Cambridge Academic English C1 Advanced Student's Book An Integrated Skills Course for EAP ( PDFDrive ).pdf

Cambridge Academic English C1 Advanced Student's Book An Integrated Skills Course for EAP ( PDFDrive ).pdf

1. CAMBRIDGE

Cambridge

English

An integrated skills course for EAP

Student’s Book

Martin Hewings and Craig Thaine

Course consultant: Michael McCarthy

2. You may find these challenging at fst but you wil learn strategies inthe course to help you to cope
with them. We Believe that working with authentic texts in EAP isthe best wey of preparing to read
‘them during your academic course of study

The lectures you vil watch are delivered by experienced lecturers and researchers. In many
colleges and universities around the world you wil be taugt in English by some tutors who are
[naive English speakers and others who are non-native English speakers, To help you prepare for
this, Both native and non native Engish speaking lecturers have been included inthis course.

‘The vocabulary focused on in the course has been selected for being of particular importance in
‘academic writing, reading, lectures and seminar. n choosing what to teach we have made use
‘ofthe Academic Word List compiled by AverlCoxhead (see wwr.vetoria.ac.nz/lls/resourees/
academicwordlis/ for more Information). Tis ist includes mary ofthe words that you re they to
‘encounter in your academic studies.

Mat are the additional features?
ach unit contains the following ational features:

A a

AP The Focus on your subject boxes encourage you to think about how what you have learnt
applies to your own subject area,

{© Corpus research boxes present useful ndings from the CAEC (see below)

“The Word ist atthe back ofthe Students Book covers hey academic words essential for
development of academic vocabulary.

For each level ofthe course, a fulHength version of one ofthe lectures from the DVD is
‘avalabe online. This gies you the opportunity to practise, In an extended conte, the
listening and note taking ski that you develop inthe Lecture and seminar sks units. The
video and accompanying worksheets are available fr students at wrw.cambridge.org/eh/
academicengish

‘To make sure thatthe language we teach in the course Is uptodate and relevant, we have made
‘extensive use of the Cambridge Academic English Corpus in preparing the materi

(O vrai cambia Aadem Eng Corpus CAE

‘The CAEC is a 400-millonword resource comprising two parts. One is 2 collection of witten
academie language taken from textbooks and journals writen in both British and American English.
‘The second i collection of spoken language from academic lectures and seminar. In oth parts
ofthe corpus a wide variety of academic subject areas Is covered. In addition o the CAEC, we have
looked at language from a 17-illon word corpus of seits written by students taking the IELTS.
test

‘Conducting our research using these corpora has allowed us to learn more about academic
language in use, and also about the common errors made by students when using academic
English, Using this information we can be sure thatthe material in this course is bul on sound
evidence of how English s used in a wide varety of academic contents. We use the CAEC to
provide authentic examples inthe activities of how language is used, and to give you useful facts
‘out how often and in what contexts certain words and phrases are used in academic wring.

We nope you enjoy using Cambridge Academie English and that It helps you achieve success in your
academie studies.

Martin Hewings and Craig Thane

3. Pesa

eatin content 2:
ans compar
evar ct

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Weng up rsanen à
rar ea

Tense choc prin

‘Conon tus in
scene wing

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na toma vr
henares

[rere eer
fea (Pcie moat

| md

SRE comme,

un pres

eat buin:
rows mer ro
sos
eet buin 2: wed
fares

Rea ces

nrg reactors
est baking 2:

rn
ean ces
understand agora

Presenting an esa
res near
Proseaten pacte |

Bening wn co

rescatan ce

rang ear wing on

Orpen tomaten inte
ring up seen ve
Renu scion

Wing cee

‘angle ron sass 2

asco: teint te
orators
cen: rss

contrat in|
rg ness once

stem wr ot ana

bn compose of cost
const, make ee

reten sita vasos

6. ieee es Réponds laure
Adopting god study satogies

"nding information about research
projects

Academic orientation id

This unit introduces some o the skis you will nee to develop in order to be successful in
higher education. als looks at what is invalved in beginning a research projet

1 Being an independent learner

1. Students at most universities are expected tobe Independent
below which describe characteristics ofthis type of learner.
Independent earners:

11 make choles about what courses to study within a programme.
2 set their own short and longterm leaming goals.

leave assignment writing unt the last minute.

know who to ask for hep n case of iu

know where to find information they need.

use the library, online information and other resources effectively.

at or their uto o tel them what to read

Identity areas where hoy are weak and need todo further work.

‘can conduct an investigation on particular topic wit Imited guidance.

accept what they rea in textbooks and on websites as facts

12 à Choose two ofthe characteristics of an Independent learner that you think you already have,
and two that you need te develop. How might you develop the weaker characteristics?

In pairs or small groups, compare your answers.
4.3. 22 Liston to Max talking about tferences in being a student on an undergraduate and then

a postgraduate programme.
1 In which programme was he expected to study more independently?
2 What particular differences between the programmes does he mention?

Seen sea

Max Reisman i om ‘eran ey pd et. naaa tats tn hove ee Std sy promos dra |
the Unted States. Hos ‘Settled ro ño

ow studing foro PRO,

Infor ata Bsr À 2 Adopting good study strategies

Unter.
124. An international student who wil shorty go to university In an English-speaking country, has
‘asked you what study strategies to use In order to achieve academic success.
4 Workin pairs or smal groups and suggest, based on your experience, at least three
pieces of adie.
2. Share your ideas wit the cass.

10

7. Academic orientan

22 a You are going to read extract rom an article about academic success. Study tis chart
from the article, where recommendations are made. I any aies you talked about in 24.

Sy nes. —
F FA era mie
En vus noce gm

een nt Stats, rt, rat ay time ute woche.

Inthe Ua profesor acer fhe ges anna use

D In these extracts from the article, the wer reports research on which hs recommendations
are based. Read the extracts (1-5) below and match them with sections ofthe char (@-).

Research indicates that aer exposure to between ten and twenty minute of continuous lecturing,
arin fof ei La sel cine pr cue tner Fok fr

Professors who ak rhetorical questions every ten minutes or so (Weave and Cor, 1986) and who
‘inforce maéral by asking for nonthreatening forms ofpartipation such asa show of hands oF
volcar speakers with examples confirming or countering the material (Hunter, 1983),

‘Gage and Berner (1992) argue that models provide “accurate and url representations of knowledge
thats needed when sohing problems in some parla domain” (314) Specialy hey found cat
students who study models and conceptual maps before a lecture may recat much as 97 percent

‘more of the concept information han students who d net stay and aus such maps and model

3] Arab earning time depends onthe calendar established by he unveriy for ech semester and che
time aloted by professors for covering various tpies in each css during the semestr Perseverance
refers tothe student’ intensity and focus on academic content during he allocated learning me.
Carros (1963) study suggest ha al le being equal he more Ume you spend on à courte and the
better you focus onthe material the more success you wil be.

u

8. Academic orientation

‘Although normal and less-structred cases are employed to stimulate engagement in American css“
rooms. the research mentioned earlier Indias at these practices may impede international student.
learning In aon iterator] students are often unaccustomed to frequent testing and have more
experience taking essay-oriented eaminaons

{|| Research indicates that classroom atmosphere and especial the qua and degree of faculty-suadent
Ian American onvrates role erations student (Cra 9B: Edvard and Tok
1990) Thee figs role: he ct at mos eran students are acciomad tng and
Hering rather tan aeg In Mean students shou therefore onder eng out
protestors who laca well

——
ses a hung. a re gr nen a.

123 Does the evidence reported In those extracts match your own experience of academie study?
In pars, discuss whether you agree or disagree with Abas recommendations for academic
success. DO you think any are impractical?

| 3 Finding information about research projects

Mary undegracute an posgradunte students ave to undertake a research projec as part
‘oftheir programme and wre this up ina dssrtton or tess (a Ing ioc of wring, normaly
Sanlérab longer than on esay Te terms seran and thes are used ferent in
iront port oft work. In rsh unersies, iseration often refers to undergraduate
Work and thesis to postgraduate work a In ine website below. I the United States,
“sertaton’ refers othe work submited for a doctorate (PRO).

31. Universities are providing an increasing amount of information online. As an Independent
learner, you should make sure you know what ls valable. Look atthe university website on
‘age 13 and decido where you can ind answers to questions about wring a disertation.
Match questions 1-10 below to options a-c.

on this part of the website

probably on another part ofthe same website

probably not on this website

1 What ar the sections of typical dissertation?

2 What are the advantages and disadvantages of using interviews and questionnaires
in my research?

‘Should pay the people who answer my research questionnaire?

Does my dissertaon have to follow my intial plan exact?

nat isthe deadline for handing in my dissertation?

Where should | include ideas for further research?

How do 1 avoid plagiarism?

How much help will my supervisor give me?

What shat include inthe Introduction?

Where can | find a ist of possible topics for my dissertation?

|

9. ‘Companion for Under:
Sale) Antopoloy Pate

graduate Dissertations

(as ajar coma Yo oat rs Pb ds
Mu Sermo nels sey ca so es os eer

TR Focus on your sujet
70 And webste which gres ae on wring seta or theses n your sujet a your lve of
sta: Look frat fr nformatio rom your universe were you re stan olan 1 Stu. Y ni

ls nt posse search fora webs om another univers. Dos ge yeu ac on what sections
‘sou ota darte ae or ayers betwen ese ad te sectors sugested on |
the nets 227 ]

Writing a research proposal
Unite a taught Masters degree, an MPRI (Master of Phitosopy) is usualy awarded for the
successful competion of research project writen up in a dissertation or thesis.
3 Youare going to sten to Youness taking about his research proposal He has included the
following parts. Decide the order you expect them tobe Inthe proposal.

+ Research questions

- Methods

+ Conclusion

+ Outine o previous research
D (492 Listen to Youness and check your answers.

+ (982 Listen again. What ls the main way his research is
feront rom work done by other researchers?

4 Why itis important to include a statement In a research proposal (and inthe fina dissertation)
‘saying how your works ferent from previous research? Share your ideas withthe clas.

(© Think of one piece of research that ou are familar with rom your own subject. In pais, take
‘urs to explain how it ferent from previous research,

u

10. 1 Advertising and AR
critical thinking ee

Reading

“

1

11

12

‘Resding.
easing raly
Preparing rod
Roue
Vocabulary in content compound

omalsouon
ran etal

"Pros an cons of ou work
"Getting oportunay 1 speak in a
(poop discussion
tie.
ing o summary
Intent referencia comentons

Reading critically

A crea reader questions the Information and points of view presented bythe writer in a txt.

An uncritical reader simply accepts what is Sal na text as correct.

Answer these questions and then discuss your ideas In pairs.

4 Wy!s important tobe abl to read critical in your academic studies?

2. In your previous academic studies, were you expected to read crtcaly?

1 Yo are going to read critical wo extracts on the topl of the consumer society. Before you
read, discuss what ‘consumer society means to you.

"> Read Extract A and then discuss questions 1-6 below.

Social
progre:
4 t

customer oaty Ses gents

The social value of brands
These ofthe consumer society is
frequen blamed for many il but
rarely praised forts principal social
contribution: generating the wealth
that pays for and sustains social
progress Long-term improvements

in heat, education, ving standards
and opportunites depend on wealth
Creation, Strong economic growth goes
hand-in-hand with song, recognisable
bands: no brand no way fo create
mas customer loyalty; no consumer
loyal no quarante of velble earings; no reliable earings ls investment and employment; ess
investment and employment, less wealth created ls wealth created, lower government receipt 10
Spend on social gods fee Figure 4:1). isis the most base and arguably the most valuable, social

y
Reliable earings Government reel

%
Investment and employment ap Wealth retin

contribution that bands mate.

Does the tite ofthe publication tel you anything about the writer's positon?
at general position does the witer take In the extract?

at claims are made that lad the writer to this postion?

Does the writer provide any supporting evidence for claims?

\What alternative postions are there and does the writer acknowledge these?
Ar you persuaded thatthe writes position is correct?

11. aie | Advertsing anda inking

© Go through questions 1-6 from page 14 again to read Extract erticaly

Consumer culture

We cannot ignore the disadvantages of a consumer society. The freedom ofthe individual consumer
has imite the fredom ofthe community. The society that has fed, the, and housed people has
also damaged the environment and created more trash than any other society in history. eras the
most woying aspect ofa consumer society that ou options fr adérsin its problems seem to
be naroming. Most people, for example are deeply concermed about the ecological damage caused by
‘consumption, but the response to it has been channeled nto individual consumer choices People do not
agonize over diferent government and community-based solutions: instead, they agoniza over whether
they should us paper or plastic bags atthe gocery store. The truth e that neither choice maker much
ferne given the eurent institutional structures, but the consumer aproach to solving proble
cannot change Institutional structures or even talk about comunal tons

namen 0.1. 0004, Come cote Sat CA NEC

13 Ist necessary t red al academic text ertcally? What text types do you not need to read
tal? Discuss your ideas with a partner

2 Preparingto read
An abstracts a short summery o a Jumal artist, tess, et. found athe beginning.

2, You are going to ead an extract rom a oura re Before you d, reas the rst ne of ts
abstract Below. What do you tink are the alms ofthe esate repored nthe ate?
Many school dar are Implementing modi teray programs in high school that
teach about the advertising production process and Introduen student to techniques for
crtcaly analyzing media message.

3 Note-taking

E
Treo aro a rumbo of common net pes tabular notes nates ernie na bi
dagrammat notes (notes connected by nes - ey words moy be ut in ovas; and near
notes (ote writen a onary tent Underiing, et. may be used to show tx organisation
Kay word, ando on) Choose the most ust yp for ach text ou reed.

34. Read the extract on page 16 and add to these notes.

15

12. Une | Advertsing and tal hiking

2
AN helinlagele
Does media literacy work?
‘An empirical study of learning how to analyze advertisements.
In aninceasing number ol secondary sons pint and Vas ar use by cher texts to
Ve fomalyaralyeed and sued dvcatoa paces ie this are coment ented s mei
Ira wie deta as on expanded coalition of era that indes pn, ul,
visual and cri messages om contemporary cate (es 2002) ning adri es
5 Inthe cusoom, cates emphasize the silo analyzing and eating ad entity the
Lo messe pupae et ads, pin of ew nd runs techniques ued. Ofte, tere sa
ita como a Mtr contest in hich med messages RL
and shape culture (Buckingham, 2002)

mm icon ton tem mtn
owes errr epee erence rede

Rousse ds Laide iron. fe, Noung, 1990; Singer, Zuckerman & Singer, 1980). Wil it may be common for students nralld
L Pa Mesias ei YC media pradueio or marketing lets 1 am abot advertising production processes, is
DA da en far less common for students to gin ti information in the context oftheir high-school English

‘rs coursework ote (199) points out he importance of knowledge structure in bling eical
15. analysis ss when it comes toaralying averting, bt empiia research has not et examined
te impact of increased knowledge of advering production processes, sit may affect tia

{thinking sls in responding to advertising messages.
= Moweve theres ny iitedevidence that shows that ring about averting and discus
€ about advertising in school can reduce children's ur fet aveising apcas and nro

{20 | tri bi o produce counter arguments in response o advertising For example, Chistenson
(1982) develope a tre-minute video about sóveriin and showed it to children ages sito

lant fate rian fui

62 Byes, ww er à 72. rd hat cren ho viewed the veo wee more aware of comme and expesed
Het. less trust in commercials In general Roberts, Christenson Gibson, Mooser and Goldberg (1980)
Fate short ins tha were made to show chile hw teo ads use varius techniques.
25 | to prune They fund that ny ini her who wee nal most suscep to
commercials were mest nunca ye fins.
A
alex haben faut necessary em hinting ds THEME Te advertising, or have more skepticism
Lies out ai In general Bush, Festa nd Ros (194) mesures mle choo students
4 Das Vitis knowledge of advertiser tactics and effects and their skepticism of advertising. Tactics included.
in rompes rier.” the ae of cc, mes humor coon, product compriors edu demonstrates an
fis as om ion of target audience. Tne found Increase inne aout aver acts otr
D le, dees ds rd | iman prisa no nr in during septa, Mey rte:
AS Improving er unentanding o voy bring nr may tve mare pte o
eu as creating 1 consumers than has changing students general attitudes. Exrortaions 7

Seas ea ya on oe aes y pee Sungate
rc obey Cas bn bu moe ced apo ries Da
enge e In)

in cig e cata y he, Yogi tt
mek Lo serch tas sed SR mesas ol ins epi, cng reponses
rote os TT e sg vz tes gn ar nenn
LE hewn uno Lud RSS o Mes diles advertising, he aims instead, Young arcs hat knowledge.
Glen über fü TÍAS von. bos te tacts ud y are opiate, dlls ke bing alo understand the
an end lc ju, pte and rca me menge oe components reo ge i ig
UDA TS Sion eng

posit? d hh rm

Tote, A (2004, Dove mesa temo 00% An empres! sua
Aten ron o ai orinar. AE od oc Ren. 5

13. aie | Advertsing aná ia hinting

32. Work n palrs and evaluate each others notes. Check thatthe notes:

+ include all the main point;
© make a distinction between main and secondary points;
= show connections between information.

33 Based on what i said inthe extract, iseuss what further research do you think Is needed on
‘the question Doos media iteracy work?

4. Vocabulary in context: compound nouns

wur

LR caren rr ts nn son ers tomaten in can oy and oy
Sen antes. Ov un tay enna Dan am eae mn oi
D er ocn

Target audience
‘this probably means the audience (the
reader, listeners, or viewers) that a
particular medium, for example, TV or
aco, wants or tres to get

41. Work pairs. Look up any words you dont know in these compound nouns from the teat in
3.1. Explain in detail what each compound means
4 advertising texts (Ine 4)
media iteracy education (ine 9)
media production (ine 12)
highschool English coursework line 13)
cal analysis skis line 14)
‘advertising production processes (Ine 16)
‘advertising messages (ine 17)
product demonstrations (lie 32)

5 Inferring relationships between sentences
‘Sometimes, writers signal the relationship between sentences using a sentence connector
(a word or phrase that inks two sentences). At other times, the reader has 0 infer the
relationship between a sentence and what has come before.

51. Find the sentences inthe text In 31 which include these extracts. What sentence connectors
do the sentences begin with? What meanings do they have?

1. ... Christenson (1982) developed a three minute vide .. (ine 21)
2 Young argues that knowledge about. (ine 42)

52. Find the sentences which begin with these extracs. Explain the relationship between the
‘Sentences and what comes before. For example, does 4 contradict, exemplify or add to what
‘came before I?

1. Boush,Fiestad and Rose (1994) measured... (Ine 29)
2 Tactics included the use of. (Ine 30)

w

14. sa

Unit | Advertsing an tea hinting

Nominalisation
In academie wring, we often prefer to use a noun rather than a related verb or adjectve form. In
this process of nominalisatio, we talk about tings or concepts (with nouns) rather than action,
events and characteristics (with verbs and adjecives).

a Complete the sentences wth a noun phrase related to the words In brackets. Use nouns
trom the same family as the underlined words.

1... students also lear about the processes involved inthe cretion of advertising messages.
(how advertising messages are create) (Ine 9)

2 Potter (1998) points out in bulingcrtica analysis skis.
(how important knowledge structures are) (ine 14)

3 Boush, estad and Rose (1994) measured and effects, and
7 (una mle schoo! students know about advertiser tactics:
how skeptical they were of advertising) (ine 29)

4 Inproving may have more potential for creating discerning consumers.
(what students understand about the way advertising works) (line 34)

Check your answers inthe text in 3.
+ Can you suggest reasons why nominalsation is common in academie wating?

Reading in detail

2 Reword this sentence, replacing the three phrases In bold with one word. You may need to
‘make changes to word order. Check your answer Inthe txt in 3.1.

‘Occasionally, students also lam about the processes before production, during production and
after production involved in the cretion of advertising messages. ine 9)

Why is Singer repeated inthis reference?

Sipe eran Sen 100 ine) 4 i Sag ot |

{© What type of cours i “electo”?

sc ein man |

(& Wien we refer back to ideas in a previous part o he txt, do we prefer to use this or that in
academie wing? For example, would we use this Information or that Information? (Check
your ansuer ln ne 23) LL

€ What do you notice about word order inthe phrase in bold below?

Improving students’ understanding ofthe way advertising works may have more potential for creating
isceming consumers than has changing students general attitudes „ine 34)

{Why do you think inverted commas are used in this extract?
Exhortations to not believe everything you see on TV. (ine as) Wie os J

© Ressarch shows at In the rien academie corps, the mest quon avr nat come blo
|ess/mor common are much aná ar. What ter avers an combine wth las /more common?
Limon 2 far Sugiy sep Sem y Geom at
Trailer aus y

ivi 1e ers you ave writen Int wo groups, one meaning a Jr dss/mero common) andthe
‘ter meaning te’ es mero common.

15. nt | Advertsing and rea hinting

8 Pros and cons of group work
‘Group work takes place In an Increasing number of academie courses. ti important to develop
ss and to acquire useful language tht wil help you participate successful In this kind of
leaning.

82 In 91. you are going to listen to extracts from a discussion by a group of marketing students on
brand preferences. Before you listen, read thse ideas about group work and discuss which you
agree with more.

‘Sucents ler best when they are actively involved th th process. Ressarchere report
‘has, regardles of tho suo: mati sudor working in emall groups tend to learn,
more of what is aught and retain longer than when the same content 1 presented in

Gross Das, 81989. for achng Sn Fano: oe Bae,

‘Some students feel that class time is best spent hearing from the instructor (who's

the authority) rather than working with students who, they believe, know as litle os
themselves. Others may fel hat they have succeeded thus far on individual effort,
‘and don’ want tobe encumbered by other students with diferent histories of success
or different working methods. And some students are simply shy and unaccustomed to
sharing their work with their pee

Se Umer Newser o os (1999) Coopers nrg
‘unt noir smal oe Soe aching 10.2
82 In pars, discuss these questions.
A Wat experience of group work have you had in your academic studies so far?
2 Based on this experience, what other advantages and disadvantages of group work can
you think of?

9 Getting an opportunity to speak in a group discussion
Because it canbe dficuk to make a contribution to group work a the right time, ts useful to
lear phrases that help you t take a tur in the discussion

94. (4x3 Listen to an extract from a group discussion, In which Ken talks about the chart below.
‘Why id he choose I? What imitation does he mention?

‘Sei OF. à Beck. MP. 2010, Rant Peso

1

16. sa

94

ate | Advertsing and tea hinting

à 32 Now listen to si extracts from the groups discussion of the chart and completo
the gaps.

1 Can just come. in here? Yeah, think ts Interesting...
2 Cantjust ‘said about clothing?

3 Cantjust 777 made a white ago?

4 cant 2

5 Cantjust_________ said earor?

6 canijust_________?

> Which phrases In 9.2 introduce a point relevant now (N) in the discusion?

‘hin make a point relevant to something sad before (8)?

{2 Work alone. Look at the chart on page 19 In more detal and make a note of other
Interesting findings and possible explanations.

o Work im small groups and discuss your Ideas. Try to use phrases In 9,2a to got
‘opportunity to speak.

‘Work in new groups. Repeat the stops In 9.3 using the chart below.

lt spend y mom 2009

Ass: Got orne sens

10 Writing a summary

Being able to produce summaries of what you have reads an important ski used in writing.
‘many kinds of academic tet, including essay, research proposals and research reports

10.4 Ater a seminar, you have been given an essay with he tte ‘Discuss the infuence of

‘advertising on consumer behaviour. You decide to Include a short section on the ethics of

‘advertising. Follow the steps below.

4 Read the text on page 21 fr general meaning. (In ths test, ook fst atthe headings. How
Go they relate to each other? What main points are made under each one?)

2 Read the text again in more detal. Guess or lok up any Importantseeming words which
you don't understand.

3. Underline the main points and other important information in each sector/ paragraph
‘which are relevant to your essay.

14. Wate notes on these main points. This Is done for you inthe frst part of the text.

17. ai | Advertsing and rte thinking

ae ses)

The wold of advertising hast own set of stores about the good and the bad, th some clear cases of
and dishonesty This unit focuses on truth and deception in advertising and on the | good (ethicas) ads vs
‘thal dlmmas of hoe who produce advertising, These sois show tat Bd (areas) ads
in adri, jst as nthe world at large bre anton cr acaso | St mary ads in the
i ey area beiween
an ae where thal decisions mast be made ona day bai
ae advertising
In ancient Rome, the Latin expression caveat emptor, “tthe buyer bear” warned buyers of unscrupulous
sels renal goed dem fay, but much ls el
eut a produc ha sometimes cused inthe pa AS recent a the early 19004, advertising vas ill
largely uneguatd (y her govermnent o advertising standart) and els were prety much eto
sae whatever cans they coud get away with. Patent medicines were among te ont fenders. The aims
In ch as were ot any ote outages but fequety completly fale. For example, the dais ofthe
lee bl ad shown blow have no Bassin fact, ates, they represent the boat procamaton ofthe
tele

Today. ch patents ue chan [a dre past, sellers
‘idle aia ig | could Le aout
Not ly ae er bo germen

adidas andare that

ia hat abe ad imad But th | fay much Les ely
fore f esti goes that would | (3 gor £ industries
surround an outight Le, faced, regulate ads,
on have seven or tal pains | (a) negative puticly
forthe company making the aims. | fr companies that Le
Deceptive advertising
alain ut à product can d something ht it canna ia ler
ct cae of deception Saying ha a package ene and oe half
{ines iger than another (Fits) a car ut cas telling the
ru. Bin th mal word of advertising the ses re slo +
Pr "sit deceptive for example, 10 ay that ig
and hopes tate gat witht alo saying that too many
0118 Tra in at ecc ae of then can make you ft is our cles or inne yout
os and ce dee (21890) sodium intake aboe heathy eel?
The pl want ad expect advertising tobe truthful, bt exactly hat oe tis men in practice? Dos
‘een sig that à new ar can gt ou fom ew York Clin sl infer? Fo the ad
tobe truth des it alo ned to say hat ding cs ads to envrnmetal pln and that you might
‘et aro ld in an acdent slong the way? Des “ones” aves equ hat some prod (ke
rescato droge for example) need to make fer done bout posee afec than d de or
mb and cas

As that purport to be something ae» a eter tat looks Le tis fom the government, an in a
‘newspaper or magazine that era, a nomadaye a log or weba ls packed with as - are

‘ala techniques in contemporary marketing and aveo, Cones know they shoul be Sepia of
‘Bip ooking eters and anual panel “Sods” se a pee sna oa,

The interet and trade ural ae fl ol advice to companies who want to break through contemporary
advertising clatter The drei spl: tone des not aka ong to Bind a og on a subject hat

merely ita
do they decis consumers by thir lack of cone that they are actually commercial announcements
publi?

ar. W (2007, En on avr, ADONDE nd SR Ann 8.3

a

18. Un | Advertsing and cta hinting

10.2 Use your notes to write a summary ofthe main points In 180-200 words. Use your own words
as far as posible Include ational Information (such as examples) ony when necessary. to

‘make what you are saying clearer.

‘As OBarr (2010) has poked cut can be diffus o draw à distinction ben
hak is ces and wae is unlhca in advertising. Inthe past, he suggests,

103 à You are going to compare summaries with thelr original paragraphs o Identity strategies for
changing language. Match phrases 1-4 Inthe text to summarising strategies a-<.

reword a phrase
change clause to adverd

>
© use a synonym
A

Another ism that advertising 1 causes people
210 hn products or serves 3 that they donot nes.
‘The defenders acknowledge thatthe whole reason

to adverts the producto ences to persuade
consumers o purchase the ight products.

4 Another common rim of advertising is hat it
perpetuates stereotyping, the process of eategorizing
individuals by pectin ther behaviour based on their
membership ina particular ls or group. Te problem,
ris sy, that advertisements often portray entire
groups of people in sereotypical ways for example,
Showing only women as homemakers and ed
people as senile. These advertising stereatpes can
renforce negative or undesirable views ofthese groups,
and this can contrite to dicimiation against them.

a CES Penn ase a lo
‘sce (and en), ogame, Ho Ps

Find other examples of strategies a-d and other strategies Inthe example below. Then
compare eas wth a partner.

(Ber. WM (207) Eines and arog
avrg an So Amin, 3

‘change a vero form (here, a consequence af changing the ver from cause to result in)

‘Advertisers are divided en
‘heer they shod advertise
hamful products such as
desacco and ale (Bar,
2007). Same refuse to, because
reg de noe wart an association
th the problems Mat such
products can cause. Others
dre ii to adverse them,

19. ale | Advertsing and catia inking

10. Look again atthe summary you wrote In 20.2. Can you improve It by using strategies from 10.37

(rn npr me
‘mee poap fe foman cde at yor ct og. tk rn aie)
aceros eating te hot ic, tonne sogen a 103

11. In-text referencing conventions
In your academe wring, t's very important that you acknowledge the source of the words
and ideas where these re nether your own nor common krewiedge. You wi lean about
‘conventions fr intext referencing in this unit.

11 Look at this extract from a students essay onthe Impact of advertising on child behaviour re
Intex references 1-10 correct (/) or incorrect (X? Where they are incorrect, correct them or
“explain what is wrong,

1 X date needed, 63. (lee 2010)

20. Grammar and vocabulary

Grammar and vocabulary
“ng causes wih prepostions and
conanctons

+ Prpostins ater passe verbs
2 Problem wor: fc ve act

1

11

ing clauses with prepositions and conjunctions
in acacemi wring, we often begin a sentence with

a preposition or conjunction (e, ater, before, by, on,
fil) flowed by an ing cause, to ge information
about the purpose, cause, ime, etc ofthe event in the
main clause that flows.

The implied subject ofthe ng clause should be the
same as the subject in the main cause.

In using advertising texts in the classroom...

Teachers use advertising texts, so teacher: the
subject o the ing cause.

In using advertising texts In th classroom, teachers
‘emphasize the Ki of analyzing and evaluating ds.

teachers emphasize the ali of analyzing and
‘evaluating ads.

(= the purpose of using advertising texts I to
emphasize.)

By not adopting a mor liberal trade policy the
| United States failed to set an example to others,

(= "the result of not adopting a more liberal poly was
that the United States fald … Note that we put not
before the ing form)

‘On coming to power, SWAPO announced an |

ambitious programme of educational expansion.
‘when they came to power SWAPO announced.
‘Motch sentences 1-6 with a-f and then write a new
sentence beginning withthe word gen.

‘A more efficient larger frm was created.

{wil review the literature.
He became president.
‘The two groups were compared.
‘She doesn't deny that ther is discrimination in
the workplace.
‘They start schoo! in September.

2. Bight (2009) contends that it's not older workers 22.

ho area particular target.
à He made education the main priority of his
government.
© The merger reduced cost,
4 Children are immunised against tetanus and
measies.
| wil outline the methods used in the research
Both quantitative and qualitative data were used.

1c By creating a mere efficient larger fm,
Bre merger reduced costs

Año =

CT SE

a —

Wie

Before

teacher isthe subject ofthe main clause.

In pars, decide whether these sentences are correct

Incorrect and suggest Improvement to the incorrect

4 On starting school, the researchers examined
‘herons achievement.

2. Inconductng the esearch, became aware oft
limitations of te method.

3 After watching the vdeo, students answered ten
questions.

44 While recognising that the results may not be
generaliablet all businesses, managers shoul
have a working knowledge of accounting.

Prepositions after passive verbs

Many veres commonly used with the passive voice ae

Usually followed by a particular preposton.
Educational practices Ike this are commonly

| isentitea as media Iteracy which is defined as an

| expanded conceptualisaton of Iteray

‘What prepositions are most common after these
passive verbs?

as at In into of on to with

be defined/known/regarded + as.
be applied/attributed/related + —
be associated/correlated + —

be comprised/made up +

be included/involed + —

be divided translated +

be based/centred +

be aimed/estimated + —

21. ‘Complete these sentences withthe correct preposition
‘or verb form. (ty todo this without looking back atthe
Hist in 24)

The total cost of the project was estimated
at. near $2 Dilo.
2. Tis chapter is Into three sections.
3. Japan's hgh saving rate has been attributed
‘Several actors, including less access to
‘consumer ere and cultura factors
4 Health expenditur per capita is negatively
correlated health inequality.
5 Since the late 1940s, France has been widely
as the leader of European Integration.
6 Polly debates in modern Brain are often
on the assumption that care for the
‘elderly has been taken over by the state.

7 This protein is ivehed — ine development.
of the growing brain.
‘The book is comprised 12 chapters.
A straight line can be. as a cuve of

Infinite or very large radius.
‘ny one of her novel has so far been
Into English.

3 Problem words: affect vs effect
34. Complete rules 4-8 with examples a-.

affect ]

> usually a ver /s’fek/) meaning to
Inuence someone or something, orto
cause them to change. 4

+ sometimes a noun (efekt/) meaning à
feeling or emotion that influences what
you do or think. 2

tect

+ usually a noun (/fekt/) meaning the
change or event that happens as a
result ofan nfuence. 3

+ sometimes a verb /’fek/) meaning to
make something happen. 4 —

+ Note these phrases which are common
In academie writing (ok them up in your

<itionary to check their meaning)
In effec 5

take erect 6

come/put Into eect 7 |
Lo good effect 8

32

‘The Amsterdam Trey tok efect on May 1, 1999.

Weather patterns have a signifcant eect on

people belies about the evidence fr global

swarming.

© Smalierfems can also use marketing to good
effect to gain more clients.

4. Indicator of negative affet, such as depression
‘and hopelessness, typically increase dramatically
throughout the teen years.

‘© Improvements in relations between senior
‘management and more junior staff are needed to
‘effect change In teaching and leaning

1 Inerensed hnowiedge-oF advertising production
nn

6. Is dut to see how thir recommendations
could be put Into effect in practice.

From 4996 unt 2001, tere was, I efect, a civil
war in the county.

Rewrite the words and phrases In bold using afec,

effect or a phrase from the box In 3.1.

4. The main impact ofthe now aw was to increase
insurance claims, effect

2. Privatisation ofthe telecommunications industry
was announced in January 1982 and eared out
ro years lator.

3. The number of components made of plastic was.
increased in order to bring about a saving in
weight and cost. —

4. The rise in student fees begins at the end of the
yoo.

5. With tree senior amy officers inthe cabinet,
the government was in practice controlled by the

Jstractions in the classroom

‘might have an adverse influence on chicren's
concentration, so interviews were conducted in an
‘adjoining room.

7. Fathers who were more aggressive toward their
partners displayed loner pose feelings toward
their infnts._

8. lustrations are used in a way that works well in
the book to explain processes which are often very
complex

LG Research hows mat n academe wing, ne most
[common ver etre afet sanitary

(eg. Poverty senteanty affects infant morta)
Wat re ne ext mont common?

1 sgiicanty
2 wy
sy
a rey
su y

22. sare

"eures, note ing and flown
sang

Vocal in context: wor tue

+ Necablary contes: pecan

2 Innovation and ee

Taking for one ving lication n

invention ous

Reading 1 Lectures, note-taking and follow-up reading
You wil often be expected to follow up a Jctur wih further reading This may be to gin more
detal about topes dealt with In the lecture or 1 fl gaps in your understanding of what was
‘covered.

4.4 a As part of a Business Studies course, you attended a lecture with the title Innovation and
Invention. You found it har t follow, But you noted down as much as you could. Workin
pars and discuss how these phrases used by the lecturer might be connected to the tople of
Innovation and invention,

+ market knowledge

en novato own ao veran [Cor]
conmercelsation (he use of new ¡en or method

: fase | the test movations in computer

2 etepreneue coco.

eins nn

Market knowledge shouts

inform an invention: there's no

Point in coming up win a new
product if nobody needs i.

LR ica mr a otero on e ve tra pe cre
‘Mat moet pin shes Se, nt dom ans oo yo redo nr ma.
‘roe nto du De nel ne nr oes ana oe man ee
en ps comanda es

2

23. Unit novain an iento

1b On a handout given to you by the lecturer, you noted down questions on ths sid to research
later After the lecture, yu ind a recommended textbook fot more information Read the
‘extract below and make notes In answer to your questions.

Innovation and invention

A
+ different but connected «

+ often a delay between the two

+ a process, not an event <—___

What is innovation?

‘An important distinction is normally made between invention and innovation. Invention is the

fist occurence of an idea for new product or proces, while innovation is the first attempt
to cary it out in practice. Sometimes, invention and innovation are closely linked, to the
extent that it shard to distinguish one from another (biotechnology for instance. In many
cases, however there sa considerable time lag between the two In fact, lag o several
decades or more i not uncommon (Rogers 1995). Such lags reflect the different requirements
for working out ideas and implementing them. While inventions may be carried out anywhere,
for example in universities, innovation occur mostly in firms, though they may also occur

in other types of organizations, such as public hospital. To beable to turn an invention

into an Innovation, a frm normally needs to combine several different types of knowledge,
capabilities, sk, and resources. For instance, the frm may require production knowledge,
st and faites, market knowledge, a well-functioning distribution system, sufficient
‘nancial resources, and so on. folows that the role of the innovator Le. he person or
‘organizational unit responsible for combining the factors necessary what the innovation
‘theorist Joseph Schumpeter called the ‘entrepreneur’, may be quite different from that of
‘the inventor. Indeed, history is replete with cases in which the inventor of major technological
advances fis to reap the profit from his breakthroughs.

Long lags between invention and innovation may have to do with te fact that, in many
cases some o ll of the conditions for commerilization may be lacking. There may nt be
sufficient need (yet) or it may be impossible to produce andlor market because some vital
inputs or complementary factors ae not (yet) avaliable. Thus, although Leonardo da Vinci is
reported to have had some quite advanced ideas for a fying machine, these were impossible
‘to carry out in practice due toa lack of adequate material, production sl, and - above

all - a power source. In fat, the realization of these ideas had to wait for the invention and

subsequent commerciaization (and improvement) of he internal combustion engine. Hence,
25 this example shows, many inventions require complementary inventions and innovations to
succeed atthe innovation stage

a

24. Unit | nnvatin and Invention

‘Another complicating factor is that invention and innovation isa continuous process. For
instance, the car as we know it today i radical improved compared to the fst commercial

30 | models, due to the incorporation of avery large numberof different inventions innovations
In fact, the fst versions of virtually al significant innovation, from the steam engine tothe
airplane, were crude, unreliable versions ofthe device that eventually diffused widely Kline
and Rosenberg (1986), in an influential paper, pont out:

itis serious mistake to treat on innovation as it were a well-defined homogenous
25 thing that could be denied as entering the economy a a precise dae - or becoming
salable at à precise point in time. Te facts that most important innovations go
‘rough erste changes in hei times = changes that may, nd often do, total
transform their economic significance. The subsequent improvements in an invention
afterits frst introduction may be vastly more important, economically, than the ntl
20 all ofthe invention ints orginal form.
(Kine an Rosenberg 1988: 283)

Thus, what we think of as a single innovation is often the result of a lengthy process involv
‘many interrelated innovations

me co nao, xt re Ur Pe

‘© Work in pairs and compare notes. Make any necessary changes.

Work In pairs and decide which ofthese recent innovations has had the greatest Impact.
Can you think of other Important recent innovations?

‘the solar cell anaesthetics the credit card the Intemet {he mobile phone

25. Unit | Innovation and mention

2 Vocabulary in context: word families
In most academie texts, you wil Ind a number of words within particular word families - groups
of words witha related form and meaning. Different words within he same family might be
‘chosen in order to:
avoid repetion
+ ite effetenty
+ express a diferent ide, or
«into a gramatical structure.
tis important to know words within the same family so that you can do the same in your own
wring

24 a Find examples inthe text In .1b Inthe same word family as words 1-6 below.

4 oocun eccrrence_ (ine 2)

2. distinction, (ine 4)

3 require,

4 Innovation,

Aline 39)

$ avaiable,
» Use your own knowledge ora detlonary to add any other words tothe st in 2a,
occur, ecurence, cuirs
+ Rewrite the underlined section ofthese sentences using a word from the same family as the
one In boi. Use the part o speech In brackets.
4 Eihni ci wars occur more frequently in countries where the state plays a large rote in
the economy.
(noun) are & mere frequent occurence.
2. Ther site incentive for Arms to nnovate if there is no competition.
age) —
3. The report suggests strategies which can enable local governments to meet what
required bythe Clean Al Act.
coms
4 In 1972, 83% of men aged 60-64 were actve inthe economy. By 1986, ths proportion
À had fallen to 54%.
vert)"
5 Olver(2005) does not distinguish between short and longterm debt.
nom —__—
6 Given ie fact that ie resources availble were mies, the aims ofthe project could not
al be achieved at once.
(now)

3 Vocabulary in context: hedging
In academic communication, we frequently avoid making statements tht are oo director 100
‘confident We can avid directness by using hedges (Le. language indicating that something may
be tre, ls partial true, I ue In some cases, and so on).

3:4. Workin pairs. Think of two reasons why hedging Is Important in academie communication.
‘Share your ideas withthe rest of the class.

26. |. Un ont andimenien

32 a Work alone. Read sentences 1-8 and decido which neo to be hedged.
Think about how to add a hedge from the box tothe appropriate sentences.

[none man mot moi nom sten sommes ay

A nie inventions may be carried out anywhere, innovations occur in Arms.

2 Invention is the fest occurence of an idea fr a new product or process.

3 Inventions require complementary inventions and innovations to succeed at the innovation
stage.

The frst versions of al significant innovations were crude, unreliable versions ofthe

devices that eventual difused widely.

Leonard de Vines ideas for a fying machine were impossible to carry out in practic.

Wat we think of as a single innovation i the result of a lengthy process.

Innovation isa continuous process.

Important innovations go through drastic changes in their itetimes.

+ In pairs, compare your answers

À 4 Reading in detail

| 4:49 Find the phrases In bod inthe text In 3.1b. What do they refer to?
1. Such lag refect the diferent requirements... (ine 6)

À 2. maybe quite diferent rom that ot inventor. (ine 15)

 3 in fact, the realization of these Ideas ... (ine 24)

|

In most academie texts, a number of phrases are used to refer back o previously mentioned
‘ideas, and to avoid repeating them. Its Important to workout what they refer to In order to
understand a tex.

Pb What does the writers use of his imply? Do you think this use fs acceptable?

a |

«© Can you suggest what the writer means by (yet? Does tis el you anything about th type
| ‘of txt the extract from? (Look at the reference to help you) In what kinds of academie
texts might it be Inappropriate?

1 | moy rate satin eet ie |
2 | complement facts ar rt |

Can you explain the meaning of one from another?

| inn an motion re cy eso een

‘batts rd singin ene fam srt. ne)
(© Reser av te pn RE SEGA en HH CIN vr
A ame te on ton sar eeu or Serre es?

as

27. 5

54 You are going to listen to part of a group discussion

s2

Unit | Innovation aná ment

‘Asking for and giving clarification in group work

Say ue

LR nes oe ron rece so vo Tes sc show at
you ar Iteng ou your focal express ond boa gung: king nen 1 neck
at jou understand what ance up member ps sas: and sing fer cat when
au dont understand.

on the pros and cons of credit cards, Before you do,
work In pars and make a it of pros and cons.
Share ideas with the rest of the class.
© (422 Liston to part of the discussion. How many of
the pros and cons you ste are mentioned?
{Choose the more polte way of asking fr clarification
In thes sentences (Bord).
‘Wat do you mean by ‘rect card supplement’?
Fm not sure what you mean by ‘credit card supplement’.
1 dnt quite understand what you sald about the impact of crest cards on
small shopkeepers.
(Can you say more about the impact of credit cards on small shopkeepers?
Cou just check that go what you meant by the Idea of cheap credit?
Can you explain the idea of cheap erect again?
Are you saying that everyone with a credit card needs to do a course in family
budgeting?
Sorry. ain't catch what you said about family budgeting courses or people with
creat cards.
Did you mean that younger people have particular problems wit credit cards?
1 dont thnk understood what you said about the particular problems younger people
have with credit cards,

5 (423) Te students used the more pole alternatives. Listen and check your answers.

‘Workin pairs and discuss these questions.

Wat characteristics do the more polte alternatives share?

Wy Important tobe polte In group work?

3. In e academic culture of your own country, would you be more director less direct in
asking for clarification in group work than in the examples you have seen here?

2 Put the words in order to form a phrase to Introduce a larifction.

4 1/18/What / mean / that Wa | mean is tat —

2 that / Well / meant /1

3 explain / me / let / again / OK / and / ty

4

$

b

was / tying / was / 1 / that / say / to / Wat
was / 1/ that / across / trying / to / get

(423) Usten again to check your answers.

a

28. 5.5, Give a tak about an innovation or invention.
11 Work alone and think of an invention or innovation that has had an important impact in

your own subject area (eg. for Engish Literature, the printing press or the ebook reader:
for Chemistry, the spectroscope or electron microscope.

2 Make notes to help you explain what its, why itis so Important, and (Y appropriate) any

pros and cons.

Work in small groups. Take tums to talk about your novation or Invention

Other group members should find opportunities to ask fr carfleation of things they on?

understand, using language from 5.2. When you clay what you said use language

from 5.4.

© Word stress

a=
nen you note dom new words, gether wth word In th se fam (os in ere 2.0
usa your en 1 underine te sable wi the main stress n each word. Py attention
orden te same fa tat have a ses on rent js, special if these words a
Important in your sue
6.1. Look at these pairs of words from the same family. Underline the sabio with the main stress
In each word. In which pairs is the stress on different syllables? Check your answers in a
dictionary
finance - nancial
> profit - profitable
© purchase ~ purchaser
4 percent - percentage
'

Identity - donation
ds

6.2. Underine the main stressed syllable In the words In his word fami

EA

A Focus on your subject,
Take thee portant word rom your sbject. We ay ter words in the some fay nex to
them and underine the man svessed syed in each. Check our answer na dctoray a
pronunciation dctonay or an one reference.

