should support your own work, not replace it. For example, make a point in your own words, then support it with an authoritative quote. • • • • • • •



Every direct quotation should appear between quotation marks (" ") and exactly reproduce text, including punctuation and capital letters. A short quotation often works well integrated into a sentence. Longer quotations (more than 3 lines of text) should start on a new line, be indented and in italics. When to Quote When the author's words convey a powerful meaning. When you want to use the author as an authoritative voice in your own writing. To introduce an author's position, you may wish to discuss. To support claims in, or provide evidence for, your writing.



39 | E n g l i s h f o r A c a d e m i c P u r p o s e Now detect and write the quotation you found on the text from ‘Dimension of Forensic Linguistic’ by John Gibbons and Teresa Turell (2008) below: Plagiarism is a very common we found today. People who wanted to take a shortcut in writing process obviously took this action, despite they noticed or not if this was a crime. In 1999, the US Office of Science and Technology Policy had defined the word plagiarism as the appropriation of another person’s ideas, processes, results, or words without giving appropriate credit, including those obtained through confdential review of others’ research proposals and manuscripts. The negative connotations of plagiarism as an illegal appropriation of ideas are based on the concept of Intellectual Property. Plagiarism can be defined as intentional lifting of an idea and/or intentional copying of the text (including linguistic, musical, etc.) used to express that idea, to cover up nonoriginality said Turell on his book that published on 2004. Judicial systems belonging to the Common or the Civil Law traditions may characterise the legal base involved in plagiarism quite similarly, although it is generally agreed that plagiarism as an accepted or unaccepted practice, has to do with a community’s culture; in other words, that there is a cultural background embedded in the nature of plagiarism that is reflected as in Oxford dictionary in 2010 that listed the word plagiarize as an act of copying another person’s ideas, words or work and pretend that they are your own. In 2001, the accusation that Spanish writer Luis Racionero, at that time the Director of the Spanish National Library, had plagiarised in his work, Atenas de Pericles (1993), several dozens of pages from British historians Gilbert Murray and Arnold J. Toynbee, caused an uproar within Spanish cultural and intellectual domains. Racionero rejected criticism by formulating in his defence that “his was not a case of plagiarism, but rather of intertextuality”. He admitted using these historians’ material in order to produce a completely new piece of work, but did not admit that he used this material as his own, copying literally and not citing.



Write your answer here: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________



List of useful phrases in academic writing:



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Exercise 4A Directions: paraphrase the sentence below. 1. Fatma worried about passing the very difficult test. a. Receiving a passing grade on the difficult exam concerned Fatma. b. Fatma was worried about receiving good marks on the test, which was very hard. 2. Three issues are especially crucial to understanding the possible uses of the human genome. a. Three things are especially crucial to understanding the possible uses of the human genome. b. Understanding potential uses of the human genome is linked to three vital issues. 3. While most people are aware of such medical possibilities, they are less aware of the fact that genes can also uncover a great deal about humankind's history and culture. a. Many persons are aware of such medical possibilities, but they are less knowledgeable about people's history and culture. b. Most people know that genes are linked to potential medical advances. However, what they do not realize is genes can also tell us about a society and its past. 4. On June 26 Francis Collins, head of the Human Genome Project, and Craig Venter, head of Celera Genomics, announced that they had completed the reading of a "rough draft" of the human genome - the complete set of human DNA. a. On June 26 two scientists stated they had finished the initial reading of the human genome. b. It was announced by two researched that they had read the first reading of the complete set of human DNA. 5. The fact that adult Europeans are twice as likely as Asians to tolerate lactose in milk reflects a much longer history of dairy farming in the West. a. In comparison to Europeans, adult Asians have an inability to tolerate lactose in dairy products such as milk. This is because Europeans have had dairy farms longer than Asians. b. b. Twice as few Asians can tolerate lactose in milk. However, the Europeans, who have a long history of dairy farming, can better tolerate the lactose.



Exercise 4B Direction: Choose the best paraphrase for the original passage. 1. Original passage: “Death rates for males are substantially higher than for females for every age group of children and youth, but the largest difference occurs among teens, ages 15 to 19” (Goutas, et al., 2011, p. 11). a. A recent study found that death rates for male children and teens are higher than those for females in all age groups, but the most significant difference between death rates for male and female children occurs between the ages of 15 and 19 (Goutas, et al., 2011). b. Death rates for males are much higher than for females for all age groups of children and youth, but the largest difference occurs among teens, ages 15 to 19 (Goutas, et al., 2011).