29. Unit | norton aná iento

7 Writing summaries from multiple sources

In many of the academic texts you write, you wil need to summarise Information you have found
from a numberof sources.

‘1. à You have been asked to write an essay with the ttle ‘Choose a recent Invention and outing
Its socal and economic Impacts You have decide to focus on the mobile phone. You want
te include a paragraph on ls Impact In developing counties and have found the following
‘extracts rom a numberof sources. First, flow stops 4-4 In Unk , 10.4 for extracts A-D.
As an example, In A, the main points are underlined and notes on these points are Includes.

The past decade has seen a rapid expansion of
‘mobile telephony in developing countries. In 2006,

it was estimated that 56% of individuals in low
income countries were covered by one or several
mobile networks, and 22% actually subscribed to
‘such services, up from virtually ero at the end of the
1990s. With les than 5% of the population having.
‘access toa landline phone, mobile phones have.
made telecommunications available forthe first time
0 hundreds of milions of people, either through the
‘ownership of personal handsets or as users of rented
Phones in public access points.

Cr
ost 0 Genion el mobi wep resus ro
“ise tym a Pte Sci Dever. 42.

Mobile communications have a particularly important impact in rural areas, which are
home to nearly one-hal ofthe words population and 75% of the world's poor (World
‘Bank 2007). The mobility, ease of use, flexible deployment and relatively ow and

| declining rollout costs of wireless technologies enable them to reach rural populations
| with low levels of income and literacy. An important use of mobile phones in rural
areas is to access market information. TradeNet, a Ghana: based trading platform,
“allows users to signup for short message service (SMS) alerts for commodities and
markets of their choice and receive instant alerts for offers to buy or sell when anyone
‘else on the network has submitted an offer by mobile phone. In India, access to
maté information though mobile phones has alowed fishermen to respond faster to
‘market demand and has increased their profits (Jensen 2007).

al M Done. Gang. ZE, 2008) rv mation nd
(munter Devisen 2008: Entra asc and Persan pect Te Wo a.

30. aa

{ate | Innovation and invention

‘However, all these positive impacts must not Obscure the problems:
‘posed by the mobile phone industry in developing countries. One
‘particular problem is that mobile Phone services represent a major
‘expense item in the budgets of the poorest households which

may then be inclined to reduce expenses for their basic needs
(education, health, food, clothing).

ft, 2009) Lasensennes to su What ete sconemi ae
socal meet ot te mobs pho Seco it Geog cures?) Prt Sector Dan 4.34

The main unprompted impact identified by the surveys related to easier contact with
family and friends. In both Tanzania and South Africa, many people move away from
their home to find work, and mobile phones are now an important means of keeping
in touch with families. A number of respondents also used mobile phones to contact
schools and universities. For example, mobile phones are used by the students in Kwa
Phake, to correspond with various tertiary institutions such as UNISA (University of
South Africa). Instead of having to travel to these institutions they can easily access
information they need using a mobile phone.

o Now write a summary which includes Information from all our extracts in no more than 150
words.
There has been a substantial increase in the use of mee phones in developing countries
since 2000 (Brtemusse eb al, 2009). =

‘© Compare your summaries in pairs and make any necessary improvements.

Reference lists

At Une end of every academie text you wit, you will normally be expected to give a reference

list (Le. alist gvng deals o al the books, ares, websites, ec. that you mentioned} is

Important to become familar with the convention used in wing reference ts. Note that

‘some people use the term "iblography to mean reference lit. However, tis can also mean a

list of publications on a particular subject, not necessary publications that you have read or

mentioned.

Look at the reference ist on page 35 from a students essay What type (1-13) Is each
source (A-M) Inthe reference It?

book with a single author

book with two or more authors. 2

edited book

publication without @ named author

article in a journal

Paper in an edited book

article ina magazine or newspaper

31. aie nova and invention

{8 unpublished dissertation
3 handout from a tecture

10 article in an onine publication

11 article in a journal; original printed, but found anne

12 article in an online reference source

43 information or statistics from a government or other organisation online

References

[A] Bnumos Lin, R, & Serene, 0. (2007) ood cptalom ba optan, and ie
económi oro and prepare Une Pes.

Block, James & Wagner Mark. (2006). Necessity and opportunity entrepreneurs in
‘Germany: Characteristics and earings diferetals. MPRA Paper no. 610.
Retrieved 2 November 2022 from htp://ww.mpra.ub.unkmuenchen.de/610/

[E], Corayennis, E. 6 & Campbell, D. FJ. (eds) (2006). Innovation networks and knowedgo
"| clusters Westport, CT: Greenwood.

[5]. Calendo,M. FM. Fossen &A 5. Kos (2009. isk tudes of nascent entrepreneurs
now evidence from an experimental valdated survey Sma Business Economies,

163487.

[E) owvidsson,P. 2004) Researching entrepreneurs. New York: Springer.

European Fair Trade Association (2010). Fair Trade Yearbook 2010. Retrieved 11 February
2011 from htp:// ww ouropear air trade association. ort/Efa/yb.php.

Innovation. (1.4). In Wikipedia, Retrieved 21 May 2011 from htp://en.wikipedia.or/

[EMO]

‘OECD (2010). SMES, Entrepreneurship and Innovation. Pais: Organisation fr Economic
‘Cooperation and Development.

i=)

Rauch, A. Wiklund J, Lumpkin, 6. , & Frese, M. (2009). Entrepreneurial orientation and
business performance: An assessment of past research and suggestions forthe future.
[Electronic Version). Entrepreneurship: Theory & Practice, p. 763.

[i] Peters, M. (2010. man an invention, MBA lecture nots, 2009/10, Southport,
Unversity, Business Sooo!

[| K.Robock 2008), Mesa device movaton- Te integrated processes of invention,
(ftusen and deployment Unpblanes PO, Unig, Sweden: Lnköpng Unversity.

[1], Samueison (2009. Avances in toa factor raue and enropreneural innovation.
Iz J. Ac, D. Arts, &R. Strom (e) Entrepreneurs growth and pul polo.
Cambie: Cambridge Uniersiy Press.

|} Wong. (2009 Mae 1 Gba ess Asp pen normar
"ne Economist,

Find any mistakes in th reference ls aná discuss ways to correct them.

32. Grammar and vocabulary

4

11

Using gender-neutral language
In your academic communication, avoid using gender
speci language. For example, avoa the use of man
wher it refers to people in general (at is, both men.
and women). Also avoid suggesting hat a particular
Job oF roles fled only ty men or by women when 1
‘might bo filed by ether. This important because
{ender specte language can imply (usualy) male
Superior or ret an unequal status in society. Ty
10 use gender-neutral language instead. Make sure that
you ar consistent n a particular plece of wing. For
‘ample, you use she/he to refer o a mal or female
student, don't change to he/she.

a Work n pairs. Look at sentences 1-11 below and
decide whether they are inappropriate because
they contain gonderspecifi language. Check your
answers by ooking In Appendix 3 on 169.

1 What consequences do they have forthe way a

teacher approaches his Job and his training?

2. Emest Mller Hemingway was bom in 1899 at
‘Oak Park, a highly respectable suburb of Chicago,
ere Nis father, a keen sportsman, was a doctor,

3 Throughout history, man has affected the natural
‘ervironment, often in a destructive way.

4. One ofthe basic elements contributing tothe
urban housing problem isthe difference in goals
of landlords and thee tenants.

'5 In Me Cimates of te Continents, we have a
book which should be of interest, not only to
the student of clmate andthe factors which
determine it, but als to the man inthe street.

{6 The dally feof a small shopkeeper stugging
to survive had Ito in common with that of a
prosperous businessman employing a number of
workers.

7 Harkness and Waldfogel (1997) calculate the pay
ratios for women with children compared tothe
average man.

8. Quito sophisticated equipment and trained
‘manpower are required.

9 Bowles (2001) observed that his Andings.
‘supported earlier research results.

In the intensive-care un, tis imperative that the

nurse must not allow hr attention to wander rom

the patient.

Before entering the market, each consumer

decides, on the basis of his income, tastes and

‘alternative opportunities, the maximum price he

wl pay.

10

u

2

21

In pars, suggest improvements to sentences 1-11.

© Here is quotation from Prasad (1967) you would
ie to report In an essay you ae writing. How would
you deal withthe gender-specific language that it
includes?
From the age of seven to 12 years, [... [he child
is great attached to his house, yt he Is part
Influenced by his school and schootmates.

Complex conjunctions,
(Conlunetions link words phrases, o clauses in a
sentence, Some conjunctions consist of a single word
(og. afer, while, because), and others are phrases
‘consisting of more than one word (eg. tothe extent
‘that These phrases canbe referred to as complex
‘conjunctions’. Many complex conjunctions are common
In academic writing
a Read the definitions ofthese complex conjunctions
‘Then choose the correct options in sentences 1-6.
to the extent that
10 a particular degree or stage, often causing
particular results
in that
because
so that
{used before you give an explanation forthe action
that you have just mentioned |
In such a way that
‘sed before you say that à particular ation,
situation, eto. causes the result that follows
In order that
wit the aim of achieving something
[in the event nat
used before you say what will happen - usualy
something unpleasant in a particular situation

1. We asked teachers to select a Mendship group of
‘around six pupls from each class
to the exten that / In order that participants would
{eet comfortable with each other during the group
discussion

2. The sentence structure in (Ga) and (6b) are
‘Similar in order that in that both include a
‘complex conjunction.

3. During endot.ife car, family members often suter
most because they may be called on to make
decisions in the event hat / in such a way thatthe
Patent cannot.

33. 4 Obesity ls à medical condon in which bodyfat
has accumulated tothe extent that / so that it may
have a negative effect on health

'5 The apparatus comprised a computer witha colour
‘monitor and a keyboard which was covered
In the event nat / in such a way that only the
‘space bar and enter key were exposed.

{6 Participants from al thee age groups were asked
to complete the same tasks so that/In that data
collected could easily be compared

Mate ideas 1-6 with ideas a- Then connect
‘them In one sentence using complex conjunctions
trom 240.

1 the capital and the lowercase are alke

2. ts important to use ciassroom technology

regulary

3_ stone houses are rarely damaged in Noods

4 equipment may need to be modified

'5 the smallgroup discussion activities were

designed

16 response rate fall below 40%

2 second round of questionnaires wi be
distributed

they both ook Ike hook

small children can successful) use it
benefts and limitations can be analysed
al students were abe to contribute tothe
discussion

1 they need tobe completly rebuilt

145 The capital J and the lower case j are alike in
that they both lok ke heck,

Adjective compounds with well il, poorly

À nou phrase + relative clause can often be expressed
more effcienty using an adjective compound +

noun phrase.

distribution system that functions well

> a welHunctoning distribution system
(welunctioning = adjectve compound:

Gistribution system = noun phrase)

Look again at the text on pages 27-28. Find another
‘adjective compound + noun phrase example and write
Its noun phrase + relate cause equivalent.

32. Expres sentences 1-6 more efficiently by rewrting the
section In bold with an adjective compound +
‘noun phrase witha similar meaning. Use a prfi trom
À and the past participe form ofa verb from.

A 8
wo 1 conceive manage defne
poor document time pay

41 There are numerous examples supported with alot,
cof written evidence of racial iserminaton Inthe
workplace.

2 Berg (2011) points out that good teaching cannot
make up for a curiulum that Is not Sensible.

3. Even If they complain alot about rules, younger
teenagers tend to ind security within mits that
‘are clearly explained about family and personal
behaviour

4. An announcement made atthe wrong moment of
à huge pay ise forthe company’s chef executive
provoked protests among the workforce.

5 Preschool teachers do not earn very much
compared to professionals with similar
‘ualiations.

{6 The study looks at sol quality on farms that were
not organised ina good way.

(© Research shows mat te most common wet, ans
oot acces Inthe corpus of acedemi wing are:
Pelion, welldetned, wetosabisred, wehformed,
vento

| + ingennea,ibtormeo, irposea, Htted, Ireauipped
| + poor rentas. poor educate pory pal,
| boonycovetones

Mate hee sentences relevant o your own utect ung
‘ects from ech is.

34. Seminar skills A

11

22

Seminars and lectures
As part of cours focusing on business communication,
You wi watch and sten 0 extracts trom a seminar given
by Or Care Lynch.

‘Work in pars. Discuss what you think the differences are
between seminars and lectures. Think about:

a sie ofthe student group.

interaction between the tutor and students

© manner ofthe tutor

4. contributions from students.

‘© amount of explaining the tutor does, compared to the amount of questioning.
opportunities for students to discuss ideas.

Good business language

In he seminar, you wil watch the tutor explain what makes good business writing. Predict
‘which features she wil identify as good business language.
1a ¡tiesto be impersonal and objective.
1 tiesto communicate directly with the reader
2a uses more verbs,
Ituses more nouns.
Itis generally more concreto and straigtforward.
can sometimes be abstract and complex.
“Which sentence uses more appropriate business language (efor an advert? Give reasons,
using the features from 2.
a We have the expertise and ability to deliver IT solutions that allow for your personalisation.
We are experts who can solve your I problems.

Practice in gist and detailed listening

a AD Watch an extract from the seminar and answer the questions.
‘nich features of business language from 2.4 does the tutor talk about?
What s the tutors opinion ofa lot of business writing?

> Were any of your ideas about seminars from 4.1 mentioned?

35. 32 WED Watch the fest part ofthe extract again. Complete th notes.

‘+ business language (BL) = ody (eg. May sett, 1)
(es. we ae of the pion of we 2)

+ abstraction in business Language» people try to 3
Abstract noun» thing ou 5 — 6_
(4: adrien 78)

business language attracts abstract nouns easy to 8 10 over.

+ abstract nous come fom 1 12
(eg: avaliable avala reduce > 3)

+ abstract noun = skeleton > give 16 necessary
BUT too many means writing aid, Le, 18 816

+ verbs language has 17

8 dynamic, 18_ writing forward

Be

‘Seminar often begin with an input stage lke the oe you have jus see, n contras 1
lecture, na seminar you cn sk the tutor abut a kay pol you have nt understood ar the
Input tage. Tors wi en init questions of Ds nature. However, many seminars an have
(ea land, fig atmosphere an students may feel fe to ak questions at any tine.

33 MA In this extract, the tutor gives examples of abstract business wring. Watch again and
find examples of
a. a padding (or filer ver.
gt suffxe that indicate abstract nouns.
abstract business expressions, as well as an improved version suggested by students.
4 à Latine vero.
an Anglo-Saxon ver phrase

4. Understanding new terms

44. You watched the tutor provide the key Input inthe seminar. What do you think wil happen
next? Discuss these possiblities and ve reasons.
‘Students wil:
repeat the key information back to the tutor.
share examples that Include abstract language.
rewrite some examples of business language that are too abstract.
write company profile from notes provided by the tuto trying to avoid abstract nouns.
ten the next extract and discuss the questions.
Were your predictions from 4.1 correct?
In this par of the seminar, the tutor introduces a new term. How does she explain ts
meaning?
‘She says the term In a variety o diferent example sentences.
‘She provides a definition, similar to one found ina dictionary.
‘She compares it to familar words wit a similar sufi.

»

4
42%

»

36. 5 Understanding the tutors instructions

» the net exercise —__
ts ented “Curing Nouns’ —_
© that would be great —
4 OK do you vento —
‘© do you know what | mean by ‘nouns?
Y take a look at
E again, some reaife examples of business language —
so f you could cue these examples of "Nountis
52 a The tutor could have gen her Instructions as follows. Look at the examples in 8.1. What
language does she use Instead of phrases in bole?
‘Could you please do the following exercise on ours"?
Do you understand ‘nouns
Could you rewrite the examples?

> Discuss whether the tutors language Is more or les direct than the examples in 520.

Suey

LR eters ters oa are In be yy ot ete cn
teenie serra seo sa colore ain cat wich toca ra
tran rate ae sper tors ee: rst be man and

6 Understanding tutor feedback
In te nxt extract, the tutor ges feck on he Nouns task. Students have remiten the
felling txt using moe straightforward language.

|| we have the witingness and capacity to close this transaction in the most
rapid and effective manner and we are confident in our abit to deliver a
solution that wil be acceptable t all parties.

The tutor gets answers from three groups.
Group 1: two students wearing black pullovers
(Group 2: two students wearing red pullovers
Group 3: thee students, wth the middle student wearing a rey sweatshirt
64 à MAS Watehthe extract without sound and focus on body language and focal expressions.
With whieh groups does the tutor do the following?
2. She nods affirmatively, but steps back. She has a mostly neutral ook, but seems to be
‘questioning students. She tums to address the whole group to make a pont.
1b She looks uncertain. She has a questioning look and nods in a negative way She smiles
ankwardly and raises an eyebrow.
& She moves towards the group and maintains her postion. She gestures with her arm
towards the group. She nods in an affirmative way and gestures towards the group.

D Which group do you think:
‘as a problem with thee answer?
»

has an answer which is quite good, but needs some changing?

has a good answer?
© Which adjective best describes her overall manner with each group?
cautious b encouraging © uncertain

d Ms Watch the clip again, this time with sound. Were your leas correct?

37. 62 Look at these examples of giving feedback. Choose the example that you think Is more
appropriate (aor b) and gve reasons.
1. Indicating there Isa problem
a Im not sure | ently agree wit your ideas.
BON, so nat was your answer? Maybe.
2. showing that an answer I almost correct
#1 not 100% correct.
Like what you say inthe frst par of your answer, but perhaps in the second part you
coule
3 showing that an answer I correct
a Yes.
bo Like that yes it works.

63 a MB Listen and complete the phrases the tutor uses to give feedback o each group.

‘croup
Tek you had ere Ve.

Sroup2

Fink youre tying cance someting.
Groups

‘lose, yah, mean sure you ot.

Which examples do you think are direct? Which are more indirect?

6.4. a MAN Watt the end ofthe extract, where the tutor gives her version ofthe text. She makes
‘comment which is not part of the definition, This is known as an aside. Which expression
‘does she comment on?
close this transaction
einer a solution

»
How does she signal the aside? Choose the correct option.
D

Her intonation fall in the mida of her dictation and again for the ase.
Her intonation stops in the middle of a ie and she pauses. She pauses again ate end
of the asie.

{65 MA? Watch again and write down the tutors version. She provides two diferent endings.

Were wing

Say
In seminars tutors ofen ghe init fonde on tasks tat oes o the conten students
ansners. Tis apgroch to feedback ams o be mor interactive ana expat in nature
mare common than feedback tat spy contr or denis the accuracy of an answer.

7 Further listening

74. (MAD Liston to Youness talk about his experience of seminars.
a What helped gve him confidence?
How aide ty to contribute to seminars?
© Did tutors have high expectations of the students inthe
seminar group?

38. 3 Facing challenges

wring
*"Undrstanding instructions in essays
and ther assignments
Developing an argument non essay
‘Sie acodemi wing

Reading 1 Following the writer's argument

14. In preparation for a tutorial on word pots, you tutor has given you this handout, Work in
pairs and fllow steps 1 and 2. Then share your ideas with the clas,

Issues in current world politics

‘ver the next fem wees, we ae going o lok at some ofthe most important challenges facing global
ecson-makers today: food security energy security climate change and poli In preparation or
next wee’ tutorial work with colleague and:

1 discuss what you understand by each ofthese fur terms

2 put them in oder of importance for decision-makers.

In the tutorial, wel begin by talking about your ideas.
12 a After the tutorial, your tutor asked you to read the following arte:
Frow, ot al. (2009). Te potes of plants. Food secur, 1, 7-23.
Before you rea the abstract, prodit what the aril wil be about.
o Now read the abstract below and check your preditons. To which ofthe four challenges in
11 does the article seem tobe most relevant?

Abstract

1 Food security isnot new concern, but has taken on new dimensions in recent

+ ration to years. & Here we postion food security in a broader context in relation to the use
rue ‘and management of global biomase resources, and spediiclly the push to develop a
2 || "obased economy”. We note a growing focus on plants as a source of innovative
+ ems ne solutions to complex problems including food security, energy security, climate
lana ‘change and globel environmental health. 4 However, wo also note tha plante are

a renewable Dut inte resource, and propose that renewed enthusiasm for plants
is resulting in an increasingly complicated “police of plante, as competition for
limit land and biomass resourees intensifies - the lash between food security
and energy security over biofuels being an obvious example. 8 Plante are a common
thread across many policy domains including agriculture, energy, environment,
health, and industry, and as such we suggest that they might provide a focal paint
for joinedup thinking and governance, 6 We identity this broader picture as an.
important backdrop for discussions regarding food security and from our proposed.
framework, develop a number of recommendations for further investigation.

Kaywords: Bioeconomy - Biofuels - Biotechnology - Food security —
Plant sctenos - Research poly
se A

39. Unit | Facing challenges

{© Look atthe abstract again and answer the questions.

4 What ver is used in sentences 3 and 4 to indicate thatthe authors are deserbing the
present situation?

12. What language is used in sentences 5 and 6 to indicate that the authors are making
Proposals forte future?

Many journal abstracts, ke this one st keywords from the article. What purpose do you
‘think these have? Check thet you understand the keyword In this article.

8 Work in pairs. What does the prefs bio: mean inthe Keywords Inthe abstract? Scan the
article extract below to find more words with lo and ty to work ut the meaning.

Plants and the bio-based economy

Plats are the bedrock of food and energy production. The management of plant, as a
link between the economy, human health and the environment, isin many ways taken.
for granted, particularly in developed nations. However, the critical postion of plants
has been increasingly recognized in recent years, largely through policy-tevel attention
to the concept ofthe ‘knowledge-based bioeconomy (OECD 2006; European Commission
2008). Although working definitions differ, in a bioeconomy the raw materials and
basic building blocks for food, energy industry, growth and well-being are derived from
biological, renewable resources (mainly plants and microorganisms). Arguably humans.
have always had a bioeconomy, being largely dependent on biological resources for
nourishment, clothing, shelter, and soon - even the fossil fuel economy obtains energy
from ‘ancient sunlight: However, current thinking emphasizes the use of cutting-edge
science and technology to support the transition away from a petroleum-based economy
to one dependent on bi-tenewables (European Plant Science Organization 2005). As
noted by the European Commission (2005), ‘although plants are not most people's idea of
high technology, much of the knowledge-based bioeconomy is firmly rooted inthe plant
sciences (p11).

Plants are thus capturing the interest of businesses, researchers and policymakers
worldwide. Although plant science research suffered in terms of profile and funding in
the 1980s and 1990s, the possibilities being opened up by modem biotechnology are
leading to renewed enthusiasm - and funding to match. For example, the knowledge-
based bioeconomy is a cross-cutting theme in the European Commission’ latest round of
research funding (the €1.75 billion Framework Programme Seven, FP7). From cellulosic
bioethanol to large-scale biorefineries”, some of the impending applications for plants
extend far beyond ther traditional uses.

As potentially environmentally sustainable commodities, the enthusiasm for plant
derived products is understandable. Tantalizingly, they might offer a way out ofthe zero-
sum game between economic growth and environmental protection (World Commission
on Environment and Development, 1987). In principle, a deeper understanding of plants
and other living systems could allow us to better manage the earth’ resources for both
environmental and economic ends. But are we likely to reach such a win-win situation?
The re-valuing of plants in terms of their technological potential is exposing tensions
among the many different systems to which plants contribute, Demand for land, water
and biomass resources is intensifying, with consequences (notably, higher food prices)
that are being felt by all If current developments are anything to go by, the politics of
plants will quickly become inceasinaly complicated,

on Et (2000). The oles ports. ood sey, 137-23.

40. ates | Facing challenges

Scan the alle extract again to find words with these definitions.
the main thing on which something else is bul or based: be_— ce
obtained from something else: de ed
‘the change from one form or type to another: tz om
substances oF products that can be traded, Doug or Sold: em
problems caused by opposing sims o nfuences:te.——ns
becoming greater, mare serious or more extreme: int ing

Look at these notes summarising the main steps Inthe authors argument. Read the extract

‘again carefully and complete the notes below with Information a), Compare answers In par.

But fortis to happen, 8.
In consequence, 10.

businesses and researchers are becoming more interested In plants

D. the importance of plants inthe "knowledge-based economy’ is becoming increasingly
recognised

© a reevaluation of the technological potential of plants may also lea to confits of
Interest overland, water, etc.

4 people have always been dependent on biological resources

we need to know more about plants and othe living systems.

{the relationship between plants and healt, the environment, etc. has been widely taken
{or granted

the poltic of plants is rapaly becoming more complex

N the development of environmental sustainable plant derved products would allow both
‘economic grown and environmental protection

1 more money is being put into research in plant science

| new technological developments are enabling the change fom a petroleum-based
‘economy toa bioeconomy

Vocabulary in context 1: focusing and evaluative adverbs

Many adverbs are used in academic texts o indicate the writers atthude. For example focusing

‘adverbs spoci or focus on an event In some way, while evaluative adverbs inicae the writers

opinion ona factor event.

a Replace the ideas In bold with an adverb with a similar meaning. (Make any other necessary
changes) Compare your answers with the extract In 13a, Were there any differences?

‘arguably increasing particularly potentially

1 The management of pans [... is in many ways taken for granted, most in developed
countries. line 1)

2 Although some people might dlsagree, we think that humans have always had a
bloeconomy … (ine 8)

3 Plantderived products may In the future be environmentally sustainable … (ine 25)

4. curent developments are anything to go bythe paltic of pants wil quickly become
‘more and more complicated. ine 34)

1 Which one ofthese I a focusing adverb and which are evaluate adverbs?
+ Can you ind other focusing adverbs or evaluative adverbs from the text In 2309

41. ‘aie acing challenges

3 Vocabulary in context 2: adjective compounds
An adectve compound ls a combination of two or mare words that funcions as an adjective.
The words in an adjective compound may or may not be hyphenated (eg. parttime, recently
forme.

34. a Complete the hyphenated adjective compounds In these sentences.

1 We suggest that plants might provide a focal point or Jin up thinking and governance.

12. The critical position of plants has been increasing recognized in recent years, largely
‘through policy attention t the concept of the knowledge. "lonconomy.

3. Current thinking emphasizes the use of cuting-___ science and technology to support
the transition away from a _ ‚based economy to one dependent on biovenewables

4 From cells bioethanol to «scale “biorefneies”, some ofthe impending
applications for plant extend far beyond their traditional uses

'5 The enthusiasm for plant products is understandable. they] might offer a way
out ofthe _— -sum game between economic growth and environmental protectin.

Check your answers inthe abstract andthe extract.

‘© Workin pairs. Find more hyphenated adjective compounds inthe texts and try to explain
{heir meanings using the contest, your own knowledge ora dictionary

4. Reading in detail
4: a What does Hore refer tin this example?

Here we position food security in a broader context... (abstract, sentence 2) J

D As such i often used as a sentence connector withthe meaning because something has.
the characteristics described. oras this name or description implies...

as such, we suggest that they might provide a focal pint fr joned-up thinking and
goremance. (abstract, sentence 5)

However, its often used incorrect. In which ofthese examples iit used correctly?

4 Nuttion is a science, and as such, the results of analyses conducted by nutition experts
should be taken seriously.

2 Playing vdeo games leads to inactivity during the day, and as such, children burn few
calories.

© Find the phrase In bold in the abstract. Explain what lt refers to.

4 Why ls Included in this intext reference?

ETA |

42. 42

Uni | Facing challenges
+ Why ls th fst mention of polit of plants In inverted commas, and why are there no
Inverted commas around tin the other sentence?

1. enthusia for plant s resulting In an increasingly complicated “polities of plants”
abstract, sentence 4)

he polities of plants wil quickly become increasingly complicated. (extract, ine 34)

Can you suggest how a ‘working definition’ is different rom a ‘definition?

‘Although working definitions diffe... (extract ne 6)

(© wines working hs re same meaning er common eaoctons
working potes
‘ong knowledge
oring te

The article was written in 2009. Can you think of any examples In which the ‘polie of plants
has influenced countries or regions since then? Share your ideas with the resto the las,

Working with colleagues: problem solving
In many subject, students are asked to work together in smal groups to soe problems. In is
section you wil practise language for discussing problems.

Merk in small groups to discuss the following scenario. Include In your discussion stages

8-4 below.

a Describe the possible causes ofthe problem.

'b Suggest possibe responses.

{© Speculate on the outcome of these suggested responses.

à Agroo on a recommended response.

‘ue 8 beaut ety set na valley surounded ty mountains The cy as became prosperous,
tn indus boing set p on ne ove and os In th oy coir. Most people are NY
enough to own ne or mare cars Unfortunately, recon ear the rumber of cases of respiratory
‘Saas such as asta has Increased apa ad the problem Ps become s severe tat age
‘umber of peeps - particular wet fies with len = are moving to other ars of
‘Country Discuss is problem and come up win on recommended response mat te ey goverment
‘Shou promo.

43. Un | Facog changes

152 a (432 Listen toa group of students elscussing the same scenario. Did you suggest the same

responses?
» Liston again and complete extracts 1-10 inthe table below.
a Describe the possible | 1 | suppose it mid be nat al the cars
causes ofthe problem | 2 Yes, thats possibilty. also the
Industry.
3 think the most ‘the problem is the
location
> Suggest possible 4 to start with, // We, would be to
responses bulla
5. not the best answer // inter
controls.
tothe cars could encourage people.
© Speculate onthe 7 from thei cars. // tet, though
‘outcome of these 8. a possibilty, but i they be that the
‘Suggested responses rer
9. lotrecent. // Ym not to help much
i they keep
4 Ageoona 10 ... perfect in itself, but look tke that
recommended response | encouraging the use of

the steps and se language from the tale.
1

One aha ects of climate change isa is in son
levels around the wei You ve na sal consta
{nm tat as ested nthe same pico fr hundreds
of years. Te towns aut por bing dependent
most eta on ning tough our country as

3 vol wealthy. Over the at few years the soa
Teves apor to vo fin During high ts Jon.
‘ing pars ota town regia od.

You ve on a sad wih a poputen of about
‘one millon. The land s prosperous, exporting sh,
‘great! products and a numberof mineras u
In computers and moble phones. However, he ond
à amy dependent on ported a ona pete
for energy fos power pots, cars, a timo
an the cos of and petrolum increasing
‘ai because nor stocks ro reducing.

| 53 Work in small groups. Discuss the problems in these sconarlos and suggest responses. Follow

ME

a

44. 62

nit | acing challenges

Understanding instructions in essays and other assignments
‘Some essay tiles and other assignments - for coursework or In examinations - inclu an
instruction phrase which tel you what kin of answer you should gv. Most Instruction phrases
ask you todo one of three things: describe one or more topics present one or more positions
on à top and argue in support of one ofthese o show how two or more tops are related by
Indieating how they are simla or diferent
18 How would your answers tothe following assignment questions from the fled of marketing
be influenced bythe diferent instruction phrases? Discuss your ideas in pais.
4 Describe te ways In which marketing managers use the media to achieve thelr marketing
objectives.
22. Discuss the ways in which marketing managers use the media to achieve their marketing
objectives.
3 To what extent do marketing managers use the media to achieve thelr marketing
objectives?
> Do the same with these pars of assignment ties from other subjects.
1 a A wide range of methods exists fr delivering drugs into the human body. Using
examples, utine why there are so many options.
À de range of methods exists for delivering drugs into the human body Using
‘examples, evaluate these options.
2 a Ageist language Is often also sexist language. Explain why this might beso.
» “Ageist language is often also sexist language: Discuss.
3 a Grticaly evaluate the ways in which poltical parties try to manipulate the media and
affect the poltical agenda Ina country you are familiar wth
in what ways do political partes try to manipulate the media and affect the polticl
agenda in a country you are familiar with?
4 Compare and contrast two alternative models of change within business organisations.
» Summarise two alternativo models of change within business organisations.
8 a Assess the environmental benefits of reyclng. Give examples ofthe energy reductions
‘achieved by reeyling paper, aluminium and iron.
» lustrate the environmental benefits of recycling. Ge examples ofthe energy reductions
echieved by recaling paper, aluminium and iron.
13 Complete these points with instruction phrases from 61.
* Description instruction phrases Include: —
+ Argument instruction phrases include:
+ Relationship instruction phrases include:
> What other instruction phrases do you know? Add them to 620.

13 Work n pair. Choose one ofthe assignment les in 6 and make notes o a brief outine
for an essay answering the question.

> Report your outne to another paro students, explaining how you have responded to the
Instruction phrase In th tte.

45. ‘ait | acing challenges

7 Developing an argument in an essay

A ypical argumentative essay has the following pats

‘An Introduction: his gives the background, says what the diferent views are on the opi,

includes a statement of your position onthe tope, and may outine how the essay is o be

organised,

‘A body: this makes clams in favour of orn opposition to each vie, and provides evidence in

‘suppor of these claims.

A conclusion: his summarises the diferent veus and reinforces your position by saying whieh

side of the argument you think is stronger

7.4. A challenge you discussed on page 42 was food secur: the avalabilty of food and access

‘tot Some people have suggested thatthe use of genetically modified (GM) foods can help

‘overcome this problem. In later tutorial, you are given the following essay tte: Genetically

‘modified (GM) foods are necessary to end world hunger! How far do you agree with this

statement?

2 Working in small groups, share what you already know about GM foods and decide how far
you agree withthe statement.

Your tutor has suggested that you should rad the following texts as a starting point in
reading or your essay. In them, the writers gie thelr views on GM foods. Identity Ihe main
Claims made by the wrters and then decide an order that would be suitable fr tho essay
body. Work Incvidualy and then compare in pairs.

‘The debate over genetically modified crops and food
has been contaminated by political and aesthetic
prejudices: hostility to US corporation, far of
big scence and romanticism about local, organic
production.

Food supply is too important to be the plaything
ofthese prejudices. I there is nat enough fod, we
‘know who wil go hungry.

Genetic modification is analogous to nuclear power: nobody loves it, but climate
change has made its adoption imperative. As Aca’ climate deteriorates, twill need
to accelerate cop adaptation. As population grows, it will need to ase yields, Genetic
modification offers both faster cop adaptation and a biological, rather than chemical,
approach to yield increases.

Opponents talk dark of risks but provide no scientific basis for their amorphous
‘expressions of concern. Meanwhile, the tue risks are mounting. Over the past decade,
global fod demand has risen more rapidly than expected. Supply may not keep pace with
demand, inducing rising prices and periodic spikes. If this happens, there à risk that
the children of the urban poor wil suffer prolonged bout of malnutrition.

African governments are now recognising that by imitating the European ban on genetic
modification, they have not reduced the risks facing ther societies, but increased them.
‘Thirteen yeas, during which there could have been research on Afican crops, have been
‘wasted. Africa has been in thrall to Europe, and Europe has been in thal to populism.

Genetic modification alone will not solve the food problem: like climate change, there is
‘no single solution. But continuing refusal to use it is making a dificult problem yet more
‘daunting.

‘Cal 2009, Ober 26) Can Disc oder wor ang? Put ai pris, New o Tes. Rete
gus 2, 2003 ho mt rescata gs ene an 2009/20/28 conto ocur matan

46. ‘ate | acing challenges

Food security over the next two decades will have to be built on ecological security
and climate resilience. We need the real green revolution, not a second ‘Green.
Revolution’ based on genetic engineering.

Genetic engineering has not increased yields. Recent research by Doug Gurian-
Sherman of the Union of Concerned Scientists, published as the study ‘allure to
Yield’, has shown that ina nearly 20-year record, genetically engineered crops have
‘not increased yields. The study did not find significantly increased yields from crops
‘engineered for herbicide tolerance or crops engineered to be insect-resistant.

‘The International Assessment of Agricultural Science and Technology for
Development, carried out by 400 scientists over four years, has also concluded that
genetic engineering does not hold much promise. Instead, small farms based on.
principles of agr-ecology and sustainability produce more food.

‘That is why I am so disappointed that the Gates Foundation, in its global developme
program, is supporting the use of genetically modified crops in Africa.

Green revolution technologies and strategies, reliant on monoculture and chemical
fertilisers and pesticides, have destroyed biodiversity, which has in many places led t
a decline in nutrition output per acre,

As have shown in my book, ‘Soil, Not Oil, industrial systems of food production ar
also a major contributor to greenhouse gas emissions and climate change. Industrial
monocultures are more vulnerable to climate change, since they reduce soll organic
‘matter which is vital for moisture conservation and resilience to drought.

‘The claim by the genetic engineering industry, that without genetically modified foo
‘we cannot respond to climate change, i simply false. Climate-reslient rats in crops
have been evolved by farmers over centuries. In the community seed banks that I han
‘helped create through the Navdanya movement, we have seeds for drought resstanc
flood resistance and salt tolerance, This is the biological capital for the real green.
revolution.

‘The gene giants are now pirating and patenting the collective and cumulative
innovation of Third World farmers, Patent monopolies on seed cannot create food
security. They can only push small farmers into debt.

‘The green revolution that we are building through Navdanya is based on conserving
biodiversity and conserving water while increasing food production per acre. What w
need is biodiversity intensification, not chemical intensification. What we need is to
work with natures nutrient cycles and hydrological cyele, not against them. Is tim
to put small farmers, especially women, atthe heart ofthis process.

Feared hugs 2, 2011 om Honorato os mors on 209/10/28/ can tech occ manner
7.2. Consider why your tutor sid that th txts should only be a starting peint for your reading

‘What other types of texts should you read? What other Information would you search for?

47. Un | acing challenges

Style in academic writing

‘Te texts in 7. are from the New York Times, Work In palrs and identity features of tye in
Text B that are unlikely o appear In research articles published in academic Journals, and that
‘would also be inappropriate In mos of the academie assignments you wie.

Using the guide to academic style in Appendix 4, improve these sentences from a students
‘essay on food security Work individually and then compare suggestions In par.
1 Everyone knows that an insufclent food supply causes food insecuriy.

12. Worldwide, upto two bon people regulary fae food nsecuriy! (FAO, 2003).

3. Vast amounts of food are destroyed by rat, mie, et,

4 Ifa disease breaks out, this can destroy entire crops.

'5 Globalisation lads to continued food insecuty and poverty in rural communities.

8 Smalholder farmers have an important role to play in getting rid of hunger and poverty.

7 You can find further details ofthe World Food Summit of 2009 in Jackson (2011)

8 The big problem isnot food production, but food distribution.

9 People who rent a fam rather than own it havent gota lot o incentive to improve the
land.

10 It seems to me nat farming does not receive the attention it deserves.

11. ts outrageous that so many people are overweight in developed counties, when so many
people in developing countries go hung.

12 People can be considered to be food-secure when they don't Ive in fear of hunger or
starvation.

“Focus on your sut
‘The acceptably on academic wing seems to vary rom subject to sujet. AS you ead
Journal aries In your sujet noto wheter i used an, Iti, what context KI used In.

48. Grammar and vocabulary

ee ee
+ Complex pepostons
borg

11

12

11 Recent

Complex prepositions
Some prepeitons consist of one word (en, between.
Complex prepositions can consist of

* two words (ag egardies of)

+ thee words (og. — )

+ or four words (eg withthe exception of.

Finda three-word complex preposition In the final
paragraph ofthe text on page 43 and wie It inthe
space above.

Sentences 1-12 include a two, three or fourword
‘complex preposition. The last word of ach I missing.
‘Complete them, using a dictionary to help you.

for fom of on to with

1. Fees at private schools can vary widely depending
the status ofthe schoo).

2 Ourfindings are broedy in ine previous research
(Arber, 1993; Vindras, 2000).

3. The children bult shapes with ten cubes that were
dential except hir colour

4 Figur 84 lists procedures to be followed by
tutors inthe event an emergency ln the laboratory.

'5 The recent government polcies have increased
ferences among groups with egard income and
seat

{6 In general the teachers fet that, apart a few
‘exceptions, descriptive statistics do not pose
particular learning problems.

7. Amomoryimago - as distinct a daydream, for
instance - ls a visualisation of what was actually
witnessed.

8. The family as | define it har, comprises a
husband and wife, with or without nevermaried
children, respectivo their age.

9 Subjects completed the to relevant
‘questionnaires along several other, unrelated
experimental tasks,

40 The results rom this study indicate tat, contrary

expectations, a large majoty of testakers had
‘ether high family (50%) or moderate familiarity
(84%) witn computers

alysis suggest thatthe dally
temperature range has decreased as a result
urbanisation.

12 Employees believed that the owe their employer

certain contributions (. hard work, jay) in
turn certain benefts (o. high pay job security)

13 Complete these sentences with complex proposons
trom 12.

1

10

u

‘Acts of war, including war crimes and crimes
against humanity are regarded as
terarism.
‘Te young shrew develops rapid, and by the
time itis three weeks od it appears much he its
mother its smaller size.
‘The term ‘socal evolution” may have dierent
meanings, he writer
In the next section, dat is presented graphically

an analysis of the results
“The main objective of the scheme was to provide
financial support to farmers crop
failure during the sro.
Members of society usually acquire culture during
‘arly childhood, where they ive.
‘The two groups were balanced gender
(six mae patients, sx female patients).
‘These differences are predictions from
Rubin, Schrauf and Greenberg's (2003) model and
strengthen suppor for that model
(Cox and Alm (2012) argue that, —
conventional wisdom, the United States is at
the peak ofits economic wel being, wth more
‘opportunity for more people than at any other time
Ins history.
Thirgéfve undergraduate students atthe university
participate in the research agit
voucher
(Of the eight people who were Injued in the
explosion, tee ded later ther
Injures
The bird is now almost extinct inthe wi,

few isolated pars in south As.

2 Items in lists

24. Work In pars. Compare the ist in sentence 4 (from the
abstract on page 42) and sentence 2 (rom a students
essaÿ) What is wrong in sentence 2? Can you correct
ir

1

[There s) a growing focus on plants as a source
of innovative solutions to complex problems,
Including fod security, energy securty climate
change and gobal environmental heath

‘he country faces a number of serious problems,
such as unemployment, to get rid of racial
isriminatlon, and crime is increasing

49. 22. Complete each sentence withthe information listed
In brackets. Use the same grammatical frm for ech
om in the Uist.

1 North etal. (2000: 263) found that adolescents
listen to and play pop rather than classical music
fora numberof reasons including:

31

Rephrase the bold par of these sentences using beng.
1 The plants leaves are unusual because they aro
‘almost square in shape.

2. Because they were part of such a large organisation,
‘Staff fe they had no role in decisionmaking,

{enjoyng music - to be creative = relief rom
‘boredom - the reduction o loneliness)
2. Schools ae expected to work towards goals such

3. Argon, because I is a gas, is not present in molten
im.

4 Because Portuguese was her naive language, she
found it easy to settle In Brel.

(en increased level of attendance = improving
‘punctuality to arrange work experience - a
cora of achievement should be prepared for
ech student)

3 Demographic factors were recorded, including:

{how old they were — what was their gender —
Whether they were marred how many years they
hha been in fulltime education)

4 Tre following treats from environmental hazards
can be recognised: hazards to people, including
(ying - getting inured 0 sue disease —
mental stress); hazards to goods, Including

{to damage property = economic loss;
and hazard to the environment, including

(loss of fora and fauna poing)

3 being

The word being has a number of uses in academic
wring. Here we look at two important ones.

ti used to ge an explanation of something.

‘Arguably, humans have always had a bioeconomy,
being largely dependent on biological resources for
‘nourishment, clothing, ete. (= because they are.)

[Not being abe to find job as a research chemist, she
ent int teaching. (= because she wasn’ able to.

2 After words such s besides, despite, without, ana
while, It forms a clause with an adverbial meaning
(ving information about causes, resus, etc.

Despite being (= although 15) of great concern ints
‘own ight, we See ood security as deeply embedded in
the debate over plant resources in general.

[Note thatthe clauses can usually be reverse,

‘She went into teaching, not being abe to find a job as
A research chemist

32

33

5. Because | am nt a statistician,
evaluate ther claims,

am unable to

Wet four new sentences relevant to your subject using
structures with being from 32.

‘Complete these sentences with the Information in
brackets and being. Also use besides, despite, without
or wie.

4 The book provides Information that clear

{the information s nt to technical)
2. total of 33 percent of participants described
themselves as fat

(83 percent of participants who described
themselves as fat were underweight)
3. The public demands frstclass education

(the public is umáling to pay higher taxes for frst
class education)

‘4 Vegetales ae best inthe growing season,

(vegetables are also cheaper in ther growing season)
'5 Some materials alow much ofthe ligt that falls on
them to pass through the material

(the light snot refected)
South Affca was comparatively late in
Introducing television broadcasting.

(South Afica i the most economically advanced
country In ica)

50. —
*Proporng to read a research atte
* Checking preitons

2 Produc es fom txt

1 Vocal in content reognsing

4 ITin education ie EEE

+ Necabuloryn contest 2 noun/ver +

and business un

Reading

> The erature ew
COTO

Using evidence
Wg LD reach a esearch propos

"string and speaking
“Presenting protessionly
Linden presentations.

+ Presentation pacte

1 Preparing to read a research article
You have been asked to read a research article with the ttle Assessing laptop use in higher:
dueaion classrooms: The Laptop Efectveness Scale (LES), and to give a presentation of what
YOU Rave read to your tutorial group.

11. Before you ead part ofthe article, work In pars Look at Table and answer the questions.
a Can you identity thee patterns o laptop use?
Do you find any ofthe percentages surprising? Can you suggest possible explanations?
© Do the figures relect your experience of using a laptop in a classroom?

noo Poquer ecos sis Canin sry stats, 2007 (377)

Ines en ‘ech ts im
Caer mee Tec
fester tress mm in son
a seg or ae lasik sow de
CP [eo ln on ar
Porc anes ox ae us fs fs
12 a In your presentation, you are going t delver Information from the trate review nthe
ar. First, check that you understand these words from the text. Match the words (1-8) to
the definitions (a
1 asynchronous — a to make something less harmful, unpleasant or bad
2 collaborative — & not occuring atthe same time or speed
3 ubiquitous e harming or damaging
4 disracing à causimg loss of attention
5 mitigate «volving two or more people working together fr a purpose
$ detimental seeming tobe in all places

A literature review ls an important part of a research article and of most other academic texts
ch present origina research It vos a description and evaluation of previous work that fs
relevant o the tua

5 Work In pairs and predict ways In which these words might be used In the text to tak about
laptop use In higher-education classrooms.

2 Checking predictions
24. Read thetterature review on pages 85 and 56 and check the predictions you made In 4.20.

51. Unie Ti education and business

Laptop use in higher education

rumber of themes have emerged regarding the use of laptops in higher education, Inciudin general use,
‘ommunkeaon, student attitude toward esming, Student achievement and dations. Bach of tes wll
‘educa am

General use
Researchers have examined how students se laptops or ering For example, Dem, xeon and
‘ewig 204) ound hat KO of real ap ered pig ape ado Ae
{2004) most homes hat ot clas, work such swing paper, sing eftnae programs,

{frame and completing gop ro ensued te bak 3 pop ase MAN Std Grace 0606)
ied ut students reported ung her laptops an average 0 ve hours per dy, with 30) 0! ha tne
Being spent on acer cts.

Communication
Students reos ut using pop to communicate with faculty via email generally gratifying (Mra

de Setenset, 2000), ad tat with emal, they communicate wth faculty mor often and mere ch,
(Aena, 204) Trio! oie hours ar being replaced with emal communication (Dickson & Ses
190 Reynolds 2003), as students an ask re questions o Bey without having o meet In person, This
synchronous Communication allows fr greater es or students and sul, and also provides city
‘wih an electron cord of student advising and counseling (are, 1996) Brown and Peto (2003)
Suggest emai Becoming bats that, major of academic communes ae presuming that
ent and faculty communicate vi emall(p. 30.

mal communication in education snot limited to fcuty-stdent interactions. Dem et a: (204)
uen that laptops ofr student the opportunity to engage np tps communication vi ema, chat
‘rooms, bulletin boards and instant messaging. Ts Kd o moble communication, including multimedia

‘we acess eral ad voce mesaging provides short ring cis tat are trace
{students and ester collaboration (Sh & Mls 2007) Gay, Stcanone, Grace Marin and Hembrooke
(200) suggest that within carte ering environment, Students working in groups recognise and
‘Se scl communication forthe exchange of Inormaton, and urls concis Increase he ay
{or students o collaborate whenever and wherever they wan

Although call and instant mesaging technologies suggest increased communkation among faculty and
den use ofthese communication tools potential detimental nthe loo Grace Martin and
‘Gay (206) found ha recreational emal and Instant messaging are among the primary ses of wiles
laptops by stan we Cook and Buroweif 2001) sugges tht recreational use o ema and instant.
_meslgingin ls can be datacting to students Some stems a quantifying theme spe on non
Academic communication and ac dation have been made Such as Barak et al (206) wh fund tat
12% of student use her laptops or no-leaming purposes such a meb sung 7 sc eng. Crook
and Barrowelif (200) as found evidence of rerstonal app act, rula that the separe
Sworn ato tm stent interes was DO

Student attitudes tonard earning
Jones 2002 found that a major f college students own computers and wires devices and believe that
Antec oc has enhanced the karing experince. Sil aur who parcpte in an undergraduate
laptop progam are tat portable computer were beneficia in tht college ares Fan Inman 2004)
‘Mts renier (O) found tht students who asd laptops peered taking case where they
‘ould se the computer Desp the int for using the computer dent action higher when
Stents repr using the laptop or academic purposes (Vay, Sayer & Greta, 2003)

A number of statics have reported that students believe hat laptops make learning "sr (ra eta,
2006: Mira e Sensei, 200; Hyden, 2006; Weaver & Nisan 200). This may be an extension of

he moin that modern students hate grown up with technology nd he progression 10 having the.
‘convenience of personally configured computer that students naturally us as a fe oo thrown &
ete np. 2), Cu 207 sss acing penal ee, Sse an guy ad

Student achievement
Zucker (200) argus that increasing student achievement the most important oa for adopting 11
Computing and that sas focusing on stent ring deserve igh prot Rss om tales
measuring the efficacy laptops on student achievement, though, ae mixed. Dem et al, (200 found that
forabout two-thirds of students, the laptop computer made nant ferne in sy baits, with

den reporting hat the laptops ped with ro ame ema communication and research

52. Unit 4 Tin education and business

‘Sima, ige and Foster (2001) observation indicated that students benched rom using Fomenta
presentations and veining couse materia ia the laptop. On the oer hand, Wurst, Sala and
{Gattny (208) observed that tent fit multas was a dsaction rom academics we in da. Fed
{2008 2 found that students who used laptops in cs Spent considerable ime mulas and tat the
level of app se was negativa elated o veal couse perfomance

Distractions
‘The potenti fr the pto to trac students may be the mos significant drawback o tus, Hembrocke
and Gay (205) set out o sata invertgate students multi Deira they ound
den hat stents wee engaged compu ati that were tn unrelated to the mediate

60 ass etre and tasks (p A) Bet 2008 al Observed that dent with pops in case were suring
einer, emailing or wring stnments during leur. The tendency to engage in multas is
‘of parta interest Because paying terio play ena rl in furs. montan engagement and
Ring across educational segs (app. 20, p. 600)

Aus been argue, though, tat students sedi he ea of lasing can successfully blanc internet

65 | Ge and cias partition (Noung, 2006) Distraction nthe etre hal noting new, a dodling
‘ote pang o completing other esighments función ss imp low-tech distraction embrooke& Gy
1208 p 47) and games, malo mesaging subsite for radial doodling (have 2002) In contra 0
sachen advocating the we o tention aware systems which det wer attention 2 the ask at hand
Membroke and Gay 2008) sugges that multi and resulting dracon ean be mgt we Sle

70 | cil, and tat des who ar abl 1 ake et bres and return to nak cvs wi ot fer
the same detiments as students wh engage ln prolonged web suring ($9)

recon eS OR (BIO) nae a e pct cone

3 Producing sides from texts
jie u x 5
Li many cures seminar an conference presentations speakers project images (ten

called es) onto à screen rom à computer Academic audiences today expect ten 1 be
‘of ign standard, so Important o veo kl In preparing and evaluating sides

34. a Work alone, Prepare five sides with bullet points on which to base your talk.

a ue ais nk
(tng na cat

er oc)
en go) dag emi
À Seat oie sti we us men

1 Work in pairs and evaluate each others ideas.

53. Unit | Tin education and business

32 The most recent trate reported inthe review was published in 2008. Work in pairs and
‘think of any adiona or ferent result that might be found I studies on the same topic
today. Share your ideas withthe class.

>

Vocabulary in context 1: recognising the relationship between pieces of research
Ina Ierature review, we not only describe previous pieces of research but also highlight the
relationship between them. For example, we might say trat findings from two research studies
are simiar or front, or that one research study simply provides an addtional finding onthe
‘same topl as another.

4.1 Work in pairs. Discuss the relationship between these places of research In the literature
review. Note any words or phrases used inthe text to signal this relationship.
‘Arend (2004) > May, Snyder and Graetz (2005)
Jones (2002) > Finn and Inman (2004)
‘Zucker (2004) > Demb, et a. (2004)
Dem eta. (2004) - Siogle and Foster (2001)
Siege and Foster (2001) > Wurst, Smarkola and Gafney (2008)
Wurst, Smarkola and Gatney (2008) > Fred (2008)

a

Vocabulary in context 2: noun/verb + preposition

Sua

LR vin an vot re more sudo wing conan os ty
Darts regen A o red ser canon un ve repost comprare
‘rai or ce rem own the you roman

54 a Complete these extracts to make noun + preposition combinations.

1. student attitudes learning... willbe discussed in tum. (ine 2)
2. Crook and Barrowelf (2001) also found evidence. recreational laptop acti …
(ine 32)
3. students fo multtasking vas a distraction ___ academics while in class. (Ine 54)
4 The potential forthe laptop to distract students may be the most significant
drawback ts use. (Ine 57)

“paying attention plays a rial role issues of mothation
Completo these sentences to make verb + preposition combinations.

ine 62)

Students report that using laptop to communicate faculty via email is generally
gratin. (ine 10)

2 [Email provides facuty an electronic record of … advising and counseling. (Ine 14)

3... alumni who participated —— [tre] program agreed that portable computers were
beneficial. ine 36)

4... studies focusing student learning deserve a high prio. ine 48)

5 students benefted reviewing course material via the laptop. (ine 53)

+ Check your answers inthe text on pages 55-56.

s

54. Unit | Tin education and busines

Reading in detail
a What words missing inthis useful textonganisng expression?

tact te ibe ine?

[© Ressaren non nat ne missing word in 6.1 1 the secondmost commen veo
Fortis expresen What do ou thik ne cher most common vers are?
[ee RN y où

o In British universities a faculty is a group of departments (e.g he Law faculty). Look at
‘example below, which Is talking about US universities. What the faculty?

Students report that using a laptop to communicate with
faculty via emalis general gatiying (line 10)

+ Can you rephrase the extract below using between? Why do you think the writer chose this
form rather than using between?

facuiy-student interactions (ine 18) }

How many Integral intext references and how many nonintegral intext references are use
Inthe tex?

(© Research shows tht the most common pari ver in mega references re
or + ate system) if (0. Lu (2000) found.) Wat 0 you tink are te
Er
Gue To

Amato sae
Sdem_te 1009 be

+ In which type of reference Is and written ints ul frm? When ist abbreviated (72

emtoke an Gay AA |

Look at leading journal trom your own subject. Does it use the same convention?

Reasons for referencing

In earlier unis, you leaned about hs to reference In academie texts In thls section you wil
consider why. Becoming aware of why published writers include references can hep you make
decisions about your own use of references.

Read the sation below trom a university website, which gives four reasons for referencing.
‘Then choose the reason from the boxes which best explains the references In the par of
extract on page 59,

55. Unit | Tin education and business

Sales sus ad runs of est rc encompass e we oC ass stgo of
sive elvan, hom tert ue ot anne nducion oa fa rein tae Done
sen tnt, and ine se of rine cat fons or sample ston and Mary, 208 pare.
08: Lang et 205)

ee RE
apni een a
=
Er
Fer A

Ter has ben grin esa vt he pst ea forthe regia a tar can
dio “oo ee ey mes ing same vn) cs eslora
Sports apy el 0 neta, 20

aan

Fü cn cayo o pl u cn pp de Ce
1 0. J

72, Work in pairs. Choose a text that you have recently writen whic includes intext references.
‘Show Ito your partner and explain why you have included each reference, using the reasons
{om 7.4. Did you have other reasons for Including any ofthe references?

56. sl

Unit Ti education and busines

Using evidence
In your academic wring, most ofthe cams you make shouldbe supported by evidence. You
‘should indicate the source ofthe evidence ina reference.

‘Match the functions (0-0) withthe four elements ofthe student ext (1-4). Work India
‘and then compare answers In pars.

la. The source ofthe evidence is gen,

1b The source ofthe claim is given.

{© Supporting evidence is given,

à A clim is made.

1 In recent years, there has been a huge increase in mobl-phone use in developing counties
2 Gang, 2009 3 By he end of he frst decae ofthe 215 century three-quarters of all mobile
‘hones were fund in developing counties 4 (Me Ecenamis 2009)

Discuss these questions in pairs, Then share your ideas wit the class.

Are there any kinds of claim you might make that dant need a reference to their source o
‘supporting evidence?

2 Look at these types of evidence that might be used to support claims In academic writing,
Are there any that would ng be used in your subject? Are any other types of evidence
‘used in your subject?

* a quotation from another writer

- paraphrase of what another ter has said
+ Statistics from offal organisations

+ research findings

* personal experience

+ examples

2. You are iting an essay wit the tile ‘Discuss the impact of recent advances in I on
business practic. You have decided to include a section on the paperless ofc’. Workin
pairs and decide wat further information and supporting evidence could be added tothe
ra section below.

inthe lote 200 century it as suggested that ofices would become “paperless and that this would
ing sUtamial advantages to businesses. However the paeres office has not yet been achieved,
and we are uing more paper now than in he past A number of explanations have been put forward
0 account fortis flue

5 As you read more widely you And the text extracts on page 62 that might be relevant to this
Section of your essay. Revise and expand your fst daft with information and evidence trom
the extract. Write 300-350 words, using correct intext references.

57. Unit | in education and business

a pl ea il le re]
md nd cda cc
lao tenes pc A
5 cunts cen CL
Er ee wag Dee spend ou og age

Lu. Str D 6. (200) 1 apres ray more? Conmuntatin of the ACM 43, 94-57.

ten, 6. & Sarak, W 2009) Ste of wrk rd ne wore nc
‘iru aa chen Mano Cay.

1m 1978 an riel Busines Wook predicted that we woul be ding mot of ur busines electronical by
1990 Ths Len known as he “papers eee” Lea, would make potable fr al data tobe oad
U ontspondene weld be section

al of merit. A business could sane storage space by eliminating pape les:

iteoul save money on storage space storage equipment, and paper purchases. The dea o saving es and

sag th ny tnd o rd ae ae ec y wen we cos theca puto
face an organization “een footprint.” However, although technology makes possible tous less paper

‘Bost businesses are fa from a purely papeless fe.

‘Tough a east the early 2000s, paper use actully increase." The Introduction of hah-speedphotocopert,

and laser printer made tease o produce more pape documents mor xs. Enal andthe eb ids est

own on paper ether: people often wuld print ot thelr mall and the web tes they vised But why do

pple pinout documents tat they receive online! That sens to be signal counerproductive

‘The problem is ha he theory ofthe papers ofc does tak nt account he way peopl fel about paper.

Some people dst think that document 1 ra” unes they cn felt intel an paper ir often easier to

vend than compute screen; paper i potable canbe ode to Uno a pocket, and an be marked up with à

pen Theres therefore a ge del of esetancs to ding away with paper documents ene,

"The office ofthe future. Busines eek June 30, 1975,

"See ht fearthtrends..org/featues/ ew feature phpftheme= 628619

argon 2000) Teh on soon. Sur AU anes and Batt

scree cp ay orn rego Unt a
an ee

ee ‘Mary
ion En ee
ms er me nes ee lem

2 2005). Part pa Drums in ne tenon a. Nebr, CT: romeo lang ou.

‘© Work in pairs and compare your texts. Make any Improvements you think are necessary.
a

58. nt | Tin education and business

9 Writing up research: a research proposal
For undergraduate or postgraduate students, à research proposal is an outine of the research
projet they intend to undertake fr ther alssertaton or thesis Although there can e variation
across subjects and institutions in the organisation of research proposals and thelr parts, many
research proposals have a similar format. Following the tte, which ges an Indication ofthe
topic ofthe research, they are often divided Into the five or sk sections outined Don.

94. Work in pairs. Think of three reasons why students are usualy asked to wie a proposal before
‘stating their esearch. Share your ideas withthe class.

92 Complete section headings 4-6 in the table with Information from the box.

Ê pri
i | a ga how eu ar go oe
E A |
E Ea
E A |

9.3. Read thelist of elements (1-A7) that are found in a research proposal Ada them to the table.
‘Sometimes there Is mor than one element for each section.
what your research will contribute tothe feld
2 why the topic Is important
'3 how your research wil conform to the ethical codes of your institution
‘4 hou you il analyse the data
'5 by what date you wil irish each section
{6 how your research relates to what has been done so far
D ra an er
8 what theoretical approach you wil use
how you wll collect the data
40 what you hope to ind ut inthe research
11 what sources you have mentioned, including ful bibliographical deals
42 how you wi select the data
13 what research questions or hypotheses you will address in the esearch
114 wat work has and has not been done on the subject so far in a vif Iterature review
45 how you wll manage issues such as anonymity of subjects and confidentiality of data
46 why you have chosen a particular method or methods
17. how you came tobe interested in the topic

‘Focus on your sujet

Ty to fr eter information tom your institution or department about wig research proposal
In our sec; or anne ace (maps frm a unversy webs) on how to wre a research
proposal in your subject.

Compare the information in the able in 9.2 wih what you discover about writing research sropsals
In your subject. Note ay iferences and report these 1 the cas.

59. TES

speaking

Uni | Tin education and business

10 Presenting professionally
‘swell as expecting a high standard of sides, academic audiences expect presentations to be
en Ina professional way

04 Look at these presenters. What advice would ou give to help make thelr presentation more
professional? Share your Ideas withthe rest of he clas.

11 Introducing presentations

11443) Listen tothe introductions of three presentations onthe
‘education. For each one, answer the questions.
{What kid of opening information does the speaker use before introducing the specific.
topic: background, a quotation, o statistics?
Wat specie topic wil the speaker talk about?
© How many main sections wll the presentation have?
44 Wat wil be the subject of ach section?

pplations of In business and

11.2 What does the speaker say to Introduce the tople and indicate how the presentation wil be
‘vided? Compete the table.

aa A A]
3 tresse condita And what in. par,
jee ay ore
2 sacate | anni ous. Fest going to
men Force some oman. are long Saar.
ty ane nr wine on por expences.
aros ee
3 as tes fee SOS wth cong. The ist ta
LPO PE in se of “oe Nese nae
at oben = ot

12 Presentation practice

12 a Workin pars. You have been asked to give a short presentation with the tl Wil the
poperlessofico ever arrive”. Share ideas onthe following two questions, using Information
from the extract on page 61 and your own ideas.

1 What ar the advantages ofthe paperless office?

2. Why has the paperless office nat et happened?

Prepare two or three slides to introduce you presentation onthe top.

© Give the Introduction to your presentation tothe class. As you do, try to use some of the
language you heard in 212. Think about what you discussed In 104

60. Grammar and vocabulary

o Bre
‘Subject agreement

"Tone chico in reporting veros

2 Common prete in cade rt

11

Subject-verb agreement
Ina sentence, tha verb should agree with the subject:
that , a singular subject should be followed by a
Singular ver and plural subject by a plural ver. Alter a
‘complex subject (common in academic writing) the verb
‘must agree with the main noun inthe subject.

[Agreement after a complex subject

13 Study this example sentence from the text on
page 55.
ei neun inthe subject

y Y
‘hist mobie communion.

aa ee ‘that are == |

to students and foster collaboration
(Shih & Mils, 2007).
ve related to be subject

D In sentences 1-8, underine the subject. Then circle
‘the main noun inthe subject andthe verb related to
It Ifthe verb does not agree with the main noun in
‘the subject, corec the verb.

1. Student comments about unhelpful behaviour vas
consistent with the inclusion of non-academic
‘communication behaviours.

2. The demand for a learner o be physically at à
computer and physical connected a some
Kind of cable toa network means that learning
locations were constrained,

3. The ony potential drawback tothe use of
personal digital assistants (PDAs) are her lack of
processing power relative 1 a laptop computer.

4 Reliable and valid scales assessing the impact of
laptops during class has not been developed.

5 Research outcomes reported in Attewells (2005)
‘summary of the 2001 MLea project suggest
‘that the use of mobile learning may have positive
Contributions to make in a number of areas

$ Evidence based on student comments indicates
‘that the LES may need to be expanded to include
mare specif examples of academic and non-
academie use.

7. Some attempts at quantiving the time spent
on nor academic communication and socal
‘distraction has been made, such as Barak (2006).

8. Identifying the level of academic activity in laptop
based classes is ericl to improving the quality of
instruction offered.

Sty un
en you profana your assignments make a
pa of ehecking agreement between complex
jets ond ver. You can has rey on tro
roma cock on your mera processes to np
you with is.

E

Agreement after quantifying phrases

Use the rules Inthe table to choose the correct form o

‘the verbs In sentences 1-14.

7

AS
as

‘Samed meas is
HR un

ea segs

daran | us pen

Soret Ree sora
Pan
‘The majority of research on language teaching.
has nave focused on English
‘tis worth noticing hat approximately 70% of the
responses nas/wer from women.
The number of universities offering foreign
language courses has/nave decid inthe last
ten years.
ach of these procedures hay/nave advantages
and imitations.
À number of studies has/have shown that aspirin
can help reduce deaths from heart disease.
Table 3 shows that only one in tn of the
Population now works/ workin agriculture.
55 metres was/were the average distance
between trees in the forest.
‘Some ofthe findings suggests/suggest het as.
‘many as 70% of children's television shows,
contais/contain violent content.
In the experiment, each participant was/were
ven four problems to sole.

61. 22

Johnson (1999) and Sims (2000) ar less useful
because neither of these studies uses/use
countrsevel data.

‘One ofthe people who started the computer
revolution was/were John Von Neuman.

‘The majority of cases of eating disorders
begins/begin to develop during adolescence.

Not everyone agrees/agre that aboriginal
peoples in North America used ecosystems in a
Sustainable manner.

‘Obtaining responses was complicated by the fact
‘that about a quarter ofthe sample mas/mere
residing abroad.

Tense choice in reporting verbs

Underino the reporting vorbs in these extracts from

‘the text on page 55. What do you notice about the

tenses used?

1. Researchers have examined how students use
laptops for learning,

2. Demb, Erickson and Hawkins Wilding (2004) found
that 16% of overall laptop use involved typing

papers and notes.

‘rook and Barrowcif (2001) suggest that

recreational use of email ond instant messaging in

lass can be distrctng to student,

[tis not easy to ge ralale rues for which tense |

or vs cr ca |

vin trom publication te publication ad rom author
Fo author However her re some guidelines

present simple:
lo make a generalisaton
2 1 present preus tng as accepted or as foet
past simple:
Po report cain or ig om à singe piece of
previous research
present pete:
To refer toa general area of investigation
1 make a general statment about what previous
researchers have done o fund

Find a Journal article from your subject ora related
area whieh Includes Iterture review using the
‘author-date referencing system (see Appendix 1 on
page 168). Underine all the reporting verbs and note
thelr tenses. Do the guidelines above help explain why
particular tenses were chosen?

3 Common prefixes in academic writing
34. a Which prefix matches each section ofthe table?

Replace the underlined part of sentences 4-42

Using a word from 3a, Make any other changes.

‘that are necessary. Use the prefix In brackets in 1-6.

1 The study invoted a team of esearchers from.
mary ferent subjects from across the word.

(mu) dct researchers

‘Sho argues thatthe use of mixed ability pais has

very poste elec. (ut)

The success of teaching is and boys inthe.

same classrooms in state schools le to its

Introduction into the private sector (co)

was fl thatthe benefits of using a

computerised language test would be greater than

any problems associated wiht (out)

Commercial forest exploitation fr timber i large.

controled by wealthy companies that operate in.

several countries. (rans)

The problems of disease and malnuttion have an.

fest on each other. inter)

People tend to form an opinion of others from thelr

dress and appearance before hearing what they

have to say

1 can be difleut t difereniate between anne

and depression because these disorders tend to

De found together.

9 Surgeons are now able to move entre faces and
hands from one person to another.

Rabinoutz (2010) looked at the behaviour of

‘online American college students doing more than.

ane thing at the same time.

Bankot (1993) has found an association between

‘the establishment of satisfying relationships with

‘ther people and academic achievement.

There Is ite incentive for voters to goto the pols

if the outcome is already arranged.

10

u

62. Seminar skills B

Preparing for
‘seminars

11

12

22

OR. lograr are src and ave to reed any
{ood but ters ae 10 formal. need 1 understand which ae te
formal extrct y underiing De vers. soul is o my om

Ao
Wering in groups

Understanding task instructions
Seminar sits
Ging feedback presentation
+ Orgaisin a group presentation
+ Ivoduig gov presentation
Ustening
= Creating an tecno presentation
Follow wp
Ging migration

Working in groups
As par of course focusing on business communication, you wil watch more extract from the
‘seminar ld y Dr Clare Lynch In tis second part ofthe seminar, students work in groups to
prepare and then give a short presentation

Work In pales. Think ofan experience you have had working in a group or team (not necessary
associated wit stud) Discuss the postive and negative aspects of working with ether peopl.

a Often In seminars, you need to work In groups. Discuss which dea (1-6) Is the least useful
idea for working successfully In groups.
1 Roles and tasks should bo divided evenly amongst group members,
2 Portcipate actively inthe task that you are working on, and ensure you make a complete
contribution
3 Be sensitive to group members who may be shy or lacking in confidence. Encourage them
to contribute, without being 10 forceful
4. Determine whether everyone in the group has a responsible attitude, and question
students who you tink lack commitment tothe task
Let everyone inthe group share ther opinions and, ven if you disagree with another
person's opinion, acknowledge their point of view and be prepared to compromise
{6 Be Neue about the approach toa task and try 1 ft In with other people way of working,
even I tis diferent from your own

What other Ideas can you think of for working in groups?

Understanding task instructions

2. Inthe est extrac, the tutor wl set a task. Predict the correct order ofthese steps.
‘She explains the nature ofthe texts in the handout

‘She outines the natur ofthe task.

‘She vides students into three teams.

‘She makes suggestions about how to approach the task.

‘She hands out the texts to be used in the tasks.

‘She allocates diferent texts to diferent teams,

ss Watch the extract to check your predictions.

2 RS Read this summary ofthe task. ore are sb
mistakes. Watch the extract again and correct them.

63. 23

aa

32

o Complete the tutors Instructions.

| 2 is to get you to look at some more business language. And
2 vide you into teams of tree, 3
‘maybe thats a good team. Maybe four here and then fve there. |

(© Choose the best description ofthe purpose of the language in 2.20

1 To provide hey information about the act.
2 To signal that an instruction wil follow the expression or word

> ene

‘Sometimes, sions for more complex tes an tasks are mare fut percale.
Lan t to fo sal such as pauses or ie ue ofcourse markers (eg Wat e to
9er OK) tat inate ha an inucio sequence wil flow Ifyou are not sure what.
au have do you can aways ask your tito

a The tutor uses sign different expressions to give instructions. Completo the expressions.

a Wa do.
i do

© Would AS do.
ar we.

The tutor uss the following words: squiing(v, sale (1) squigely (ad). What do you
think they mean? ( might help to draw to show the meaning)

€ What modal vero does the tutor use to Indcat that she ks making a suggestion about how
o the activity rather than giving specific instructions?

Me Watch and check your answers.

M3 les Wetch two extracts of students working together on thelr presentation. Which
description best describes whet they are doing?

Exact 82: The students are deicing

2 what roles they will have inthe task

How they wil cary out the task

Exact 84 The students are trying to work out which
© examples rom the texts they wi include in the presentation,
| agjctves work best for one ofthe language categories

[HE Watch the first extract again.
Wat does Natasha outine?

Wat does the tutor suggest?

How do Natasha and Anton signal agreement?

‘What does Anton point out?

hat two diferent expressions does Natasha use to
make suggestions tothe others?

IX Watch the second extract agan.
The students use a variety of terms to describe the language in the test. Which word
below is not mentioned?

‘technical business jargon. diet abstract
complicated simple understanding

bo Which two words do they agree on?
‘© Workin pairs. Can you identity a problem with the way they ar carning out the task?

64. 4 Giving a feedback presentation

412$ Watch ve speakers ging feedback onthe textanayss task
Wich aspect ofthe texts Is each speaker mostly talking about?
a the language —__, _
the witer's purpose ——
© the layout ofthe text

42. Each speaker talks about two text extracts. Make notes on what each speaker says. Also note
hich ofthe two extracts each speaker prefers.

‘Speaker

Speaker 2

‘Speaker 3

Speaker a

Speakers |
|

5 Organising a group presentation

5. Workin pars. What Is a good way to organise a group presentation? Put these stops in order
Take tums to explain and outine key points from your task, and hand over clearly by
Introducing the next speaker.
'» Summañse the keys points made in the presentation.
© Introduce the topic, and the group.
4 State the outcome or result of the task.
{© Provide an overview ofthe presentation and biey describo the task process.
Give examples and refer to any visual information (chats. dagrams, graphs, et.)

52 a The following examples come from the presentation extracts you have seen, Which step In
$4 do they Mustate?

Tune, (Maving othe tid, (ee |,
somanng ose … | aussen (evo. f

1. Match these examples to other steps from 5.1. Some examples can be used mare than
nat we worked out was

We approached these exercises by... ——

So in summary wed say... —_
We a looked ata diferent aspect of. ——

We came tothe conclusion that

And well all take turns talking about different features... ——
In the final analysis i's falto say

In this presentation, we keto talk about...

65. Listening

À Follow up

7
74

8

sl

seins sis 8

Introducing a group presentation

a MR Watch another group Introducing thelr presentation. Completo these sentences.

‘The texts thatthe students are talking about in thelr presentation are

1 The texts were writen for

© The reports discuss thatthe company has lost.

Dé Watch the extract again. There are strengths and weoknesses In the way this group
begins thelr presentation.

a What steps from 5 do they nt follow?

Wy does tho tutor intervene?

©. What do the students do well?

ET

LR ero eso rnin re yon ae tos ny
Dos pu mat Rage er enw a or peta
(ier race lo rn oho Io re

Creating an effective presentation

Maz Listen to Karthik talking about the way he tres to create an effective seminar
resentation,
a What three components does Karthik say go into a seminar
resentation?
What does he keep In mind when preparing his presentation?
© Wat suggestion does he make about using PowerPoint?
How does he uy to overcome the challenge ofa presentation?

Giving a mini-presentation
Below are two extract from the ‘Nounitis task focused on inthe fist seminar.

Mie have extensive experience In each ofthe above areas, and would not envisage any of them
being problematic wth regards to closing the transaction In a timely and eflent manner.

Gong forward, ur strategic direction forthe business remains unchanged. We have
strengthened our senior management team, recrute talented and experienced executes
with extensive industry knowledge to move forward our agenda of imestig o bull competitive
advantage with commensurate returns, whist remaining commited to providing excelent
customer service.

2 Work In small groups. lan a mint presentation in which you discuss the syle of language
sed in these two extracts Follow these steps.

2 Analyse the extract using the criteria for clear business language outined bythe tutor,

1» Choose specie examples of appropriate inappropriate language

© Evaluate whether ou think these extracts are effective overall

» Plan your feedback presentation. Decide on these points.

a Who wil introduce and gve an overview of your presentation?

What wil each person say?

€ Wat written examples do you need to back up your points?

€. Wo will summarise your key points?

Ge your presentations tothe clas.

66. —s
"Preparng1o ac,

Ing the main ponts

+ Underatancing meaning comen
+ Noeabuiary ing formal and

5 Culture, science =

+ Breuning websites

and society DE

Reading

| Presentation practice
Weta
‘Using primary and secondary sure
Wing sie

1 Preparing to read

14. You recent attended a tutorial on the Impact of culture on development. Work with a partner
te discuss what you think these terms (used Inthe tuora) mean.

cultural hettage culuralindustrles cuturaltouriem

12 à Atthe end of the tutorial, your tutor asked you to wit an essay wit thistle: ‘How can
Culture enhance the development process?’ was recommended that you begin by reading
8 UNESCO publication, Te power of culture for development.
‘aicaton te sconces, cate, communion sa rman twins.

‘Chock that you understand these phrases.

empowerment _ margı

ise reconeitation stewardship social cohesion

1 Work n airs and suggest ways in which culture can help achieve development and socia
cohesion. Share ideas with the class

2 Identifying the main points

‘2.4. a Read the extract trom the UNESCO publication on page 71 and make notes on the headings
below.

nas in which culture can enhance economic develpment

nas in which culture can enhance social cohesion and stay

Burn mt qe
Workin pars and compare notes. Make any necessary Improvements t your notes.

67. Unit | Cute, science and socey

Culture: a vehicle for economic development

‘Cultural industries: Culture sa poner global economic engine generating jobs and
income with a va of US$. tion n 2005, Global tural nse account for more
‘than 7% of global GDP During the 1990, the cultural industries grew at an anual ate
twice hat of serie industries and our ves that of manufacurg in OECD counties
(2009 UMR) However infrastructure investments are needed inthe South to enhance
and suppor dura nutes,

‘Cultural tourism: Cutral ours comprised 40% of global tours revenue in 2007
Heritage, especial UNESCO World Hertage tes, produces revenues om vis sale
foal cats, musi and tural products generating employment tr communities.
International tourism represented approimate 10% of the EU's GDF in 2004 (2009
Um),

Traditional Iwelihoods: Cuturay embedded cod practices help ret local
knowledge and generate employment while nabing lca econome deiogment
‘These may ar fom bulng cats to agriculture and natural resource management
‘Opportunities for economic growth through micro-enterprises: Cultural goods
and services often need low capta imestment by Bling on mates and els
lab within the commun The success of mico-ced enterprises tat benefit
‘women have been especialy vouable

Cultural infrastructure and institutions: Universes, museums, ctu centres,
(Spemas, eses craft cenves and other such institutions are Scan generator
‘of employment nd evens. A museum sch a Tate Mader estmate 1 ing
In even fort £100 min 1 London every yee

Culture: a vehicle for social cohesion and stability

Mutual appreciation of vers among cules creates postive and constructive
engagement Dalogue promotes mutua understanding, knowledge, recenchaon
and pace which ae essential fr sca stahl.

Reconstructive force of culture Iterutural algue brings peace and posses
cof reconcllaton in the event of cons Folowing 2 dsaste, cutre nalts forms
‘eps communes contact hr daruted ines and estore pyehlogcalwel-beng,

Symbole force of cultural heritage: Cues a wefsping of hop, nabing a
deep sense of belonging

Social cohesion through cultural tourism: Cultural hertage nt ony generates
‘come, but ao bulls socal cohesion, mebasng communities around ts care and
‘management. Cuual festa enhance dialogue

Empowerment of women: Intercultural logue with its focus on the respect of
<iference rather than standardisation, empowers women by acknowledging the role as
both Vale caries and vale creators Women in oca cure cary te resporsbilty
of merpreting cultural forms, practices and er mesnings, a wel a ranting them
Fo new generations Women ae ao empowered by an ackrowedgrent o rene.
and renforcement of ter entes.

‘Safeguarding dstncive cultural forms and the processes of her producton convisutes
to strengthening the soca apa 0 communty and crees a sense of EME and
tin pub matt.

UNESCO 2010, he or future Dome Pr: UNESCO

n

68. Unit | Cu, scene and socie

22 a Look again atthe phrase in 3.28, What have you learned about thom from reading the extract?
b Were any ofthe ideas you thought on 1.25 not mentioned?

123. Think of other example, In a country you know, where culture has been a vehicle for economic
evelopment or socal cohesion and stability. Report these tothe class.

3 Understanding meaning in context

sueo
Mary words have mere tan one meaning When you fda new word na text and okt up a
yur onary make sue you kaw which meanings used in the ox

3.1. Which of the two dictionary meanings Is closest 1 the meaning used in the text?

generate (ine 2)
1 to produce energy in a particular form
2 to cause something to exist

creat (ine 17)
à method of paying fr goods or services at a later time
2 preise, approval, or honour

voile (neadings)
1 a machine used for transporting people or goods on land
2. a way of achieving, producing or expressing something

‘ppreciation (Ine 23)
1 when you recognise or understand that something is valuable or important
2. an increase inthe value of something

restore (Ine 28)
1 10 bring back into use something that has been absent for a period of time
2. toretur something or someone to an earlier good condition or position

= tri an veademe | 4 Vocabulary building: formal and informal verbs

41. a Replace the Informal verbs In bold in these extracts with a more formal verb beginning with
the letters In bracts.
1 Following a disaster, culture... helps communities... get back psychological wellbeing.
(ros) ine 27) restore
2 ... Infrastructure investments are needed into South to make cultura Industries better
(enn) (ne 5)
Culturally embedded Ivelihood practices help hold on t local knowledge. (et ine 12)
4 The successes of mer credit enterprises that are good for women have been especialy
valuable. (bem) (Ine 17)
'5 Mutual appreciation of Gers among cultures bulls up positive and constructive
engagement. (ce) (ine 23)
{6 Women in local cultures cary the responsibilty of interpreting cultural forms and passing
‘them onto the new generations. (van) (ine 36)

1 Check your answers In the text on page 74.

69. att | Cute, science and oct

SSL tin ine 2) }

» Points of the compass (north, south, east and west) are usually written In lomercase letters.
‘Why does South have a capital letter here?

the South (in) J

© What does that o refer to?
‘ie that of service Industrie (Une 4) J
1 What does such institutions mean?
aná other euch nations (ne 20)

© The text includes a number of phrases about money. Using a detionary, can you explain the
<iference between the words In bla?

0% gt oi even (in 7) |
lor al irn ie 1) J
A |
aan et ot ny es |

Evaluating websites

Work in pairs. Read the extract below from a university brary booklet, ging advice on using
sources and referencing, and discuss the questions.

ich ofthese two meanings of ‘authoritative’ I the one used inthe extract?
having the ability o control people or situations
+ containing complete and accurate information, and therefore respected

‘Would you consider the UNESCO extract on page 71 to be authortative?
Mrs a warning gen about intemetbesed sources of information?

Do you think online encyclopedias are authortative sources that canbe referred to in your
‘academic wing?

70. Unit | Cu, lence and society

62 a Match the criteria for judging whether websites are autholativ (a-n) tothe questions
(1-16).
text type
author afflaion and credentials,
target audience —,—
publishing body
purpose —L,—
wring syle
evidence used to support claims — —
contemporary relevance —,

nthe webste ended tomtom. parade or seh something?
Does the text look more Ike a schoary article or a newspaper article?

Is the text addressed to specialists the subject?

Does te text provide uptodate information?

ls appropriate information (eg. statistics gen to provide evidence for what is sald?
Does the author work at a university or research institution?

5 the text written in a balanced, objective way?

18 the website produced by a major publisher or organisation recognised in your subject
area?

Are references or links gen to sources of information?

‘What do te following letters on a URL (website address) tll you?

»
4
‘
pi
rs
1
2
3
4
5
s
7
a

edu ac com org

41. Does the authors name appear inthe reference list of textbooks or Joumal articles you
have been recommended?

12. Has the text been peerseviewed (Le. evaluated by other academies)?

13 If there are hyperinks in the website do these still work?

18. Does the writer use features of Informal writing?

15 Has specialised information been simplified for a general readership?

16 Does the website aim to entertain?

in pairs, compare your answers.

7 Giving opinions in presentations
You are gong o listen to part ol a group presentation. In ta student considers whether
gobalisaton has a poste efec on cutre.

7.1a (433 Listen t the presentation. Decide whether the student agrees or disagrees with the points.
presented onthe sides below.

‘Globatisation and culture:

positive Impacts 3 Increases cultural diversity

1 ares oan products 4 Engl a lal language
idee to other caters ed for busines tora

2. promotes peace and 5. los participation na wore

Encesandos ture”

71. 72

oie Cl, cence and socie

5 Do you think the student sounds authoritative? Why/Why not?
«© [8S Listen again and complete the phrases the speaker uses to sive thelr opinion.

showing agreement
+ Heed ie. that … but actualy.
2 Link they her. this.
It seems to me that.
that … but in fet.

«Reorder the words in these expressions for gving opinions. Then add them to the table
‘above inthe correct column.

A That’ / point / a / far

2 They / into / dont / to / appear / take / account.

3 This/1/ right ls / think

4 1m/ at / about / this / sure / not all

tis / question /to/ le

$ This / be / me / to/ to / valid / seems / entirely

a (483 Listen to these examples.

1s certainly the case that globalisation allows people In one country to know more about
People in other countries and their ways of Ite, but Actually SA this doesn't necessariy
lead to more peaceful relationships.

2. Itmight be true that this I good for business and for tourism, but in FACT VA can lead
te the los of local languages.

When we isagre, we often begin by saying that something is party ue before going on 10 say

y IS wrong The effect is tobe less confrontational and therefore more polte. Dsagreeing

In nis way occurs particulary Informal contexts such as academic communication. The phrase

that indicate disagreement Is Ypicaly sald wi a fal-fing intonation.

> Add an ending to these sentences and then read them aloud to your partner. Make sure you

rising tone onthe phrase In bod

A 1ts often assumed that private education is better than statefunded education, but
PERsomaly SA … think state-funded education has many more advantages fr socie.

2 People often say theyre happy to pay for beter public Services, but in reALty SA

3 Policians often say that their policies are ‘green’, but in PRAGUIE® VA

4. Its sometimes claimed that texting has a bad efect on writing standards,
but in actual PACTA...

'5 Some people have said thatthe dangers of climate change ae overstated,
But to MY mind A

72. vate cane scot

8 Presentation practice

844. à Look at he recording sept ofthe presentation in 7.18, Make notes on the negative Impacts
‘of globalisation on culture
b Prepare a side which ts these negative impact.
+ Give 8 rief presentation reporting and evaluating the points on your slide. Try to use
language from 7.16 and Intonation patterns from 7.2a when you disagree,

9 Using primary and secondary sources.
Primary sources are orginal materials (eg. photographs, mops historical documents, statistical
information other research dat) that have not been Interpreted or evaluated by another writer.
Secondary sources ar texts (eg. the discussion section ofa research ati), In which
Interpretation or evaluations of original materials are gen.

9.4. Look at sx sources related tothe way In which some societies view scientists and thelr work.
Which three are primary sources?

CR

LE AE Eu Le

DEREFELIIE

B

B

E
1

an 0.2008) abe unir and tes tar, sea sena:
4 etn ronan e edo Anm. ld Lea a Sere, 13, 273-208

B ass toward seas and ener
In response tothe question:
Do you think that a career in science and engineering isa good choice?
(0=1,839 Brtish adults)

No 4%

‘ofc of Scene nd Tecno ro came Tut 200) Sn an pue ov of clr and.
con od pte ose Ses Ba Lod Ole of nen md erly he Weer Tas

73. nt | Cu, since and salty

©

A recent survey of publi atitudestomards science in Britain uncovered:

orense a enge rv que et pep hy pete cnt
‘ow heres (er Sec and Techn an Mco a 200)

‘ver then it might be conluds hat: he stereotypical image of sient salve and wel

(ational Science Foundation, 2002) Scientists ar sen ot t e ik ordinary people and pat of

this image is unattractive othe publ Although many Siete developments are welcomed, ome

oftheir work hs litle ale, and scientists maybe unaware ofthe consequences of thee research

Potential therefore, hey are treatering and dangerous o socie

Haut M DID) Bon re "Spare. ee che Pop Jrs CON DO pe maga naar
rd el nok MM Gra Vo eos) Lng ns ersten Stes Sr Comunales, p- 1838.
‘so tan

»

Those six Hollywood comedis from 1961 to 195 project multipls images of the
American scientist as an Intellectual who 1a precastousIy stationed on the margins of
acosptable cultural parameters, often socially inadequate and not practically intelligent.
‘Tae scientists possess varying degrees of contol over natural phenomena or even
other people, but al are depicted as award.

tar 8.0.8 Gus À L OT) Scones sanos anale Tetra rs Pi Hol eh
Tomes hor 196110198. Pate Una ol Sor, 18.207.410

mar Husa 1738-182) a re Co (1659-1908 ans
Cara esc (7001948) aser More Gt (1867-1838 pts

2 in portraying women scientists, Hna (1997) observed that At seems that popular
‘misconceptions refuse to yield to more balanced or realistic visions (p 276). This was his
conclusion after a detailed analysis of the portrayal in fm of Madame Curie one of the
“greatest female superstars of sence He observed that even with such an exceptional
talent: ‘Madame Cure fist and best-known film biography. encapsulates what has become
‘the standard characterisation of women scientists: a research assistant who is permanently
subordinate toa male scientist’ (p.276).

sear nonce à omo! Casto 21.177.192

“ARF Focus on your sube
In your esearch, wi you work mainly wih primary o secondary sources?

74. Unt | Cute, scence and society

10 Writing practice

101 You have been asked to write an ossay wit the tile: Discuss the influences on the general

publi understanding of science and scientists. Expand each ofthe main paints below
sig information Inthe sources In 9.1. Make sure you use appropriate intext referencing
conventions

Research has founda high level of recognition that science brings benefits to society. For

example .. [source A]

2. This is reflected inthe generally postive attitude towards careers In science and
‘engineering. (source 8]

3. Given these positive views about scence, iis perhaps surprising that scientists as a
group ar often perceived negatively [source C]

4. This perception may part be the result of how they are presented in the media, such as
fms. [source D]

'5 Women scientists have often been portrayed in a rather diferent way. Caroline Herschel
‘and Marie Curie, for example, made major contributions to our understanding of astronomy
end radioactivity respectively. However, [sources E and F]

The evidence you have worked with so far presents evidence about Britain and the United
States. Search the Internet to Ind evidence for a new paragraph to your essay beginning:
The perception of scents and Ur werk can, however, vary across socials
For example, —

© Share what you have found wit the class and write an addional paragraph.

i
i

11 Writing up research: writing an introduction

11 a The table below shows the main purposes ofa thesis introduction and elements that
contribute to these purposes. Complete the table with these elements.
+ tne of how the thesis Is organised
+ brief review of previous studies on the topic
+ explanation of how the study wil fl a gap, overcome limitations, or solve a problem

sci of the genera are o study at)
background information relevant tthe stu (2)
detallo o hey terms (23)

0)

| |
Soler src it stas | = tetona tas rss sos

‘bret destin of at the study ound (3)
ee te)

| E e
Toto so voto sua wal ators tbe | = ser fie ama ein su
ee arce on o uo mas cri (2)

75. ate | Culture, cence and oct

Workin pais. Discuss the questions.
1 Willa theses have all ofthe elements listed?