2. Original passage:



"In the more than a century and a half of their existence, Washington Irving's two most famous stories, 'Rip Van Winkle' and 'The Legend of Sleepy Hollow,' have taken on a life of their own. They have been read, listened to, and, from the time of Joseph Jefferson's first staging of "Rip" to our own age of mass media, watched in various of productions, by generations of adults and children alike. Yet relatively few people are aware that they were once—and, for that matter, still technically are—part of of



41 | E n g l i s h f o r A c a d e m i c P u r p o s e an apparently miscellaneous, but actually quite coherent unified, collection of sketches, essays, and stories called The Sketch Book of Geoffrey Crayon" (RubinDorsky 393). a. The famous short stories "Rip Van Winkle" and "The Legend of Sleepy Hollow" by Washington Irving are so popular today that they have been made into books, audio recordings, and movies. Generations of fans have been able to enjoy these stories, especially now, thanks to our age of mass media (RubinDorsky 393). b. Washington Irving's famous stories "Rip Van Winkle" and "The Legend of Sleepy Hollow" are so popular that they have been enjoyed in story form and in films by generations. However, despite the popularity of these stories, most people do not realize that they were originally published in and remain a part of a larger collection of works entitled The Sketch Book of Geoffrey Crayon (RubinDorsky 393).



3. Original passage:



"So dynamic is the Web that new technologies and techniques are emerging all the time. What's commonplace one year becomes old hat the next. The only thing that seems to remain constant is people's desire to transmit and receive information efficiently and to communicate with others, no matter what the means. That's what drives people to shop, invest, and converse online, and it is the same force that is propelling them to learn online as well" (Ko & Rossen, 2008, p. 5). a. Change for the World Wide Web in ongoing, with innovation constantly changing and shaping the experiences people have online. The one stability among all this change is that people want to be able to send and receive information conveniently and efficiently, and people want to be able to communicate with each other. These forces, which drive people to the internet for shopping, investing, and communicating, also drive people toward online learning (Ko & Rossen, 2008). b. The Web is so exciting, and new technologies and techniques are emerging all the time. What's commonplace one year becomes old hat the next. The only thing that seems to remain constant is people's need to transmit information and to communicate with one another. These things drive people to shop, invest, and converse online, and it is this same force that is propelling them to learn online (Ko & Rossen, 2008).



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Language Spot Tenses: Passive Voice The passive voice appears in scientific texts rather frequently. This is appropriate for an impersonal use of the language, where the acting person is of no importance and therefore does not have to be mentioned. The passive is also used to describe a process. How to recognize Passive Voice We use the passive voice when the subject of the sentence is the receiver of the action. Examples Explanation Popcorn is sold in movie theatres. Passive verb -> a form of be + past Old movies were filmed in black and white. participle Many movies have been made in Hollywood. subject verb object Compare active and passive. The object of the active sentence (movie) Active: The children saw the movies is the subject of the passive sentence. subject



verb



by agent



Passive: The movie was seen by the children



If the agent of the action (the person who performs the action) is mentioned, it follows by.



Compare active voice and passive voice in different tenses. Tense Active Passive = Be + Past Participle Simple Present A committee chooses the winner. The winner is chosen by a committee Present Continuous They are presenting an award now. An award is being presented now. Simple Future They will pick the best movie. The best movie will be They are going to pick the best picked. movie. The best movie is going to be picked. Simple Past They announced the winner’s The winner’s name was name. announced Past Continuous They were interviewing the The winners were being winners. interviewed. Present Perfect They have chosen the best movie. The best movie has been chosen. Modal You can see the movie on DVD. The movie can be seen on DVD. Language Notes: 1. Both the active voice and the passive voice can be used with different tenses and with modals. The tense of the passive sentence is shown in the verb be. Use the past participle with every tense. 2. If two verbs in the passive voice ae connected with and, do not repeat be. The Oscar ceremony is televised and seen by millions of people.



43 | E n g l i s h f o r A c a d e m i c P u r p o s e Examples Before 1941, the winners’ names were already known before the ceremony Today the winners are never announced ahead of time. Affirmative: The movie was filmed by the U.S. Negative: It wasn’t filmed in Canada. Yes/No Question: Was it filmed in Hollywood? Short Answer: No, it wasn’t. WH-Question: Where was it filmed? Subject Question: Which movie was filmed in Canada?



Explanation An adverb can be placed between the auxiliary verb and the main verb.



Active: She saw him



Notice the difference in pronouns in an active sentence and a passive sentence. After by, the object pronoun is used.



Passive: He was seen by her



Observe affirmative statements, negative statements, and questions with the passive voice. Never use do, does, or did with the passive voice. (Wrong: The movie didn’t filmed in Canada)



Active: They helped us Passive: We were helped by them Examples Compare: verb



object



Active: McCay created the first animated film Passive: The first animated film was created in 1914 verb



Explanation Most active verbs are followed by an object. They can be used in the active and passive voice. These verbs are called transitive verbs.



object



Active: Walt Disney didn’t draw his cartoon Passive: The movie was seen by the children Active Only: Disney lived in Hollywood most of his life. He became famous when he created Mickey Mouse He worked with many artists. What happened to the first Mickey Mouse cartoon? I’d like to see it.



Some verbs have no object. We cannot use the passive voice with these verbs: agree die look seem arrive fall occur sleep be go rain stay become happen recover walk come live remain work These are called intransitive verbs.



U N I T 4 | 44 Compare: a. Disney left Kansas City in 1923. b. The DVD was left in the DVD Player.