2. Can you think of any other elements that might be included in an Introduction?
3. Wiltne elements always come in the order in which they ae listed inthe table?

112 Match the sentences (1-5) n this research article introduction with elements from Aida
(et, a2, ete).

‘The representation of scientists In the popular press an exploratory study
1 The way in which the publi view of scientists and ther work is shaped by the medi is of growing
research interest 41

2 For example, a considerable amount of wok has examined how scentits ae represented in
contemporary culture in novels (e. Alen, 2008), ms (e. Teran & Gunz, 2007) and on
television (eg, Dudo tal, 2010.

3 However there seems to be much es research on the cretion ofthe image of scientists in mas
Greuation newspapers.

14 The purpose ofthis study to explore how newspapers create images of sentis for ther readers
through the language choices that journalists make, —

5 looks in particular atthe adjctives that have been used to describe cents in two
English-language newspapers over the ast year.

ce Retro ar nates ten nn sora te some eme eas A.

1. Analyse the longer research article Introduction In Appendi 5, Text A, with the method used
in2230.

© Identity elements in the thesis introduction In Appendi 5, Text, that aren't in th research
article introductions you have seen so far
4 In pairs, discuss the reasons for these differences.
413.0 Workin pars. Undertine expressions used inthe introduction In 14.20 and the introductions
In Appendix 5 which identity a problem, gap or imitation in previous research.
> Discuss what kind of problem, gap or limitation Is Inte in each case.

“A Focus on your suo
Use your one rar resources or search engine to joua arcs o theses in your

sec. Scan the iteductons 1 Ind ary places wher the wer ety problems, aps oF
matins in previous research. Note ay useful expressions you Ind nd Sony ay rea of
research that you would ke o undrahe youre

11.4 Workin pars. Take turns to Introduce your research to each other following stages a-c inthe
table in 1230.
1. Describe the context.
2 Say what specific issue you wil study or have studied.
3 Outine how you wil carry ut or have carried out the research.

76. Grammar and vocabulary

Grammar and vocabulary
+ Complex noun phrases 1
sang uns
+ Compound actes
+ Specialist tms: colocation
+ Language amour goals in.
researc paper introduction

El

11

Complex noun phrases 1
Ina complex noun phrase a series of phrases and
Clauses are used to aad information about an intial
main noun. These alo a loto information to be
‘expressed concisely and so are common in academic
wrling,

material and skis availabe within the community
{ooun + and + noun + adective + prepostional phrase)
‘the successes of microcredit enterprises that benefit
{hour + reposhtonal phrase + rele (hat) cause)

a statue discovered in tay in 1553,

(oun + reduced relative cause + prepositional phrase)

‘Complete the sentences wit a complex noun phrase,

‘Using the information In brackets.

A Michael Faraday, e 12century British scent
the. discovered. elecrenagraión also discovered
benzene and optical las.

(Michael Faraday ved in the 29tn century, He
‘was a scientist. He was Bien. He iscovered
electromagnetism.)

2 The gaves:
may be those of foreigners from Anatolia.

(Me graves were found in Knossos. Knossos isn
Crete. The graves date to around 1600 BC.)

3. The politcal revolution HEURES

een constituted an
‘even more dramatic break with political and social
traditions.

(he poltial revolution was in France. 1
began soon after te American Declaration of
Independence. The revolution in France was in
1789)

4 Tianium, —_
has the highest strengtntoweight ratio of amy
metal.

(Titanium was frst discovered in England. It was
discovered by Wiliam Gregor. was named ater
the Titans. The Titans are from Greek mythology)

'5 Tre inal death tall su pal
has been estimated to be around 300,000
people,

(People wer killed by the tsunami. The tsunami
was in 2004. it was caused by an undersea
earthquake, The eerthquake was inte nian
(Ocean. It measured 9.3 onthe Richter Seale)

12 Search the Internet to fin information about three
of te following and write one sentence about each.
Include atleast one complex noun phrase in each
semence,

+ Caroline Hersce

+ Lui náclo Lula da Siva
+ Yur Gagarin

- coca

2 gant redwood

2 Classifying nouns
{At the end of an incomplete Is, we often use
and other (such). flowed bya classifying noun
Summarking what kind of tems are listed,
Universities, museums, cultural centres, cinemas,
theatres, craft centres, and other such institutions,
21
a dictionary to help you.

resources characteristics documents goods
factors measures media stakeholders

4. The Department of Education was responsible for

Providing funding for stating, Books, computers,
and other resources,

2 Government agencies often face a variety of
Interests whose competing demands continually
force policymakers and managers to balance
‘quality, cost, customer satisfaction, and other

3 The reorganisation of the health service was a

collaborative effort between goverment, doctors,

patients, and other
4 The inhabitants of the country were divided by
til, elon language, wealth and other

5 Factores were opened producing soap, coment,
and other —

{6 Attempts were made to discourage car use by
Introducing rad tolls, higher petrol costs, and
pre

7. In their campaigns, candidates used TV rado,
newspapers, and other

8 In my imestigaton of the company | analysed
à sample of letters, reports, memes, and or

(Complete the sentences with one of these nouns. Use

77. 3

31

Compound adjectives
(Compound adjectives are often made up of two part,
connected by hyphen.

Madame Curie frst and best-known fm biogapty
Match sentence beginnings 1-8 and endings a-h,
ding the second part af the compound adjective.

“fooching. called day efecto
related isk standing. term

1 The changes in timbertrading laws ad fa:
reaching +
2 Attention span is important in explaining age

3 Transplantation remains the most cos

4 Chinese students are frequent reported as
folloning the long...

8 The language corpus is large and reflets.
present

6 Anthropologists have shown that even so.

7. Government spending is a major determinant of
short.

8 In our sample of growing businesses, 60%
pursued the high... ——

2 tadhion of treating teachers with respect.
primitive societies are sophisticated
consequences for Seront
"fluctuations in economie growth.
. weatment for severe kidney disease.
English usage.
strategy of diversification.
fferences in working memory.

Specialist terms: collocation

E77}
As ou reo ets rm your subject observe and
rote Important weds routed to porta oes.
some ofthese words hae a similar meaning.
check them in a detonary and nate ao the
‘ter word rey common) combine win.

‘The text on page 71 Includes words connected with
money. Choose the best word foreach par.
Investmentincome

1 a ...nowhave a greater disposable —
LL co inrease ner monthly —— ==.

evenue/credit
2»
bled t0 a fal in où

‘the department in charge of colton.

51

Investment/revenue

3 a... substantial in agrcuture
over the period
as not been Successful in attracting.

Income/credt
4 a... Increased the demand for consumer
b a consequence ofthe erunch

Language-announcing goals in research paper
introductions

Look at these extracts from research paper
Introductions. Put the word in order to make
‘expressions announcing the research paper goals

1 The diference in gesture production may be one
source of miscommunication between the two
cultures. (study / Me /
resent / purpose / the / of was to examine
‘cultural influence on gesture production by
Comparing the amount of gestures produced during
‘conversation in Japanese and English by native
Japanese persons Ing in the United States.

2 To our knowledge, a comprehensive review of
the literature specicaly studying determinants
‘of children's rut and vegetable intake has not
previously been undertaken. 3
(cbjectve/ present / The / the / of /papen is
to provide a comprehensive review of potential
determinants of fruit and vegetable intake in
children and adolescents.

3. Thus, these laws are meant to prohibit health
Insurers from predicüng future heath problems
that do nt current exist, usualy on the basis of
genetic tet information alone, ut sometimes also
On the basis of family history.
(assess / designed / This / ls / study / o) how
wel these laws have accomplished this goal, and
wether they have caused any harm.

4. Most ofthese studies, however, have focused on
poverty not on differences in economic resources
across the income aistbution, and few have
‘examined the unique contributions of income
during earycilshood and income during middle
cenlchood. he /is /
Investigation / of / this / aim) to improve our
understanding of how income in ear childhood
and middle childhood influences development in
‘mite cinco,

RF Focus on your subject, )
Search the ntemat or use your rary to research
papers in our own subject. Sean th noductons and
ote down other expressions wich anounce goals
Report these o the rest ofthe cas.

a

78. 6 Ways of studying in es
higher education

| Reading

Pets nresdng een
* Understanding Us istenship
en sore Anne

+ Vocabulary big: dependent
proposons.

+ Reading Gal

LUstening and speaking
Presening and exp rsuts in
chert

+ Presentation practice

et.
‘Choosing between poraptase and
con

‘Gotan conventions
‘Wg roscar, he Marat rev
1 Reading efficiently Wing rote

4 A tutorial group has been asked to provide ideas fora webpage with the tle How to reed
‘ficiently in higher education, almed at students about to begin a university course. Evaluate

thelr ideas (1-12) Cross out three which you think are not good places of advice

1 Choose a reading speed appropriate to 7 Ty tobe a critical reader.
your reading purpose, Make predictions as you go along.

2 Try to understand the writer point of em. 8 Aways wre notes on te txt in your own
3 Toto understand every wor. language
4 Have a purpose or reading. 10 Put texts to read in order of priority from
5 Work out how the text is organised, as well mostto least important/ urgent.
85 the main purpose ofeach section. — 11. Road important texts at last twice.
8 Use a dictionary whenever you find an 12 Guess the meaning of unknown words
unknown word. before looking ina dictionary

12. Match the suggestions (8-9 on puting advice Into practice to the nine pieces of good advice in
1.1. Work individually and then compare answers In pairs.

2 Before reading the text in detal skim read J. Find statements where the writer eves

‘the test to get an idea of what it's about Ihe position on a top.
‘and how ts organised. Ty to distinguish between main points and
» Highlight orunderine evaluative language — — supporting material in each section,
used by the write. 1 Consider how the text wil help with your
+ Note down questions that the writer current task (eg, wing an essay).
doesn't answer Im Road the text for a second time in more
4 Look atthe context around unknown words deta
to ty to understand them. In Put items on your list of recommended
+ Think about what information you want to reading In order of importance.
get fom the tox. e At the end of each paragraph, think about
1" Consider whether the writer provides hat might be sa in the next.
evidence to support claims, 1 Wen the writer poses a question,
Decide which parts of text you should consider possible answers before
‘ead fst, and whether you need to read readingon.
the whole txt 4 Read important part slowy and in detal.
I Quichy kim read parts containing Y Make a note of words you don't know and
information you already know check them later.

1 Read the ttle and subheadings to get an
overall idea of organisation.

13. a Workin pars, Discuss how often you follow the good pieces of advice in 1.

Which ofthe suggestions In 1.2 wil you folow to help you became a better academie
reader? Share your leas withthe cass.

79. 2

21

22

Un | Ways of studying In ihe daten

Practice in reading efficiently
As part ofa Research Skil module you have been asked to conduct a smaliscale research
Project on the relationship between how students In your year group spend their time and the
‘marks they etn thelr course assignments. A a Starting pont your tutor has asked you to read
an Important research paper.

2 Werk in pals. Read ot below ofthe pape. Can you work out th general content om
ete

Where does the time go?

A diary approach to Business and Marketing students’ time use

What information would you hope to find in the paper to Help you with your research project?

2 Before you read the Iterature review from the paper, make sure you understand the
following words and phrases.

freshman grade point average (GPA) determinant — mecian
rule of thumb proverbial plausible bog the question

How will you approach the text when you read I fo the fst tim? (Think about the advice
‘even in 12)
€ Now road the text

How much me ia college student expected to devote to study outside of lass for each credit
hour he o she taking? low) the answer an vary from couse to cous, student to student,

And institute o Institute, the ul of thumb s two to three hours per exe hour per week Young

2002). Tis proverbial standard, however, may have allen away as recent research has consent
‘town that students spend much less time sudying I fall 1987, the Higher Education Research | 5
Institute at Univers of California, Los Angee’ Graduate School of Education and Information

Studies found that 47% of freshmen spent x or more hours per week outside of las on academic
‘work during her senior year in high schoo In 2003, this had dropped to 34% Higher Education
Resear Institute, 2003) Ina investigation of 239 students aking math courses, Cerrito and Lev
(1999) found that the median study time for students enrolled in intermediate algebra and college: | 30
algebra courses was 49 minutes or ls and or prealculus, 80 minutes, Clay, thes statistics

indicate that the time spent studying by most Students is dramatically below the une honored

‘ule of thumb.

] Spending es time studying begs the question, then, of what irene this change in student

behavior makes in terms of educational outcomes. Available research focused on this sue has 15,
provided mixed results. Pascarella and Terenan (199) found the study habits o college freshmen,

10 relate significantly to thee fist year cumulative rade point average (GPA) and Lahmers and

Zulauf (2000) found that a onedeter-rade increase in quarter GPA was associated with a 40-

out increas in weekly study time, More recently, Young Kem and Murphy (2008) showed

{hat efor and time spent studying influenced Learning performance. Mouv and Khanna (1993). | 20
however didnot ind study habits to significant Improve the explanatory powe of fst year
“cumulative GPA Silay, Schmid 1983) did not ind any relationship between time spent

Studying outside of dass and student learning. Most recently, Ackerman and Gross (2008) found

thar Students with ess fe ime to study had a signiScantly higher GPA than those with more

‘Theres mounting evidence that student study times decreasing, and research also indicates nat | 25
«growing number of students work and the numberof hours these Students work each week
increasing (Cuts & Lucas 2001). Thirty-nine percent of college freshmen work 16 or more hours

per week an increase of 4% since 1993 (Gos 1998) In terms ofthe relationship between timo

Spent working and academic performance, once again, valable empirical evidence has been,

mixed. Working more hous per week hasbeen postvely related o GPA (Strauss & Volkwein | 20
2002), and on-campus work relevant 10 student interests and course also have been associated

‘with higher academic performance (Wilke & Jones 1994). Bennet (2003) found no relationship

80. Unit | Ways of studying in higher tation

betwen work and academic performance. Conversely, in Godard (2005 study of 1500 students at
seven universes, work was ound to interfere withthe acquisition of academic knowledge and SIS.

(One plausible reason forthe inconsistency in existing erature may be the complex nature of these
+ elauonships when evaluated in the presence of oer variables, suchas student motivation, ses,
for anxiety. For example, Baling Kelloway, and Cheung (199) found motivation to moderate
the relationship betwen time management practices and performance ol salespeople Sulla,
Ina college environment, ts possible that arabes such as motivation or stress moderate the
relitionship Between time spent on studies and work and academic performance. Another, simpler
‘explanation for these results can be that previous Investigation have not looked at al student time
‘we but only time spent studying o time spent working For example, he time let for tudes and
for work depends on how much ime Is spent on all activities, including watching TV, exercising,
shopping seeping, and soon; all of these activities an affect academe outcomes.
[5], When students are not attending ls, studying, or working, what do they do? The answer is that we
181 realy do not know. Zunft (2003) aims tha ie use, the variable hat students can most conta,
Pas been for he most par ignored in empiral investigations. As noted by Sinebrickner aná
Stinebrickner (2004)

‘Cleat thee 1a med for research that investigates student time use so that we might beter
understand out most important stakeholder, the student. This study focuses on exploring the
phenomenon of student me use and is oe in academic performance

"os SA. Pubows ML & Mason, GL. 2000), her ese une $? À or rent bases
a mag tt une un. mao Marg Eat, 2, 0 S24 298

123 Read the tterature review in detail and decide which summary (a-e) best identifies the main

theme ofeach paragraph (1-5). Compare answers in pals.

a. though esearch shows that more students now have jobs, ti not known for certain
how this affects academic performance.

> Because we don't know much about how students spend ther time, there Is a need for
more research on the subject.

Research does not show for certain whether study time outside class affects academic
performance.

44 Research shows that the amount of time students spend studying outside class is lower
‘than may be considered normal.

Mary factors affect academic performance and tis may explain why research onthe
relationship between study time and academic performance produces different findings.

24 à Read the literature review again and make notes onthe works being reported (author, date,
‘alm, research subjects and methods used, and main findings ofthe research,
D Work In pairs and compare notes. Make any necessary changes.
125. Workin pairs and discuss these questions based on your own experience. Then share your
Ideas with the rest ofthe cass.

1 Does study time outside class influence academic performance?
12. How does having a job Infuence academic performance?

81. nl 6 | Ways of staying niger education

3 Understanding the relationship between research findings

In terature reviews, writers often point out how the research findings from one study ae similar
16 or diferent trom those In others.

34. Look again at paragraphs 2 and 3 Inthe text and try to understand what i ald about tho
relationship between the findings in these publications. Underine any language Used to signal
this relationship.

4 Young, Kelmz and Murphy (2003) - Mouw and Khanna (1983)
the findings are different Chants, did. not find)

2. Mouv and Khanna (1983) - Schmidt (1983)

3 Schmidt (1983) - Ackerman and Gross (2003),

4. Bennett (2003) - Goddard (2003)

[rt Focus on your subject
| Find a research ario om your subject hat includes a erature review. Scan the review to ent
‘aces nee the wrter hghighs smlatie and aferences between tings n previous publications,
| snd underin any language used to signal ths. Report the language you And to the resto te class,
4 Vocabulary in context: movement up and down,
‘A numberof words and phrases are used inthe ext to describe ‘movement up" or
‘movement down’
This proverbial standar, however, may hve fallen away...
(= become smaller in amount: movement down)
44. Read paragraphs 1-3 inthe text on pagos 83-84 again quickly and note down other words
and phrases used in ths way.
> Work In pairs and compare answers.

© Suggest alternatives witha similar meaning othe words and phrases you noted from the
tex.

‘5 Vocabulary building: dependent prepositions

5. Rewrt the phrases In bold using words from the box. Ada preposition 1 necessary and make
‘anyother necessary changes that are needed

1 How much time is college student expected to ge for the purpose of study outside of
class foreach credit hour he or she is taking?

2. Lahmers and Zulauf (2000) found that there was a connection between one etergrado
Increase in quarter GPA and a A0hour Increase In week study time,

3 Young, Hem, and Murphy (2003) showed that effort and time spent studying had an
effect on learning performance,

4. Work was found to prevent he ftecte acquisition of academic knowledge and skis.

'5 Another simpler way of explaining these results can be that previous investigations have
ot looked at all student time use.

{The time left for studies and for work Is decided by how much time is spent on ll
activites.

There is à need for research that examines carefully student time use.

8 This study ges particular attention to exploring the phenomenon of student time use.

82. nl Mastin higher education

6 Reading in detail

6.1. a The wrters ofthe text are from the United States, and they use a numberof words and
spelings that would be diferent in British English. Find examples in these extracts and
‘Suggest alternatives in British English,

Ina 967 the ger Eaton ch state at Viet of Cabri ne)
= 47% of feshmen spent six or more hous per weck outside of class
‘on academic work during their senior year in high school. (ine 7),

what difference this change in student behavior makes in terms of educational outcomes. line 1

The word ‘moderate ls pronounced diferent as a verb and adjective. How woud It be
‘ronounced i the extract below? How would It be pronounced asthe other part of speech?

For example, Baring Kelloway, and Cheung (1996) found motivation
10 moderate the relationship «(line 37)

© Suggest one-word adverbs that could be used with a similar meaning instead of forthe most
part.

Zur (2003) claims that time use. has been forthe most part
ignored in empirical investigations. (ine 46)

4 Mat ar ‘empiric investigations in the extract above?

[© Research shows tatin aan 1 emp, ar acces comm ua 1
describe mestgations ar

“era

+ tore!

+ preliminary

at are the features o each yo o mes?

© What opinion do the writers express when they stat a sentence with ‘Clea.

Cat tea net o ser hat ee |

[© Loko is exact fom te aio
theresa need fr research at imvestgates Student Ume use. (ine 53)

esearch shows tat In io to Investigates tor vere common) used to

InuoSuce whet te research dos afer the phrase research at. ae

Ls 2 00 ses
Son 4 sin
Ses 6 ast

Con you te gos?

83. nl | vos of study in higher education

7 Presenting and explaining results in charts
Figures are often presented inthe form of a chart rather than In a table to make them easier for
the audience to understand, and to make them more visually appealing.

74 a Look at these results (1-3) of a groups research project on how course colleagues spend
thelr ime. Decide which chart type from the box would be best to use for the results

line lot ple chart histogram _ bar graph/chart
line grapt/chart scatter diagram

> Choose one of the dataset from 7.1a and prepare a chart tobe used in a presentation

72 à 982 Listen to a student presenting results from the same survey using this slide. Which

‘three segments ofthe chart does she talk about In detal?

Here are some expressions the speaker uses to present explanations of her findings.

Put them inthe order she mentions them. Listen again to check
Maybe this is because...
‘One reason fortis could be that

€ must be, then, that. —

4. A possible explanation for his is that … 1
2 we felt that a more likely explanation Is that. —

12 maybe that. —

© Work in pairs and answer the questions.

41 Which expression In 7.20 presents an explanation thatthe speaker is certain of?

2 Which indicates that one explanation is beter than another?

3 What do you notice about the language in the remaining expressions?

84. ©

92

Un Ways of studying In ihe dato

Presentation practice

Work in groups of thee. Each o you should take one ofthe set of data In 7. and present it
In the following stages. Try o use expressions from 7.2.

+ Explain what your side shows.

+ Highlgnt two or thee particular interesting or surprising findings.

+ Offer possible explanations ofthese findings.

Choosing between paraphrase and quotation
[At the end of a students essay the tutor wrote this comment: Good essay, but too many
‘quotations. 1 preer to see you paraphrase rather than quote because … Work In pars and
think of reasons thatthe tutor might nave given.

Look atthe quotations in these extracts from Sociology textbooks. For each decido which ofthe
reasons for quoting (1-4) best explains why the author quotes rather than paraphrases.

{tis sometimes better to quote than paraphrase, for example when you ae reporting:

1 detals that would be hard to paraphrase:

2. à new term or short, lear descrplon used by the orginal author:

3 a controversial view held by the orignal author, inorder to distance it from your own;

4 à detniton,

Bern

cena... Pune K 2008) Seco «ge ren (ein, Haw Peron (une 1-3)

re. 200), Gta an sol mort, ann Pole
(eo) Sig” Aston nen (en) Ca Nes, SW Al aná Ura
(wan =
WE Focus on you subject.
a Listen to Max (stucying Histor Kartik (Engineering) and Fois (Low taking abot the use
‘of quotation and parapiase inthe subject Who: uses very ie quota; main paraphrase
‘ses bot quetaton and parptrase?
"Now consider our ou sujet. Ar quotations ever, rely sometimes or tan used? Look a
| Joumais in your sutec you are rot sur.

85. Unit | Ways of studying in higher educaron

10 Quotation conventions

10.4 Complete these pleces of advice (1-8) on using quotation with a word from the box or the
number of one ofthe extracts in 9.2. Work Individually and then compare answers In pars.

1 When you quote, make sure tht ou use excl te same words ain the tent.

2 Quotations should _ what you nave said For example, inexact the quotation
illustrates how Leis omioty was nt ited toa ay.

3. Forshort auctions, tis usa continue onthe same ne and put he quotation in

commas fo example, exacts. ond

4 Forlonger quotations, stat new ine and tre quotation; dont use inverted
commas (o exam extect

5 A () often precedes longer auotaons (fr example, exact)

© Use an —— 1.110 show that you hve let 8 word or ore out ofthe source text (for
‘example, exact).

1 Give ator the quotation: name dete, and (usualy) page number.

{The quotation must be gammatcaly int th text tho grammar ofthe quotation
should match te grammar of whet comes Deore; for ample. extra

(run à
You may ee vratens fom ya and guncusten comenten gre or. Rs important

{© coer nd us D vil comenten yur set os may D a Pas on oer

| cae ith ow te comentns sed ne ean uma os set

11. Writing up research: the literature review
There are many ways of organising te Iteratre review in your resis, depending on your
subject area or discipline) the topic of your thesis, the particular purposes ofthe Iterature
‘review, the preferences of your supervisor, and so on. What is mast important i nat you should
tty to find lgial organisation oth forthe iterature review overall, and within each section,

11 Workin pars Look at these extracts from the contents pages of theses (1-4) Monty the
{features (a-d) In each of the thesis outlines

abroad and then a narrower perspective on the topic of the thesis

a historical perspective

© contrasting positions of he topic of the thesis

different aspects ofthe same topic

El El

Evaluating te se of inthe ‘Barriers to the academic achievement of
Enlisanguge casa first. year African students at the university
ty Rita Mes of Kwazalu Natal

Chapter 2 by Maselo Yonne Matala

Venture Review Chapter Two!

21 A iso vie of the sue Literature review

22 Suppo frtheHonlngul Approach | 2. Introduction

23 Sapper for the Bing Approach 22 International perspectives

24 The Japanese lamer 23 National perspective

86. Un Ways of studying in higher daten

a

jet ungen ae tum: ho e
Une States a o angen Co
ll

24 ul rm nooo po

25 Modo

1 How eos RO find theses witha haptr called “erature review?

2 How longs ch erature review?

3 Wat mgt your answers t 1 and 2 tel you about reses in your 1007

4 Use secon headings in the araur reve (which you might be able o fin lathe table of
contents) discover hou the iteratre review Is orgnised an ach thesis

$ Look at the opening sentence of Mestre review chapters. How many of these state the purpose
‘ofthe chapter? Note down what purposes re mentioned and ary language Tr nod
purposes that maybe useful oyu. )

11.2 à You are going o read a section e a Mteratur review from a journal article about podcasting
In higher education and its influence on lectures Fis, read the opening sentences ofeach
‘of the four paragraphs inthe section. What order do you think they come In?

a Yet, despite these benefits there are drawbacks tothe lecture as a form of teaching.

1b According to Edwards, Smith and Webb (2001), lecturing Is the main teaching method
used in universities,

{© Despite the apparent immunity ofthe lecture to changes over the decades, the
evelopment of digital technologies is opening up mary possibilities.

There are several educational advantages to lectures, particulary if they ae seen as more

than a method of information delivery.

Mer, 0.2000). Arve oeste nner ducto: ueno en cal ct Auton

‘buat eto! oly, 28, 06 3

[5 Work in pales. Discuss what the order ofthe sentences tolls you about how the writer has.
chosen to organise tis part of the Ierature review.

11.3 Complete the fst paragraph of the literature review with sentences a-0 below.

Examining the traditional lecture
1 Thy rete ts dominance as tue he vey ater of te teaching paces nd ih fn ont
‘a nd rd sig fr re unbe sr Te ao cure an be ced ack ove
‘tea. 2 Move, ay the lote eats te mos common frm femme In uni 3
‘The quo as ven are lance ody a italy acy with tat acest information mary
fers Ve deste the emergence Vaste oe te cru, dure nune sos why the ee
Burma

I

a. Karma, Balle and Willams (1978) note that ts evolution as the main Instructional system
in European universities emerged in medieval times as the most effective method of
‘transfering information stored in expensive and rare books to large groups of students.

Karma et al. (1978) argue that from an economic pint of view the lecture 5 relatively
Inexpensive; they also note hat It has survived the competition of technologies such as
tolevsion and fm because ofthe relative) low preparation time in comparison to other
media

87. Unk | Ways of studying I ie caro

{© According to Edwards, Smith and Webb (2001), lecturing ls the main teaching method
used in universities,
4 Forty years ago, Fitzgerald (1968) asked, 1 there any pont in the lecture as a form of.
university teaching? After all if information Is what the students want, then surely a well
stocked library is the answer: (p. 11)
+ the established routines that teat lectures as the main medium for communication
‘and education are stil tong. Lectures as educational episodes are tl likely to
represent among the most robust methodologies used by institutions to educate their
Students, (Moore, Armstrong & Pearson, 2008, p. 18)
11.4 The net section ofthe review report Ieratur on podcasting in higher education.
12 What are the advantages and disadvantages of lecture podcasts, compared with Ive
lectures?
> The table includes notes on relevant iterature. Suggest topi areas in which the main
findings can be grouped (e. how podcasts ar Istened to). Then decide te best order for
‘these topic areas. Compare your ideas In par.

Lazzeri 12008 |students at aan universi — | + TOK of students sad they had used
podcasts

| lee & chan 2007 dstancelesning students at | + BO stereo podcasts multiple mes.
Astral uneray podcasts. | most Deere o hit to podeasts on
as sUplementay material | compar at ome rather ran mattasking
(eg whe waving)

12 Writing practice

412.4 Use the notes o write aIterature review fr this section ofthe paper. For each ofthe topics
you Identified in 4.4b, Introduce th topic, report relevant naings and the context In which
‘they were produced (where appropriate), as wol asthe sources of your information

122 Look back atthe notes you made in 2. and wit these up as à short Hteraure review in no

more than 500 words. Note that you might decido to present the material in a different order
trom that nthe original txt.

a

88. borran: o
+ Complex noun phrases 2

+ Proscing compound nouns

as clauses: refering o the work at

Grammar and vocabulary Sten: esgic

1 Complex noun phrases 2 1. The data was collected by trained —
and medical personel
12. Rewrite the underined sections as noun phrases, to 2 Farmers protested in an attempt to intuence
‘expres the Information more efficent. The main m agree
noun inthe phrase I given in brackets, 3 Contaryto common belt, forthe
4 Research tats malle which has focused on. ler is for more cost than Instuonal care.
his sue has provided med results. (research) 4 Measurement of the between
nila research focused e be ie — ‘tossed sylabies in Engish speech has not
2. Their results showed thatthe relations. ‘shown the expected reguaiy
tween the hours that they studied and the. 5. Inthe 1960s, most researchers stucying the
Frades that they eared vas vitualy nonexistent. learning process accepted that "© in
(lationship) the brain involved to stages.

{6 The most important job factors for
= were identified as ful use of knowledge and si,

3. Ther Is surprising agreement between faculty and contacts with colleagues.
‘members and students on how much work is. 7 Their research found that people saw themselves.
required for students to be successful in courses. as ‘working class’ because of their —
university. (amount) rather than their own social circumstances.
Ser 8. The economic recession ed to demands for much
greater in industry.

4 Young, Klemz and Murphy (2003) found that such À
“FR Focus on your subject |
‘The noun into À very commonly form the fist rt

| ofcompound nouns academic wing. Can yeu nd |
Sarin cong ns you ac teh

3 as-clauses: referring to the work of others

ts common In academic wing to refer to the work
of others using a reporting ver n an asciause. These
“structures with a clauses ae general used to show
agreement with whats being reported.

a St these examples trom published academie |
writing and then correct the mistakes in sentences |
2 Producing compound nouns {Lond 2 from students essays.
Many compound nouns common in academie wring
are formed from two nouns. For example
student behaviour leaning performance
2.4 Complete the sentences with a compound formed from | 2 increased anareness
a noun In A and à noun in . As Haire (2004) has pointed | as + authors) (date)
¡Ii A ot, there is stil supisingy | + reporting verb
Tite research on the
‘effects of colour on human
behaviour

as + was) + past
participe + by +
authors) (dat)

community family
research state time work

Interval Intervention policy
satisfaction storage

i assistants background — care

89. 1. Asitwas found by Levinger (1979), spouses tend
to create a more postive image of thei mariage
than is actual the case.

2 As Willard (2004: 7) has stated that ‘nly one long,
‘owe is allowed per word.

5 Whats the difference In meaning between these

sentences?

4. As Cameron (2010) has remarked, the
misplacement of word stress can cause serious
‘communication dues.

2 Cameron (2010) has remarked that the
misplacement of word stress can cause serious
‘communication difcutis,

‘Combine two sentences into one using structures with

as from 3.49.

1. The four classic parenting styles are authortatve,
authortaran, permissive, and neglectful. These
Siles were proposed by Baumrind in 1968,

2. Marker bands were revealed using ver staining
This method was deserved by Panaud in 1996.

4. Rewrite two sentences mote efficiently as one using of
Which and à word from the box.

mejoriy details
significance — understanding.

tom outcome

value

In the survey, 12.8% of families were classed as

from the survey. More information about these
‘ndings can be found inthe Appendix.

Universities provide a service: higher education. It
ls impossible to quantly what higher education is

3 Many authors have investigated the idea that
better pieces of rt are better investments. This
dea was frst put forward by Pesando (1963).

44 To sole the problems of a particular company there
Is. need for specie knowledge of hat company.
Nelson and Winter ave argued this (1982).

5 is not appropriate to apply findings from
research into frstlanguage acquisition to second-
language leaning. Domev (1990) has noted this,
‘and others have noted it too.

of which: expressing ideas efficiently

Two sentences can sometimes be expressed more
efient in on, using of which.

‘Such “learning postponement” Is addressed in a study

by Dietz, Hofer and Fries (2007). The aim of his study
110 somehow relate procrastination to à ack of "day
[routines” associated with academic acthities.

[Such “learning postponement” is addressed in a study
by Dietz, Hofer an Fries (2007), the alm of whichis.
fo somehow relate procrastination 10 lack of “dal
[routines” associated with academic activites.

ny 34% of the sample was female. | will explain
hy this is important below.

The government set up an inquiry ino fang
educational standards. This inquiey resulted in a
new secondary school curriculum.

His frst paintings date trom the early 1850s, Not
many of them survive today.

‘The atttudes and policies of employers have

‘only recent received attention. We need to
understand these attitudes and policies thoroughly
because they are crucial in explaining the
experiences of oder workers.

90. Listening

22

3
31

e
Trini att content of lectures
* Understanding introduction

Ustnine
* Understanding eta pints:

mating notes
+ Understanding the main point
Language focus
Recognising quotes.
+ Recognising examples that support
ey pois

Foto wp

Responding to questions posed in a

As port of à course focusing on sociolmguisics, yu wil ear à
lecture on diferent varieties of English gven by David Cosa,
Honorar Professor of Linguists at the Une of Wales,
Bangor.

Thinking about the content of lectures

As preparation for a lecture, you have been asked to think

‘bout diferen varieties of English. Make notes on quest

‘8-4. Then work In small groups and discuss you ideas.

a What citferentcalects and accents are therein your frst language?

_ What do these variations indicate about the speaker (where they come from, ther socia
status, age, etc)?

Do some dialects or accents have negative/postve associations?

4 Is there a variety of your language that is considered "standard?

Understanding introductions

IH} Watch Professor Crystals introduction and answer the questions

a He mentions two notices. One directs people to Peterhouse Choral Evensong a church
‘ceremony. Where does the other notice dret people?

bo What does he check withthe audience?

{© Wat does he hope is happening at Evensong?

‘Whats the purpose of this introduction? Tick the two best answers.
To begin the lecture on a humorous not.

To outine what the lecture wil be about

To check that people attending the lecture are in the right place.

To show brety how religious ceremonies have affected the development of English.

[dp Sue

LP wary tcurer bein tir tas win srt introduction tats not ey ested to te tope
‘oft etre. Tey may refer to administrative ifrmetion regarding lecture othe course
(of stay, o they might begin win an amusing str to warm up the eulece Inthe example
‘bore, Professor Crystal does bth with is comment about the potential confusing notes for

Understanding detailed points: making notes

a What abbreviations could you us forthe following terms used inthe lecture?
Engish € nonstandard English
‘Standard English 4 dialects

91. Suso

LA mare yan iy rc o ys
ma nts eo o nou anak soon loo a mo jou
ne dt tae bon oad rr on erg

> ea Watch and make notes onthe Key points. Use the abbreviations in 2a.
«© Work in pairs and compare notes.

Understanding the main point
Professor Crystal says Something has gone horby wrong’. Complete the summary blow:
Imisrepresentation ignored priortised few use vareties

Inthe say fe iy Enga, Slat an por on tna 3

Decide if the following statements are rue o false, according to the Information In the lecture.
Correct the fase statements.

In the past, the stud ofdlalets and varieties of English was deliberately avoided.
In is book, A Short History o Engl, H.C. Wyld makes no reference to dialects.
The terms patos, cant and Ingo are more positive ways of describing dialects.
Linguists have tried to avoid using negative terms for describing dalects.
‘Ris only recent that "Standard English’ has become a mir calect.

18 normally defined by lts witten form,
Is never spoken

Non-standard varieties of English prevent people rom having a sense o identity.

Recognising quotes.

IES Professor Crystal quotes MC. Wylds A Short History of English Choose the best options

In ais. Watch and check.

He quotes from Wyld twce / three times.

The quotes are contemporary / historical.

© The quotes argue in favour of / against the idea that calect are more worthy of study
‘than "Standard English

MES Watch again closely and answer the questions.
‘Mat background information does he provide before reading the fist quote?

Mat word does the frst quote begin with?

Does his intonation rise oF fall on this word?

Mat two words immediately flow the rst word?

Does his intonation rise or fal on these two words?

How would you describe his tone of voice when reading the quote?

My do you think he changes his intonation in nis way?

He uses facial expression and body language to signal the end of the frst quote. What

does he do exactly? What effect does this have?

How does he signa that he is about to read a second quote?

1 What word introduces the quote itself?

92. ‘Suey
‘Lecturers frequent quote ther writers. Sometimes these quotes are projected on a screen,
‘but often they are mero rea aloud. Tore are no specif ues or how quotes re rea. For
rampe trav sometimes a pause between announcig the quete and the actual ua.
The acre’ tono of ace tono may change and o or she may use facial expressions ard
‘body language t sir! ie beginning and end fa quote. Fay, tres wi use à varity of
‘poring verbs suas Say, remar Show, Pi ou eet begin quotes.

6 Recognising examples that support key points

64 a MEX Watch the next part ofthe lecture, where Professor Crystal Introduces Tho Roevos Tale
by 14th-contury poet Geoffry Chaucer (about two Cambridge students who have to solve a
problem with four mille. What does Professor Crystal do?

He disagrees with another linguist.

He quotes from a terry text.

He tls a story,

Put the events of the stor in order Watch again to check.
‘The students manage to get com for their college.

A mile has been stealing com from a Cambridge college, —
‘The students work out what has been happening atthe mil.
‘Te college sends two students to a milo discover what's
happened tothe corn. —

‘The students decide tock the miler. ee

62 a Before watching the net part, complete he table below with your predictions.

sharp northern southern Intelligent Inefficient bright pompous

‘A summary of The Reove's Tale

The miler

The student

DIEZ Watch and check your predictions.

© ME Watch again and answer the questions about the varieties of English Professor Crystal
refers to

1 How does Professor Crystal know what kinds of accents the students and mile have?

2. Why does he ead the students’ dialogue / part ofthe anecdote In northern accents?

93. 63

os

74

12

o

a Es Professor Crystal begins the final section by saying The pont ofthat example lso
‘Werk in groups and discuss what you think he wil ay about the topes below.

a. the key point about English accents

the pont ofthe Chaucer example

> Watch and check your predictions.

& Answer the questions. Watch and check.
How does Professor Crystal introduce the example?

ny do you thnk he tells the story of The Reeves Tale before reading excrpts from It?
Mat ver form does he use t tell the story? Why do you think he uses I?

How does he signal that he is about to make a key point about the example?

‘Susy tp
Notice now Professor Cytl ovtnes an example when provides» context and background
Information im supper ofthe pain e about o make Background information can nude
‘story or aneedte par of lecture bin wth an example or story some kind ely
{hat you wil nee o Asten tote hey on that aus the example

Responding to questions posed in a lecture

At one point inthe lecture, Professor Crystal poses the question ‘Why do people get so upset

‘about accent and dialect?.

3 Work in small groups and prepare a presentation that is to answer this question. Discuss
some of these points.

+ the difference between accent and dialect

- possible reasons why accents and dialects have evolved

+ the status of accents and dialects where you are from

+ the reasons why some people get upset about accents and dialects

Take turns to present your Ideas to the class. Refer to specific example to support the
Points you want to make.

+ Discuss whether you think people ae justified in geting upset about accents and dleets
where you are trom,

Ines Listen to Professor Crystal posing the question ‘Why do people get so upset about accent
and lalect What are his answers to the polnts in 7-13?

Lecture structure

Ie» Listen to what Youness says about the structure of a lecture

and answer the questions.

a. What structure does he expect a lecture to have?

à. What's the main diference he notes about undergraduate
lectures inthe UK compared to Brussels?

”

94. 7 Marketing and
consumers HA

Reading

> one mares

fem)

leon

Evang scademi tots: a book
Vocabuary bang 1: understanding,
complex noun or.

: Nocabulry bung 2: word fares

+ Reding in deta

"string and speaking

vt
Organising ntormeton in sentences
+ Wing up research: the Mets

1 Evaluating academic texts: a book review
Book reviews are found n many academic jouras. Their purpose is usual both o ge
Information t readers about new books In the subject and to evaluate the work Students often
read book eviews to decido whether a book's worth reading or buying, and to learn about
‘areas of controversy For research students In many subjects, a book review may e thelr rat
‘academic publication

11. Your tutor has given you the task of making a short presentation to Introduce a book,
"Marketing graf: the view from the street, which Isto be used as a core text on your
Marketing course. Before you read extracts rom the book, work In pars and discuss the
questions. Ten share ideas withthe class.

4 Wat do you understand by the term “marketing”?

2. Why do you think the book Is called Marketing graft? Whose view isthe view from the
street?

this description from the begining ofthe book. Are any of our ideas mentioned?

Marketing affects everything - even nothing
ot martin books acs the bet a anes in rm à manager point of vw. How 6
marci congants ad ihr runas Bat ari ot nt abot begs making marge
Marieta a econgsing nasa Gerth mais = heh als, ice, try cti, cor
{pre en ct Meng eos proton cg an con. Hon. acing rare an jot
comic sty eves he Coram ace a ur armen Maen affects eo sammen
net escape the matt ve oe wha ty ove amp
Consumes are ot as ces of what actes do. We terre ring message ply ho re
uses tough nat ne count mae ches compa ando Pa: ve ct bags compe wo
Corser Tis ok pars mating consumers gres ace printing moy ppm
130 | fc mre and mare le war roads a poner effet eo en Ove te tos de ra
‘tat we row Cl martir, fee on an wy empres weblogs ape propery ian roc
{ano nes costes, eee of es ees Unger ean ren sn orto cin
ant exchanges a opens motes om As e muela concep nthe

The contents
Tepes in is book ect he view of marin a sol and ctr phenomenon nat ut bans uc.

135 | Terre 00 at dot the mange! pre mos estas ther ab se 1 il ha consumer
‘rginsationsand soeiy can ano se martin for rampe, in aes of sc marketing ad the constuction of à
consumer ety
The subject covered fom relator! apps. That, ow cas a raisins ltt cach then and
‘ooh making

20 | tas arca perspective onthe vale of marketing, not ny markt vale Beyond rique of unethical mal
acces it questa and als sto, trains mrtg tears and he stamps behind the

95. Unit | Harting and consumers

“restructure transe acond tthe cor marketing functions ses compare = averting, Strbaton,
ie sls, ode depen te. des teu nda Row coman and mages rk ar ge abe
marketing inte tines, ba retin he em on in atonal textbooks Ths ook does mt expan hese wig
25 | the concep’ ag gendered, mitre langage of vaiorl matting = Ste a tacts, compas
and oes tllgence nd prin, onl and Implementation, retin, man pre. wing csomes
beating competitors
“The corte’ cove ho marea rates sluts Pow mares blé riens wi costos aber compan,
society, on hey bl and, se med hon maneing mows ce nd tine
20 | Ths books not ten ram a single authori perspec ices ner onus on pci tapis um
“experienced academics and practitones, wich cover a range of vies about the subject. These are writen in fret
| Ses and presets herein ferent was ali fr vary ná een te rige suet at ret.
schen u Sarat

San. (2009), Making ae vw rom he ret. xo: Bft enema,

13 9 Read Test in more detal and use the Information to prepare two sides and notes to
be used in your presentation. Read the first section, Marketing affects everything = even
‘nothing and prepare the fst lie onthe view of marketing Being taken in the Book.

Read the second section, The contents and prepare a second side outining the main
features ofthe Book.

‘© Work in pars. Compare slide and notes, and make any necessary changes.
14 After the tutorial, you find the following review of Marketing grat, Read it and answer the
‘questions.
2 What are the main differences between Marketing graf and other Marketing textbooks
‘noted in the review?

Wo do you think the review primary addresses? Give specific examples that lead you to
this view

© Do you think this is overall a postive or negative review? Fist, note down features of
‘the book that the reviewer liked and language used to indicate this (eg. immensely
‘readable’. Repeat this or features thatthe reviewer didnt Ike.

Book review:

Marketing graffiti: the view from the street

This a readable appropriately price, and worthwhile introductory book on marketing wetten
{rom a non-managerial perspective. Is almed a advanced undergraduate and postgraduate
students who ‘want an alternative typeof text and can be seen as part ofa gradual change in
the way In which the subject of marketing ls being presented for study

5 The view from the street mentioned in the subtitle appears to refer to the fat that the book
‘explains marketing rom the perspective of the pivotal gure in the proces: the consume
It eek to explain bow consumer, organisation, society can and do use marketing: This
diferentates the book from those that focus on the marketing managers perspective ts not
‘organised according to marketing functions and distances seit rom the highly Rendered,

10 | militarised language of traditional marketing: The book covers alot of ground in relatively
(Compact 292 pages the variety of sb-tople Is wide It encompasses the more interesting
thinking from what one might call the interpretive side of consumer studies, with an emphasis
‘on the socal and cultural aspects of consumption, as well as some critical handling of
‘mainstream managerial marketing thinking.