Compare: a. Cartoon have changed a lot over the years. b. The light was changed by the janitor. a. In a cartoon, it looks like the character are moving, but they are not. b. The chair were moved to another room. Compare: Walt Disney was born in 1901. He died in 1966.



Leave can be intransitive or transitive, depending on its meaning. In sentence (a), leave means “go away from.” It is an intransitive verb. It has no passive form. In sentence (b), leave means “not taken.” It is a transitive verb. It has a passive form. Change and move can be intransitive or transitive. When a change happens through a natural process (a), it is intransitive. When someone specific causes the change (b), it is transitive. Notice that we use was/were with born, but we don’t use the passive voice with die. Born is not a verb. It is a past participle used as an adjective.



Basic uses and functions: Passive voice can be used when …  The actor is unknown: The cave paintings of Lascaux were made in the Upper Old Stone Age. [We don’t know who made them.]  The actor is irrelevant: An experimental solar power plant will be built in the Australian desert. [We are not interested in who is building it.]  You want to be vague about who is responsible: Mistakes were made. [Common in bureaucratic writing!]  You are talking about a general truth: Rules are made to be broken. [By whomever, whenever.]  You want to emphasize the person or thing acted on. Insulin was first discovered in 1921 by researchers at the University of Toronto. It is still the only treatment available for diabetes.  You are writing in a scientific genre that traditionally relies on passive voice. Passive voice is often preferred in lab reports and scientific research papers, most notably in the Materials and Methods section: The sodium hydroxide was dissolved in water. This solution was then titrated with hydrochloric acid. In these sentences, you can count on your reader to know that you are the one who did the dissolving and the titrating. The passive voice places the emphasis on your experiment rather than on you.



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Exercise 4C Read the following sentences. Decide if the underlined verb is active (A) or passive (P). Examples:



The actress received an Oscar. A The actress was given an Oscar. P



1. The actress wore a beautiful gown. 2. Halle Berry presented an Oscar. 3. The director has been nominated many times. 4. Old movies were filmed in black and white. 5. Hollywood has become the movie capital of the U.S. 6. Hollywood was built at the beginning of the twentieth century.



Exercise 4D Direction: Change the active sentences into passive. 1. Shakespeare wrote that play. _________________________________________ 2. Bill will invite Ann to the party. _________________________________________ 3. Alex is preparing that report. _________________________________________ 4. Waitresses and waiters serve customers. _________________________________________ 5. Shirley has suggested a new idea. _________________________________________ 6. Two horses were pulling the farmer’s wagon. _________________________________________ 7. Alice didn’t make that pie. Did Mrs. French make it? _________________________________________ 8. Does Prof. Jackson teach that course? I know that Prof. Adams doesn’t teach it. _________________________________________ 9. His tricks didn’t fool me. _________________________________________ 10. Mrs. Andrews hasn’t signed those papers yet. Has Mrs. Andrews signed them yet? _________________________________________



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Exercise 4E Direction Change into passive if possible. Some verbs are intransitive. 1. A strange thing happened yesterday. ___________________________________________ 2. Jackson scored the winning goal. ___________________________________________ 3. I agree with Dr. Ikeda’s theory. ___________________________________________ 4. Dr. Ikeda developed that theory. ___________________________________________ 5. Timmy dropped the cap. ___________________________________________ 6. The assistant manager interviewed me. ___________________________________________ 7. A hurricane destroyed the small fishing village. ___________________________________________ 8. The cups fell to the floor. ___________________________________________ 9. Dinosaurs existed millions of years ago. ___________________________________________ 10. The solution to my problem appeared to me in my dreams. ___________________________________________



Continue to the next page for writing tips!



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U N I T 5 | 48



Unit V Modern Lifestyle Start Up Read the article below, and discuss your opinion about the issue in the article in pairs.



Speaking Skills Deliver an Opinion The table shows some useful expression to convey your opinion about the issue above. Express Opinion I think …; I believe …; In my opinion …; To my mind …; To me …



Agreeing I couldn’t agree more…; I quite agree with you…; That’s true …; I partly agree…



Asking for opinion What do you think about …? What’s your opinion …?; Don’t you agree …?



Disagreeing I don’t think so …; I don’t agree…; I (don’t) feel …; perhaps you’re right, but on the other hand…; That’s not quite the way I see it…; I see what you mean, but …



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Writing Skills Argumentative Writing Argumentative writing is a genre of writing that requires the student to investigate a topic; collect, generate and evaluate evidence; and establish a position on the topic in a concise manner. In short, argumentative writing is a work that require student point of view about some topic and proof it with some evidence scientifically. Argumentative writings commonly found in the form of essay. Argumentative essay mostly assigned as a capstone or final project in first year writing or advanced composition courses and involves lengthy, detailed research. In argumentative essay, writers should call for extensive research of literature or previously published material. Argumentative assignments may also require empirical research where student collects data through interviews, surveys, observations or experiments. Detailed research allows the student to learn about the topic and to understand different points of view regarding the topic so that she/he may choose a position and support it with the evidence collected during research. regardless of the amount or type of research involved, argumentative essays must establish a clear thesis and follow sound reasoning. The structure of the argumentative essay is held together by the following: •



A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay. In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way. Next, the author should explain why the topic is important or why readers should care about the issue. Lastly, students should present the thesis statement. It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.