96. Un | atenga consumers

48 | It would appear thatthe author and publisher have invested considerable ime and thought in
‘the books design. The colour, layout and font are attractive. There are plenty of (uncsptioned)
photographs, graphics, quotation panels as wel as further reading ps useful iss of references
and an index. It doesnot come withthe case studies, internet exercises and est banks associated
‘with the traditional marketing textbooks. There has lo been some effort expended on a sort

20 | of content ‘eshang. Tur to the contents page and you wil ind x topics: marketing contexts,
Dulldng relations, consuming experiences, creating solutions, brand selection, and moving
space. These are printed with a coloured handwalten effect and presented out of sequence = for
‘example the topic st begins with ‘Consuming experience page 93, and Marketing contexts
Y finds self halfway down the page. This s intended o convey the Ide ofa web, rather than

25 liner structure. Once the reader gets used to thsi works quite wel

‘The book includes contributions from 12 other write to name them all would take too much.
space and to name a few would be invidious. Sufice 10 say that this sa pleasing aspect ofthe
‘book in that i adds aiversity of voice. Most of the author ae Europea based, and, combined
‘with the non-managera focus, this Seems to make the book les dogmatic or prescriptive. The

30 | book ls immensely readable, bath because ofthe writing style) and the varity of interrelated
topics. ltca also act as a useful resource reference o find a quick way into tops, such a,
‘valu, or deny. I ends itself toa couse design that would require students 0 engage with
‘the journal iteratue and relate this to contemporary social sss, Is useful resource for the
ind of cas where ideas can be discussed and argued about. Is treatment of sues helpful, as

35 | ¡brings several different des to bear on the ame question. At times, the book strays from ts
‘mission, and spends a litle too much time giving the managerial view. However, the overall de-
pvleging of the marketing manage s very welcome indeed — though whether the consumers
lewpoint ithe only appropriate alternative perspective to work rom isa mater for debate,

‘The preface suggests that the book ‘can be used as an alternative o supplementary text Given

20 | conventional business school approaches to marketing, with thelr expectation of the marketing
‘managerlal approach, this seems a st sight a sensibly modest proposal {think hs ia function
It performs very wel, in practice acting a a useful complement 1 the functional cor textbook.
Cerainy, would be dificult to see Marketing rfi a a core txt on, €. conventional
marketing principles or management module.

45 However think the book points the way to something far more worthwhile. It could function as
à core text on an introductory marketing module with a substantially diferent focus, or example,
‘one that dared to look more broadly and critcally at marketing and consumption within thelr
socio-cultural political context, with oughly equal attention being pad to each ofthese three
ares. This kindof module may initially be more likely to occur on leisure, tourism o cultural

50 and creative Industries programmes, though there ae signs that some management schools are
already thinking tis way. From this point of view, Marketing graf already has a considerable
‘contribution to make and ample scope for ongoing development as a text. And, finally, at £19.99,
evil encounter a lo less resistance from hard students

Re 0. 2007 Book ever: Mort a be ve tom e ee.
"nen Sal of Maret 4. 704708.

15 Read paragraph 3 of Text 2 again (rom line 45), What language would be unusual in more
formal academic wring?
Book reviews are often writen ina less formal style than In other academic texts such as
textbooks, monographs and research articles. You should ancla this kind of informal language In
assignments such as essays ond theses.

97. Un 7 | Harting and consumers

2 Vocabulary building 1: understanding complex noun phrases

suey

LR nas tnd comi an ee at tt intra y wing sto
Jour 1 a para a neos ere pose, ie rey rie patin of
{ome ee werd inte noun pee.

‘Core marketing functions’
‘these are the functions — oF
purposes - of marketing that
fre the most basic or most
important

24. Workin pairs and take turns to explain these complex noun phrases from Test 2
1a nonmanogerial perspective (line 2)
2. mainstream managerial marketing thinking (ine 13)
3 contemporary social issues (ine 33)
44 Intoductory marketing module (line 45)

3 Vocabulary building 2: word families

31 a Wite the name of a person who matches deiitons 1
the word ln bol. Then check in Text.
consumes goods (ine 7) _
receives something (ine 7)
markets (= ties to sel) products (ine 7)
participate in an activity Ino 9) —
contrbutes a paper to a book ine 20)
practises (= works) in a particular profession (Ine 30)

> Complete the sentences with the correct form ofthe words In brackets and a preposition
Thon check inthe texts.

1. Consumers are not passive recipients of what marketers do .. (they alo)
other consumers. (competion)

Use a word in the same family as

(tox 1, ne 7)

2... organisations and society can and do use marketing... In areas of social marketing
‘and the a consumer ‘identi. (construct) (text, ne 16)

3 HL questions traditional marketing theories and the — them. (assume)
(text, tne 21)

4 ms ‘the book _ those that focus on the marketing managers perspective.
(aierence)
(tex 2, Ie 7)

5 acting as a useful — the functional core textbook. (complementary)
(text, line 42)

6 Iteould____ a core text on an introductory marketing module. (funcion)
(text 2, ine 46)

m

98. Un 7 | Harting and consumer

4. Reading in detail
44. a What one-word synonym of pont of view could be used in this sentence?

‘rom manage point of ew ft in 1) j

(© Research shows tat I academie wring ihr aectres frequen, occur ne
[structure from a. pont of ie. War ao th acte forms of these nouns (1-10)?

A manager managerial 5 exoution — 9 quality —
2procice 6 computer — 30 quantity
So 7 language —

meines. 8 analysis

D What iste plural form of phenomenon?

si ncaa phenomenon (eI ne 4) J

© Explain the two diferent meanings of vale used inthis example.

Ian set pepe he ies te tae pc

1 Why does the wer use appears to In this sentence begining?

‘The view from the street mentioned Inthe subtle appears to refer
torte fact that. (text2 line 8)

{© Why does the writer include rlathely here?

“The book covers alot of ground in it reatively compact 292 pages … (ext 2, ine 10) J

5 Conclusions and recommendations
As parto à Marketing course the tutor has gven students this project to do.

Marketing - semester 2 group project
new, mal Bitch company tht makes eter walls, pares and handbags. want to increase

ls export und as decided to advertises products in magazines in six couts: Chia, Face In,

Tay Japan and Rossa, Design relevant guestonaite aimed at finding out consumer aides and se o

survey students om these counties athe unver Ina group presea report what you found, our

conclusions and what recommendations you would mak to Nena

51. ($13 Liston to part ofthe presentation gen by one ofthe students, Carmen, and decide which
ofthese two sides she talks about fret.

44 | like products that are 44 A products design and
not easy to get and that few style are as important as its
people have. 99 performance. 97

(% agree/strongly agree) (% agree/strongly agree)

China 44% | India 41% | Russia 37%, Russia 64% | China 63% | India 46%,
Japan 27% | italy 23% | France 17% Japan 35% | Italy 34% | France 27%

99. Un 7 aten and consumers

52. a Workin pairs and decide what conclusions you would draw from te findings.
» (472 Listen and compare your conclusions with Carmen.

53, a Workin pairs and decide what recommendations you would make to Neworat.

6 Presentation practice

(473 Usten and compare your recommendations with Carmen’.

6.1. a Now prepare your part ofthe presentation, using the two slides below. Find useful phrases in
the script on page 161. Structure your talk ina similar way to Carmen's.
A Say what information isin lide 3 and high the main findings.

2. Do the same for ido 4.

3 Draw conclusions from the findings in both sides.
4 Make recommendations to Neweraft onthe basis of your findings.

sue

66 | like to try new products and
services. 99

(66 | prefer to stick with the
products and services | have always
used. 79

(x)

ah 70:30 | France 65:35 | india 64:36
China 53:41 | Russia 54:46 | Japan 43:57

> Work in pairs. Take turns to ive your talks,

7 Organising information in sentences

46 Its best to buy famous brands
because you can rely on their
quality. 97

x age/ strong age)
€ dsagre/stongy sage)

Russa 66:15 | India 56: 15 | China 49: 23
France 34:28 | italy 33:30 | Japan 15: 48

though English sentences most Ypical begin witha subject and then a verb, other sentence
elements may be put in an inal postion (before the subject of the sentence).

‘8 Work in pairs and compare the A and B versions of Text 4 below. In which ae the ideas,
better linked? (Focus on sentence beginnings to help you decide)

100. Unit | Mating and consumers

> Now make the same decision for Text 2.

a Look atthe types of sentence element that canbe put In an initial poston (14). Find
‘examples from Text 18 and Text 28.

4 Propositonal phrase (eg. Inthe past.

2 Adverb/acverb phrase (eg. Unusual . Sy

3 Adverbial clause (e.g. Despite losing the order, …

4 clause (e.g was the frst of these.)

Wy do writers sometimes begin sentences with a sentence element other than the subject?
Work In pairs and tr to find examples in Texts 18 and 2A to ilustate these possible
Reasons for sentance element other then | Examples

subject nina positon

1 to ink ideas in sentences together
12.10 move information to the font ofthe
sentence in order to highlight Ie

to emphasise a particular point

to avoid repetition sis

‘Rewrite the following two text extracts by puting sentence elements other han the subject In
an nia postion, where appropriate. Work individually and then compare answers in pairs.

mz
‘Tore have been four ras in the history of marketing according to Boon and Kurt (1999, p12):
the production ara, he sales er, the marketing ena and ho relationship era. Production was the
‘hain focus of business up to tho mid 10209, with the view tata good Qualıy product would sell
al! The emphasis changed from then tthe early 19806 to focus on effective sles foes lo

find customers. Proonal selling and advertising were sen asthe way to convince customer 1

‘uy, Increased competion lanar encouraged the nod fo marketing o pay a part inthe ul fe
‘ye of products from the planning through to soles, distribution, and sorvising. Relationships,

‘with customers and suppliers became tho focus Inthe 10008.

—
Base on Serson 6, (2000), ert eran eng ce,

rouse Master o Camus esi, ea Univers of ean en Zee.
‘According to Boon and. kurt (9%, p.18), Ure have bean four eras in Ue History of marketing
the production er, the sales era, the markeling er, and Ue relationship ea. Up o the md.
"920s, production —

101. aa

Unit | Marketing and consumes

‘Mutnationa ecrporations fun face a emma cl o balance the need o leverage goal strength wi.
‘he ned to reaps lel iferenes (An an douter 1998 108) In communiatng a consumers
In dierent ours Consumers in rent countries hare diferent cues, vales, and Mess, as
‘suggest hy research rat on era ferences buen cute (ng Hofstnd 1091 2001).A
marketing siralagy tat works mal none country may not work In anta eounty because othe cura
“ferences However corporations sl want o manta nasa brad Image and unique ent oros
he mol even when they adopt localised approach

‘art (1985) aparto dbaa on the lsu of standardisation ers also International
advertising, and scoring to him standareaton rer to he pace of marketing th same products
he same may inthe goal markt. The localisation approach onthe ie and fuss on diferenos among,
consumers in iferent countries and use a aloe martin strategy o ach county, considering ts

asd en Sn, WA sh, (2009,Mstratons corporate wane tgs an um focos
‘comparison ofS nd Hon copete west, male Manan Creme. 15,387 0,

(A Focus on our subject |
| Look back at lec of wing jou have done recent n a ope rest to jour own sut. Could |
De Improve ty moving formation o an intel postion n any ofthe sentences?

Writing up research: the Methods section

‘The Methods section I an Important section of many theses. Int the procedures used to
“answer the research questions aro described. In some research areas, Methods sections can be
very brit, particulary when the method is quit simple, ora widely accepted method ls used. In
other research areas, methods may be more complex or may not be so well established and so
Methods sections need a more detailed explanation and justification.

Match words 1-10, which are commonly found in Methods sections, to definitions a-)

1 anonymous a alist of questions for people to answer, used to gather
2 data information and opinions
3 methodology 1. the theory or framework within which research is conducted
4 methods € done by someone whose name is not made public
‘5 partcipant(o subject) 4 a group of people or things chosen fom a larger group
8 procedure © information, especially facts or numbers, collected in research
7 questionnaire {a set of actions for doing something
8 respondent {2 way of finding information by asking people questions
3 sample ‘the techniques and materials used in a piece of research
10 suney a person who answers a request fr information
‘Someone who takes par in research

Focus on your sujet
Ar any ofthe words In 8.1 unlkay tobe found in Methods sections in theses in your subject?

‘You are gong to study the Methods section ofa research article withthe tte ‘Chinese
children’s perceptions of advertising and urban brands - an urban - rural comparison” Read
this summary of the purpose of the esearch taken from the abstract, and in par discuss
at methods might be used to gather the appropriate data,

‘The purpose of this paper isto examine how perceptions of truthfulness of television
advertising and perceptions of brands varies among urban and rural children in
‘mainland China, and aso to collect information about the basis of judgement children
use 10 determine whether commercials are tue.

102. > acoge.

Uni | Harting ad consumer

D Now read an extract from the Methods section DI the researcher use any of the methods
you suggested in 8.207 Did she use any addtional methods?

Data for the rural sample were collected in July to October 2002 2 in the counties of
seven provinces, including Gansu, Guangdong, Hebei, Jiangsu, Liaoning and Sichuan.

‘A Provincial per capta GDP ofthese seven provinces ranged from 54% (Gans) to 17990
(Guangdong) of the national per capita GDP. 3 A national Chinese market research
‘company was hired to conduct the survey. Permission was obtained from school authorities
to distribute questionnaires at schools. Questionnaire were administered in classroom.
settings during normal class periods in 15 elementary schools. The numberof students
in each school varied from 210 to 700. All the schools were situated in counties with
populations of less than 60,000, Researchers read out the questions and possible answers
for grades 1 and 2 students and asked respondents to check the most appropriate answers.
Respondents in grade 3 0 6 filled in the questionnaires by themselves. All aspects of he
research procedure were conducted in Chinese (Mandarin).
ly)

4 The same questionnaire used in Chan and McNeal’ (2004) study of urban children was
adopte. The questionnaire was tested among seven rural children in Guangdong and no

8 revision were made. The questionnaire consisted of close-ended questions about children's
perceptions of television advertising and brands, along with four demographic questions.

5 This study focuses on television advertising because a previous study found that rural
children were not familiar with other forms of advertising (Chan and McNeal, 2006).

‘© Children's king of TY commercials was measured by the question “What is your feng
towards TV commercials” using a five-point sale fom “dike very much to “ke very
much, Children's perception ofthe trathfulnes of television commercial was measured
by the question: “Do you think what they say in the commercials tru or nt?” using a
five-point scale from “nearly all are not true o “nearly all are tre” Children's ere to
Aifferentat true commercial from false ones were measured by the question “How do you
know which commercials are true and which ae not tre?” with choice of si answers.
Children’s perceptions of advertised and non-advertsed brands were examined by the
Question "Suppose there are two diferent brands of soft drinks (or computer) one
adverises on TV and one doesn't averse. What do you think about them?” Five answers
were presented and children were asked to elect the most appropriate answer. The wo
product categories were selected to represent products with low and high involvement.

7 Altogether, 1,59 questionnaires wer distributed in the rural sample and 1

{lauestionnalres were returned. 8 Of the respondents, 49% were boys and 51% were gil
‘Respondents were 6-15 yeas al. The mean age ofthe respondents was 103 years (SD=20
years). The response ate was 95.0%.

e
9 Desriptive statistics were compiled to give the perceptions of television advertising and
brands ofthe overall sample as well s the urban and ura sub-samples 0 Chi-square

1 tests and independent sample tests were conducted to examine the urban-rural difference
~ in perceptions of television advertising and brands. The sample was divided into two
groups that were of similar size (ages 6-9 and 10-15). Chi-square tests were conducted to
‘examine the age difference in advertising perceptions

‘oan en conto Jal ef oa” Mang 20.12 8.

103. oie 7 | Mari and consumers

escribe the materials used for data collection
describe the datacollecton procedures —

1
2
3
4

Methods sections often have a number of elements, each of which has a particular function.
Note, however, that not all Methods sections contain al ofthese elements, or order them in
the same way

{Match labels a), showing what Information is given In each element within the four main
parts, to extracts 1-10 inthe Methods section.
details of tems in the questionnaire —
‘stops in the data collection —
overview ofthe data-analysis procedure
location of data collection —
‘ize of sample —_
time of data collection —_
characteristics of sample ——
steps in data-analsis procedure —__
Justification fr the focus ofthe data collection -
| Overview of the material used in data collection ——

8.3 The methods section in 82 I incomplete and needs more Information about the urban
sample. Expand the notes below nto two new paragraphs for sections [*] and (+)

0
‘Urban sample; Dec “01 = March 02; in Being (2 Schools, Nanjing (2 schools), Chengdu
(2 school) ( high, medium & low levels of advertising expenditure (Fan, 2001). Biggest
school 1,700 students: smallest 800. Appointed local researchers (university staf o
«collect daa. Same procedure as rural survey, School principals saw questionnaire before
& decided whether school would participate, Researchers tld students: survey voluntary;
«could leave questions blank i they wanted to; responses anonymous.

en
Urban sample: 1,765 questionnaires distributed & 1,758 returned (= 99.6% response
rate) respondents 6-14 years old (mean age 9.6 yrs SD=1.8 yrs] boys (51%), girls (49%)

8.4 Recall what you learned about word order in section 7. Look again at the paragraphs you wrote
In 8.3 and, necessary eit them by puting sentence elements othe than the subject In an
Initial position In sentences.

107

104. + Using reines to organ
intormaton
+ Word fami in texts

14 a Write the plural form of nouns 1-12 inthe table,
which are commen in academic wring. Where
‘oth regular (807.02) and regular plural forms aro
possible, wrt them both.

singular

1 phenomenon
2 datum

3 maximum
4 hypothesis
5 erteron

© syllabus

7 basis

8
°

analysis
formula
curriculum

medium = E

D Correct any mistakes in these students extracts.

in this dissertation | wil tet he folowing three
potnesis.

2. There is considerable evidence thatthe medias,
‘suchas television and newspapers, are infuencing
peoples atitude to sports.

3. The formulae used inthe caleulatons are given in
Appendix 1.

4 In 1901. hours of employment were ofcialy
limited to a manima of 12 hours a day,

'5 The quality of a company’s products Is the basis
forts growth

{6 Sims (2002) asks how many times a particular
úphenomena must recur before iis no longer

accidental

7. Recent analyses of fish stocks In the Atlantic
‘Ocean in 2008, 2010 and 2012 has shown a
cramatie decine.

{8 Level of funding is an important criteria inthe
academic success of a school.

9 Statistical data over the last 20 years shows an
Increasingly rapid movement ofthe population to

Urban areas.

The lowersecondary school geography slabis

from ix counties were compared,

2 Problem wort: adopt and adapt

2 Noun + passive verb combinations in Methods
sections
Parts ofthe Methods section describe things that
Ve thats the researchers - dd. nord o avoid
repeating Y or we’ as the subject of the sentence, the
passive voice ls often used instead. A number of noun
+ passive vero combinations are common in Methods
sections

What verb commonly follows al thee nouns in each
lst? (You can find some ofthese combinations in the
text on page 106)

statistes/lists/reports were com led
tests/interviews/surveys were con ted
data/samples/specimens were col — ted
‘questionnares/copies/test papers were
dis_—ted

partiipants/sites/subjects were sol tod
responses/measurements/observations were
tee ded

7. techniques/guidelnes/methods were dev._ped
8. Imestigtions/analyses/enporments were

21

1
2
3
4

Der med
3 Using it-clauses to organise information
34 Read the frst sentence and then, In pairs decide ine

Ideas ar inked together better in a or b. How is this
better linking done?

‘There has been considerable research on the speling
performance of children with learning iffeutes (see
"Wr, 2008). However, to date there hasbeen litle
systemati examination of the speling performance of
‘the same chen on diferent ypos of win.

2 The prosont study was undertaken in order to
‘examine the performance of specie groups of
children on a range of wring tasks.

was in order to examine the performance of
‘Specific groups of children on a range of writing.
tasks thatthe present study was undertaken.

105. 32 a Rewite the second sentence In each example
(4-4) using an cause, n order to Improv the
organisation,

1A plot study was conducted with tree volunteers
who had only a basic level of German. A decision
was made to use photographs asthe main
teaching material os a result ofthis plot phase.

2 The internal combustion engine and the diesel
engine were made in France and Germany.
However, the large-scale production of automobiles,
began In the United Stats,

3 A national survey ofthe effects of pallion
‘concluded that approximately 9 per cent of al
deaths, that Is, 120,000 a year, were attributable
to air polution: The Clean Al ct was introduced In
1979 because ofthis shocking death rate

4. Most ofthe progress in geology in the cary 2001
century came from the use of earthquake waves.
o determine the internal structure of the Earth
‘Geologists discovered that the Earth has a crust,
‘2 mantle, and an outer and Inner core during tis
peros.

D Compare your answers in pairs.

4 Word families in texts
4a

{tis common to use a numberof words from the same
{amy within a text. What words relted to market
complete these extracts from the article on pages.
98-992

marketers marketing marketed |

1 Everything is the church, polis,
science, history celebrities, careers, spor. a
fiction fact.

2 affects everybody; as consumers we
cannot escape he — ‘even those who
toy ive simpy.

3 Consumers are not passive recipients of what

do. We reinterpret —
messages, display thelr logos,

42 Complete these lecture extracts wth words from the
‘same family s the roots given.
4 respon
Men youre conducting a questionnaire survey, Its worth

‘remembering thatthe beter your — know you,
the better your rate wil be, Theyre als likely
to more thoughtfully rather than rushing
through the questions.

2 invest

The average stock ui simply buy a

‘promising stock and hope to sel later ata higher price.

this way makes perfect sense inthe ong
term, but there are better ways of making in
the short term.

3 communie-
Social media can be very effective in the
of health Information, because they can. to
large numbers of people. So, for exemple, here Is an
outbreak of a disease, people at sk can be
‘warned about prevention measures rapa.

4 can
In management meetings, ts possible to use diferent
pes of question to improve the of what's
being sad. Questions might be general, or asking for
spec deal, or asking for of something
that’s been said. Managers need to know how to use
questions to messages, and therefore avoid
any miscommunication that might otherwise occu

5 Problem words: adopt and adapt

The same questionaire used
In Chan and MoNeals (20040)

‘adopt = to accept or
Start to use something

Stud of urban enicren was | new
adopted.

‘Students adapted their ‘adept = to change
reading and wring strategies | Something to sut.
{o cope with assignments in| diferent conditions or

the MBA programme.

4 Complete these sentences witha word from the adopt or
‘adapt families. Use a detonary te help you H necessary
1 The widespread of agicutural technology
In the 18th century caused thousands to move into
towns and cies.

2 Digital maps are more easily
purpose than maps on paper

3 The application of new techniques of electric
production or ne ‘of existing techniques.
to local contests wil lead to greater productivity

4 Gitens (1964) argued that the main purpose of
Prison isto punish rather than rehabiitate, and many
other writers have à similar pont of ew.

to a users

106. Reading:
Male rections
Vocabulary bulng 1: adectres
Vocabulary bung 2 veros
Reading A ana

8 Criminology Rococo

Dealing win quests in
posaron
+ Presentation pacte
wating
‘Organising information in texts
Wing up esearen: he esuts

Reading | 1 Making predictions

14. Atthe end of a tutorial on criminology (the study of crime and criminals), you were given this
handout on how handwriting analysis can help solve crimes. Work through the handout In pars.

Criminology tutorial - handout 4

A ead an account ofa nein ich hndwrtng anal was wed to Bly dni the emia. Then
{Rink aac no more saps in ani bang Ina Question acumen aoe
tee thee some pte abet I wen) me RAP ete.
Jn Mar 192, Cats Lindbergh ni, the 20-ontld son of he ames alter. vs knapp.
‘ough à asso of 50000 as pl he oy wa na turned, an bey sou fw et ater
Hot aos hs hme, The nots ued nthe oom payment et cid. ic the pole rare
itapnann Further evens pa prié by mn ir handeiing te the ao ne

Het are the same words witen by two different people In pais, both vet the same words in the gaps
and then compre the four samples o handling. What sirio and differences d you notice? Think
About: connections between eters, curves, size, an, spacing te

Cine ind seb ¡A >

mean se” dun

Rad the introduction below fom a et on forensic handwriting anayas and anse the questions
‘What two princes under the us of handwriting aa mean individual dentition?

‘sone sample of tandring usally enough to ent an individual?

ow does the work of à graphalagis fer rom that 0 forense document examines?

1
2
i
2
3

Introduction
(Generali, te ingest part of the work undertaken by forensic document examiners is connected
‘with analysis of handwetng, Fundamental o this analysis he principio tas the wring of
‘ach person L unique to ther, Purhen that each plese of writing from given individual a

In hasi unique, but thatthe wrtings of that Individual vary over & natural Tange of variation
‘which is another fetare of that poraon's wing. As a consequence, handırring can be used

as à means of invidunt demain, provided that sein: ques of spaeimen mataria!
(Greferabiy nou request) are avaler comparison wit th questioned handwriting 1
should be noted that th seenito analysis of handwriting undertaken by forenato document
‘examiners ia enirely diferent from the work of grapholote, who eonaunic the handwriting
bt individuals In an attampe to inter their personal) trat. Confusion may arts beeen
irapbologete aro also often referred to as hancwriing experts,

4 Based onthe introductory paragraph, wie fur questions you expe tobe answered in the txt extract
that flows the introduction.

12 a You are going to read the txt extract mentioned in the handout. Before you read t make
sure you understand these key words.

‘adolescent dlstincte foremsie inter scrutinise specimen tat

so

107. Unie | mins

o Read the text extra quickly and find out if it includes answers to your questions from 1.6.

Forensic handwriting analysis

The development of handwriting

Handwriting ia complex motor tsk which must be learnt In the United Kingdom, this proces usually
begins when the childs about four years of ape. In the early stage, the child consciously copies the
diferent eters presented to him o er. As these ae usual in a standard frm, the handwriting of the
‘ld is sila a this stage to that of his or her classmates (and to that of eher len taught sing the
ame writing system), Such features in common are known a as characteristics Homer, as ie child
{creases in sl the at of handwrting becomes les demanding and his or her construction, and othe
aspect (such as shape ad proportion, of character forms becomes more individualise. Such distincte
{features ae Known as india characteristics. and taken in the context of dass characteristics. tis,
{hese that ae used by document examiners o identify handwriting. The main prod during which these
individual characteristics are developed i uring the adolecentes. After ts, the handwrting ol
"ature ndvidalusvaly stay base the same with only minr change until the ck of pen contol
Associated with advancing years causes it once agai, to alter nan

‘The comparison of han

{inthis context, namely connected writing and disconnected writing, In the United Kingdom, feresie
and expert usually consider thee tem tobe synonymaut with core wing and apt
respecte.

(0) THE CASE OF JOHN WHITE. hacen af eho (reas of Jom te

ae Te hr bs type aang cgis tU: Mak apa, (crewing ad pt

{In practice the normal handwriting of most individuals e somewhere between cursive writing and srpt.
In such cates, handwriting experts wl normally use the term cursive writing o denote handwriting

Sn which the letters within words are predominantly jined and, conversely ate the term sept for
handwriting in which the major ofthe eters within mors are notated, Signatures are a specialized
Form of handing.

Ris crucial that any comparison between qutstined and specimen handwriting i cased out on a ‘ike
for ke’ ass, This means that In order to make a meanlngfu comparison the type of handwriting must be
‘the same in each ofthe two sample. Furthermore individual letter that ar compared in the two samples
mas lo be the same a eachother For example the Letter in one document ten in aire style
must be compared with the letter writen in cursive syle in the other, Group of eters and words hat
ae compared in the two samples ideal wil alo be the sme a acheter However this isnt ala
posible in cases where the specimen handwriting used inthe comparison sf the non-request valet),

‘When analysing handwritten questioned document, the forensic document examiner comparsa
characters present, deciding on the bass hs o er experience which are those Rand ats that
hip make uniquay identifiable. This examination L bet cared out using à low power stereoscopic
microscope. Under magnification he construction proportions (oth internal and relative t ech other)
and shape of the individual characters ae cert vise Inthe cave ofthe construction of characters e
ds necessary to ascertain both the directions in which the constituent pen stokes have been made and he
order in which they have ben ad down, (The direction of pen movement an also revel the diference
between right and lefthande individual. Pr example, colar pn tube, s sen inthe letter; made
in an atilockriz diction indicate rghthandedness, whereas those made ina clockwise direction attest
to lefthandednes) Other handwriting features such asthe connections been letters (fay) andthe
slope ofthe writing may contribute to ndvidalisin the content, a can general writing fates, such as
‘word and letter spacing, and date syle and arrangement.

is important to realise that the handwriting ofan Sida! shows natural variation. This means that
‘tis never exactly the same on any two cations Te frenle document examine ls al ema hat
‘handwriting may show variation because of othe actos These may be associated withthe metal and
ysl state ofthe write fr example, whether person iil trened or under the influence of alcohol
fc other drugs, a it may De caused by the writing surface or wing instrument ase In some caer,
variation cœurs because the writers attempting to isguise is chr own natural handing.

acon A as, M. 2008 Fore So de ri: Pess.

au

108. 12

13

14

21

ei re

Read the text extract again and discuss questions 1-7.

‘Some characteristes of hndwrting ae the same in groups of people ofthe same age
and using the same writing system. Why do these ‘class characteristics" exist?

2. How isthe handwriting of children and adult Giferent?

3 One catagory of handwriting ls "lock capitals’. What others are there?

‘4 Win i Important to compare “ike or‘ke’ handwriting samples in forensic analysis?
'5 What features of handwriting are analysed by forensic document examiners?
6
7
A

nat causes variation in handwriting?
‘What are the implications of variation forthe analysis of handwriting?

the method of analysing handwrting in te text objective or subjective? Give reasons.

Vocabulary building 1: adjectives

(Complete sentences 4-6 with adjectives from the box with a similar meaning t the defritions
in brackets

‘complex fundamental ‘identifiable | ndviduaised
sufflent synonymous unique

1 Handurtingis.a ‘motor skil (I has many parts and so is ifiul to understand)

2 AS the chid increases in ski, ther handwriting becomes more ———.. (Increasingy
‘fete from that of ether people)

3 The forensic document examiner decides which handurting tats help make it uniquely

(can be recognised)

44 Document examiners need to have access to quantiles of specimen
handing in order to take natural variation into account. (enough)

5 Connected witing and disconnected wrting are with cursive ring and seit,
respectively (they have the same meaning)

{6 Toe principle thatthe writing of each person is. ls 10 the analysis of
handwrting, (is diferent from everyone else's; essential to Is success)

Vocabulary building 2: verbs

Match the sentence beginnings (1-8) and endings (ah) replacing the phrase in bold with the
correct form af verbs from the box.

contribute denote
reveal serie,

Variation occurs when wrters uy to hide 38 block capita, cursive writing and
‘The term cursive writing ls used to mean, serpt
(Connections between letters may dato to lothandedness.
To study the construction of characters, itis © handing with joined letters.
necessary to establish thelr own natural handwiting.
Inthe UK, the tee basic types of handwriing «the handwriting of individuals to
aro given the names ¡dont thelr personality traits.
{The direction of pen movement can also show f to Indviualsing the content.
7 Clockwise pen stokes provide evidence of g te difference between gt and
8 Graphologsts examine in deal lefthanded individuals.

ho both the direction and order of

constituent pen strokes,

109. nie | ciminlogy

4 Reading in detail
44 a Look at these examples from the text on page 111. What do the phrases In bol refer back
107

Such Alsticlv features ase known a. (ie?) J
In such ass, handling experts. (Une 20) J

Look at this example and answer the questions.

4 What function does namely have? Can you think of an alternativo way of expressing the
same meaning?

2 Which word shows that cursive wing refers to connected wing and that script refers to
disconnected wing?

no other terms should be mentioned inthis conte, namely connected tng and disconnected
win. In he United Kingdom forensic handwing experts sully coder these ter o be
“nono with cursive iting and cp, respective. (Une 18)

‘© Which word in this example from the Introduction on page 110 means the same as
“particular?

each pee o mí rom a given indivi sin sl unique ba that the wings ofthat
india vay over rata age of variation

[© Look at this expe rom e nro.
1 should be noted thatthe siete analysis of handwriting.

The sracture shou be. a. ls common) used in academic wring. prteuany when the
rr wants to drew atento to someting Important or to remind oso of some formation.

Research shows that inthe writen academic corpus, noted te moet common word inthis sucre,
and us 10 daw attention or remin Wha other pases are common?
1 mdd 2m Some. pol — où Seve
men — _Tbo —mmind Bra 9e inmind

5 Understanding plagiarism
5. Work in pars. Read the extract below from a university website and discuss the questions.

4 Wy do universities disapprove of plagarism?
2 Im your view, ls plagiarism a crime?

‘Te Open Urry, Utes gd, irren ac. flown aga rios 5 gt 2034.

110. Uni Crminlosy

‘examples of students’ writing. Discuss the questions.
11 Which of the examples of students" writing do think ae plaglrised?

2 How would you change the examples?

3. What advice would you gve tothe students whose work you consider tobe plaglarised?

With the continuing developments in mea tchnlog through the ater hal of he 20th century.

Waren Weve O (2000) Cire Anden a en Ode Pa

(in eee ee ne
À me a nee us
jens renee ees en ere
een
an

en are

a mires es ee

| automatically. Other factors may be equally influential, if not more so.

Base one aa a paz bares
| exposure to the media and behavioural and attitudinal changes. Of particular
| Stereo ha bon the rtnahp Damon medi expón and welt ent
| stot! boaviur rsh and Mali 2000) or onal, much estan has
( nina whether thre oa Genk teens ing itn on Dern
a es
| ss 1 ace, len betas tay vr ately bal, ack ne

IS

111. | vat ie

1

| 4] The conclusion from a large number of studies is that, although observing

À violence on television may be a contributory factor to aggressive behaviour, it
: does not follow automatically. Other factors may be equally, if not more influential.

[5] With the continuing improvements in media technology through the 20th century,

) payonologists, in particular, conducted research in trying to find a direct link

(| between exposure to the media and changes in behaviour and attitude. Much of
es research looked at the connection between media exposure and violent, anti.
social behaviour,

‘Suey
Look on the we a our ation o department to os hey have a pote on plagas.
fire ls my ne poly tht you don understand, discuss wih your to.

6 Dealing with questions in presentations

6: a (223 You will ear two extracts from presentation on criminology. Extract 1 comes from the
Question-answor stage at the end of a presentation, Extract 2 comes from the middle ofa
Presentation. Listen o the two extracts. Work In pairs and identify the problem faced by the
presenter in each. What advice would you give the presenters?

"> Based on your experience of stoning oor giving presentations, what other advice would you
geo presenters on dealing with questions? Share your ideas withthe class.

162 a (412 Listen to six extracts from the end of a presentation on changes in rates of crime in
England and Wales over the lst 0 years ik te stages that you hear in each extract.

m me

FE

ees og ee

ee

3 avoid answering question |/ ‘that =a
A
ae

res oy

2

EEE

rn

‘The frst column inthis table shows the main stages nat a presenter might follow after a
question has been asked. (Note that not al of these stages are used after each question

1 2) A number of tiren strategies can be used In stages 1-4. Listen again and describe
the strategies used In each extract. (Strategies used In extract 1 are given as an example.)

us

112. 71

sl

Uni | Ciminoagy

© Look atthe seit on page 162. Note expressions which are useful at each stage.
Extract 1: lim sr, Im re sure | fellow you. Tras a gend question. (stage 1)

Presentation practice

3 Using material from the internet, prepare one or two.
‘tides showing information related to crime.

o Using these slides, give a brie talk to the rest of
our group on what you have found.

Invite questions and respond to these using the
‘stages, strategies and some ofthe language you
fected on in 62,

Organising information in texts

We can organise information In academic texts in many diferent ways, but a number of

‘organisation patterns frequently occur. These include:

+ classification: things are divided into groups, and the features ofeach group described and
(sometimes) exemple:

+ problem-soltion: a problem i identified, and one or more possible solutions are reported
‘and (sometimes) evaluated.

ts important to be familiar with these patterns and the language associated wit them as you

decide what patter is best to use in orgonising information n your own writing.

Put the sentences In both ofthese texts (a-4) In the right order. To help you, the stages ofthe

Original text are given on the ight.

4 No as promt this practice, et tot common noms |
about cress and de ed arte
Soc devant even thoug fashionable for others.

io res tet a oran nom

1 There are formal sanctions agan formal deviance, such as
“Imgesormont and tees.

Formal deviance is behaviour that break avs or fil
res.

‘peterson, MT HF 2008 Saa Uned a se oc
‘ov an Briar Thorson Wagon,

113. ‘© On the ther and, there have been cal fo betr Integration
ans into society by proving work and tii
opportunites in oer fo prevent dinguency

the

You are going to write two short texts to report the Information inthe notes below. Read the
notes and decide which of the patterns of organisation you sew in 8.4 would be best to use

¿Lin ges of ine

1)» aguirs property = taking er destreging arcter person's preperg; e.g. arson, the
+ against the person = physical or emotionally rin someone or causing death;
eg. kidnaping, murder. Now regarded as the mere serious te

==

12]. technology fer pursuing criminals (e.g. DNA analysis) & tackling crime (e.9. CCTV):
Poor eet eye a
En

ee N

er acne ete

> We two shor texts from the notes in 820.
{© Compare your text in pairs and make any necessary improvements,

TA Focus on your sujet
From your own subject re, ent and make notes on: a clasisaton; a problem wth possible
|_soutons. Mito two short txts fom your ots, o you din 82.

Writing up research: the Results section
‘After reporting the methods used in your research, you wi probably present your results (or
findings). Tis soften done i à separate Results section. In is section, you wil guide the reader
Lo what you think ae the most important rests and you may begin the process of commenting
on the results (fr example by explain them or considering tel signiicance. In many research
reports findings are presented in figures (tables, chars et and talked about Inthe text.

ur

114. 91

Uni Crmiolosy

Road two extracts from research articles, in which results are reported. Which labels from the
box best describe the purpose of each element (1-12) n the extracts?

| explain result(s) rect readers toa figure lve deal of resus)

ar apa, € et (2010, Ce wer ough cas of sei cars Sam,
‘ne Lo a ec orga 9 350-90.

9 Ce igure 2.8). 10 Vandalism (down 28%), burgary (down 63%), voice read the.
‘Gown 7%), otter househeld theft (down 40%) an Baye theft (down 20%) all show
Sally sgnifoen fl, 11 Aithoogh the 2009/10 BCS shows no sata
‘hangs in levels of violent crime in recent years, compared with 1980, 18 viclence with
us has fallen hy 86 por cont and ven without injary Ry 42 per oon!

Tet 00, cna mgd nen 20/10 Pre ame ah

115. Unit | ciminalogy

3.2. Work in pairs and answer the questions about the extracts In 9.4.

1 What three ways have you seen of drectng readers attention to a figure? Can you think
of other ways of doing this?

2 Results are usually explained cautiously. Why do you think this is? What language Is used
to indicate this caution In the explanation in Text 17

3. Ave al the results shown inthe figures also mentioned in the texts? I not, can you
explain why?

44 Which usually comes frst: giving general or important result, or ghing deals of results?
In which text does tis pattern appear?

'5 When is ‘percent’ written “47 Is the same principle appli in your subject?

10 Writing practice

40.4.3 The two figures below show results from a survey of people's attitudes to cime. Workin
pairs and discuss what the figures show, the mal results and how some of these results
‘might be explained.

D Work alone and write two paragraphs presenting the results from Figures 4. and 2 below,
© Compare your text with your partners and make any necessary Improvements.
Faure: Responses the aus: What makes ou tare mar rine now ta re ears ga?
y (===
fom at E «5
Soni ss ton TT 20
Pont ete: TT 20%
cc EEE 10
eo poner sate D 25
o]
oo D

Dem mt ag en nr en me
non none (Cer,
nn ne (ON
— TT re:

Hy A et (209) Home oe Cuig na os of ie.
ose: ne of Piet nera

ARF Focus on your subject
Fina two research ailes from your subject are, D they have sectons that are headed sut
or sections that obvious repr resus? Can you ident elements in these sectons which have
‘he some purposes as those ton 9.17 Do other elements ne dret purposes?

1

116. be composed of consist of const,
+ Glasiving poses

+ Problem-soluton phrases

* Word oer in causes

Grammar and vocabulary
|

1. Problem words: comprise, be composed of,
‘consist of, constitute, make up, include
These verbs are often used in describing cassfcations.

11 Road the information and decido whether sentences
3-10 from students" writing are right (/) or wrong 00.
Suggest a correction for wrong sentences,
comprise
We can say that something comprises partulor
things when we mention ai of ts parts (e. The book
comprises eight chapters)

+ be composed of / consist of
We can use either ls composed of or consist of to say
that something's formed rom various things (eg. Words
are composed of / consist of Individual sounds.)

Warning don't use the passe form of consist of. Some
people think that using be comprised of in the same way |
5 be composed of consists of s wrong, so Rs best to |
‘void

+ constitute
We use constitute in an opposte way to comprise / | 2)
be composed of / consist of, to say that parts of |
‘something form the whole. Me factory employees | 24.
consttuted the whole setiement) ora fraction of the
whole (eg Righthanded people constitute a majority of
‘the population.

+ make up / be made up ot
Make up (active) as the same meaning as constitute
(66. The Bangladeshi community makes up 0.5% of
{the total population ofthe UK), while be made up of
(passive) has the same meaning as be composed of /
Consists of (eg. Molecules are made up of electrons,
protons, and neutrons

+ include
We use include to say that a thing contains something
as a part (eg. Table 3.1 includes information about
‘occupation of participants,

Warning don't use include when we mention al he
parts of something. Instead, use comprise.

Warning don't use the continuous form of any of
these veros

1 The sample of patents was consisted of only men
between the ages of 40 and 50.

2. This sample was drawn from four cations In the
country and comprised 40 familles.

3. The European Council of Ministers is consisting of
policians from each member state.

4 Prepositions comprise a closed class of words;
thats, no new tems can be added.

5_ The sales of the company includes 40% domestic
and 60% export sales,

{6 More than naif the audience constituted women.

7 Body cell mass makes up approximately 55% of
total body weight

8 A team often people, which consisted of the three
authors ofthe paper, collected the data over a sic
month period in 2008.

9 Adjectives inthe research articles that Incicate
atttude include “nought, ‘significant’, and
“serious.

10. My recording equipment is comprised of three web

cameras and a microphone.

Classifying phrases

a Match sentence boginings 1-5 to ending a-e.
‘Add appropriate prepositions. Use a dictionary to
help you.

4 Polcies designed to influence pollster behaviour

can be classified ..

Among the most common assessment types, a

distinction can be made

Survey respondents were dvies .

Roberts (2010) looks at pensions as distinct.

Foraging behaviour in any animal consists

‘ther types of employee benefit.

shortanswer questions and essays.

{wo main components = fod searching and

ood consumption.

4... tree categories: moral persuasion, direct
Controls and methods that rely on market
processes.

tree groups according to the area of the city
they were ving in.

> Make a note of any language inthe sentences in

2.42 that wil be useful to you when you are writing
‘about classifications In your own subject.

117. 3. Problem-solution phrases

31 a Do sentences 1-10 present a problem (),or do.
they describe a solution o a problem (5)?

4 Blanchet (2005) raises the question o how far
an ageing labour force call for addtional taining,
‘opportunities.

2. Management came up with an answer to te fallin
productivity.

3 Innovations in hospitals have miigate the impact
of the economic recession.

4 Many organisations now face the problem of
which goals fo prrtise inthe ligt of increasing
competition.

5 À numberof writers have pointe to serous
‘weaknesses in studies showing à relationship
between family size and dhorce (e.g. Monahan,
1995; Chesner, 2002). —

16 Countries have resolved the dilemma of foreign
ret Investment in diferen ways.

tis important o consider why cuen experience
Aficuliles with wring poetry In spite o reading
and hearing.

8. À number of steps have been taken to overcome
the problem of inadequate water supplies.

German metallurgists were the fst to find à
solution to the problem of producing Iron from
poor-quality ore, —

10. A number of studies have revealed shoricomings
In doctor-patient communication

Using the phrases in bold in 3.40, add appropriate
words to complete sentences a-.

‘Rude! (1996) showed that children wih dyslexia
often experience diffeulies the naming of
common objects or colours

_ Ford reduced the length of the working day tothe
problem a very high turnover of assemblyline
workers.

€ This ralses the of why so few students provide
feedback on ther courses.

14 The company faced the ofa decline ints market
share.

©. Palm trees planted along the coast inthe early
2000s significantly mitigated the ofthe tsunami.

1. Ourresearch has shortcomings the quality of
‘the elearning material avalabe to Marketing
students.

E Te report to weaknesses the distribution of
aid money.

Union and employer negotiators a solution to the
confit over working hours.

1. Me company was one of the few that resolved the
producing fashionable clothes at low cost.

|The government believe that they have come with
‘an answer public opposition to wind farms,

4. Word order in as-clauses

We can use an as-clause to information In a
sentence with the meaning ‘nthe same wey’

4.1. a Hore is an example from the text on page 142.

What do you notice about the word order inthe
as-clause In bold?

Other handwniting features suchas the connections
between letters may contribute to individualiing the
content, as can general writing features

(= general wring features contribute In the same
‘way as other handwrtng features to indiiualising,
the content’)

» Expres the ideas in these sentences more
ficiently by wring one sentence foreach, using an
scious,

1 Bad weather can reduce tumouts at elections.

Tumouts can also be reduced bythe day ofthe
week

2. The total numberof lung cancer cases in our work
was comparable tothe three studies discussed
above. The size ofthe population examined in our
‘work and the thre studies was also comparable.

3. TV and radio programmes, especially news
roadeasts, have been extensive) studie.
"Newspaper reports have also been extensively
studied

4. The study found a direct relationship between an
individuals socio-economic status and their health
status. Other studies before have lso found this
rect relationship.

'5 First and secondibor chan were more prone
to sthma. Children from the southem part of the
country were also prone to asthma,

{6 Population growth was a cause of increased local
housing demand. Increased local housing demand
vas also caused by rising income.

aa

118. Lecture skills D

Preparing for
lectures

ee
Tuning about ne content fies
2 Vocabulary fr ne context
sti
Proc in get and detalosIsterrg 4
Recogising cure invoductions
Recognising curo ses
Proce git nd ota toi 2
Language focus
Understanding lecture structure
Foto vo
Further string pracce

As part of a course focusing on law, ou wil hear a lecture on
legal interpretations of reasonabie core given by Professor
John Spencer from the Law Facuty ofthe University of
Cambridge

1 Thinking about the content of lectures
14 As preparation fora lecture on Law, you have been asked to

consider the following scenario. Work in small groups and discuss who you think is responsible:
the bulier the company or the employee?

À company has bul a new two store fice. The builder missed te agreed completo desire or
{he Ding, and ne company cout nt stay ns temporary fes because te lease coud nat.
De extended Asa mau. the company wa forced Yo mono it ne new fio win he Bung work
Incompleta, which caused a rumbar of safety azar. For example te stars were untied causing
the company to senda marin other workers ot they needed 1 o crt ante tai.

‘ne empleos was waking down te star, reading a text message tom his new rend. He spoed on
ne stare on fe nung hs tock ond easing im to spend time In no. Doctor Rave sai hat he
inl experience Bock pal or tores os Me, and he naw was with uty

412. Read the questions and check you understand the meanings ofthe words In bol. Work alone
‘and then discuss your views In small groups.
1 How foreseeable was this accident?
2 Di everyone in the scenario take enough precautions?
3. How could people inthis scenario have ted to eliminate any isk?
4. What could be the consequences of everyone's actions in thi situation?

119. 2 Vocabulary for the context

2.4 à Read the example sentences and choose the correct options in the definitions

+ They were accused of ngligenee because they didnot lock the gate to the swimming poo.

* He denied lat for damaging her car and sald there was already a scratch on the
paintwork.

1 | nogigence/labity is when you are legally responsible for something

2. noglgence/lablty is when you do not gve enough care or attention

Compete the collocation summaries with a noun from 2.1.

1 to accuse someone of

2 to.dery/eccept _for something

What do you think ae the adjetivo forms ofthese nouns?

LR po aa ou stn tr nf con ane tm
tht ued me een sce Gata mote 9 to hy was at
ou tink you wt hear eu an un tray o do check Do meaning o wos and
ts cmc arent fr. te nos an pos contre

22 a The words In bold below are legal terms used in the lecture. Match them tothe definitions.

‘7 worn brought an action Tr regirse against a spa because he operation wet Badly

‘She sud or damages of £25,000 and alles tthe defendant. 1e surgeon who performed the
‘operator, wasnt competent and breached hs professionel du: Te case wes tiled before a Judge who
ce 1 acer ne woman elim fo damages.

1 a person in a law case who Is accused of having done something legal
12. money whichis paid to someone who has had an injury ar loss

3. a legal process decided in court a aw

4 made a claim that someone Is gulty of à crime

5 a request for something

8 to take a legal action against someone because they harmed you in some way

7 the act of breaking à law, promise or agreement

18. to Judge someone in a court of law and decide if they are guilty or not

Do you think these words ae very technical words or do you think they could be used in
newspapers and everyday conversations?

In the United Kingdom, what do you think is the highest level that you can toke egal
‘complaint to - the House of Lords or the Court of Appeal?

Practice in gist and detailed listening 1

3: 15% Wateh the beginning ofthe lecture. Profesor Spencer talks about a case where the
Glasgow Corporation sued Mrs Mul, the owner of ca. Imolves a group of children on
a Sundayschool outing with an elder ofa Kirk (a church), Correc the Information in this
summary.

(Women takes a group of cidre onan ing. They y 1 ave cakes and a hot anki ashley but
the snow s Peay ana they start geting co The woman aks the one fa nearby café he cron
can bring he fod and dink to have ote eat. The woman arth café cuner are on a oom and
{he group of enen more tothe cate. Al he citen carry an um (large metal contare) tt water
‘it thm AS tay ener cf, ey rap the um and some ofthe chien are sealed byte ot
ate The cure beer the clé owner was to ième because the um Rad boon cared rough a
anew rer.

120. |

| 4 Recognising lecture introductions

À 44 a Maz Wath the beginning ofthe lecture, that outinos key terms. Complete the notes wth
À one word in each gap

QUO [rats 2 tame varios ober le a wal talent or each of ty)
À | Ana when as ac stars are concerned is somebody a fal? What is 45 of 2 Lawyers
|_| © te reasonable man test: somebody cas if they fal this, 8 that hey ad
|

| totetave a a resonable peso woud te postion in which the defend found himself hee.

D Iso sti of the

guage neutral or more formal?

Be

42. à Complete this alternative version of the notes in 4.1.
|
|

| Faits something lawyers 1 arelssnes’or ‘breach of duty And when do lawyers think
| Somebody ia fal? What does 2 2Lamyens3 4 the reasonable man test
À) somebody cartes if they fal the Yeaonable man test and 5 6" they fale to Behave

asa reasonable person would nthe same station.

What isthe syle of the language in the notes in 4.28?

mee seat us sie

LE

ren icurers have teen language sys. can help check with other stunt on
the language se aa parler ture sou know what to expect. A mare formal so wi
ot prevent you rm understanding key information In lecture, a log s 304 non to ten
for key wots assoc wth the toe

5 Recognising lecture styles

54. Ms Listen to what Diana says about the style of feront
lecturers and answer the questions.
a Diana notes that some lecturers don't move around a ot
Why doesn't this bother her?
b Wat becomes a problem during a break in the lecture?
© Doos she distinguish between stationary lecturers and
those who move around?

© Practice in gist and detailed listening 2
64 16% In a second extract fom the lecture, Professor Spencer says

1 m decian wheter te ofenda has bahaved as a reasonable man, the courts ask ramas
‘what a reasoneble person would hae doe in Is suo, And appronching the mate on pipe,
they say is nos weighing four arent factor. >.

a How many factors are mentioned in the extract?
1» Wnatis e difference between ‘likelihood of harm’ and “magnitude of harm’?
& Which ofthe following scenarios are described in this extract and in which order?

121. {62 Watch again and decide it the following statements are true or false.

Correct the fase statements.

8 A person's potential lable if it's possible to foresee a risk or danger.

After Mr Hayey fll down the hole, he was no longer abe to walk.

‘© In 1965, thee were enough blind people In London to make the hole inthe pavement a
{oreseeabio risk.

4 The electric board was the frst organisation to use lite fences to protect people rom
holes inthe pavement.

+ The organisations mentioned In this excerpt are both public bodies.

{Mr aris thought the councl should have given him some protection for his eyes.

1. The Court of Appeal agree thatthe counc was at faut.

7 Understanding lecture structure

74.193 Inthe not section, Professor Spencer refer to three different ideas. Choose he correct
‘word In tl forthe key point, then make notes trat summarise the example.

a les: Cours hang higher ben: Ocnary people les: Cours ong the
rover standards 1 judge doing some tas, but are not standards or judging neice
region in irn ones considered negigent ay lt: Cats wi wort over
Key pent: SA people sul Key pain: Some smal os (eg te standard fab in some
‘shout be jue as equal to DW) cn/camot be done by stations.
ied people ‘onary people winx tem Example: people who rei
Example Te Lady Gwendolen / being ble. loss
‘ules ber ‘Example: sv. Cooper /

oor

Fer

LE Keen di dy nee en» gro ic e rot ont an ner
Dec ey and o ana me Ts kun 2 à etre! urna
en ado sal change ot one ka. Lert can oo une nde quests
Sten an Anton net fer me pasa

7.2. Mos) Wateh again. Professor Spencer uses both rhetorical and Indirect questions I his excerpt.
How many can you hear?

8 Further listening practice
In this further section from the lecture, Professor Spencer looks at negligence in the context of
someone carning out thelr job. He considers whether normal accepted professional practice
IS relevant He refer to builders In Northern Irland and doctors who administer ECT (electro.
conulsve treatment.

82 a be Watch, and make notes on questions that introduce Ideas topics or key points. Also

make notes on the examples Professor Spencer gives and thelr outcomes.

1 Check the script on page 162. As you read, lok for examples of more forme language.

122. Reading
derstanding the wrters open
= Infring te meaning of moras

= Vecanlary bong: wor amis

+ Reading a seta

9 Families and rs
relationships

+ Fermaty and poiteness in range
mesures

Wetting

ng ek

Reading | 1 Understanding the writer's opinion

1. a As part of a Sociology course, you have been given
the following essay tie: The nuclear family has
replaced the extended family asthe main family
un in indus es
How fr do you agree? Work in pars. What do you
think are the key terms in the essay te? What do
you understand by these key terms?

Look at the percentages below of extended family
household In selected countries, Discuss the
factors that might influence these figure. Try to
use phrases from the box.

chléeare — culture employment opportunites independence
mobility property prices support tradition

+ Venezuela 31.8% (1999)
= Argentina 11.7% (1999)
+ South fica 13% (1998)
2 Australia 1.5% (2001)
12 a In preparation for he essay your tutor has given you the textbook extract on page 127. You
have read lt once and taken the notes below. Read the notes.
Read the extract and edit your notes. How would you core, Improve and add to them?

19508 argument = nuclear fam in pre-ind society > extended fam in ind 30 (a
result of family prvaiom’

‘Some: suport for argument in 50s & 605 research

Less dense network of fam relationship than pre-ind (eos pressure of work)

But, less support in more recent research, e.9. families not extended in pre-ind soc
(Small & not multigenerational)

More important question: how far are indivs & fans involved with close relatives?

Recent research = high level of involvement measured by degree of contact (e.g. 75%
adults see mother at least t/t)

19505 argument seems to be accurate

us

123. I»

Un | amies and elas

The wider family

‘ne socolagcal argument ofthe 19508 ran as follows Before the industrial evolution in Europe the
predominan family form was extended. That i, people had regular and extensive contact with their
rider Kin thes randpavent, aunts, uncles and cousins and they even ied under the same roo.

Tndusralization however, changed al that since i ent substantia migration from the counryide
{nto towns aná asa serle people ot contact with hir extended fal. miles in general shrank to
‘thes minimal, ciar ie contig of parents and children only. The emotional and personal needs of
Family members were met within this smaller unit So the nulas family In some sense As industrial
society while the more extended fay is charateritie of pre-industrial society.

‘The arguments in many ways, a story of decline and a comparison with a ls golden age or at leat the
‘pessimists would hin o. T have lend indicated In the lst chapter that thee e soma evidence or the
“appearance of family privatisn’~ ofthe shrinking ofthe fami. Research nthe 150s and 1060 certain
Seemed to show that families no lenge hd as dense a network of social retiens involving wider
{amily as they had preiou A number of factors were ced a responsible fr esened contact with wider
‘amily. Patcuay significant are the pressures of work on both men and women. including shift wrk

“and fine a rater frequency of moving house which disrupts eal oca networks, inc in fay
‘moe Instrumental atitud to works that men and women try o car a muchas potable by working
longer haus andthe emergence ofa pattern of domesticity in whch interests shit the home and >
Aecration and improvement, the chien and the conjugal ie

ow then has the argument fared against more recent research? Certain the historical cans ok a tle
it more shaky. The fal in pre sdustral Briain was not extended bot conse largely relative
smal households which were not molt generational Furthermore, the industrial revelation dd ot produce
‘the nuclear family form. Rather the revere using the horor af that prog extended ames were
‘Scully rete n urban centres and acted a potective mutua devices,

‘The central ere, however ithe extent to which individuals and families ae involved with their more
tant native. The essential oncuson fom recent work tat there ea high depres of avelvemest as
meute bythe degre of cota, the flows of suport andthe emotional importance scored to wider

fail. especially onthe continuing significance trough feof the paen-chl te.

‘According o one st of recent stades, based on lage sample survey, ne-thid of adults ive within 25

‘nutes travel tie of thelr moter and no less than 65 per cnt Le within one our. This geographic

proximity dos ne, of courte, necessary mean that family members actual see

ums out that about aldo vs het mother at leat once a week and almort the

the wider family remains signant source of soil contact for many people, lo continues to
function aa frm of practical and emotional support os those who had reeled practical hip, say in
tines of nes, almost half ofthat help came fom parents and ss than 10 per cent fom fen. The wider
‘Hin network is even more significant in the case of money Parents were the origino move than 60 pe cent
of its and loans, wth other relatives contributing about 20per cnt. When It comes to flaws inthe other
ection, about two In Bve of people give cae. The most cn recipient of care are parents or prete-
law, who are responsible fo about one thd af al are provide, There ar some intriguing differences
Between men and women in the provision of eae, or women seem 1 spread the cre tit they iv out over
aide range of people.

On the face ot therefore the story of decline in kinship relationships seems unconvincing Levels
cf contact ae high flows of support ar robust and vigorous, and people routine Include member of
{hate wider fam when asked about tel closest social networks. Inerertingly, the importance of hese
relationships survive the dsrptions to family fe that have become mre common inthe 2st century

‘ith the se indore rates and the completes cused by divorce and the creation of stepfamiies. Wider
nship relationships in turn become very complicated. A parent of an adult child who has divorced may
Dave mote than one set of grandchildren. A woman who sepaats fom he partner may potential end up
wich more than one network of nla, The evidence seem t indicate that im systems ae stent
exible to encompass these more complex relationships The pol of kis has become wider and l not based
se exclusively on blood tes.

Arron, (200) Sale. Care: oy Ps.

ur

124. Uni Fandi andreas

13 Discuss these questions in par, then report your Ideas to the clas.
1 Does the wor agree or disagree withthe statement In the essay question?
12 What language does the writer use to Indleat his views? What evidence does he provide to
support them?
3 How far do you agree withthe statement in the essay question? Use evidence from the text
and any addtional evidence you have, to support your view.

2. Infering the meaning of words

E
Before you ok up @ word you don understand near work out ts meaning
Dj using tre fung stapes.
Read any xpanation or example gen y ie wer.
+ Anayse th words component ars.
* Look for supporting information nthe suncunding conter.

24. Work In pairs. Find these words In he extract and ty to workout thelr meanings.

prhatism (ine 13) — fexiime (Ine 15) — disruts (line 15) instrumental (ine 16)
‘domesticity (ine 17) accorded (Ine 26) proximity (ine 30) _ kinship (ine 43)

| suppose ‘privatism’ is to
do with being private’ -
perhaps smaller families are
more private, concemed with
‘themselves rather than society

3 Vocabulary b

34. a One word in each sentence Is incorrect Replace It with a word from the same word family

1 Before the industria revolution people had regular and extend contact wit their wider

tam

2. People migrated to towns as resulto industry

3. There is evidence forthe appear of fami privatism during the industrial revolution.

44 Pressures of work on both men and women are particulary significance.
A
s

ing: word families

Industrial society led tothe emerge of diferent pattems of domestic if.
In the 20th century family e has been disrupted by the rise in dvece rates and the
‘complex caused by dores,

D Check your answers inthe extract

4 Reading in detail

Look at the third paragraph ofthe extract on page 127. Can you ind any Informal language
‘that would be unikely to appear In a Joumal article? Try to reword it In more formal
language.

© Tryto explain what the complex noun phrase means In his extract.

extended families (acte as protective mutuaald devices (line 2)

125. sa

‘ate | Fares and relator

Can you think of a phrase with a meaning similar to say In his extract?
For those who had received practical hip, say in times of lines, (ie 35)
© Look at tis extrac. Was the percentage closer to 60% or 90%?
he family in pre-industrial tal war not extended

[© Research shows at In cade wrung a number agree ore camman fund e
rue consist of, lang: rey excushey, large, many, mosty, oy. preseminanty,
Primary sim and soley

Die ese mors It vo grups: not consisting of anges and consisting 1 a age
ogre or

Understanding figures

‘You have been asked to give a short tutorial talk withthe tte: The Impact of changes in
‘working patterns on fomly fe”. As you prepare, you ind these figures (1-3). Match them with
the tes (-<).

a. The experiences of wor/ family confit of parents inthe Netherlands, Sweden and the UK,
y working hours (% respondents saying sometimes, often and always).

Female employment and selected family polices.

€ Average weekly hours of total work for men and women with and without cidre in
‘usta,

CL tin K ind. 200)
tons, ao nora en
aso 1900 2008, ok Elmer un
‘Sion a ars

Cousin Can. 2008. Wong nea toa oe ne
anata, Scien sd UK Ho Oman ond Sos, 1531840.

DE

——————— —

E = =
ve Gee. ee pone

ies SS. See
Sas See eee

Be Sr pam
Sarton teem rcs te

Smet. et a. (2006 econ working motors: econcing wok an fay at owe
te moros Nowy D ña Pol aman an amb, 1: 365388,

126. s2

Uni mies and relations

sueo
Wen you come across a fue (tab, graph, or char) na tx rad and 1y to understand:
Lie ne; 2 ina tal) re heocing foreach ron and column; 3 In a ap) te es ofthe
{wo aes and ny actina! Information; 4 ay notes below the fue: 5 the man content.

«Workin pairs. Follow the fe step In the Study tp forthe three figures in 6.4. Discuss your
Ideas with the cass. ry to use these words

> Problem wes
tendency, ten rend

sa

‘decrease diversity Increase substantial
tend tendency trend.

ET
Try to understand ore before racing what the wer sys abat. Mi con tp out
understand ne tr a tk abou te fue, and a 1 evaluate what ewer say.

Now that you have tried o understand Figure 1 rom 5:1, work In palrs and complete tho text
‘that relates to 1 Use words from the box

‘eater height Increased period remained
steeply workloads 70 80 average shading

Figure 1 shows men and women's (2)
‘weekly paid and unpaid work hours in
‘households with and without children in 1992,
1907 and 2006. Total work is represented
‘by the (8) of the bars, and the time
allocated to paid work, domestic work, primary *
childoare and secondary childcare is shown by

the different (9) —
‘Throughout the (4) —, the total workload pac home
of mothers and fathers was (8) — than

that of non-mothers and non fathers. Moreover, total workloads sharply.
(6) over the period for mothers and fathers, between 1992 and
12008 rising from (7) 1 to 85.9 hours weekly for mothers and from.
© 8 to 78,8 hours weekly for fathers. Total (9) — also

increased for men without children, but less (10) ‘They rose from
87 to 61.8 hours a week, The total workload of women without children.
(11) level throughout the period at around 88.5 hours a week.

reso suggest at show is the mat common vr nthe scare Figure Y show
Over verbs ote us Inte: demonstrat, depict. spn. indicate, reset, rode, eval and
‘Suggest. Ovid tes vere nto to group: vers ha esca dat; vers hat nro Imalations.
fat,

127. Uni | Familles and loss

6 Your relationship with your supervisor
Ven students do a research project, they usually work with one or more supervisors (tutors
‘or advisers) Meetings between student and supervisor are usually referred to as supervisions
‘or tutorials tis important to develop a good working relationship with your supervisor. This
includes establishing what you and your supervisor are each responsible fr, and working out
how formal or informal your meetings should e.
Wich of these aspects do you think are part of a supervisors Jo? Work ndlvidually and then
‘compare your leas In pairs.
ve a list ofall the texts you need to read for your thesis
arrange supervisions
{ie details feedback on the fst daft of your thesis
neck thatthe research aims ofthe thesis can be achieved
‘advise on methods and data collection
proofread the final version of your thesis
sreosaiiesais Pass] Check that your thesis within the required word limit
‘check that you ae carning out work o an agreed timetable
‘check that all the references in the text ar included in the reference lis
help you establish the topic of the research

«435 Listen to Diana talking about meetings with her supervisor and answer the questions.
How mary meetings di Diana and her supervisor have in total?

Wat happened in each meeting?

Wy were the thesis (issertation) meetings more frequent?

“Which activities from 6.4 id Diana mention?

7 Formality and politeness in arranging meetings

7. a Look at thes extract, in which two students, Karen and Pau, arrange meetings with their
supervisors. Reorder the phrases In brackets to form requests to meet.

1 1
Superior Morin Karen Sapa toon Pat
Yarns Do ou ne could mech Pan Hao Wo later his woth?
ome tin son lease? (9/17 posse / mei 107)
(ret / you we io cu) Super sl nue Fy, ou 1 012
Separa: Fco Ltr we? Thsdoy Pac Ta be pest Tans.
mornga un?
are: Tats gs. Thanks s
Super ao face How ca he?
Supero Pu What cn Lory? Tn)
Pat" "tom Supers its Monday mang OK? Abs 107
TT) Yao Ve, D gh Taku
Samar OK We, us nto: Butter
war .
Pa es, Dat OK Marko. Super Pa What cand lr po
Pal tomes you nest week?
3 (2/17 von à cou une)
Supers Hts Kran. Ho can he? "Sopa. Sar. Ho bosta o Ts?
Kare: Can = Pa Tats te. Tanke.
(m/w me] mono,

Spero Yes, han. AA 1.307
ae es, a 0

D 52) Listen a

heck.

128. 12

13

aa

Un | ames andreas

‘Work in air. Which requests do you think are pole and appropriate In an academie context?
Which do you think are Inappropriate?

a (393 Now sten tothe beginning ofthe meetings. How do Paul and Karen adress thelr
supervisors?
1 Hal, Prof =

Work in pairs and discuss the questions.

41 Wiich of these forms of address are appropiate and which ae inappropriate for a student
to use? Share your ideas withthe class.

2. From your own experience, d the ways in which students address their supervisor in your
‘county tend to be formal or informal? What actors influence he level of formality?

Writing a critique
Evaluation i an Important part of many academic texts. For example, in he extract on
‘page 127, you saw how the writer evaluated ideas on the nuclear and extended family. À
text ype in which evaluation is of particular importance s the critique A critique 5a cta!
evaluation of something you have read, and wil often include both a postive evaluation
(og that conclusions are valid) and a negative evaluation (eg that important information
hos been let out.
A ertique typical as three main sections. Match the common elements of a tique (1-9) to
the main sections (0-6,
a. Introduction and summary
evaluation
conclusion

Give a ref statement of your overall evaluation ofthe work.
‘Are you convinced bythe conclusions drawn by the author(s? Why or why not?

Can you see any limitations ofthe research not mentioned by the authors)?

How good isthe evidence (the data and methods) used? How might have been
improves?

Bety restate your overall ew of the arti, highlighting both strengths and weaknesses
‘of the work (imitations, or areas where further work Is needed).

Give the name(s of he authors), the tile and a brief outline ofthe tope.

Report the main findings, conclusions and any implications or recommendations.

re the aims ofthe research valuable and achievable?

Report the alms ofthe work and the data and methods used

Research is sometimes publicised In a press release issued by a university o funding
‘organisation before i published in a joumal or presented ata conference. An utine ofthe
research fs gen, highlighting significant ndings, so that journalists can report the research In
newspapers or magazines, or on radio and television

In preparation or wring actue, you ae going to work on a report of some research on
nuclear and extended families from a pres release. Work In pars and answer the questions
next to the text on page 133.

1
2
3
4

129. ‘Are children better off in nuclear or extended families?

har ve dig in ern art wt pm gr
‘ead ofthe household than in ces famili. Bt thy are ete af Ung |
An houehold that include thet gandmother,

‘These ar the conclusions of en set Ay Lea Etud and Amir Raman,
ch explores household structures and cl outcames in Bangladeh, Their
‘Endings mil be presented atthe Royal Economic Sots Annual Conference this
week, nl
Related research als nicas that he widespread practice 0 aranged mages
ds hara ot only because people canot many foro bu so becas give
rie ta fry structure In which the gado has eig, whch ed for
ee.

E
OS:
‘hi fais under his uti, has dry ben e press mty |
Ferm in man pas A.
The ctas fa, hs emphasis nthe coja Bond and he emancipation
ft prim ape as the Epa ay par co ls Ds Wile ge
ie id tat the end‘ fly fr the er sent tb
Sp the pine ped set ir hn ren fe ude o erent 4
andy pe N
To inpesigat ds sec, he euch anal Ras survey aa on
ga, whee, sin much ont A, er ira ng cumplio ut |
ue ne |
‘an Red Te sre as date every month Fo ne 198,
{2 Septenber 1997 outrun) in lage er gonna mar
minier o 5.61 chien in 955 ua sean ech od One
‘tls ane Rat rage and cs compete Both pe important spe
ee

Th act e pyr tel pts mest me ended
‘uth erg ce nt cin bates re en
‘showed pe ic I ei ef e iu Ds hi
en Den em hi et an a por hd
‘eS tat hire do torne sana hci, th
porn dns of aan ota ay tes)
Sane ees

Ine xo, en eg in me hs ri gar
est oT Bu au conte bret ten
ER oe nd ren ec usa coed ye fae: at
thee nnn gis he gnc ned Bnd opt
Johan Lagerlof) argues that whether extended or nuclear families are the cultural 8
orm ed ona gh cn mage 1
la pr ply pop due pci dl rage ma |
{Es wee weet ps ete cer ahr oy ce
ope amt myo ba cate in ost |
‚in which the grandfather has headship, and this has a negative impact on human
Cita evens cen (hin any ay lpr ene
‘ele agg ps te te eee ny Se pero ae
Sens ead tu)

{a} enaneeaton = gung reason and gs

(2) pm aged = ots betwen 45 and 64

[8] ama opal Pat, steng ducto, van an ak hat pope igo bs
wn economies 052004 ges Tun Gun pr

130. oie | Faris andreas

18 Look atthe language frames In bold (1-40), whlch are useful when wating crques. Match
‘them with ther most kel purpose (2-0)

1 Strangely the authors do not provide any figures inthe results section.

2 The authors offer a provocative plece of research on a controversial topic.

3 accept tha the Earth cannot support an everincreasing population. However, Smith's
solutions are impractical.

Iti not clear what evidence the authors have for {hir recommendation,

‘The authors outine / present / discuss a number of recent approaches.

{ful support the central claim ofthe authors that knowiedge ofthe causes ofa disease
Is important forts conto.

‘The authors argue / contend / suggest that crime victims receive too lite support.

In her timely and Important work, Hudson and Charles address the rots of the crisis.

‘find persuasive the authors crias of curent European poltics.

10 While | agree that multicultural education i important, thnk the authors largely ignore
Its shortcomings.

cee the work

indicate support for a part of the work

describe what the authors do

ive an ovra evaluation ofthe work

indicate support fora part ofthe work before ertcising another part

Noe: As tus reset a esc response, many set as Rs moro conan to uso o

‘ores cons eras m aber augers saa ou or eses

1 Look at these adjectives useful in writing a rique. Are they moro Ikely o be associated
vith praise or ricm

‘appropiate comprehensive convincing limited orginal
resticted simplistic smallscale stimulating systematic
{thorough thoughtful

© Using the outine in 8, the answers t your questions in 8.2 and language from 8:3a and
8.20, wit a critique of Edlund and Rahman's work In 400-500 words.

Writing up research: the Discussion section
Compare these extract from the Results section and the Discussion section of a research

131. Un | amies andreas

92 Read this Discusion section from the same report. Math parts 4-10 with purposes a-£.
compare à result with previous research

report a resul

‘summarise main results

Suggest further research

relate a resulto theory

‘ote a limitation of the research

Interpret rosu (eg. by suggesting an explanation)

Tins anaes re prove sone apport a dec es nee ote oe of
mariage formen. Ol, how, ty vie mae evidence a my arg nee 1 community
erin fc poste rated to commun fe, parca o women.

2 cal stas was sociated wth igh ee of community group mendes, ws and repost fr

(en, od dee was sat wih ow lee. 3 Ths was par becuse maria stasis associated with
"sen an qua of mer amd tosis sh cine ess ess

A amas th cece then, we un a me wit chien have oe lees community stand
‘epost tan men whut hen. 5 Ts abo nce wih promet ese by Puan (196)

hich found tat stand ic engagement were highest among those who ar both marie and have
chen

6 We ao found hat working ful mes sociated with lw eve o community st and rec
among women wth dependen chida. Long hours in pad wot a eto be abrir to community
engagement and ust wher ne abo has inary or sl responsi forthe care of young cle, because
fhe tine constants asscted wth conning parenting and fl ime wok.

{8s import rein he ede that cr data are o ong in nature, so we car determine
Whether th parc fo characteris we examined cased the commu pies, ore ves.

9 Asa the models we estimated expand nly some of th vation in ee comunity ro
members, ws and eco. This means hat ther facts ly an important etemiing oe

10 Reseach cud explore how commun row member, st nd reco ete o personal
(ara and demographic ators, such as cta backround or ici, which he eae suggest
may be important creates (De Hee & Cop 1998, ukuyama, 199; Hughes eta, 1999.

1.8 Ste, W208) Fan charg n commen empre Instinct e eine Dons in
ha eee ro a Dam SR 8222-268.
93 à Claims and other ideas In the Discussion section o research reports often Include hedging

language. Undertine the hedges in these extract.

1 We also find some evidence that low levels of community trust and recirecty among men

wit chicren may in part be explained by the resource constaints they impose.

2. We would argue that fulltime employment 1 likly to be associated with low levels of

‘community tust and reciprociy among women with dependent cren
3 is possible tat some of these nonfamily relationships substitute or family relationships.

Wy do you think hedging Is common In Discussion sections? Share your ideas with the
class.

AR Focus on you sun
Fina wo or thre Discusion sections tom research artes in your subject area Not that these
‘stone may rt necessary hve re Nedng Dana)
“dent secon wth purposes - in 8.2 nd noe any use language use to indicate the purpose.
‘Can you re sections that ave other purposes?
+ Undeine athe hedges you can nd In these Discussion section, and suggest a nay of grouping
‘em (mada verbs, modal ets, et).
+ Rport your observations tothe cas.

ms

132. Grammar and vocabulary

Ll ane À
+ Colocation: evaluative language in
crues
edges
Problem wor: tendency ton, tend
Comparing rests m Discussion
‘sections

1 Collocation: evaluative language in critiques

11. Express these sentences from critiques more
‘efficient Use words from the box with similar
‘meaning tothe sections In bold.

‘comprehensive convincing original restricted
simpliste stimulating systematic thorough

A This book provides an overview of personal
Information management (PIM) that includes
everything that Is necessary.

This beck provides a comprehensive rue of
Personal infomabion management (IND,

2. The article contains a discussion of Tennyson's
use of nature in his poetry that encourages new
idess.

3 He takes a view of the role ofthe media in society
‘that looks atthe tple In a way that makes it seem
‘simpler than it actual is.

4 She conducted an analysis that was detailed and
careful of te likely consequences of a proposed
reform forthe teaching of reading.

'5 Haris offers evidence ofthe need for iflong
learning systems that makes you believe tht he is.
corea.

6 Davis uses a definition of mental hea
limited in what I includes.

7. She makes a contribution o the debate about the
EU' global ole that i diferent from what has
‘been said before,

8. Keverne cates out an investigation that s done
carefully and in an organised way onthe role of
Imprinted genes inthe development ofthe bran

2 Hedges
Hedges ae common used in academic language to vol
‘making statements that are too dec or too confident.

The argument is, in many ways, a story of decline
and a comparison witha lost golden ae.

y do you think the water includes hedge?

Look again atthe frst paragraph ofthe text on page
127 and find two hedges. Why are these Included?

a Underline the hedge (a word or phrase) In sentences
a below.

Decide whether sentences needs to be made ess
rec. so, ade the hedge from ain an appropriate
lace and make any other necessary changes.

1 a Belgium is essential a bllngual country divided
¡nto the Femistrspeaking north and the Freneh-
speaking south

D Ten percent of the words population owns 90
percent ofits wealth.

2 a Depression on many occasions leads to felings of
suicide.

1 Surveys gather information through writen
questions and/or oral questioning.

3 a The term ‘andragogy’ ls vitually unknown outside
the Hold of adult education.

' Construction was halte in many counties during
the depression ofthe 19308.

4 a Berns (2002) study appears tobe well researched
and reaches interesting conclusions.

1 Mercury ls the innermost planet inthe solar system.

5 a End of course assessment and is most often the
form of evaluation used in academic institutions,

' Longterm unemployment is experienced b older
workers who ae clase to retirement age.

6 a The structure of the noun phrase Is relate)
‘elected in grammars for language learners.

DAS water flows downhill under gravy, seeks the
path of east resistance.

7 a The speed at which business, government and, to
certain extent, the public have begun to use the
Interetis faster than eater technology.

» Everyone's behaviour is determined by ther parents

8 a The results for the males and females in the group
were more ar les identical

1 Wnereas Asian markets have developed and
‘expanded over the last 50 years, socal and cultural
‘values have remained unchanged,

21
22

23

133. Problem words: tendency, tend, trend

* We use tendency (of something) to do something to
talk about the likelihood of something or someone
‘behaving ina particular wa. If there I tendency
{or something to happen, It often happens ors
ley to happen.

+ We can use tend + toinftnitie o talk about the
Tkelncod of something happening in particular
‘way, and tend + to / towards + noun phrase to
82) that something increasingly shows a particular
‘horacteriste more clean than others

+ Atvends a general development or change in a
‘stuaton. On a graph we may be abe to see a trend
or ine, eventhough follows an regular course.

Completo the sentonces with tendency, tend or

trond)

1 Leys (2006) notes the of new
‘Governments to increase spending on weapon

2 Ithas been observed that stable economies
> towards lower growth rates (Nixon, 2003).

3 Boys develop tre to use direct commands.

31

to Influence others, whereas gls — to use
polte suggestions.
4 Chapter 5 looks at recent in family and

househog composition In Europe.

5. Rasoare conducted by Lamb (1976) indicated
{hat to year o age, Dogs to rer
{nel tater, while ils peer hir mothers.

$ The upword in offi crime rates since
1960 In the US may ect increases in both the
volume and serousness offences.

7 Mans clams tat tere nas a for te rate
A ON 0 fl rng te course 8 istry.

8. locos increase In one industry, Ns wil —
to raso demand in oer,

We a short paragraph reporting to Information in

tach ofthese gues Fst any whats described ond

{hn comment rey onthe fangs sing tendency,

fondo tod

[1] Orange epi an an sr 300-200

po

32

E std) | | i

Primary ond utes = agrictur, mining os, cet ec
(Or eme = heath, education e.

as

Comparing results in Discussion sections
In 92, you saw that one of the elements commonly
found in the Discussion section o à research report
Isto compare your rests wth those of previous
researchers.

a Decide whether the researchers results agree
(rte A) or dsagree (D) with these of previous
researchers. Underino the phrases that indicate
‘agreement or disagreement.

These findings are in keeping withthe pioneering
studies of Blume and Fiend (1975, 1978) who
‘Used data from the 1960s. —

2. These results contrast wth those of Bates et al.
(1995), who found that native adult speakers had
more difiuly indicating the gender of opaque
nouns compared to transparent nouns.

3 Our findings accord with earler research
Indicating, for example, that divided government.
Infuences trade policy. —

4. The present ndings confirm previous reports
(MeKelve & Demers, 1979; Philips, 1978) of no
relationship between the WiQ and recognition
memory for faces. —

'5 These results are consistent with the previous
studies ofthe FFSE 100 by Yadav (1990). —

‘The results presented here do not support the

findings of Lndenborge e al. (1993), who found

‘that 20% of the variance in fuency was accounted

for by age among a sample of oder adults. —

7 The findings endorse Lewis view (1993) that
language Is made up of escal chunks.

8 The results ofthis exploratory study der from
those reported by Hughes (2008). —

» In students: theses the majority of comparisons
‘with previous research indicate agreement rather
‘than eisagroement. Can you suggest why tis might
be the ease?

u

134. —
Feline ne argentina lora

Lstening and speaking

10 Communicating MS

* Wing practice

science ee

Reading

1
11

12

13

Following the argument in a long article

In Unit you worked on an essay with the tie ‘Discuss the Influences onthe general publi

understanding of science and scientist

2 Look again at pages 76-78 and remind yourself of some of the points and evidence used In
the essay

Work In pairs or small groups. Discuss and write down an outine for he essay tte, Make

notes onthe main points in each section and identify any reas that you need to research

further. You will ned to refer to these notes later.

a In preparation forthe essay, you are gong to road an article with the tte The Big Bang -
a Hot issue In Science Communication Work in pairs and discuss these questions
‘What do you already know about the ‘Big Bang’?
Do you know anyother theories about how the universe was created?
Wy do you think it is called a not issue"?
The article is from the journal Communicating Astronomy withthe Pubic. What isthe
ference between astronomy and cosmology?

4

superstitious + dieron behaviour, ideas, et. from what is usual

unorthodox {deserting something that doesn’t happen as you would expect
1 claiming tobe scientific eventhough ts not

Match the words from the article (1-7) withthe definitions (2-8.
1 contentious a an attempt to do something

2 counteritutive à. being certain that you ar right and everyone else is wrong

3 dogmatic + basing elit on power of luck or magi rather than slentife
4 endeavour (noun) knowledge

$ pseudo-cientie ley to cause disagreement

6

7

‘Read the article on pages 139-142. To guide you through It, questions are given or each
section. Work In pals and answer the questions.

135. Uni | Communicating sence

Introduction

ea a
ee ae
ee e

some fun associated withthe Big Bang
a Thee fies are ot 0 much ee at
‘thematic asuptons that ae neesay to mak some progres, ot that do not have as et a Fundamental
Jstication Nereo, the Bg Bang, taken sa wholes the most complete and rence based explanation
‘that astronomes curently have to acne for he engin and eit ofthe Unies,

However the public understanding ofthis theory appears tobe a soma tad mis aa, station that
ls exacerbated nat on bythe publ, bt alo by jouais and scientist Most of he isses sursunding the

ont publ mind ob on

The Big Bang was named by ts tongs cit, Str Fred Hoyle during a
Interven fos be programe, The Neue 0 hinge, broadest on BC Radio

in March 1969, As used by cosmelogits, the tam Big Ban generally fr
o the de that the Universe has expanded fom a primera at and eng
{nil condition at some Ant tine nthe pat, and continues to expand

to this dy. ts a comologi mel destin the inital conions and
suboequet derlopment of our nier, and supported by comprehensive and accurate explanations based
on current senti evidence and observation, engaging such elds as astronomy, como, chemistry an
cuanta pss,

From the above, we cn lead plot afew misconceptions. Fito all,
«trar to popular bei, a scent teary i ot United o one ae of
inc; the Big Bang theory sounded in sere senti discs.
In aio, a scientific theory continues to hate repeatedly and the
rents crate a body of evidence supporting the theory. uthermene, part of
the problem with set understanding science education (mal a
formal) tl. al pesen he fc asf eveything mee sendy
‘own, Science is taught asf it were something comple, ised endeavour, bt sence can ever be
‘ample as itis constant being mid and extends by new observations or meuuremets which in tum
lead o new insights and predictions and its this Roxy tat makes the siete metodo success in
explain the wd doesnot held dogmatically to etats o incor information or para a the
rai had been found once and foal, an approach that separate fom elo

aly any gaps in our understanding o scientific theory donot ays ring the oe theory nto
fuen js because we dn fal understand gi, does man hat we art pet wha wl
pen when we jmp om he to of bin,
Sco wo in ogre an ogg han ender Wl e ly complet ther cy
dado pt its ana de oman one ees ep ta fe
‘Sov
Communicating the ig Bang
ny scene communiation exe hs to recognise thecal educational
‘sd soil eig of ts ina a fo thi Commarea ofen
‘ale an sup that the ode wi be osa) ml sie and
‘vas of some of he fundamental cence hat wl be touted on wth he
‘tet ofthe wok These assumption stats the problem aig a
ect dinar communication. A geal sce be made up of pepe wi feet agenda,
taining interests and rte They wil accoring to canon el (199) probity fc €. P na
Sein of the eo tres” with the emphasis on te humanities ater than onthe scene. realy

24 Da Fe Hoe upon e
gang ee

1 at raul pronto
Sos De e Bre ey
Seng Spa

136. |

Unit 10 | Communicating scence

Something is gong to els in transat, and few renden os tenes rl
beable to follow al the argument pnts covered,

‘These ae valid pints, but communicating the wonder of our understanding

The wt ery pe
als of many sence

cf the Big Bang nee not be fiat. Fr tance tke Bil Bryson on Vato ey?

‘conic background radiation: ende
“ane ps lero ta can et ei and abet nn pnt | ise 9 a 7
lona yr y an ea | un ete
A | weet pepe

‘Scene communication of his type excellent: pithy, entertaining and
Pented, Bryson is ota scents so he message had tobe understod ist
y him, and then ete fora pb audience. Walt mos journalists
lon this approach, they do sometimes al hor a me sal e ate
Dessen, cos dill to communicate an ea conectan

vo y ct Tere
Dosen, mepent 1
conmunate of sete
Wy yu tink
Iason en ee?

à Oral, ob we seam,

‘This problem canbe furet bythe mins of astonomer Tor Yan
"ander. Yan landen notorious fo his unrthderviem (human face o
Mas, the asteroid bet as an exploded planet) and has wien several books
‘on such themes, in aio to forming the tual Prdosop Allan and
‘he et are tno propound hs uacietevewplts With the | à Wha. oe ren say the
"eof leat expats, be thy rias or peude, wat | Mal nenne wing
‘Gregory and ler (956) would ter cal he “at cinco” allace arose as | 5: Van Pande?
“form of pb communion that sapped potveanower to the dobts

‘fan rested pub. In this veia, Van Pande ews onthe Big Bang theory have ben recived a wider
dene In pb broadcast and in the pages of he to Research Blei, Yan Rander gies shor Lt of th
leading problems faced by the Big Bang ns tale fr vay asa theory, such as:

* Static Universe models the data betr than expanding Universe models,
‘The micionave background! makes more sense asthe Umting temperature of space heated by start than
asthe remnants ofa Seba (Van Pander, 197)

‘snot ou intention answer these pints hare - and they ll have scent counter arguments rather
we quote them nfl ona he pin thatthe Big Bang theory isin the public domain as a pol
Of argument. lso an argument hat appears tobe dese in scientific thing, ts compounding the
als problems of perception and cha, mudáyig the water of publ

pee More
Van Funds ews ae aa en ile u bye rude "Be mse sate and
‘enc nd si commas mo only mandat ‘Sena commen?

irren the Bg Bang theory. Tis sowing of doubt and uncertainty | yng otto he wes
tcs the pull debate se ges the fase presio that he Big Bang | Soe sos y
ds questionable a an explanation ofthe Univer’ origine Wht any Comments hon tie
‘cine theory can etal be Gustine the methods sed bol de | mes Nene

Bang ans an ses ew
eg ong veer?

137. 1
|
|

Un 10 | Communkating sence

(sten wth senti methodology This not to say thatthe Big Bangi violate: the Big Bang ls ope to
Investigation and salable corto Poppers denn, att mst be printed out tothe pub hat
the tery nt under heat ti sence: same ofthe iterpeaions of at are argued ove, but he ig
‘Bang asa theory sas sll founded as Darwinian evolution. How, then, can scence communiatos face the
challenge of infrming the publ debate?

at now for communication?
Puta recognising thatthe pale communication of ence ie Se ynatmanemcan ote)
at contentious ad ile undetod meld be sat pont or hope ELA

(emmunkaen. One view fe “dominan” med of iece commet | conan dote
(tigate: 1990 ses cence a watered down for pubic consumption and | flous Sa Connie
losing some ofthe favour and manco the gros scene along the a. | sou?

‘Ts mode as cel ed a eed a gh ee Fay 2009,
the Howe el Lors Stet Commit on Sec and Tag" repart race aon with ence
{sina cc pase” (Hansa, 200). Te report showed that publi Interest in scence was high yt ee
‘asa bea of ns in sien pre as ot he ana o gay ofthe ence aman fot
ob consumption, bat how war commune The comme conceal

‘te dm atin tht ay te nio ete e and oy entity

‘ote ose and mcg co pr in pl ad at CA pl gr

Sci pb cn e Se pe know, an sl em, se 7)
ess aston of education, science activities and pb ion (aa sone rs a 1
leading toa more secreted sy ht at at Tes vous rm | 99 Doe ni
(eng examples om ut ig ange ht sc snot age | "et of Mo
tica t,o een rt the anes sence rs them. The eo ie
bbe ht pal d ave more acest formation, and thas an | 9 Weide De wen unge
‘Se ter formed and me ect an wer bue, Tee an dt | _ CB) reed ome
{ha pain tig to poplar cn e at an alme hgh andthe | ae ea
ration of Dice FV chan and a por of pacts and | _ ser?
‘io programmes edad o me commit se testment 0 | 6 Wht adorn bey nk
the teary oe publ What nde set mom pubic understanding |" at sce as ner
‘eines, bt mon acceptance within society of one and (emma | cocon
D. | sonner
noise sen bythe example! Ton Van Faden len sore. What
te Ma Bere and ter prb merde ares owe 0 ani ctas rt the
‘sete altri whch ate move dei suited o a able bere than the cesary acetates
‘te woof ence Te “ering” nach tame en ts wha woe at pa othe
ieee cute an society à oy at the “rate unatrl at of sence” (Wolpe, 192)
doesnot.