•



Clear and logical transitions between the introduction, body and conclusion. Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.



•



Body paragraphs that include evidential support. Each paragraph should be limited to the discussion of one general idea. This will allow for clarity and direction throghout the essay. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph. Some paragraphs will directly support the thesis statement with evidence collected during research. It is also important to explain how and why the evidence supports the thesis.



•



Evidential support (whether factual, logical, statistical or anecdotal). Argumentative essay requires well-researched, accurate, detailed and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical or anecdote should support the thesis. A successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is unethical to exclude evidence that may not support the thesis.



U N I T 5 | 50



•



A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. You may restate why the topic is important, review the main points, and review your thesis.



•



A complete argument. It is helpful to think of an essay in terms of a conversation or debate with a classmate. If you were to discuss the cause of World War II and its current effect on those who lived through the tumultuous time, there would be a beginning, middle and end of the conversation. Therefore, the argumentative essay must be complete, and logically so, leaving no doubt as to its intent or argument.



•



The five-paragraph essay. A common method for writing an argumentative essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of (a) an introductory paragraph, (b) three evidentiary body paragraphs that may include discussion of opposing views and (c) a conclusion.



•



Longer argumentative essays. Complex issues and detailed research call for complex and detailed essays. Argumentative essays discussing a number of research sources of emphirical research will most certainly be longer than five paragraphs. The authors may have to discuss the context surrounding the topic, sources of information and their credibility, as well as a number of different opinions on the issue before concluding the essay. Many of these factors will be determine by the assignment.



A. Writing thesis statement The thesis statement or main claim must be debatable. An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people. •



•



Example of a non-debatable thesis statement: Pollution is bad for the environment. This thesis statement is not debatable. First, the word pollution means that something is bad or negative in some way. Further, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is good. Example of a debatable thesis statement: At least 25 percent of the federal budget should be spent on limiting pollution. This is an example of a debatable thesis because reasonable people could disagree with it. Some people might think that this is how we should spend the nation's money. Others might feel that we should be spending more money on education. Still others could argue that corporations, not the government, should be paying to limit pollution.



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•



Another example of a debatable thesis statement: America's anti-pollution efforts should focus on privately owned cars. In this example there is also room for disagreement between rational individuals. Some citizens might think focusing on recycling programs rather than private automobiles is the most effective strategy.



The basic organizations of argumentative essay are introduction, supporting argument 1, supporting argument 3, supporting argument 4, and close with conclusion. Look at the chart below. Introduction Supporting argument 1 Supporting argument 2



Conclusion



An introduction should explains what is your topic and state the problems you want to uncover. Supporting argument 1 should cover the 1st reason why you agree/disagree about the topic you write. Supporting argument 2 should cover the 2nd reason why you agree/disagree about the topic you write. Supporting argument can add up to 3 or more depends on how many reason you have. The more reason, the strongest your argumentative will be. Conclusion should review about your final statement about your topic and clarify that your topic is the best one.



Example: Introduction Supporting argument 1 Supporting argument 2 Conclusion



Hybrid cars are an effective strategy to fight pollution. Driving a private car is a typical citizen’s most air polluting activity. Each vehicle produced is going to stay on the road for roughly 12to 15 years. Hybrid cars are a better solution for the nation’s population.



B. Strengthen the evidence What type of evidence should I use? There are two types of evidence. First hand research is research you have conducted yourself such as interviews, experiments, surveys, or personal experience and anecdotes. Second hand research is research you are getting from various texts that has been supplied and compiled by others such as books, periodicals, and Web sites. Regardless of what type of sources you use, they must be credible. In other words, your sources must be reliable, accurate, and trustworthy. How do I know if a source is credible? You can ask the following questions to determine if a source is credible. Who is the author? Credible sources are written by authors respected in their fields of study. Responsible, credible authors will cite their sources so that you can check the accuracy of and support for what they've written. (This is also a good way to find more sources for your own research.) How recent is the source? The choice to seek recent sources depends on your topic. While sources on the American Civil War may be decades old and still contain accurate information, sources on information technologies, or other areas that are experiencing rapid changes, need to be much more current. What is the author's purpose? When deciding which sources to use, you should take the purpose or point of view of the author into consideration. Is the author presenting a neutral, objective view of a topic? Or



U N I T 5 | 52 is the author advocating one specific view of a topic? Who is funding the research or writing of this source? A source written from a particular point of view may be credible; however, you need to be careful that your sources don't limit your coverage of a topic to one side of a debate. What type of sources does your audience value? If you are writing for a professional or academic audience, they may value peerreviewed journals as the most credible sources of information. If you are writing for a group of residents in your hometown, they might be more comfortable with mainstream sources, such as Time or Newsweek. A younger audience may be more accepting of information found on the Internet than an older audience might be. Be especially careful when evaluating Internet sources! Never use websites where an author cannot be determined, unless the site is associated with a reputable institution such as a respected university, a credible media outlet, government program or department, or well-known non-governmental organizations. Beware of using sites like Wikipedia, which are collaboratively developed by users. Because anyone can add or change content, the validity of information on such sites may not meet the standards for academic research. To understand more about argumentative article, look at the text below. Read carefully the sample paragraph below and try to answer the question.