How then can the communication of cece answer oa at, cc (192 oorenno namen
compete with alternative ideas rm such lso, pordo-cence x | 198 cine te wen,

nn? The Big Bang theory ste at the her of human philosophic ating cos De
and meaning, uprooting a secure humanity fom a Know pace in | Bag eo ho on
the Univers to oe of unimaginable smallness dt inthe unfathomable | MOS?

seu of pace. Ts she cre fs contentions at for those who seek | MG ye
‘ove comforting and meaingfulalematie. Its as a election of the ts ee 1 010
‘ace dl scence and ts communication nour society where dows ence | ar wire nur
‘tin our ature? It upto cent to enue hat we place one set of | S000?

meaning values with oe of equal meaning thats deeply rooted ina new | € Do tit
ture hat dése an understanding of ur place in the cosmos. te Dg Bog
This ot o say that any since communication go tobe perfect. 200 ten
Seis understand the iiations o models in ways in which the pubic | en?

oot. Simply denying the hear marly beau cannot anamer epery ||
question or seems o impinge onthe power of cto ows ot mean that the theory is incorrect. imately,
the lg Bang models aout the origin and eolton of the Universe fom the Fanc ine onward (10%
second) and can say lite about event pit to this. Ina broadway then the theory is ot an ematonist
‘nd dos not negate a sta comprehension, A greater understanding of te rent leads to amor profound
espec fr the many fact of our Universe bth phys and sita

un

138. 5

14

Unit 10 | Communicating scence

conciso B
‘The battleground of public understanding of scence is then the open

Ma The wees conc by
owe oa democrat cl, hs taken ae au sl,
«economic and pole struggle to bald and scort mot prog | “eee conos
At sets can do 1 1 continue to bed ge between expe pendones,
nie pn sch à way hat toe demo and sen cages pre
a cd em | ecco
Puig, bat shoul nca, open mine ar Insta!
A atte)
Sn don e tan ie hama en ga pr e es

Inte ai ness ton

ens he ea er hg pics gis
ng ogo Mate

‘att has wrought and soul adds thee that science seme
“meaning rm from phlesphles ad rm clu its. Science
ot nly answers how and he ut alo supplies the “wh IF cece
Commutation can adequately meet these challenges wl achieve much.
‘This wi be a lm process that wil ave its share of losses and trumps
long the way, but an elo war tats wrth the fight. The pice of alar to ak

ros He (195-2001) was a rt astoramer nd mathematic,

12.6.9 Snow (1905-1960) vo a Dan pic and novels una and ratio ot
‘Simran betwee e acres arth human (a wo cates modem soc and ats.
frees be nor bens bore shed

3 Mune bag on DA et fon ey ag nme m

Na Popper (1902-1904 wa an ur tin php ln. Me aged at» en can on be
‘Sisco ri Y nts ot lan can be sow y parent osa,

5, camente forma y member ae House Lord, te ected at oft Parka lo Utes
‘reson
Gr, Oo, CF (2010, Te Bang - a Meson in Since Comunica.
mein Are win Ps ual 10. 1-14
‘Sentences a-n summaris the main stops in the writers argument in the main parts ofthe
article, Put the steps In order.
‘The Big Bang as scientific theory
a. Fora numberof reasons, the publie misunderstand aspects ofthe Big Bang theory
specifcal, and scientiñe theory more generally.
1b The Big Bang theory ls a valid one, drawing on evidence from a number of ciscipines. 1.
‘Communicating the Big Bang
€ When science communicators point out that a scientific theory may nat be true, this can
lead to confusion among the pubic. —
4. Sientife theory is open to question, ut the methods of challenging scientific theory
‘Should themselves be scientific. —
«Few general readers oristeners can understand the deals of scientific explanation. —
# Publ confusion ges rise to pseudo scientific explanations, which are presented as fact
when they are not. —
1 Science communicators need to adapt what they say to their audience. —
is possible to communicate scientific theory such as the Big Bang theory simply and
effective.

139. ‘aie 10 | Communiaing sence

‘what now for communication?
1. The public today has access o a great deal of scientific information. —
1 Science communicators need to consider the place of science in modern society. —
k The Big Bang theory is not necessary incompatible witha spntual understanding of the
universo,
|The dominant model of science communication assumes that he public needs tobe given
Simplifed scientific information. —
m The publi should accept one standard of science.
m The public may prefer the certainties of pseudoscience to the uncertainties of scence. —
15 Workin pais
a Discuss how far you agree with each ofthe main steps In LA (nthe order in which they
come inthe article).
Overall, how convinced are you by the writers’ argument?

416. Read the article again and make notes to answer the essay question in 1.4. Use these headings
‘Communicating science tothe public
= What problems do scientists face?
+ Pseudo-cienif information
- How does I ifr from scientific information?
* What impact does it have onthe public understanding o science?

2 Working with your supervisor: ending a meeting

LEZ

Before ou leave à supervision, make sure tat ou know axacty wha ou nee to do before
the next meeting. your superior does wre down our net cjectves for you, summarise
what you think you need o do and ask for contain.

You ae gong to hear the ending of three supervsions, n which researc projects on pub
attitudes to science are discussed. Te endings flow atypical patter.

24 a (418% Liston tothe frst conversation and complete the expressions inthe table below.

A — ı; -— |
ER -—

ET a

request another | Wat good
meeting. ren meeting?

o Work In pairs and complet the last column wit othe expressions that could be used

140. ‘aie 10 | Conmuniating sence

e (4382 (4103 Listen to the second and third supervision meetings and add useful expressions
In the table below. Hod you written any ofthese In 2.1?

|

‘Sy what jou tink
ou have todo

ask for confirmation

say that you
understand.

{© Which of the tree students you heard do you thnk I closest o fishing thor thesis?

Work in pairs and take the roe of supervisor and student In meetings to discuss what the
student should do next on ther thesis. Use language from 2.1.

“student 7
‘You have writen you proposal fr research on the understanding of climate change
among teenagers, and this has been accepted.

‘Supervisor
‘Your student has completed tl proposal fr research onthe understanding of
imate change among teenagers. Te next ste is fr them L wie an moon
ot about 1,000 words, They shoud iy review the iterate and Kent a gap
nse nee rc he mone nena aoe ee cn
Understanding of mat change oman this age ou) Tey shoud aio LG.
‘oor thre speci research question they are tying to answer, Suggest they
ett a rt rat ofthe invodution and ama 1 yu In abou ree wees. a
eek before your next mating. The next meeting shoul be na mont om today
tte same tin.

Writing practice

Using what you wrote on page 78, the notes you took on page 343, and your own knowledge,
write an essay o 1.500 words with the tle Discuss te influences on he general publics
understanding of science and scientist.

141. Uni | Communicating scence

4 Editing your work
‘Developing goed eating sis s important fr success In academic wing You should carefully
‘check and improve your assignments before you submit them.

4. a Belowis a checklist of questions to ask yourself when editing your work. (Not al the
questions wil be relevant to each assignment) Complete the checlist with headings from
the box.

Assignment editing checklist
1 Does tn Introduction tel te reader what is | 1 Do depend too much on ne or to
to come? sources?
2 Can te main pins ofthe assignment be | 2 Do use too much quotation?
‘leary dente e.g. can undrine them)? | 3 Have | checked tat al quotations are
3 Do (send ge à clear utine ofthe | accurate?
organisation ofthe assignment? 4 Hove integrated quotations accurately into
the tex?
(_ $ Hove paraphrased suti‘ent to mid
4 is every point | make clear? plagiarism?
2 Ar al parts ofthe assignment relevant to | 6 Have | flowed conventions inthe intext
the question? I nat, con they be omitted? references and inthe reference list?
3 Does the Conclusion sum up what have
said an rite it o question? gets ES
1 Do avoid features of spoken Englsh such
a contacted forms (6.8.9) and igiomaio
1 Ar the claims | make stable? language?
2 Dol ge evidence to support claims where | 2 Do use personal pronouns (me)
necessary? appropiate?
3 Do! hedge claims appropriately or dol 3 If refer to other parts ofthe text, do
overstate tem? Go this appropriate (eg with above and
4 Foran argumentative essay (eg. Discuss. below?
“To what exert»? is poston on the | 4 Do use nominalisatons where possible?
topic clear (nthe introduction, Coneusion, | 5 Do use gender neutral language?
or bot? $ Dol avoid too much repetition?

o Can you thnk of anyother questions to add the checks?
{© Work in pairs. Read your partners essay from 3.4 and note any corrections and
Improvements using the check, Then discuss these with your partner.

5 Writing up research: the Abstract
An Abstract sometimes referred to as a synopsis i à br summary of a tess or journal
al. Yeu wil robabiy e given instruction by Jour nation o department o how Ing your
thesis Abstract Should be. a, ask your supero fr edie

5 At the beginning of your thesis, you wil probably need to Include an Abstract. These typical
Include some of al ofthe following elements.

“2 What ls the most key order ofthese elements?
D Athough the Abstract wil come near the beginning of your thesis, i may be the last section
that you wit. Why do you tink this is?

142. ale 10 | Communiaing science

522. Put the sentences in these Abstracts from Journal articles in order Then identify which
elements trom 5.1 are included in each abstract. Work Individual and then compare answers
in pars.

Students pre instructional ideas wer investigated though the use of several studet-supplid-response
E SR) surveys which asked stents to desert the ideas about topics such as whats a, ows
Starlight create, how are star forme are altars the same and more.

(Be ests rm more than 2200 responses snes that although stets fen have se inl
stone sou Sars te one fen complete net in important war ht os
es impa tacon oc.

Cine] | (Ji sudiste te bell aout ts nat tue Pl when rey ner an undegraate
icon sono cause rame ma

Bay LM et (2000, Coeg Sudan rincon! ens abou stars and sa tomas
ic Econ Roi 8

2] Compre té European counterparts te Amen pu hs een aaa ty
urionlegeabie an fr! about gereicaly mode on.

(Bf these resus are any indicator, moral and etica sue wil dominate any discusion of foods derived
from a mixtue of animal and plant genes.

[€] However, partant tered ob familiar with debates surrounding beefs its and moral sue
associated wit agricultura itechrlop applications.

[B]To nat these ims sit focus groups wer el in three Arkansas cis o: (1) determine the extent

of tromledge the public possesses about genetically made fods 2) etal perceived benefits and
associated wit agricultura bctechroiogy applications; and (3) explore ly perceptions about the genetic
modification process ise

[E Figs aso showed that while anicipnts wer not overly concerned about combining gees between
pans they were concerned about inserting animal gens into plants.

[Fri eos ral one nnd be mf ey

143. Un 10 | Communicating scence

53 à Complete this Abstract with phrases from the box. The expressions in bold ae typical of

particular Abstract elements.
‘analysis also demonstrated purpose of this work was to

results showed ‘these results it may be stated

was conducted 2 significant role

mer —— determine if public Purpose

communication o science and technology (PCST) has any Influence
on peoples decision to become dedicated to scientific research.

Fortis reason, a national survey involving 852 researchers fom all Methods
discipline 2" "7 Argentina

mes thatthe factor affecting scientific. Results
vocation are many, and that, regardes of differences in gender,

age or discipline, the greatest influence on the decision o go into

Scientific esearch is exerted by teachers

Tea that diferent manifestations of

CST (cence books, pres articles, audiovisual materia, and activities

such as visits to science museums) play $

in awakening the vocation for science,

From 6 thatPCST-imadditiontolts Conclusions
function of informing and forming citizens — exerts a significant
Influence in fostering scientific vocation.

Solch Ge (OLD) ows na u comunican sens ere sete ecto?
Resa of natn survey Pun Unserstanang e Sere, 39, 625-657

Sy te
Cartan words and expressions ar common used in particular elements of Abstract. can
be Lau to make ante of these to ve in your own Abstract

Look again atthe Abstract in 52 and underline any useful words and expressions
associated with particular Abstract elements.

‘A Focus on your sujet

Take an important uma! om your subject and study the Abstracts fom a numberof recent

arios

2" Cr you ent tn fe elements rom 52 Ae there oer element Do Abstracts in the
al ll have toner than ve elements?

+ Under any lnguoge associated wit parta elements.

17

144. Grammar and vocabulary

ee ee
Punctoton colons and semicolons
- Condon expressions

1
11

Punctuation: colons and semi-colons

Match the examples (9-K) tothe rules (1-10).

Colne ao und:

1 to introduce lists (04. €)

2. before à subt where the subte gves an
explanation or paraphrase of the Ut (e.g. —)

3. atthe begining of a cause giving a reason or
explanation (eg. —)

44 to introduce a quotation that does not form a
continuous sentence with the previous text
(eg. ___). Note that where it does, no
punctuation is needed e.g. —)

Semen ae asad

5. to Join two main clauses that are grammatically
separate but inked in meaning (e; —). Note
that a fl stop can be used instead.

8 before sentence connectors (eg. —). Note that à
ful stop can be used instead.

7 to separate longer toms in alist (eg. —)

8 to divide items in a ist which are themselves
‘vided by commas (08. —)

Note that we use commas rather than seman:
3 t0 join a clause beginning with a conunction

(e.g ater, n tha) to the main clause (08.
to connect a nte and non-nteclause in a
sentence (eg. —)

a Organising a club isa social action, ln that it
brings people into contact with eachother

1» Ithas been claimed that Investment in science Is
“essential to national success” (Gens, 2005).

© Tae lactoce nfuoncing-verieton-trheattrcare
ui falto ooh wrems-soctt post
nece

Norway has a policy towards parents and chdren:
the UK has a policy towards familles,

A central theme ofthe discussion of working men
Is complexity: many workers wore beth employees
and employers, and were engaged in different
occupations across the year

# Older communty-dweling aut vale the abity
to manage Independent their dally tasks (Kutnr,
2001; Tanner, 2001; Hinck, 2004)

1e chlren in Group B had lower reading ability
than those in Group A, despite being more than a
year older on average.

12

Correct the punctuation In these examples of students‘
writing.

Hygiene Law resulted in rapid
increase in hospitals and patents: in 1954 there
wore 224 hospitals with a total of 37,849 beds;
in 1955 there were 260 hospitals with a total

of 44,250 beds: and in 1961 there were 543,
hospitals with a total of 106,265 beds.

Culture has been defined as follows: "a leamed
system of meaning and behavior thet is passed
rom one generation o the next” (Carter &
‘Qureshi, 1995)

‘Cosmology: the science of the universe

In 1926, te women employed inthe factory
‘demanded an increase in wages as well: however,
‘ther employer rejected ther demand

‘After being interviewed: students were asked to fil
in a questionnaire.

‘conjunction isa word that inks two clauses,
phrases, or words, a connector links two separate
Sentences.

‘The computer has changed our nes forever;
‘although many people claim that wastes
peoples time.

Parents rarely attended meetings, as result
‘they had ite influence on decision making in the
school

Bulying In the workplace has been found to be
very common (Carter, 2001, Rose, 2004,

Kester, 2006).

‘There are three main ÿpes of radiation, Alpha
radiation, Beta radeon, and Gamma radiation.
Natural disasters protecting the public's health
‘Tere are several negative impacts of ination
including; demands for higher wages, to keep up
th consumer prices, people buy and store goods,
creating shortages, and chil unrest, such as the
‘demonstrations in 2011.

‘The second theory suggests that children: “aro
positively reinforced when they say something right
‘and negatively reinforced when they say something
“wrong” (Ftomidn & Rodman, 1998: 329).

As Norman (2002) asks "What does it mean to be
‘welheducated?™

145. pal expressions.
very common in academie communication to tak
(Conditions; tat is, the creumstances In which a
ular event could happen. A variety of expressions
sed to talk about conditions.

LUndetine the conditional expressions in these
‘sentences. The meaning ofthe expression Is given in
brackets.

Science education usually presents the facts
as. everthing were already known. (= describing
how a situation seems tobe)

(Observations suggest thatthe universe wil
continus to expand forever. so, wll cool and
eventual be unable to support fe

Le something is tue)

Anaerobic digestion produces biogas that can be
used for power production, provided that there is
à market. (= only if a particular thing is done or
happens)

Even here Isa risk of side effects of he
vaccination these are tiny in comparison wit the
risk of eatcing the disease. (= whether or not)
Tobe effective, teachers must have suftcient
knowledge to help students solve problems that
‘arse, Otherwise, both the teacher and the student
(an become frusirated and learning is impeded.
(if something does not happen, or I not true,
‘Something else wil happen)

Any elghtcharacter password is acceptable, as
Jong as i has both letters and numbers. (= some
‘creumstances must exist before something can
happen)

Unless students have some understanding

of musical theory, they are unlikely to enjoy
performing as much as they could (= if something,
{does not happen, ors not tus, something else
wil happen)

The sie of the class should be manageable. I
pot, may be necessary to dhide the class into
‘smaller groups. (= something isnot tue)
Geographers usualy classify climate onthe basis
‘of vegetation, assuming that vegetation is manly
à response to climate. (= accepting as ue)
Inthe event thatthe president des in office, the
‘Government as a whole resigns and a genera
‘lection is called. (= something happens)

1 Which expressions are connectors and which are
‘conjunctions?

22. Complete sentences 1-6 wth phrases from boxes A
‘and 8. (Note the punctuation )

A inthe event that asi
‘event so otherwise

as long as.

5 both members ofthe par are the same part of
speech

the word ended in or
I meant disagreeing with her husband
you may be accused of plagiarism

It would be the frst confrmed picture of a world
outside our soar system

they aro ever found by Intelligent I-forms from
other planetary systems

4 À daughter in Ancient Rome was expected to
remain al to her father,

2. Whether you paraphrase material or writ tin your
‘own words you should acknowedge the source.

3 In some accents, words ending in the letter a" are
pronounced
4 Agroup of European astronomers calm to have

‘photographed a planet orbiting another star.

5. Synonyms can be nouns, verbs, acjectves or
savers, — —_

1 The Voyager space probes cary audiowsual
discs with information about fe on Eat,

23 Complete these sentences In any way appropriate

41 Many shops wil accept goods for return provided
that.

2. Doctors should explain treatments simply and
clearly not,

3 Total censorship of information on the intemet is
Impossible unless ..

44 Assuming that students have access toa
Computer...

146. Preparing for
lectures

21

ER Busen
Discussion on cutre

Vocal forte context
Understanding ites and pecetng
Ustening
+ Practéei git and deals stein
Language focus
‘Slgposing language
+ Refering to dagams
Foto vo
"Farmer string
What happens lecture

As part of course focusing on cultura studies, you wil har
a lecture called ‘The Monoculual Challenge Revised given
by Professor Guido Rings from the Englsh and Media
Department of Ang Ruskin University, Cambridge.

Discussion on culture

3 As preparation forthe lectur, tink of examples that
you bellevo represent your county’ culture.

2 a book or story ‘fin
- a painting or sculpture + sport
a Song or piece of musie = an istorical event

o Work in pairs and discuss your ideas. I you come from the same county Eve reasons or
your cholces. I you come from afferent counties, explain the significance of your choles.
Work in groups. Decide what you think ls a good definition of culture.

de Sn

LP ende stoy eto maves working with abstract noun such as cute, whch een have
{iting dette. veto look a Mere ways these abt word are used In
ferent contexts When encountering abstract word nn accom etn, ou may need 10
Cancer new interpretation meaning

Vocabulary for the context
{Match the adjectives in the box wth definitions a-a

| monocuftural multicultural Intercultural transcuttural |

involving alt of diferent cultures, but they may not connect
involving some kind of interaction between people from two different cutures
involving just one culture

imohing or extending across diferent cultures

D

A

Now match the underlined prefixes in 2:a with definitions 1-4.
1 across

2 one

3 between

4 mary

147. 3

21

le

Understanding slides and predicting content

Match each st of bullet peints (A-D) tothe headings (1-4)
4 Methodology 3 Tope: definition of culture
2 Aims 4 Research questions

How is cultural difference most commonly] (B][«transcultural theory as developed by
expressed and to what extent does this Welsch (1995), Huggan (2006), Antor
follow traditional concepts of culture? (2006); see also Mjassova-Horger (2009)

+ How isthe interconnectedness of cultures| | + post-colonial discourse theory (Said 1978,

articulated and how does this relate to 11993; Bhabha 1994; Antor 2006)
different notions of interculturality and
‘ransculturaity?

[eg A

a collective programming of the mind”
manifested in values [..], symbols,
heroes, and rituals’ (Hofstede 2001: 11,
aft)

+ an operative concept: ‘culture fs (..]
always a consequence too of our
conceptions of culture" (Welsch 1999: 4)

+ raise cultural awareness
+ enhance intercultural and transcultural
competence

Sur

LA Maure ene ir tcs rune fur his 3: prio He
En van atte tras are ou Profs ing pis Pease
‘nmi ten Hore he's anys case and Ri to ey ese ey
Stone 3 et rm De contr on engrase ses or ar
a sce Cosh mts cra Wo vrs al, hance

32. Pred the order I which Professor Rings wil introduce each heading in the lecture.

4 Practice in gist and detailed listening

4.1. HED Watch an carl part ofthe lecture and answer the following questions.
a. Were your rections about the order of headings correct?
1b Whats the key focus ofthis excerpt? Choose the best option.
+ 10 outline the aims ofthe lecture
* 10 establish a practical definition of culture forthe purposes ofthe lecture
42 ¡MES Watch the next extract and complete the notes.
monocultraliy mulicutraty te. all linked to idea of 1 —
= human mental programming

2 level
3 programming
<— 4 dimension

collective level = 5 programming culture

- programming of > conscious 7

> concitioned
+ ‘realty of culture > our conceptions of culture’ = programming
families, school, 8 virtual wold (cinema)
+ popular fms can shape your ® of cute

a

148. Sua

EA 0 0780 Po ns ue a rá
led up on and used nr tes Letur ml sometimes ge vico Cas vil or
ds at can hp yu decide on to represent you tes

5. Signposting language

5.4 MED Watch this part ofthe lecture again in more detal Put extracts a-t In oder. []
Mat we aro Interested in of course, isthe collective level. C]
And here comes probably the most important sentence … CT
‘But we need a working definition to start from, I think. C]
and that brings us back 1 the programming ofthe mind. []
That brings us already to the monocuiural challenge. []
. German philosopher Wolfgang Welsch tries to summarise here in the following words.
quote.
“Tink about the context fr each extract In 52. Match thom to functions 1-6.
1 introduce the next main section ofthe lecture
2 indicate a specie focus on an idea
3. Indicate a speci focus on part of quote
4 ink back to an idea previously mentioned in the lecture
5 define a key word or concept
$ introduce a quotation

sueo
Mary curr use langue tot snr o Professor Rng examples in 5.1. ams o
guise he person stening tthe etre, 5 you know what coming net or mat hos boon
Breius mentioned, Leaving to senor is language wi Palo you o understand the
(era sucre o à tre and oo len fr what ao ey pies.

Refering to diagrams
On the right sa dagram called an
acculturation curve that referred

10 by Profesor Rings inthe lecture.

This strates pica reactions when

à person encounters a new culture,
Particular if they go to Ive In a new Fores

‘country.

‘Study the diagram and then discuss.

what you thnk It represents. Ge

specie examples of possible mee
behaviour at each stage (or example, | |
during the intial euphoria stage, rove hace cde
People might be excitedly seeing and md
doing as much as they can). hate 2008

|= Watch Professor Rings explain the acculturation curvo, Was his explanation similar to the
Ideas you discussed In 617

149. 63 a MES Waten the explanation again. Complete the srpt with one word in each gap.
rater ou cl you come usally wit lately high expectation. Some are higher han others,
out wi pose tesi. Tats mel 2 eee
‘exceptions tote ee of course Du the tendency stat you come wih cera high expectations —
Jou wanna go abroad you're looking forwrd ft. Wel the higher your expectations are the more
ALO tat these expecations wil be disappointed. You wi be stated at same stage.
IE" happen ater a coupe of days. 116" happen after a couple of week.

Discuss the questions in pairs.
Wat kind of language is used in the gaps?
>

How much does Professor Rings reer to and point to the diagram on th screen?
Does his use ofthis language mean he sees the dagram as a very prescriptive model or
something that includes the idea of variations?
64 a MES Waten the final part ofthe explanation of he acculturation curvo again. What ls the
aim ofthis par? Choose the best answer.

= to reterate/iterpret the information inthe diagram
1 Waten again. Make notes on the two key Ideas he mentions inthis excerpt.

‘© Complete this extract. Watch again to check.

soez is tere are Wo to mate, would ‘at ho

‘the culture shock Mt you, nt 1 usualy the moment when people era.

Does the language in 6.4 Indleat that Professor Rings ls expressing an objective point ora
subjective pont?

wor

CPP et carr un goma ons and car. ed ni may pot stent
ua roman Toy my ee and nr De orate nie aga and se
2 bs on and ng teow as ers Ta expnadon and ss are
Shen rare ter tan tn pois ttn crt e agua cur
Le Iron how ema na dager opting rected

7 Further listening

74. a Before viewing a further part ofthe lecture read the information below and think about how
Professor Rings wil structure is talk, and what vocabulary he wil use.
Monocuitural features
+ characteristic for European colonialism and 19th/eary20Uh-century nation bling
‘lnk to notion ofthe people’: homogeneous, essentialist and separatist
à double-sided concept a culturaly/acily pare and superior Sl versus impur and inferior Other
«paradigm of assimilation and exclusion (see Herder 1989 (1784-91): 45)
+ continues after decolonisation

DIES Watch the lecture and check your predictions.
‘© Watch again and make notes on the monocultura features talked about.
{Check your understanding In the srt on page 166.

8 What happens in lectures

8: ED Listen to what Fous says about what happens in lectures and
answers the questions.
a. What do lecturers assume students have done before lectures?
Do they cover one pont in detal or mary different points quick?
Why do some lecturers not follow a classic lecture structure?
Wat benefit does this have?

150. “ee wasps of crs an teens e fom nahen
eat un nn rate pases These ar som

fora ere may be sme pb tg or rammatal eos whe mal or

‘Academic orientation

Max: We, ok th maa rece teen
Unete werk nd pote wok
Iso, how much mc red han be
nord expences ee wen conse
‘omy ich is uu cone apes

In contre because an np

Ns pry arse cou soe dep
comprised prety much of me mesa wih
ny supers mern vc wig dd.
‘oti es unas le sr tat ie
ave any courses. dry har atan
any seme, ro one une oe on
indu er wen wes unre
‘certain mater thos pr ae. a
esate Unos when has ee with es
pressor ad an seri was srt |
‘ae ot fr by uy a en
ame 1 Comte form MPR, Ras, ss
lona nan MPA esse at a ut me
tomen specie cates, nd, ang ahve
{watt ame, soma bang eens ad.
same vr, em, sae ars sem
th was pty much aug ane, a
IC aso be PRO hs magne at Now
XS Its rey onto Ur 0 wat nes o
‘dng wh wh my sl what
‘edo be ng and don over
sper nt oven y cou el
ues yn and dy ot ays
‘ea tome.

‘Younes: So, tm, wc on tes at were
ten by nen e secs mena 8
adm wong, am, er lea ot ery
compared e oe of hs hands bt
An mu bat fest th a at met
temptasing ett at eat of sho
ode, nor on ese ters They neve
re ces a men an sce ont fe
wee merchants thy wre nr eo te,
zoom stn etn So the went.

91. ing abat ho many won woud
cou na hos many men wold hose nd
Po wed compur bat fee ets Ard
en ha acter or wh woud js, a
‘toute gestions nou ak Uso foreach
‘een had ga wih wel had hee arent
ps a women, ná os os he too,
rire custo at mos ty taney
san a an nud have te concn.

So sea. tas an sn le reach
roost

Unit 1
Ana: Oo Ken oun tnx sh at ne
fig took at Do you vt tel e mat
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overs and rue beat we
lke a has ben eat ath
Coty pee S Desp min be rod
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+ 2008-at thnk ate neto À
sows ares pede ass tg. ath
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13 sing at pean bara ures
lo mora por han US fu yb is
bese cone ue sor.
2
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fey vs ty. we ok vee,
we can seo sa pte,
Dla: Can Js core beck what yous
stot ing ou may e tt Ces
‘rae are pere, mt te ts
eye made cy, ee beter ale an
inporas cts,
a
ama. 501 ely pops up at
Japan tones ar ha
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whl ag? You salt ere wast
(nz peters at ar Day
‘Tas cra us sme exert bt
ann genera, nie mary
Faro products que, ad Dat wy.
‘hee peores ars he tng ad
Da: Cony oran ee? tk at be

tn crane save cage ate
(ot ice 209, wen these es were cac
s

Ann: eto jy ds be que ech,
0 mp be ete podr aman te beter an
ona

Barr: can ost bc o ome yo ss
ore? Yossi you weer suis Ones
rand as wee sn ppd ut you tek abort
tn onde Bands produces LS compas

am nd ute i someig that ne
Pasto by Most ut a etry ar
Dra: Can jus at a pt he seems ey
‘erento eta Europea fut o popa
1 Ca ane tacos ts to re
ste ee pure

Unit 2

‘A: We spot mos obs ang of
‘et cas stat hye o comenten ou ont
‘neo cary wouter cage
ere

Tat ea. od ik thee
carga poe shop een thy ot have
ar cts. wel be moe at ty tings
oe tin how yo o. uta e
Prat 10 ay, aca Ye cy gt tnt
baton and ee ought someting ot pra
out anes you car st means,
‘Daisey ner pes gt o ato ot
es, a crt cra compres harp hag,
ras otros a mach Mer parer tan
{awe gating lun fom Ban.

‘you cn get an rom o ar. Oe he
gratas en cas tat pepe can gt
‘Sort ans gute easy, OK 0 y might ar
To poy Meh metas, ut.

1

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en for eos eg a ct card spp
as thy se a ce ca or tn sop. Ta
Sens prety unto me, Decne spe
terete.

BEE mot sure wat you mean y ee ad
soplan.

el tot mean stat some shoe a e

151. ise wate pens ect mor eal pay fu gate hang of stings youve Et rn may, fc pes os tiro
byte, andthe shop owes fave to oy enough Da ofthe ace athe ed ofthe an Des wet Dot pss
Ue dt car conse riven Puse. So. month An a poem yung perl an col ge i of. Race becames vun,
y Can o ui mney ack y hs ct par, ink ‘ere oes ana om |
Lecture and seminar skills A body comes tot. To me, our abstract nous at
A D our ile, hey ge or gst,
pores ae byte aces, tn rosso you cat wt
on sl shoptepes. lett Dem hove ie Later So at ast pace owing wich 3 srens wink sg a oun, Bosco
‘bassin raat ive Day Jo wapve vera ste ME meta em, ou pad es NE ai
iaa
‘sperma Try seem Loera. ofbaness wing Dat gna be aking at ña mean bono? Ser oli ano,

pape se cat eas thay Ba em, uhe m ig sou bess When jo u ft, You guage toral)
Em ét gute understand wit young nk of in es 8B. SON ps mc Rs Opa. rss wg
‘ais bo De pactos on ml ein were human od, whch, wht ese (rar a Som you some comple. So
aperos ou ya te? Who nou ie genteman hayas a name, Teed ets conecto

AE Me. enr at te taacion ca - e os pus poss ete que niert bete ro ages So ee he bat
amour te shop has 1 y ED past mys? May MK Mr? mn mat an?

company as a much ge ct al Way wold ous your Wing hn? Sada Comet.

‘Shops no esperar. Sal shops have What ont oust tend pr Arne wot Lee Comos Ad, ness, Dre à
10 6 oa pice of gods superar ar? N. Wis bou Gr ENT Sere dr tou cole nn. SO
an abso nt sentra So pres nS Sigan: e vo raro! ot ony e asis nun make your orgaz

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a 5m be RE OA) Ro ngs o o eto a comet. Tal we NS
‘em rs. conto tes tte M Ma DIO ore red eat DS rg repress ed Sac

ges Tang pose Unmet et Wet

ae pep og TO AD wire pod Se son st sra pel meson

na er timo mon De rl De inf e Dd em cme? Or

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Bee Dr i ont o ali inicios

touted on tor on of ast essen
as De question of tect. Ad ooo
remontar shoes youths re Me ample of
to vanes gage? Mere prove of ud
transis e an pepe Ros abe
[a ogee you a, Lor ow

OK met and el ogi. lanos
a ny pape to bon mone and ao
ah al at ee wate ores
‘en ats hap et. AE ang fr
Some pape, party perl on or nears.

‘hs i sat psig ver eve
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ont De serane Whereas Pte you
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her, Teo conecto to vas mu
pence els beg ae At rs

4 Stan Posie e ve yo spt they tn have ia

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nie, isa ave Don q cea. DEN psp pene ee etal abate
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si DO D GORE Dora ns A set,
‘woman take bt tet bte aes Ca you ind

Speen ums. 2 pros meno,
‘tor we Show paca, bay ages A
ee eng ta ou Da you ag whan
scr And su can e, cts

HE Sor, tc wt ous bot oly e ata abet on?
acosa tr pepe win rca Stet ess
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redial en wih non They may ng aa eran lac or MG to, ote. Sue you ue oe ou nya e
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nd money goog out Forts pele, Msn bet noun ing Dos CN Senge So toma an ae, oe no
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se rene. eae athe sg Dem 7 ng Hee mone ies AN.

(ut sort set yon cae fom ets =
nos ge sy os tn out 2868150 Dg change acess De
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152. ctr Changing fn, pen Dura ae
fecsingon coser.

Student: Coupet Cooper,

Letter: Cop coopera yah yah. ur
fe comte port

Stents: Gong

Lutter Gong An oes ht sound so
mah mon Same yeu ay we em
Boom. your et.

Stent E eos men tye a goin
etre 0), ct nears ature
sty planing gor a som placa
ave 1 te mentar rae he apr.
“Soon sess pans.

Stans: Esp,

atra Epa os, e, eh. Fstating
communis

Student Cormuncasng

actue Commuiatig Cann thnk oss
de ou remember we aed bou att
‘sus Ange Suor vets, Connanicaton
mg s ute arate Can ou ak ot
‘less Latte oy lso communicating?
Sp tre?

Stan 8: olor

Lecter Colon Mat. mst se
‘Hats shrer Em. aking ach ee Tigo
tach te eg ses.

Student: Soccer

Lecter Sean Yeah,

mo

etre OK oy mart, rm, ae a ok
rm te et nr Ag, som eae
‘amples bus ange sete Cag
Now. Dos Mon mt mean by Mur?
own 5. you toe à dense our uni.
Inyo oa yuca Tis: Oyo
pend ys have Hopes So que aten.
EOS een arte we wren ese cp
ring ats ga ons nt ne ek
‘hits Grano Sots Not Sojo cas
fe bas mange cf Nos. Tha nte
ven

we nen

etre 5,00 you watt nme a ga om.
takings ro number?

Sten Tet st phrase ee?
atra ep, nee one.

‘Sten 8 OK mbar oe

ctr So you wat od ot te gat?
‘Stan OK." ae tr lege and
any to os he nanan De moe 8
ten manner and we sr cost or
Shy o dle sun a! i enge
toas pares

etre Get, ow fst ofa copo take
‘rouge aso owns?

Stan B: sc rs athe own:
ges, ad mar st

Loc Cans. ans

156

Stan San
teeter 805

Stan BA cto manner.

acer aoe?

tes rr, en

Lace et ys? O, show nula unan
eng Oa

Student iy ha a human being sy tt
E na gach cose tarsacton ar mt
are one ns rl at ibe
capita both

Teeter kyo a fever ac os
tre yah 5, we Rave he anges an
‘pec, 0 were wing ad a.

‘Star We ive 9 ser hse
Lecter D ou aan teatre
Student We wi an ig na ect
a opal way.

etre Wea wha?
‘Stent on ig

Letter Bese ne?

‘Stent GB an e Beg
acer Ban ne ng?

‘Stent Yea, an, you ko? Ba. Ye
en tee o seh war?
actor 80? Banting?

‘Sten Yan on i, eh
acer You co yout yng 6 dalt
tans

Stan CN? Prag de word ar wen
etre Te an me wt

‘Steen OK we wil ares e ing. ia
tec and acetate na

Loc: Wa you a wing de à
tse near cn
Stan Ge a eon erates.
teeter 0.

Stent: 6, we a costo, torna
‘apy and ect ans ns son wl be
eee ras

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‘he elton of standard Egin, sanar
ten Engl. becomes nr dica

10 esta wt os happening regen tre
‘ther ove, ne om and ue
tl ecc mos wigs Scar
Ena. a nase pole have bee ae
weni ol mate str se, 0
tl, 8 ee were SSD
Sethe sn mete par
acc formal, the Mee Ags oa Ey
Mode Engh Musvanga much mr nal
‘et presets an yo nd ne mor
oma name wen Ep te
prod

me

ones: Er at pat fon cu
‘ey. hs De son, mean owes hve
beging mie, Yon, some vrs ad an
tags conn, ately summaes 2
oye bing ne eas remotes some
Tera permanece Bears
Patte eto een ning eon dung be
lect Bat om, ne sy ae Begg,
the ctr, ean he se tees ay
‘tort wat hain ssl Sos

les em las octene na ways ne,
cone Basset. nce masters
Pare steeds tena cure cont have
7 mia hoe asa on ty
[Cay mre persons sh dt pesas
resort wih te DE. Von ut ed be
"here an sae ts nd pt noe D
‘oo an, nd at al Bute you you engage
‘whe pena ey flat oy S yo cant
Dstt bck an pta ots So mat hy
Par str something ats mo, reos.
common tee rough lc ay
po

Unit 7
Carmen O ny sein fe ae
‘ole a responses oct he gustamare
uns, aka ite abut posse
ipiaton fot dings, and en mat se
recomendar o Neri an De Bat
‘tate dco he fit fee ans,
peop wer at respond oe statement
"A rot esa nd sje aos more
ts pote A a Ags poe ga
Ber are percentage peo wh sl ey
jen win states Wat à combat
tt age un sony ae anne, Ate
ures pen for al scouts.

ate found was thre was fn in
trues Gating on orto is format.
fre ssi and uo aged, teres y saat
a formats on par tay a ance
Sayed nga vs sorte te mee WE
‘ous hat agen.

Au nw oo at son hom a
mets on is she bre pcs

ut rt ny gt and ta ow op he
gon weve ob percentage ol peel ar
pee. bats ages sun age en
sement Aou De peers wert
gras me erst sten, eres are
"oa Sen Te gues o Chia aa usa
ae rea oe y nda Tees
forty nd ance ar west win gan
somme ne mde So wat cose can
a tom tee tng?

arma: The thing ed oy at
rod er wing cars.
Te sales we ok wee qu ral st 30
stars fon each pou = an impasse

1507 on peste hse Suds not
Fe poten awl But es tis
‘ig lok eta ght ep teen
‘ree contes us, Ca, aa
[La sia Sage of en rc ecoome
“encon, ree es nese re. Se
Sra den same to atra oat ea, nd 0
noi taa on chase’ roasts ns
"tre exer an so owes by on afew
rol may be ts y ec yeas
(Bene mdse ces rv re ae aon
‘Ssh excite rot, baron they what
‘eveyone warts ho At tente span
lso mean tes indo
pours ar bee mental mt pr
gt pr cons fo sal a a
Fusil conta, cones store ud a
long peed! arce ram demore
Japan ha an face - or of oi.
prods miss desir ad aros get
ss vom a many pape toy hve
them adits ow vel gs prom ato
row sigan

Sant woud ns mean or Newt an
canoer?

Carman: On bass fe nares tom nee
no stars wena ee amer 1
Fst of usa Cha nd esa
ee ok excuse et pods -
Song at by re ay Res = and probaly
epg te rs que gto

a, ese cote sen tos
enphasse ber sy, paros PUB emo
‘String wn syn coming wl ened
compa rca

Ine ber cuties howe e avr
‘may nesta cow atten e cat ot
{her rogue New pret an be sec,
‘row rra gon eh camprg rs or
las ice.

In gine en te crating ness tte
“etn ctor corres, an ou
report be re ren consumes
inc,

1

158. Unit 8

1

Presenter o, ay or questo
Cano e cime tt Den star
importar via cont eu? Coo ay
‘mating abot a?”

Presenter: gh em the coc ew nel
pee at mess tat ere mie cta
between people act, and a can est in
(me? Ormape ta were te cons
Ihe wars you tend get mor came Em,
rags ere are same er eto

2

Presenter. nd moe eet ing

I rm ese vets eto
Conan at ore S one othe cet
resetea os a easing o acs hat
case a peers canes becoming cine
vt ere ao

ance member Canos ot er?
‘ite le gp ju sn at mesa or
(mes ren act, hyo ou at
io

Presente Vel rn, 91. sapos De
dans sesatonae cm. Yow gato
‘eer ht te meda inthe bates
Set eesapes cren Y viewing
fears Sa wy mor it
ua scm he betr Buh mens
‘peter acct fone ans base
acte as wa was oops
dude member OK nis
Psalmen ms Lat me us
ae okt ees aga OK as ang
‘hat te an rang oi on cin
ie, em np. so erties research
leon ata person of ig ce
im Oper ieh has es cote De
a cot tee eu

1
Andece member. Do ys Ke pu sn
be ets ou mentores casar ae
os often?

Presenter, or cs oo ys
dadence mente. es" cus rend
erie leap a loutre
Presente Tn god queso dot hoe
‘Deeg tre, bi oem reenter te
nase ne numbers hs ms
‘Sony an nose ey ño. 5 ar
an ne xl te uf ee o
‘tay en tov eso yo ate lat

‘adeno member: Vs on or
Presenta there ay mor questa?

162

Radon member Watt inc beine
‘tod en?

Preset D, 0 ution wos ow at
a ar ee? Wal Pts a mets
este Bent ets hg are
sears property dat es pes,
‘ures renga ose crt
‘he pros of comming cm, adver ten
tie tet A compitan, ough at
"ef sometimes and en toma
Oro ES the burn. robbery shooting.
an 0 nso may et be used ven pra.
tte kd of oman you ee ating?
ado member: Tank oy, ats er)
Presente Ay ter questa?

adan member se me hasan o
‘muh othe as 10 ye, why ste prep
‘most people at y aes sao one
ees?

Passer fo ose lo at thee
urn as y Dr à eer view Dat
ei ae non les et when Dam!
‘Set fn as cu fale cor st 10
yea? Tat very ind pot. Ima cafes,
‘Bowel oven wate ane.
‘The perception ee acoge ly
Jota nn So

Audence member Ok a fo.
Presenter es. ao?

o
‘dance member: wonder yo art.
Ince ges fr rndas a par cine
Prost Som mt te sue wat you
sting

uence member We yor cues
‘anda percentages fe ae catego
Ie cert a busy wos have een ove
Prost ns: Mel, wait sone tine
ta am at yan tect nt be ot
int sepa sad min freres n
Fon De a 8 ctects = 0 maybe me coa a
oie

‘anes member Os.

Presenter Des anyone warts a ny ter
estos?

Andece member. Vout ou 1 sees on
sty en etch a ore pei st |
‘hc nein sag e gest ape as
solar flee

Preset pt. e qesone ans how
un ar DetsinEgans ond Woes hare se.
‘tev us cow o Este, ik at
rey ed sue Mal ar o
amet ont?

Andes member: los 8 nc

the vege oe ce Eng an a
iger han te European ara, so mp be
Somethings win at ener Ry
ave bar say

Presenter se, N. Tray Dos tat
nme ou gest?

‘since member es, ts resin

once member Wht be! he may ine as
‘ected one peg?

Peseta Em eee ou could expan on
fat btm?

Autre member Wo, na jt nnn
ter wy te ole cor ard aise
‘rene mig have hanged on peso Te
ac same othe tends tat youve en
songes.

Preset Ra As ik san De
gio! aro was amar ange
Into wa ts cad abut 15 yes aga,
rte 10a ped Ive ben tal
South. seas same So ges
Shoat aly de ct y any ange De
‘econ lene Does tate?

‘adeno member: Des. Tank
‘Presenter ee gta coi of mutes more or
estes.