SAMPLE PARAGRAPH Nowadays, there are lots of thing that people consider when taking a job. Several aspects that are mostly considered by people are wages, working hours, and satisfaction (Purdue, p.30, 2011). However, there are still constant debate regarding which one is much more important. It is often argued that it is more advantageous to choose a job with high wage, even if it does not appeal to you at all. I completely disagree with this opinion and think that job satisfaction is much more important than salary. First of all, I believe that job satisfaction gives people a sense of fulfillment that no money can guarantee. This statement is strengthened by Paul’s (2012, p.27) statement in which he says that “out of the factors that contributes in choosing a job, satisfaction has always been the most important aspect as gaining it can give self-pleasure that money cannot provide”. Even if someone is earning a high salary, but feels tensed and compromises with his conscience, this person will not enjoy his life. While pursuing one’s interests will always bring pleasure and feeling of satisfaction. For example, a lot of famous researchers made their career choices not because of appealing wages, but because they were passionate about science. That’s why it is more important to choose the kind of work that makes you happy than to look only at a high salary. Secondly, doing what you like keeps you motivated and therefore leads to a career growth. Gary (2008, p.17) states that people with high levels of job satisfaction tend to stay at a certain job longer than those who are not. In other words, there is a strong relation between job satisfaction and productivity. People who love their jobs can easily excel in their fields of work and achieve better results than those, who put salary on the first place. For instance, Henry Miller decided to leave his everyday job despite a good wage and ventured to become a writer. And after enduring years of ups and downs he became one of the most famous and wellpaid authors of the twentieth century. Thus, advantages of jobs that keep you satisfied outweigh the drawback of a low salary in a long-term perspective.



53 | E n g l i s h f o r A c a d e m i c P u r p o s e To conclude, as can be seen from the arguments above, job satisfaction is a much more important aspect when considering/doing a job as it provides not only pleasure but also motivated and produce higher productivity. References Gary, S (2008, November 17). Staying in a job much longer. The New York Times. Retrieved from http://www.nytimes.com Paul, A. (2012). Happiness http://www.eblib.com



in



the



working



environment.



Retrieved



from



Purdue, J. (2011). Doing the hard work. London, England: Routledge



Exercise 5A Analyzing the text. 1. 2. 3. 4. 5. 6. 7. 8.



What does the first paragraph contain? What does the second paragraph contain? What does the third paragraph contain? What does the fourth paragraph contain? Do we show our personal opinion? How does the writer mention other people’s ideas? Underline the topic sentences for paragraph 2 and 3! Look at the way the writer mentions the references. Can you guess what the sources are?



Exercise 5B Directions: Write an argumentative essay about the topic given by your lecture. Bring the draft in the next meeting for discussion and consultation. This assignment is for your MID-TERM EXAM.



U N I T 6 | 54



Unit VI Bright Ideas Start Up 1



Discuss each of the inventions opposite in groups. • • • • •



Is it a good idea? Is there a need for the product? Who would buy it? Would it be expensive to manufacture? How would you market it?



2



Work in groups. Which four of the inventions do you tink become successful product?



3



Listen and check your answers.



Writing Skill Describing Process We have come this far in this semester. So, we need to begin something important especially for your study. In this unit, we will focus our lesson on explaining a process. Unlike other field of study, your field of study is slightly different. It is because your field of study concern in two skills, material and technical practice. Material practice is where you learn much theory in class while technical practice is where you develop your study in labs or field research. In line with developing your technical practice, you probably often found some diagrams or pictures containing the way something begin until its complete. To understand that pictures or diagrams, we need to know how to read it first and comprehend it later. In explaining process, we are invited to think critically to respond to a pictures or diagrams about a process. Answering this will help you comprehend what is happen in that pictures. Explaining process begins with the explanation of the very beginning process/ step and ends with the very last process. There are three points should be considered: • • •



Introduce the diagram/ the picture Give an overview of the main points Give the detail and explain it



Explaining process regularly used in IELTS (International English Language Testing System) test to measure students knowledge of explaining process rather than in TOEFL test.



55 | E n g l i s h f o r A c a d e m i c P u r p o s e 1. Introduce the diagram To start with, you could use the paraphrase form. What is paraphrase? Paraphrase mainly is to make a sentence become shorter from its original form but keep the same meaning as the original. As in this sentence: Original Sentence: “the diagram is mainly focusing on the process of making bricks from the very first step to the final which was created for the building industry” Paraphrase: “the diagram explains the way in which bricks are made for the building industry” Note: if the pictures is showing about the process of making bricks. 2. Give an overview of the main points After a good short head start, you could continue with the explanation of the diagram/ picture. Then, find points that help you in explanining those process, for example, you could explains about how many steps are needed from the beginning to the ending. You could use this sample sentence to help you: “Overall, there are eight stages in the process, beginning with the .... and ....” You can use the conjunction of number to make your reader easier to understand the process. The common conjunction of number are: To begin with, beginning with, the first process, second process, thridly, process number two/three, then, next, the following process, after, after which, on the next process, the last, the final step. But remember, you need to consistent in using that conjunction. Look at the box below. By number



By order



First, second, third



Begin with, next, following with, then, the last/final process



Firstly, secondly, thirdly The first, the second, the third 3. Give the detail and explain it



After introducing and giving overview, you should explaining the process in each steps. There are two ways to help you in explaining the process; (1) time connectors dan (2) passive sentence. (1) Time connectors : a process is like a story line which represent a hierarchy of some events. Those events is likely connected each steps from early step to the final step. To make it connected, you could use time connectors word. That is the word that take a responsibility as marks in your process. The common time connectors are for examples: to begin, then, first, second, next, following this, followed by, dan finally. As in this sample sentence:



U N I T 6 | 56 “first, we need to clean the oven so that there will no bacteria involved. Next, prepare the plates and put the caramel dough into the oven. Do not spill the dough in the oven because it will so sticky and hard to remove after the oven are heated. The third, you need to turn the oven to 30 degrees and wait for almost fifteen minutes before it is done.”. (2) Passive sentence : in explaining the process, the focus is the steps of where something is created NOT who the subject is. In line with that, you could used passive sentence to help describes a process. commonly, most used passive are: Subject + Verb + Object A large digger digs up the clay in the ground The clay in the ground is dug up by the digger



(active) (passive)



The ability to write a process essay is determined by the collection of vocabularies you have had. To master various vocabularies, one should read, listen and write a lot. This is very needed and there is no other way to master English vocabularies. Now, try to explain the diagrams and pictures below. Each are showing about how something created from the beginning to the end. The first exercise is an example.



Exercise 6A Write an essay explaining about the production of chocolate based on the picture below:



57 | E n g l i s h f o r A c a d e m i c P u r p o s e



Source: IELTS Buddy



Sample Model Answer: The diagram explains the process for the making of chocolate. There is a total of ten stages in the process, beginning with the growing of the pods on the cacao trees and culminating in the production of the chocolate. To begin, the cocoa comes from the cacao tree, which is grown in the South American and African continents and the country of Indonesia. Once the pods are ripe and red, they are harvested and the white cocoa beans are removed. Following a period of fermentation, they are then laid out on a large tray so they can dry under the sun. Next, they are placed into large sacks and delivered to the factory. They are then roasted at a temperature of 350 degrees, after which the beans are crushed and separated from their outer shell. In the final stage, this inner part that is left is pressed and the chocolate is produced. Source: IELTS Buddy



Exercise 6B Explain the process of the production of bricks for the manufacturing industry.



Source: Cambridge IELTS



U N I T 6 | 58



Exercise 6C Explain the process manufacturing tea.



Source: Cambridge IELTS



59 | E n g l i s h f o r A c a d e m i c P u r p o s e



Exercise 6D Directions: explains how to apply for a visa.



FILL IN THE REGISTRATION FORM



SCHEDULE INTERVIEW



GATHER DOCUMENTS



PREPARE FOR INTERVIEW



ATTEND FOR VISA INTERVIEW



COMPLETE!



U N I T 6 | 60



Exercise 6E Directions: explain how to clean fish



1 2 3 4 5



61 | E n g l i s h f o r A c a d e m i c P u r p o s e



U N I T 7 | 62



Unit VII Presentation Start Up 1



Look at the pictures. Have you ever attended in one of the situation in the pictures? If yes, are you there as a speaker or as audience? In your opinion, What kind of events would require a presentation and a public speaking skills? Drop your answers below: •



Public lecture



•



Office meeting



•



_____________



•



_____________



•



_____________



•



_____________



•



_____________



•



_____________



2 Have you ever once talked in front of audience? What kind of event and situation? Recall your experience as a public speaker and tell the class what do you usually prepare before the presentation day!



Speaking Skill What Makes A Good Presentation? Being a public speaker is not an instant process. You need a material preparation to be talked with your audiences. When you have found your material, there are some points you need to consider to make your presentation better. Make a checklist and have a greater presentation. •



Remember your audience. Establish clear objectives in the introduction. Meet audience expectation with relevant content. Create interest and promote involvement.



•



Organize the information. Involve your audience Design an overall structure which is clear. Ensure the introduction and ending have maximum impact.



63 | E n g l i s h f o r A c a d e m i P u r p o s e Link the different section together. Communicate using the allotted time. •



Use visual effectively Use clear and simple messages. Create impact. Handle aids and equipment professionally. Be prepared to provide handouts.



Use simple visuals



•



Communicate with body language Maintain relaxed attitude; remain confident and positive. Use eye contact to engage your audience. Focus meaning by movement or gesture. Avoid distracting mannerism.