Lecture and seminar skills D
mos mos

Prost Spencer Te ora ener
regime acon. an conf conages
e]
ge Fis nom aves y
‘vous oer ass mece or
eau ben sos oyes re
roared somebody aoa? Wat the
‘sence Unser tothe atone
man wat: Somebody cres they aed
era man est, mean eye aed
besten which te ana und unse
‘rhea ers mn sts eof
au wo. eun, jou an ao
cases pro Buh oe nich anes
‘> usualy meron, m wich vs sessed
byte Hose of ars many ers ag, at
‘one: sg Copo est Mu Gig
‘Copan agit Ma waa sad cet wich
Pad apr ma porn lon. tere ewe
08 à San src ut, nao Sar
ou ein 5 pry wee ue Munde
2 tear tere you cue ge Dl wate
‘betes um and bee u ol ru ad et
You Sande. Bat te as much an a
{coroner hen Ado ear
ken dw e nt at te ton ati
sa Ca ing o cite ahr ik
Cortes ans tet er ange? Shen,

159. ard woran ano er mas ame set
le ace mas aged and ext ey
es coun er Te ler nk an one
ae ge Suny sos bos carygeteon
(en eu bing ater Ae ey er
hou passage mae cle paco
the um wh een ming ud and ls. is
‘hey manage cope um as ey mr ung
thoes a scl na go aa Aa
hey sed not ef he hr hey sed
th woman charge le cal sang ose,
girl her an wa tut o en
{Dery ts um lts er tough dr
‘or Ant ce a bic Hae
‘toes dees not war an unestoaie
"Ding de, nd 4 Satan pt Lor Meio
‘eid at among man poes lens
Setas any tos neve ben a a of
"elo tat amon act ar Le NY
1m sa consequences lc os whch
rescata mano rar gene and
perece ing nova Po contempla.
mo»

lana Em, te a so presos mo amt
ve aa wo st Sings cngng er
‘Shes [a em, aay ont. ma, o lr
fhe e tenes Dc yo coming
ted yo tow whose pres and sal
weave the Bachgoung st ten
nd say eying ee put appear |
Cats page wh arr me. ont hs e
poses. em, ste te pts ane nor
née ne un oes rd e, and e
ost becoming pa wat sia "A
‘en when yo le a beak man uy
oros baue, em, yok ot you
neo tot oft, aor non, meto
ina proce at ue ely eon. And,
fom thre are same pts tat em ut,
"yea, yeas, by gate
ane ton se oa owt We as
1 rtsor wo wate on pub, Drm,
Jo amps nb esp, tin
Ps apr nous eng ment a eos
Son sane sun 1, bots to as a
‘Sout Ie at so example, an em o
rin and ss nd stc ou,
01. hr sag ence ben
the pron wo sti an e pra mos
lat fer me because men youre
rey concentra en wat es sag ou dont
"eas aytenten on Ro hes mg, ate my
space

=

Profesor Spencer: ceci wine a
enanos bros a sent man, e
sn eme wht resonate oso
‘tous ar one m ns toned oprncnng
De manero pine, ey y is moves
ves ts etc o st
anond or aise of an ham mt tom
is behav Aad bye see ok hes,

‘se as pret soneboy beng abe
Teas cese mat some opt
ine abe an soute at ey ou et
hs A ty weve of rest inte
{thei Ar thats stated y at wel anon
ae anio by he House fo back e
1960s: London Beth Bor wat ube
sy bse ost = ats ty do aoe a
tered ard nent nay aed et ora
{Ons ata ne poremer an to pu
the edita end eo pope Gat
{atm ey wok spade an pomor on ot
‘toe ame is) and ey pu bem ns
2055 heer of Mr Hey he lima nts
aan wos sa om ser sees He gone
‘in ar a eb oan act ans yas ete
‘ce was pp. upping dows e ponen
this nd estou
tapon ep bete igs ic he
alan el do etl a ne ng
Sonn bel wet et 3 we The ann.
sos ere ear ep nt
Sone hno ol bete are ns ont De
ol An e How wou we hve ow”
at Din man ws going come com hs
19207 We exec pepe 1 be ala ss mer
‘eye gang But ue he mat
eco rtd and vn ough You don ses
‘en nd he peering es an tags
eta nevrnes you sea otf em et
‘nd sou dng tay Fe may ru

a nos cota tec at re ns
{to amore Dan agile monty be
aps some beter mens ol png De
oft oc wort patin pc. od acter
Key otro case wos tt er pus
sade fent, mica os coud es
ft Rasta tas avant ng
Va esp emo ae a beter reci here
‘hhc moi a protease eno
Sina 1 some na pron coming com te
vet toa o son ng at a o
‘crag wer sonia) sos oe
ds rior mana Damage rar
tati ly ore Nt ony her san
Fest ax han, at bos at ho
1 he appr On youre eect
‘ota ar rectas youre wasting
min cute as wast on
{ue ns aud te cuts tum
Inna. nani. Anaco wh ve
na sto sate at pots Pars
agi Stone Bergh Counc MPa was à
‘teed mechan wos eb aso mama
babe ty is y Spey Bruen
Gaus arcas oc, e emt
‘ted cenas Gong outra. og has
orig unes can yo osa
Some sted up art are Peg mt tonne
‘her era somete ato at
"ded nis je Ads ex woul ae
scan oe god ee onde ars

niu tote si on ro. Aad be
Sd er seq tat hy were apie nt
‘roving hm wt seg. And ea te
‘own Aja mn Coat! Apel aig»
ina wong eu The tr ro!
jay, th peter rk hy ott ae as
{et gene: 0 Hoes lr
Sa wore When ae di i
the ae of an ele yo tow have cy
re covey ou up ake eater
cas ta wen aut etn i De
Sst lsomebny at has. od ca et
‘ut el ne tony oe alt at ly
‘ith wih ts ky van os e, bat
yout ony gt one en yore at ae

Ines au ompyet tata ter or
tn sae eo yo ave bese you have
os tose esa geste magie arm
‘ns tores ur ce anh ae
of suet wh i gt ot twat ty were

Profesor Spencer Towa ert este,
athe cout ep ton a obec sanar
‘te rar pesan mn ne na on

(10 Capbam amas (some pes Be
esrb m) and apy etter ge stand
‘thers? Doy ee ase Sadan? es
‘hey Go ween delo nth perso esl who
loin eye pers Tees Lat mas
‘inert cp aerea. To ai someto
ass lon when ou ort have
‘oun Dome. no od he man
tb Copan sabes or, ra
soga meant sy, en ps ess pat
bean suger. Dan un, to sy Wl ou
Shou av Sen wht sat oo mes 0 man
oe Capon os ni ho mado ot
"a Oy you jae A pol y e
Sanda oeste pepe. Ri be
ecole ar Gang ce shied act, whch ey
‘oe ca, gun o si hy cor acy
ve, ag ay 8 best y ode
ene anar, they lod amenor
{orang someting wich shod be
‘ce moat res Ad er el cae
“adm o cae De Lay Genco, whch
lanes th. Guess ew get quest
"braga in Dun, an test ans pont a
tin, sed Sp Races tner Depo
he ee are many tty sen amas a
“rot Ace ad Ds own ip nc 69 a
Ar hy haa capa owas a png o and
long ts ough og eto
Gunes ha ned early o wert
ne ho. y oss ve sen fot, pt
te wet Corr oath Une tpt,
thats man was reir cat. And
(este os under mare oe wet be
recs arenas were eget nt erg
‘states goon Andy a But wee ot

163

160. poner, ver brewers. esa you kom me
nm abet aig bee btw an ana Do
‘hg nde cot side tok Hy
‘otto what Oras oes you Bet ae
esos from Ose Hou fon oa
ss 0 ein yo eu yous ut
ne acss ona or ee ove en
poa otro rest autor ars as
totor of acess out resonar
(rar pope do, ese up sed pel
ou ey en beta AN cous ay
tits OK or osito do ma Deen
aug ts mip de a eta of
na ps asta yh ao Wels
an Copa The ac suis hd come a
“rate néant musta a mat
Tar on Poe cos were you fae
tote ut oft door putin sers
tooo feta whch he nb nas tache
o the ant ts ae non
(re dora ci os iow rt wh mah pl
Ini nn a gelesen career pto
ao ted eee ogee ae
mt who was many ms wo se sks
‘wou have ee A ore wer sep ato
‘own tone Dock oe he ema vs e
‘nomen wo wat uted it enon lr
co ota wth porra me Ar
{shows ave plete ooo tin in
‘rth nd came fae merase oe
pedo eses and ed mat Aa e
dr md route Te Doug as
‘Sond my rind once wat hs
(out aa wie hang ce cps ta
‘ithe min e teen, oe Dong
Suet rth consequences Aa he sad Tm
Jie Pavel rea, pesos
Eng wo hve row ou nese rg
ere hd at ora on bat ose
‘ont ton! Ane Cos App sa
‘No yu cod’ d's precy reasonable or
a ousehocer de ports tat wich
te o an when ey dam re
expected a cae po a pa Sanda han
(fe sand hausen, ico ore
Soy sosa mon design.
urn Sota ear posses 0
Being 1a parir up. ot ev do
9902 0 a alo e cent ts
Ba. prey shes. a de.
ga me yh sands le esate
087 Supe ys yd cera coses
‘rete pres eat question cr
ep nag toner standart Ban oer
pepe

me
Poser Spencer rats cie of

ter page ue e same sr ng to
Soy. Wel ne wou hve on it te soe as
‘im. Rs mal race is ado od is
sr 1 tam Does atte detent out
by Da deencan an Sin at € er
peop patin ote sek og?
ma es Da cous hey ince y
hat eer ooo esos pole wo do
ito oftware dra errs
{tenga ars sr bey can
"emotes do peca oa pee ne sae
tc reos tel con ut Dey
one ds Ang cos, Cirat y
Tor ae pop tone same tado to
fay Nonna We haa cone someting ptr.
Meur ore amet ret Bu
urs en automatica out acepte
necan vs proper Denon jt case
is as estar pat at dea e
ie And as os reine cours
ae capable sing ovr regina do ths
Iran tobe pepe cote se Pr ANG he
‘ang wang of at at ne. Cra
gant User Mao Cary Lia Te
apes can m Us cose as 0 bes
be m0 ad hee of tn pot à
{zed oe or apart ge ol, cari,
seats af coment eer geo à rote wo
‘as regu he pong o ee ls on
‘heat Anew eno nb the der
{par metio ets o seus Bg
byte emplee Ad was srta cn pa
(er une tre à har, con
any bat cant any ap at
tye edhe managed a ouh
ne gus and bay eat hse seal
vane a eae o fave hare mos of on of
is ars amputee Were he ea 1a?
Mee y age? The das, ou
Belov maras ars a ml rom
‘errr ng bales 1 say Tut
at ed Mar win An ln
Fandi te or sors Date Hoss Los
i ats at ys Nor I,
Jos eau do. precy arcos at
regen nyo gabe ings ou shoud
ou sc up ad adopta beter race
Tes parir pecan of sto of
bang decir. Ann oe Baan et
A egienc espero escaleras,
trom casa Bio aan rem Hosa
sagement Conte. Bam ee 8
Iman ar gen. man with depression ws pen
‘Sec amas sent ET. Noo ows
‘ty EC wos Back mage so pcos:
{ate a des nd pss gp ey eed io
eds people ECT gate often ease
Rense tem opr en Maye was so
ore ey mais her wer? more A7
‘Tory sb Aut opuy date $08
(fc And gung someooy huge ect tock
aus ham je abot ute D And
porter cman joa ron sa mocha

ana to beis it ae coset be
(ons nce be EC An be snd fr
rages Sis epg ope in
Econ eter tet of gg m me
feat rs hen own Ante
eran dcr produce nene o stow at
‘re were da fessionals wo wou a
(ine at ar sin Tae ws scho
‘pute amor pena 2 wer Was
arabe ond goo pss o restan esp
re ECT rt Tere er son compensating
stianas Andi tens nic wos td
y ah ac cases wee eds Dit
‘tom «D ag Grace ay ns.
‘cots ot pay nep he oc
in arcorance tn a parte aceptes prop
by espanol meal men shed

In a rte atm ay tate em,
ron gerona ngage, vs may ya
o, is case Un, ating ater ayo 2
ion trans cgi ces
‘reson pace mery ec. res à
y ati tt mai aka corto en,
libres respecta boya mesial open
ra he Gone wt Este! oa hen
act grd a eget rowing at
‘nan abordan he ec Tot wo Het
ites ps nd dor the cots ysis
{oo gems to oc mens at any doctor
wh safe ngience cn $ anto te
mas a buy ote mesa pros
un oy con some genre end
bos repre to say. Om ees pn,
Pere monde Mat Antec? No, ent
ove epg wth hem yet! D matt
But Boom tests ques the poe’ of
he out pe accepted pros pice
eng is) a mane ols an ee
bee ass wer even hgh dee doctor
Pound ta doctors we sa y no

oe doen same te aut cion vs
"Wel asi, we wor gto ay ofthe. ras
vous pinto es sor amet

Unit 9

‘lane say be wo um be nul shee he
30 mins eer sur becouse ad
ro stents Sa ou ae I is pce nis
ins ay essay estos. Un depen
ovat te student was ai oo eal
dns mor Rew yess we ao rte
La esp so nou ee hin ble ay
theo wea are te wou im
ro parten cays ere the cede. Ar en
a nou commen on my rs fand wos
Change Ragan. Sone wer meeting tie
‘free asaya i dseraton os
‘ore, u, et because, say needed
‘re parc or hm an lo my MP
‘sean was ely gs we doh
Fo wat na nu metho we wet meting

161. que ao Un we ha st vo mess pto
une str questo ar whe oe ert
‘ewe gg wih at Ade in of ete my
actes Un, then er vas oe meeting
‘rel two marge tea. Em. o
Fo agro fs of my uetons of ttn
{ros tenon hm Im grea mere ze.
og en un ne met ao. ve tve es
‘tet aps ey asseaton ane
are ected mya at.

1
Super Morin, an.

arr Tas gt as.
Super, Pos. Ws cd lr po
Pa nen met ot.

Sage: OK Hol boy ut 400. ut
tera?

Pao, at OK ont os
Speer: eto, fare Hon co 1?
Kare: Con eee is nom?
Sneak Moa 1.307
are es, ant jou

Super. Atemoo, Ps

Pa Ha, Wa os to met yo er
rs

Super es, eu Fy. ou 1 OF?
Pak tb rs Tans.

s

Superior ea, Karen. How con 1

arr nt Sou re wee.

Superior: sony mong OX?
rat

ayer es, ats OK no.
Sepa Pc Wa ca rou?

ext week?

‘Sepa: Sure. Ho bone o Ts?
Pra Tats te. Tanke.
A

Sopena: Cane n
Kare: ts, Pot

Super halo aren, one an have a

are: Tks

2
Supers Cone nO alo, Fa
Pak Ml, D Es Wee gan oponen

Super, teure. Cone nd own,

Super. onen.
ann,

Supra. Korn stes os
‘

Super. Cane

Pac 620 maig, Det
Super Ho Pal 2 com,

s
Sapersar Cane 0

Kara: Hl, rss
Super: on Kren. Hon a you?
Superior: Cane
Super en, Pa ond se you.

Unit 10

Super at yu nee td ts hr pet
tapeo rt questa at ose gore
{wena eto ou tomate 28e
Shue be mae han 20 quests ng e
(ner ataca cre sc, Ay mor
"tant an eo ae put an mp
Evry ng repone ae When oo one
‘a gr to le eet tw pot er ove
‘Shou be enough Get em tian ten
cs min bem any pods ea, rá
{ak any getan ey mp have o nv
‘he questo Than ese an sw to me
‘fre you sen ot

Sian: RS canst neyo ink
"ral ite» at ane estate in
(uam 20 queso ltt in ou re
Deco, ese ade show toys
Idate

Super es, ts acy

Stent 0%, at Ga

Super OK 6 at pe we edo
tak att td ik

‘Student nat would bea anime rth ret
po

Sipe We, ou ree sone uma nt on
Te ton» al we say ro neh om
taco Sone te?

Sapere Tat OK Bye.
Supra: OK. so av gt or sts
A ug sehen ut nano ans
he pi cars war eye, nu 0
Jouve write up at sein There soe
(My resigns on peop ates
Fo soeces Ways reds do
tow, en ou Pa plans you
cigs. Soo ean, can ou in lay

ans saine

partons of what youve ond? Yu wnt be
ae sag anfing rer, of use, bt
ns case poses.
rte ren an omar wt und
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162. re a AN

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ia war. marc a you real

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168

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cap DK o an aerate concert
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long os ut Ourundesundeg
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fours on cons Me est st De
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one eras ores sat ete
copa cart te reg ad sce
ta sc converts, enw ist
out is sk. And en coesgonang feds
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areata’ A tre ames pray te mos
Important serene The a fetes
Ata consequences fo conceptions
feature Ar bss us tito e
Depanmngel ve mas. apes es read)
Lames ans sa preso
Pape in umerte Ba o aus À pers
nur wed ao, a nena,

mono

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ames tom Hotes tres Cnseueces
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164. Appendices

‚Appendix 1
In-text references
1 The author-date system
+ In an Integral reference the authors surname i used
as an element ofthe sentence.

Bygate (1987) points out tat spoken text is
‘generally grammatically simple than written text.

+ The authors surname is flowed by the date of
publation in brackets. Integral references focus
tonton onthe autor,

+ Ina nonintegal reference the authors surname and!
the date of publication are put In brackets.

75 percent of journeys by men and 52 percent by
women were by ca (Oxley 2000).

A mumber of sources by diferent authors can be
liste in nonintegral references.

Since 1990, authors of numerous articles have
recommended the use of problem centre instruction
in secondary social studies cases (eg. Benoit 1998;
Gallagher 2000; Maxwell, Bellisimo & Mergendoller
2001; Savoie & Hughes 1994).

+ Rems in te ist are usualy given in alphabetical
order.

+ Commas can be placed between the surname and
ate,

by car (Oley, 2000) |

social ste clases (e. Benoit, 1998;
Gallagher, 2000; Maxwell, Bellisimo 8
Mergendoler, 2001; Savole & Hughes, 1994)

+ Wena publication has more than two authors, oly
‘the sumame ofthe fst authori Even, followed by
etal. (ot aia = and others).

‘Owen etal (2008) ound that 5% of paints ad home
internet access trough these errors are rare they
‘occur in spontaneous speech (lark et al. 188).

+ Fora quotation, tis usual to gve a page number in
action tothe te:

‚Jenkins (1995, p.12) argus that "customers are
indivi whose individual wants and needs can be
ancre nd fog

™ when we report one wrtr mentioned by another
vito,“ I or Just is used.

‘choos often gue confcting messages abot the value
fot porn the curr Barret 2001, ted in Adams
2008.

2 The numero or endnote system
A number placed inthe tx, usual in superscript
‘or sometimes in square brackets. This links to à
source gen in the reference lst.

‘growing number of universi are offering modules
in communication skills?

Porter noted that “in choosing among technologies t
inves, a rm must base its decision on a thorough
understanding ofeach important technology in its

value chain” (1)

Appendix 2
Reference lists

‘The example reference st on page 169 follows the very
‘common APA (American Psychological Association) style of
referencing:

+ the ist should be headed References

2 shoul include al he Sources (books, journal
articles, newspaper aries, websites, et.) you have
refered to In your text

+ it should not include any sources you have read but
at refered to:

+ references are normally listed in alphabetical order.

‘Some different conventions may be used in your subject fom
those shown here. Your department may gve you deals of
what you need to do. not follow the conventions used in à
Leading journal in your subject or use the conventions shown,
here.

165. References

Ball K, Timperio, A. & Crawford, D. (2009)
‘Neighborhood socioeconomic inequalite in food
access and affordably (Electron version. Health and
Place, p. 578.
“re ura gra pta, ut fun re
amet, €. Cloke, P Clarke, N. & Mapas, A 2009,
Consuming ethics: Articulating the subjects and spaces
‘fethical consumption. Ati, 37, 23:45,

Delle in ara

| Care X. (201) The endo cheap fo? MSc lecture
notes, 2011/12, Nottingham City University,
Department of Geography.

+ Hand ren à etre

| Caste, N. Demet D. & Liverman, D (eds) (2009. A

«Companion to Emmental Geography Oford: Wie

acer

2 ied e

Delind, L- (2003. Considerably more than vegetables a
Totes than community: the dilemma of comuni)
Supported agriculture In J. Adams ed) ging fr
the Farm: Raval America transformed, pp. 192-206,

|| Phadeiphia: University of Pennsylvania Press.

| age nan edited ae

Doubleday, R (2004). Political innovation:

“engagement in he controversy over genetical’ modified
Rod. Unpublished PhD diseraton. London
University College London, Department of Geography
tratare sera

lot, V. 2009, August 10) Food crisis could force
‘wartime rations and vegetarian det on Britons, The
Times PS1

Arie in à nearer magne

Food and Agriculture Organization. (2006). The Stat of
Food Insect in the Word Retleved February 9, 2012
from

‘ww fao.or/ octep/009/a0750e/207S0e00.htm.
matin er lattes fom « goverment. eter

Food Research and Action Center (2007) Stato he
‘States 2007. Washington, DC: Food Research and!
Action Center

Bo bat named autor

Geography of fod. (n.d). In Wikipedia Retrieved 21 May
2011 from htp//en.swkipeia.ogwik/Geography_of-
food.

+ Are in an oie reference suce

Magdot (2008, May 2008). The world food crisis:
“sous and solutions, Monty Review. Retrieved May
16,2011 from
-nip/wwrwmonthiyrevewor/080501magdot php.

+ Ate an ore penton

Marsden, T, Flynn, A & Harson, M. (2000). Consuming
Unters The social provision of foods. London: UCL. Pres.
Beck nth nor more athe

Patel, R.(2007). Sud and Starved: Markets, power and
{the hidden te for the word fond stem. London:
Portobello Books

+ Beak with nl ator

Appendix 3
Avoiding gender-specific language
‘Avoid gender specif language. Use gender-neutral language.
1 Wero both males and females are meant, use words
vien nctude bot
+ Ita person fai on a test, does he have low aby or
is the test eut?
fa person falls ona test, do they have ow
ablit..7/ If people fl on a test, do they have low
bli. 7/1 person falls on a test does he or she
have low ably.
+ The eight people who stayed behind to man the
of were gen a special appreciation dinner.
>... who stayed behind to staf the off...

Man is apart of nature and bears responsibilty or
‘rotectng the diversity ofthe envionment.
> Humans are part of nature and ..

+ Others: the man in the street: manpower; mankind
> the average person / people in general tft /
‘workforee / human resources; people / human.
beings / humankind

2 ner a odor role might be file by either maes or
females, do not use a term that imple the gender of
the person.

+ From the businessman's point of view itis desirable
to retain freedom indecision making so that he can

maintain te initiative In meeting market and social
factors.

> From the business persons point of view tis
‘desirable to retain freedom in decisionmaking so
‘that they or he or she) can maintain. / rom
business peoples point of view tis desirable to
retain freedom in decisionmaking so that they can
maintain

+ The secretary’ principe ejay is to her boss rather
than tothe company.
> The secretary’ principe e sto tel (o his or her)
boss,

+ others: landlord chaman: polceman; spokesman
> ovner;chair/charperson; police officer;
spokesperson

À number of onine sources give more information.

Particularly useful are:

+ ttp://en.wikiped. org wiky/Gender_neutraty in.
Engish

* unesdoc unesco or/imeges/0011/001149/1149
Somo.pat

166. ‘Appendix 4
Writing in an academic style
Points A-D below are some general principles to help you
rte in a style appropriate for academic wing.
A Use formal rather than informal language
1 Avoid contracte forms:
> mestrt> must not
Der
2. fold colloquial language 'spoken' language}
+ The resus from ert of many of these recent projects
ave been pretty good encouraging.
3 Avid punctuation indicating your attitude:
+ Tumut inthe election was ess than 20 percent!
+ Disappointing Surprisingly, turnout in the election
as less than 20 percent.
‘Be concise and precise
In general, use a one word verb where we might prefer a
‘Phrasal ver in speech
+ The issue was bought wp raised during the meeting.
'5 Avid vague words common in speech such as big
(ise Digest, good thing, and nice:
* Government poly has a big majo/sgnificant/
Important impact on the way business fs conducted.
{6 oid et, and so on, and and so forth where it would be
better to provide a ful ist or summarise the features of
the items inthe ist:
+ Elements inthe perde table can be dise into
meto normetos-ete metal nonmetas and
Metals (sombmetas)
7. Considernominalisation to express ideas efficient.
+ The number of cases increasing and is causing
great concern among heath authors.
> Te increase In te number of cases s causing
Seat concem among heath authors.
© Use impersonal language
8. Avoid using! (me, my, min) or we (our ours) (referingto
yours) o express an opinion:
+ Hhink tis key that mobilephone technology wil be
used increasing in education.
Note, that is often used when a writer tks about
how they are organising ther wing, o the procedures
followed in ner research:
+ nthe next section | wil go on to demonstrate tat
+ rt analysed thelr ab o sole the problems.

mm

9. Ayo addressing the reader as you o he reader:
2 You con oe the resul in Table 3.
> The results are shown in Table 3.
+ Ynereader shoud note two important assumptions.
> Tuo important assumptions should be note.
Be cautious in what you say
10 Avoid gonraistios:
= Nowadays everyone hos there Is widespread access
to the internet.
1. Avoid words that express your emotion rather than show
evidence:
+ ts use tint debatable whether the
problems can e solved by economie means.
12. Use hedges to qual your statements:

+ In Australia, bee cattle ore-found are mostly found in
(Queensland and New South Wales.
+ The res à appears 1 be widespread in central sl

167. 15

=

>

Appendix 5
Writing an introduction
A Research atte introduction

Introduction

just want my idan be happy.

(38 year-old mother of 2)
(25 year-old ater of 3)

(G2 year-old ater of 2)

Parents want thee children to be happy. But, what makes
children happy? The answer otis seemingly simple question
lues parents, educators, researches, and the general public.
‘though opinion-eaders have day voiced thelr concem
about the increase in childhood depression, the answer to

‘the question of what contributes to chile’ happiness
babe. With children being constantly bombarded with
Images suggesting tat slim figures, trendy fashions, expensive
toys, o other material goods ae solution to finding happiness,
‘itis exceedingly dificult to determine what truly makes
children happy Do children lok to material goods to find
happiness? O, d they lok to sports? D they rly on other
Sources to experience happiness that adults Rave overookad?
Ar there age elated changes that ned to be accounted for?
Wie anecdotal evidence s abundant, empiri studies focused
on investigating the sources that contribute to children’s
happiness a ferent ages are missing Such studies would

be beneficial nt only because they woul allow for a more
informed discussion of children’s global hapines, bt also
because they would help opinion leaders guide children down
the path towards happiness.

With the inception of he Joumal o Hoppines Stes in

2000, the prominence a the topic of happiness in today’s pop
Culture, ad the inception of conferences on happiness and
positive psychology within the past year, the topic of happiness
and subjective wel: beng has dearly become a highly valued
matter (Dane 2000; Venhoven 2000). Surprisingly researchers
have been slow in developing studies that specially adress
chers happiness. Although api developing “postive
‘psychology movement tat emphasizes peoples strengths
instead oftheir weaknesses is qi steering social scientists
towards conducting studies on happiness, most ofthese studies
ave focused on adults, not chien. Studies have primarily

used surveys to examine how external comelaes of adult ves

(69. income, employment, marital status, etc.) affect happiness
ampbel
tal. 197; Cohn 1975: Cummins 200). Studies have aso been

(Andrews and Withey 1976; Bortner and Hultsch 1970;

designed t assess how happy people ra, as opposed o what
makes them happy

Park and Peterson (2006 pint ut that ste of happiness
in children have been negected. In addition tothe conceptual

Gap in understanding what makes children happy, measures that

are more conducive to studying an abstract construct such as

happiness in a chiens sample re also needed. Questionnaires

developed for adults cannot be simply ted and used with
chile, whose cognitive abilities ae not a sophisticated as

those of adults. Tus, nt only d cuen happiness studies fall

hot o providing meaningful answers to questions related to
hat makes todays chien happy, bt they als ack effective
mesures that are suitable for eramining age ferences across
à vide age range.

Our research responds to Park and Peterson (2006) urge

for more research on children’s happiness in two ways ist,
‘we introduce a novel measure that i simple, engaging and
appropriate for a broad age range of children and adolescents
(ages 8-18) to express what makes them happy = a “collage”
mesure. Second, we use this nen technique in combination

ith more tational measures to adres critical questions that

ave remained unanswered = what aspects of fe make children

happy (9: people, hobbies, material things)? Do these sources

cof happiness ar across ages?
We begin by reviewing research onthe topic of happiness We
then discuss two studies designed to explore the question -
“What makes children happy?” Study 1 collect information
about what general themes (e. people and pets, hobbies,
material things) contribute to children’s happiness, using an

open-ended task. Stud 2 uses a semi-structured thought sing

task anda colage task to test for age ferences in cles
and adolescents’ happiness. We conclue with a discusion of
the implications of our ndings and future research directions.

Cro LN 2000), Pease may have ai? Ber yey Ihave a ug? A amis
cg an can appnoss ut of pps: Sues, 10.01.50

m

168. 10

8. Thesis introduction

Background
colo has te pote to enhance the qualit fe of pope
‘Stole when top may In ct hing the oppose ee
1 on tation ta the people of norte athens nom
find themscvesconfonting Sale employment opps se
Pen ye unemplopmen high As common som the count
{he tec sls” fhe people re not at he eee met the
tecogy “ee” ondas, Uni me understand wh ths lem
i, mer ora ent han
Pes Tus stay a pr of tat rons camine one pec ot
thee sls ga imma; the ol ta teaches playin he
computer education of tens in noie Snktchenan.

Norther Sata the term sd esc the op “hal of
{he proving of Ssathewan The sodosconoml stats ote on
Is much tower in many eters tan the ot of the pone. The
Fat of unemployed dal overage 2th messi the,
or. The ore nempoyment rate nthe noth 0 compre
107% prvinaly (Northen Labour Maret Commie 290)
Ag unempopmt ee In he north ar ea he mesa
Again ie sat of te reine, ie panda emplee
pom ina mb of sco a exist These oe par
genes etree government an ndo se impo or
note Abia people. The jb ae simply fot big A Tis
and can ore sun be ered 2 he "ete lp
obs nthe Zst Ger requ higher Sl eves, and northemen ar
‘not meeting at lee to Bee rm ie jobs

ren, provides the content o ts study summary in oder
enhanc he quay of ie for many advantage nrtberen,
«plomo incase ob opportunites cx, bt northemes
instan advantage fhe opportunities and ling the os.
{Employment parait equ tcl sled and computer
Meat people and cuen many people thereon sehn
employee donot have toe ke pay he ar a number of
one wy nee have no been eng the ee fo ied

Employment Ths sty loos o pce fhe pus y un
{eee inthe provincial and Nato schol tems o determine

bete a not they a peprng students othe ew aly of
‘Compute ete worte Ina general ser the sad wl provi
napa of ent computer ae

Rationale and aims

Although prexiting data pci othe computer we of stents in
‘Sorte Ssatchewan are fener ats eel hat ur pub
‘choos have need the umber of impar nthe face o
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‘rl bore te tr ofthe next decae compas free sent
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ation, 201) At fit ln, socks postive india

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usage at scho.
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1999 eee Gable, 182) Most of thse ser ao amine the
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sty ofachen, a evel sol number of ses have aint

the egucney and typeof computes demonstate y den

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teaches ade towards compte we tbe vel fhe ab lose |
Computes and the compar se fade.

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{he purpose of hs sy sto show whether chen ado
‘mad computers and competency In ung computes san fete
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Arquer and pe acompte te by Suen. In aon ths
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then te relied othe quee and typeof computer we of
To ass student compute athe sme er the employed
{nthe 1999 Previn Leming sso Tcl Lin
Satan Eden, 201) have ben ud tre components
tment te wer examined: Te ore fequency ol compe tn,
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Computes in subject ares À comprehensive ad ea sent
tow eee tens ar us computers in he casa
onde scope otis ty

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se of computes In he teaching and crio proces in northern
Sterne Te iy provides night no what ging on
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Outline

‘Chapter One as povided the ones tonal and purpose of the
Stayt presents the rocac queso tats ase and dein.
‘terms: Chapter To reves the erature evant ote ope
“pret Mr Ses the seach sehodsogy, instrument
‘sedan the population sted. Chapter our penis the aa
‘Seve tom the survey whe Chapter Five examines and dese the
ing Cape smart say gg te sige
nap, da conciso and make soso o fe re
Definition of terms

“Te folowing ate ein of tems commonly sn is stay
Princo ees toa schol as find y th Education A, 1998
aná gored y à ur flected ates

Ft Nao Sl school amined within the Indan A.
Til Cu tem wed o dsc an action of ie Nations.
Sine and quema ae ud sonymousy ade the ol Sed

169. Wordlist

‘Anorevitions: n = noun / (pi = plural noun; v= verb:
‘adj = adjective: adv = adverb; con) = conjunction:

‘hr = phrase: ph = phrasal verb; 1/1 = ransitve/
intransitne; C/U = countable/uncountable. The numbers
Indicate the page on which the word fist appears.

‘Academic Orientation

‘abstract [C) (13) a shortened form of a speech, article,
"book, te, ving only the most Important fats or ideas
conduct research / an Investigation phr (10) to examine
a subject carefully and in deal inorder o discover new
information

characteristic n (C] (10) a typical or obvious quality thet
makes one person or thing different from others

‘confi v (7 (13) to say or show that something is true

‘counter y [TI (22) to prevent something or reduce the bad
effect that thas

develop good practice phr (11) to use a working method
which is offealy accepted as being the best one to use

fff ph {N (24) ithe amount rate, or quality of

"something falls off, t becomes smaller or lower

fieldwork n [U] (13) study which consists of practical
“activities that are done away from your school, college or
place of work

npothesis n {C] (13) a suggested explanation for
"Something whieh has not yet been proved to be true

Independent learner n [C] (10) a person uno does not
need help from other people in order toto get knowledge

oented ad] (12) directed towards or interested in
something

research proposal n [C] (13) witen plan of the research
‘that you intend to do

structured adj (20) arranged in an organized way,

undertake a projet phr (12) to do or begin to do a
‘careful planned piece of work

write up phrv {1 (12) to write something in a complete
orm, usually using notes that you made eal

“

Unit 1

backup phrv I) (22) to prove that somethings rue

break though phy I} (22) to force yourself through
"something dificult or that is holding you back

‘contend v [1 (24) to say that something is true

orelate v {VT] (24) to connect two or more things, often
‘one in which one of them causes or influences the other

collaborative ad (29) volving two or more people working
together for à special purpose

‘conceptualise v [T (16) to form an dea or principe in your
mind

corpus n [© (18) the collection of written and sometimes,
spoken material collected to show the state of à
language, or about a particular subject

real thinking phr (16) gvingJudgments and opinions on
books, pays, ms, ete

‘empirical ad) (16) based on experience or scientific
‘experiments and not only on ideas

‘ethical dlemma phr [C] (21) a difiui choice relating to
what you believe Is ight or wrong,

evaluate {T] (24) to consider something careuly and
"decide how good or bad itis

80 hand in hand phr (14) to exist together and be
‘connected wth each other

ares area phr (21) something which people ae not certain
‘bout, usually Because there are no clear rules fort

il n (C) (44) (usually plural) problems

incontrovertible ad (23) certainly rue

outine v {T] (24) to describe only the most important
ideas or facts about something

‘outright ad (21) total, clear, and certain

peer n [Cl (19) someone whois the same age, or who has
‘the same social postion or abilities as other members of
ao

per api ac) (25) for each person

product placement n [C/U] (22) when a company
"averses a product by supplying it for use in fims or
television programmes

qualitative ad) (24) relating to how good something is and
not how much oft there is

quantative ac) (24) relating to quantty (= the amount or
‘numberof something)

‘skepticism n [U] (16) US speling of scepticism (= when
you doubt that something is true or useful)

supporting evidence phr (14) information which helps to
‘show someting to be true

target audience n [C) (16) the particular group of people
To which an advertisement, a product, a website or à
television or rado programme is directed

working knowledge phr (24) knowledge about something
‘which is good enough 1 be useful

Unit 2

anaesthetic n (C}(28) a drug that makes you unable to
‘feo pain during an operation

breakthrough n [C] (26) an important discovery or
‘development that helps solve a problem

‘commercializaton n [U] (26) when something is
‘organised to make a prof

complementary ac) (27) things which are complementary
are good or attractive together

m

170. itingueh v (T (27) to make one person or thing seem
different trom another

developing country n {C] (33) a country wih Ii industrial
‘and economic activity and where people generally have
low incomes

drati change phr (28) a sudden and extreme change

electron microscope n [C] (22) a device used for looking
‘at very small things which produces pictures by sending
‘electrons trough objects

follow v [1/7] (28) to understand something

follow up phr¥ 1) (26) to discover more about a situation
‘or take further action in connection wii

homogeneous ad) (28) consisting of parts or members.
‘that ae all the same

Innovate y [1 (29) to introduce changes and new ideas

market v (7](27) to ty o sel products using advertising,
‘or other ways of making people want to buy them

rollout n {C] (23) the act of making something, esp. a
product or service, avaiable forthe fst time

soar cal n (C) (28) a device for producing electrical
‘energy from the sun

support y [] (36) to help to show that something is tus

tecnologica advances n (2) [0] (27) new discoveries and
inventions

Unit 3

application n [6/U) (45) a way in which something can be
‘Used for a particular purpose

bedrock n (U] (43) a situation idea, or principe that
provides a strong base for something,

blotuel n [U} (42) fuel produced from plant meteria

biomass n {U} (42) the total amount of ving things ina
particular area

capital n [U] (50) an amount of money that you can use to
‘start business orto make more money

cttica aq (43) very important fr the way things wil
happen in the futur,

cuttngedge ac (43) very modern and with
developments

2 broader picture/context phr (42) including a wider range:
of information about a situation

deisionmaker n [CI (42) a person who decides things
‘especialy at a high level in an organization

‘demographic adj (53) relating tothe study of changes
In the number of births, marriages, deaths, et. ina
particular area during a period of time

food securty n [U] (42) a situation in whic enough food
is produced and avalable for everyone In a group, county,
te, tohave enough to eat

gene engineering n (U) (60) when scientists change
the genes parts of cells which contol particular
characteristics inthe cells of plants or animals

genetica modiied/GM adj (49) genetcaly modified
plats or animals have had some of ther genes (= parts
Of cells which contol particular characteristics) changed

the newest

EN

Jolneup thinking phr (42) thinking about a complicated
Problem in an intelligent and orginal way, and considering
everything that is connected with it

‘outing n [C) (48) a short desenption ofthe most
Important ideas o facts about something

‘renewable resource n [C) (42) a form of energy that can
be produced as quickly as itis used

spike n [C) (49) a higher price, amount, etc, usually
before a fall

sustainable ad] (43) causing itl or no damage tothe
‘envionment and therefore able to continue for along time

Unit 4

‘annotate v I] (61) to add a short explanation or opinion
16 a text or drawing

‘consumption n [U] (61) the amount of something that
someone uses, eats, or drinks

counterpreductive ad] (61) having the opposite effect from
the one you want

etrimental ad (55) causing harm or damage

en masse adv (59) Ia group of people do something en
masse, they doi together as a group

Indicator n [C) (59) a fect, measurement, or condition that
‘shows what something Is Ike oF how i changing

Induction n [C/U] (59) when someone is offealy
accepted into a new job or an organization

materale v () (6) Y something does not materialize, e
‘does not happen

mitigate v [7] (56) to reduce the harmful effects of
‘something

muittasking n [U] (56) the ability of a person to do more
than one thing at tine

paperless ad) (60) relating to a system that keeps
information on computes, not on paper

paradoxically adv (61) ina way that seems very strange or
Impossible because of two opposite qualities or facts

paraphrase v (1/7) (60) to express something that has,
‘been said or writen In a diferent way usually o that iis
clearer

pedagogy n (U) (59) the study ofthe methods and
‘cts of teaching

‘quanty v [1 (55) to measure or state the amount of
‘something

Unit 5
afflation n (C/U) (74) a connection with apolitical party

‘oF religion, or with à larger organization

be alive and well phr (77) to continue tobe popular or
‘successful

‘characterisation n (C/U) (77) the particular way in which
‘someone or something Is describes or shown

confrontational ac) (75) intentionally causing fighting or an
argument

171. ‘embedded ad) (71) a very strong and important attitude or
value

‘eradication n [U] (70) when something such as a social
problem ora disease Is destroyed or completely got i of

‘GDP n {U (71) (Gross Domestic Product) the total value
of goods and services that a country produces ina year

typerink n (C] (74) text that you can eek onto o
between computer documents or pages on the internet

Infrastructure n [C) (74) the basic systems, such
as transport and communication, that a country or
‘organization uses in order to work effectively

marginalise {T] (70) to treat someone or something as it
thay are not important

misconception n [C/U] (77) when your understanding of
something is wrong

‘microcredit [U] (71) avery smal joan to individual
people or flies, for example In developing countries,
especialy in order to stata business

parameter n (C}(77) a limit that controls the way thet you
can do something

úreconcilation n [C/U] (71) when two people or groups
become friendly again after they have argued

safeguard y [T](71) to protect something from harm

stewardship n [UI (70) the way in which that person
controls or organizes it

‘social cohesion phr [U] (70) when the members of group
or soclty are united and work together effectively

Unit 6

‘acquisition n [UI (84) the process of getting something

‘beg the question par (83) fa statement or situation begs
the question causes you to ask a particular question

controversy n {C) (88) a lt of disagreement or argument
‘about something, usualy because it affects ar I
Important to many people

conversely ad (84) in an opposite way

eterminant n [C] (83) something that decides
(Gotermines) how or if something happens or doesnt
happen

‘empirical ad} (83) based on what is experienced or seen
rather than on theory

‘evaluate v [T] (84) to judge or calculate the quality
importance, amount or value of something

{reshman n [0] (83) a student inthe fist year of high
school, college, or university

grade point average n [C] (83) a number which i the
‘average mark received fr al the courses a student takes
and shows how well the student Is doing

‘median ad) (83) the middle amount in a set of values
‘arranged in oder of size

moderate v {T] (4) to (cause to) become less in size,
‘strength, or force; to reduce something

‘outcome n(C}(83) a result or effect of an action,
situation, te

outside of pr (83) except for

phenomenon n [U] (84) something trat exists nd can
be seen, felt tasted, ec. especialy something which is
unusual or interesting

plausible ad) (84) seeming likely tobe true, or able tobe
‘believed

preliminary ac) (86) (coming betore a more important
action or event especialy Introducing or preparing fort

rule of thumb phr (83) a practical and approximate way of
doing or measuring something

stakeholder n [C] (84) a person who is inolved with
an organization, society, ec. In a way that they have an
Interest in ts success

smalkscale ac) (83) a smaliscaleactvty or organization
Is not big and involves few people

Unit 7

brand name n [0] (103) the special name that a company
‘ves toa product

‘core text n (CI (98) a book or arte that al students on a
‘articular course must read

fferentiate v [T] (103) to make someone or something
eran

‘dogmatic adj (100) net wing to accept other ideas or
‘opinions because you think yours are ight

‘encompass v (7](99) to include a lot of things, ideas,
places, etc

‘engage with phrv 1) (100) to become interested in
‘something and keep thinking about it

‘bal market n [C] (105) al the people in al reas ofthe
‘word who buy or might want to buy something

invidious ad) (100) likely to cause unhappiness or be
‘Unpleasant, especially because unfair

marketing strategy phr [0] (105) a plan that you use when
ou want to sell something toa large number of people

‘monograph n [C] (100) a long arte or a short book on à
particular subject

pivotal a) (99) having a very Important infuence on
something

prescriptive ad) (100) saying exact what must happen

prospective buyer n [0] (104) a person who is expected to
buy something

respectively adv (103) inthe same orde asthe people or
things you have just tale about

safe itt say phr (100) its enough to say

synonymous with phr (103) closely connected with

Unit 8

Adolescent n [C] (110) a young person who is between
being a child and an adult

‘antisocial behaviour phr (U] (112) antisocial behaviour
arms or upsets the people around you

altruistic ac) (118) helping other people, even results
in disadvantage for yoursel

contributory factor n [C] (114) a act or situation which
helps to cause something

u

172. crucial a) (112) extremely important or necessary

‘deviance n {U} (116) behaviour that isnot usual and is
generally considered to be unacceptable

distincte ad) (110) something that is distinctve Is easy
10 recognize because it's diferen from other things

DNA analysis n (U) (117) when you examine genetic
information

forensic ag (110) relating to scientific methods of sohing
crimes:

Inter v [7] (210) to guess that something is true because
‘ofthe information that you have

Ukefortke ac) (111) similar to something else

mechanism n {C](47) a way of doing something which is
planned or part ofa system

motor adj (114) relating to muscles thet produce
movement, or the nerves and parts of the brain that
‘ont these muscles

public debate n (U] (117) serious discussion fa subject
In which many people take part

scrutinise v 1] (110) to examine something very carefully
in order to discover information

socal exclusion n [U] (117) a station in which some
people do not feel part ofthe rest of society

‘stem from phr v{] (118) to start or develop as the resul
of something

{rat n {C] (130) a quel, good or bad, in someone's
character

‘late v [T (116) to not obey a la, rule, o agreement

Unit 9

ie ad] (135) relating to a ty or town and the people
who lve there

comprehensive ac) (134) including everything
constant n (C] (134) something that Imts what you can
do

ental [1 (127) 10 involve something

exploit v [7] (133) to use or develop something for your
‘aovantage

‘extended family n [C}(126) a family unit which includes
‘gandmothers, gandtathers, aunts and uncies, etc. In
addition to parents and children

In sum phr (135) considered as a whole

‘uetear family n [C) (126) a family consisting of wo

parents and thelr children, but not including aunts, uncles,

‘ganéparents, etc.
persuasive ac) (134) able to make people agree to do
‘something

prescribed ad) (133) set by a rue or order

press release n {C] (132) an oficial piece of information
that is given to newspapers television, ete

‘predominant ad] (127) more important or noticeable than
others

provocative ag (134) causing an angry reaction, usually
intentionally

u

reciprocty n [U] (134) when two people or goups agr
o help each other in a similar way

‘simplistic ac) (134) making something complicated se
simple by ignoring many ofthe details

‘ystemati ad] (134) done using fined and organized

the industrial resolution 1 [U] (127) the period of time
‘uring which work began tobe done more by machine
factories than by hand at home

variable n (C](133) a number, amount, or station wr
‘can change

Unit 10

‘agenda n [C] (139) alist of aims or possible future
‘achievernents

controversy n [C/U] (442) à lt of disagreement and
‘argument about something,

counterintultve ac) (141) describes something that &k
ot happen inthe way you would expect to

cal phase phr (CI (LA. an extremely important sta
à series of evens

discipline n [0] (139) a articular subject of study

‘exacerbate » (T](139) to make something worse

tandis a (139) not planned, but happening by
chance

Ideological ad] (141) based on or relating to a particu
‘set of ideas or bles.

Impinge on ph {] (143) to have an effect on some
‘often causing problems by limiting tin some way

Interisipinary ac) (139) involving two or more diera
subjects or areas of knowledge

Justifcation n {C/U} (439) a reason for something

paradigm n [C] (140) atypical example or model of
something

pertain to sth v [I] (140) to be connected witha part
subject, event or situation.

{plethora of sth phr (141) a very lage amount of
‘something, especialy a larger amount than you need,
‘want or can deal with

primordial ac) (139) existing ator since the begining
‘the world or the universe

‘proliferation n [U] (141) when something increases in
umber very quickly

riven with dissent phr (139) having very strong cer
‘of opinion ona particular subject

(a) testament t sth phr (141) proof ot