•



Deliver your message Use your voice effectively; volume, rhythm, and pause. Adjust complexity/formality of language to the audience.



•



Prepare thoroughly Write brief notes to assist. Practice before the real things.



Avoid distracting manner



Classic Presentation Organization Greet



Introduce Self



Introduce Presentation



Explain structure of presentation



conclude and summarize



Take questions



Present main body (Point I, II, III)



List of Useful Expression Introduction Section



Expression



Greeting



Good morning/afternoon/evening, ladies and gentlemen.



Name and Position



Let me just start by introducing myself. My name is Peter Wong. As some/most of you already know, I am Peter Wong. I’m in charge of/responsible for production. I’m the managing director. The title/subject /topic of today’s presentation/talk is …. Today I’d like to speak about … What I’d like to talk about is … The objective of this presentation is to present… This talk will act as a springboard for discussion. The aim of today is to give some background about…



Title/Subject Objective



U N I T 7 | 64 Main part/outline



Visuals (if needed) Timing Questions Noticing Audience



Link to start



I’ve divided/split my talk into four main parts/sections. Firstly, what I want to do is give you some background… Secondly/Thirdly, we will look at/move on to … Then/next/after that/finally, I will speak about/examine… I will be using the whiteboard and flipchart. The presentation will take/last about … minutes I will speak for about …. minutes. If you have any questions, please feel free to interrupt. I’d be glad to take any questions at the end of my presentation. I know that you have all travelled a long way. I’m very grateful that you could come today. It’s nice to see so many faces. I look forward to your comment on this. Ok. Let’s start with the first point which is … Right. We can begin by looking at …



Signalling – Linking the Parts Signalling will be useful to: -



clarify the structure of your presentation. enable the audience to understand what you are saying help to organize your thought as you give the presentation.



Point



Expression



Sequencing Ideas



Firstly/Secondly/Thirdly/Then/Next/Finally… The first/second/third/final point is… Right/So/Well/Ok … That’s all I wanted to say about… I think that covers everything on… To summarize…



Ending a section



Opening a new section



Let’s now look at … Now I want to turn to … This brings me to the third and final point which is…



Highlighting & Emphasizing While having a presentation, a public speaker likes to give a highlight points of their topic to be discussed. Below are the following expressions and ways how to do an effective highlighting and emphasizing: Point



Expression



Focusing



I’d like to emphasize … I’d like to stress … I should reiterate/repeat … It is critical/essential to understand … What we can’t do is… What I’d like to do is … What we have been able to do is … What is really important is … This is very, very difficult problem. We thought for a long, long time about this. We need to do something and we need to do it now. Frankly speaking,…/To be honest,… To put it simply,…



Emphasize “What”



Repetition Simplifying



65 | E n g l i s h f o r A c a d e m i P u r p o s e Analyzing Articulation - Stressing



Dramatic language



Let’s look at this more closely. What does this mean exactly? [Auxiliary Verb – Do/Does/Did] We did achieve many things last year. It does seem to be the best solution. [Keywords] We have tried repeatedly. There is a lot of room for improvement. A total/absolute/complete disaster. A great/outstanding/remarkable success. Totally unacceptable/Quite brilliant



Engaging Your Audience Your material will be more beneficial if it can reach your audience. To do it, you have to get your audience involved during your presentation. Here are some useful expression to engage your audience: Point



Expression



Rhetorical questions



How can we explain this? Is there anything we can do about this? How will this affect us? What will be the result? Is that clear? Are there any questions on that? I’m sure some of you want to take me up on this. I’d like to try an experiment. Could you ask your neighbour…? Can I ask for a show of hands? How many people …? How many people here have ever …? We need to… We don’t need to spend time on this. I know what you are thinking. I’m sure everyone in this room… Did you know that …? According to a recent study… I read somewhere that… Statistics show that… I’m sure you don’t need me to tell you that… I realize you all know… I tend to think that… It seems to me that… It may be a little/bit difficult.



Offer clarification Directing questions Creating rapport



Interesting facts



Acknowledge Diplomacy - softening



Visual Aids Why use a visual aid? -



Save time. Highlights key points. Create impact. Help the presenter. Create variety. Build interest.



Visual check spot -



Are spelling and grammar correct? Is lettering clear? Are the colours compatible? Does it communicate or distract?



U N I T 7 | 66 Point



Expression



Introducing the visual



Ok. Let’s take a look at… I have transparency to show you. The first/second/next/final slide is… Is that clear for everyone? Is that in focus? Can everybody see that? As you can see, this is… Here we can see… This shows/illustrates/demonstrates/refer to… I’d like to draw your attention to… One of the most important aspects of this is… At first glance it seems… but…



Check with the audience Meaning of the visual Focusing attention



Closing Section



Expression



Signalling the end



Ok. That brings me to the end of my presentation. Right. That covers everything I wanted to say about… To sum up then… In brief… If I can briefly summarize… I’d like to finish by saying… In conclusion,…



Summarizing and Concluding



Closing Inviting questions



Thank you for listening so attentively. Thank you for your attention. I hope that this has been useful. I’d be glad to answer any questions. So, do you have any questions?



Handling Questions In doing presentations, the point relies on the discussion between audience and presenter in the Question and Answer session. Therefore, it is also important to keep the discussion works well during the presentation. Point



Expression



Question for the presenter



Are you saying that…? What did you mean when you said…? Could you go over that again, please? It wasn’t very clear for me. Could you say a little bit more about…? Don’t you think that…? That’s good/difficult/complex/an interesting question. Thank you for asking that question. I’m glad someone asked that questions. It allows me to say… Does that answer your question? /Is that ok? Is that clear now? Can we move on? If I understand that correctly, you want to know… You’re asking me about… is that right? Sorry, I didn’t follow/catch the question. Could you repeat for me, please? In other words, you’re asking… As I said earlier in the first section…



Positive response Check your answer Clarify



Refer back



67 | E n g l i s h f o r A c a d e m i P u r p o s e



Accept criticism



Yes, I mentioned in the introduction… I think/already made it clear that… I accept that./That’s a fair point./I agree with what you’re saying. Up to a point, I agree.



While handling questions, try to avoid the following situation: 1. Wrong Person Example: I’m afraid I can’t really answer that. That’s not really my area/field, I’m afraid. I don’t have the figures with me. 2. Wrong Topic Example: I’m afraid that question goes beyond the subject of today’s presentation I’m afraid that’s confidential. I’m not at liberty to give you that information. I’d be glad to discuss that with you personally after the presentation. 3. Tennis – returning a question Example: Well, let me ask you the same question. Ok. Let me ask you a question. I can answer that by asking you a question. 4. Hedging Example: Well, that depends on what you mean by … Well, it’s a very complicated matter… Well, there are various ways of looking at it.



Presentation at a Glance Introduction 2. Introduce Yourself



3. State objective



4. Outline structure



Good Morning Welcome to ...



My name is ...



The objective of my presentation today is ...



I've devided the talk into five section...



I will take 15 minutes...



Feel free to interrupt



Ok, to begin, I'd like to look at ...



5. Timing



6. Questions



1. Greet



7. Link



U N I T 7 | 68



Main Body 1. Part one



2. Closing first part



3. Opening part two



So, the first part of my presentation is...



So, that's all I have to say on the first point. Any questions on that?



Ok, let's move on to the second part called...



There are two questions to look at here: firstly...



Ok, that's all on part two. I will now move to part three



Here, I'd like to highlight two items.



As you can see on this chart...



I would suggest...



6. Highlighting



7. Using a visual



5. Closing/Moving on



Could I digress for a second?



9. Digressing



Let me now return to ...



10. Returning



4. Sequencing



8. Recommending



Ok that's all I wanted to say on part three



11. Closing



Ending 1. Signal end



2. Summarize



3. Conclude



That brings me to the end of my presentation.



To sum up ...



In my conclusion, I would like to say ...



Is there any question?



That's a good question.



If there are no more questions, I'll finish here.



4. Invite questions



5. Handle question positively



6. Closing



69 | E n g l i s h f o r A c a d e m i P u r p o s e



A P P E N D I C E S | 80



APPENDICES Appendix 1: List of Useful Prepositions About Above Across After Against Along Among Around As At



Behind Below Beneath Beside Between Beyond By Despite Down During



PREPOSITIONS Except For From In Inside Into Like Near Of Off



On Onto Outside Over Past Since Through Throughout To Toward



Appendix 2: List of Common Irregular Verbs



Under Underneath Unlike Until Up Upon Versus With Within Without



81 | E n g l i s h f o r A c a d e m i c P u r p o s e



Appendix 3: Passive Sentence



A P P E N D I C E S | 82



References: Academic Help. www.academichelp.net/samples/academics/essay/compare-contrast. Dignen, Bob. 1999. English For Presentation. United Kingdom: York Associates. Educational Testing Service. 2006. The Official Guide to the TOEFL Test. New York, USA: McGraw-Hill. Evans, Virginia; and Obee, Bob. 2010. Upstream – Upper Intermediate. Berkshire, United Kingdom: Express Publishing. Hornby, A.S. 2015. Oxford Advanced Learner’s Dictionary 9th Edition. Oxford, United Kingdom: Oxfors University Press. Hobbs, Martyn; and Keddle, Julia Starr. 2006. Commerce – Oxford English for Careers. New York: Oxford University Press. Moor, Peter; Sarah Cunningham; and Frances Eales. 2005. New Cutting Edge Elementary. London, UK: Pearson Longman. Obee, Bob and Mary Spratt. 2011. Mission IELTS 1 Workbook. Newbury, Berkshire: Express Publishing. Phillips, Deborah. 2003. Longman Preparation Course for the TOEFL Test. New York, USA: Pearson Longman. Sarwono, Jonathan and Yudhy Purwanto. 2013. English for Academic Purposes. Yogyakarta: Penerbit ANDI. Soars, John and Liz. 2014. New Headway Upper-intermediate Fourth Edition Student Book. Oxford, UK: Oxford University Press.