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Academic Writing
 978-5-8353-1264-1

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Министерство образования и науки Российской Федерации Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Кемеровский государственный университет»

Е. Н. Ермолаева Н. С. Соколова

ACADEMIC WRITING Учебное пособие

Кемерово 2012

ББК Ш143.21я73 УДК 811.111-26'24:811.111'271 Е 74 Печатается по решению редакционно-издательского совета Кемеровского государственного университета Рецензенты: кафедра иностранных языков Кузбасского государственного технического университета им. Т. Ф. Горбачева; кандидат филологических наук, доцент Кузбасского областного педагогического института им. Н. М. Голянской С. А. Власова Ермолаева, Е. Н. Е 74 Academic Writing: учеб. пособие / Е. Н. Ермолаева, Н. С. Соколова; Кемеровский государственный университет. – Кемерово, 2012. – 144 с. ISBN 978-5-8353-1264-1 Пособие представляет собой систематизированный курс обучения письменной коммуникации академического уровня на английском языке. Структура пособия включает четыре раздела, освещающих наиболее востребованные типы академического письма в высших учебных заведениях. Пособие содержит как теоретические положения, так и практические задания, направленные на овладение навыками письма, характерного для академического англоязычного общения. Учебное пособие предназначено для студентов старших курсов высших учебных заведений, аспирантов и преподавателей и может использоваться как на аудиторных занятиях, так и для организации самостоятельной работы студентов во внеаудиторное время.

ББК Ш143.21я73 УДК 811.111-26'24:811.111'271 ISBN 978-5-8353-1264-1

© Е. Н. Ермолаева, Н. С. Соколова, 2012 © Кемеровский государственный университет, 2012

От авторов Настоящее пособие предназначено для широкого круга лиц, заинтересованных в усвоении культуры англоязычной письменной коммуникации: как для студентов языковых факультетов, так и для аспирантов, преподавателей и слушателей курсов повышения квалификации. Оно ставит перед собой задачу научить всех желающих овладению языковой компетенцией академической направленности. Структура учебного пособия включает разделы, каждый из которых посвящен различным типам академического дискурса: “Report”, “Article”, “Research Paper”, “Statement of Purpose”. Предлагаемые разделы содержат сведения, освещающие наиболее эффективные стратегии написания указанных видов работ, правила композиции и вопросы стиля изложения. В первой части пособия внимание уделяется наиболее часто встречающимся видам отчетов, принятым в иностранной письменной коммуникации. Во второй части представлена информация, характеризующая особенности написания разного рода статей. Третья часть имеет целью ознакомление студентов с основами написания научно-исследовательской работы аргументативного и аналитического типов на английском языке. Четвертая часть пособия излагает материал по представлению эссе для поступления в высшее учебное заведение, аналогов которому в российской системе высшего образования нет. Помимо теоретических положений письменного дискурса каждого типа пособие включает достаточное количество примеров, наглядно демонстрирующих практическое воплощение изложенной теории. Представленная система заданий предполагает как формирование и автоматизацию навыков грамотного письма на английском языке, так и развитие творческих возможностей автора письменной работы. Первые два раздела содержат информацию не только общей направленности, но и узуального характера, поскольку предполагают написание работ, объединенных на основании общих принципов, имеющих, тем не менее, ряд существенных отличий. Таким образом, предлагаемое учебное пособие представляет собой систематизированный курс обучения англоязычной письменной коммуникации академической направленности. 3

Module 1

REPORT

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GENERAL INFORMATION A report is an informative formal piece of writing concerning a particular person, place, situation, plan, etc. It is addressed to one’s superior/colleagues, members of a committee, etc, and is written in response to a request or instruction. There are various types of reports, such as: • assessment reports which present and evaluate the positive and/or negative features of a person, place, plan, etc. They also include the author’s opinion and/or recommendation • informative reports which present information concerning a meeting that has taken place, progress made on a project, etc. • survey reports which present and analyse information gathered from door-to-door surveys/questionnaires, including conclusions drawn from this information and suggestions or recommendations • proposal reports which present plans, decisions or suggestions concerning possible future courses of action for approval by one’s superior at work, a bank manager, members of a committee, etc. ELEMENTS OF A REPORT A successful report should consist of: − an introductory paragraph which clearly states the purpose and content of the report; − a main body in which the relevant information is presented in detail under suitable subheadings; − a conclusion which summarises the information given, and may include an opinion and/or suggestion/recommendation. A report should begin with the information including who it is written to (name / position / company, etc.), who the report is written by (name / position), the subject of the report, and the date: To: Peter Roberts, Chairman, Grosvenor & Sons From: Lindsay O’Neill, Assistant Manager Subject: Appraisal of Thompson Distribution Co. Date: 19th March 2009

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POINTS TO CONSIDER • Reports should be written in a formal style (complex sentences, non-colloquial English, and frequent use of the passive, linking words/phrases). Do not use professional jargon or vocabulary that may be difficult to understand. Use active verbs to shorten sentences and increase their impact. • Know who your audience is and what information they need. Different audiences need different information, even when addressing the same issues i.e. before you write your report you should think of who the report is being written by and who the report is addressed to. • Give your report an appropriate title, then carefully plan the information you will present. Think of suitable subheadings, highlight them with boxes, different type sizes, and bold or italic type. • Relate evaluation information to decisions. Reports written for decision-making purposes should first state the recommendation, followed by a summary of the relevant evaluation findings. • Start with the most important information. While writing, imagine that your audience will not have time to read the whole report; be brief, yet informative. • Develop concise reports by writing a clear abstract and starting each chapter, subsection, or paragraph with the most important point. • Write short paragraphs, each covering only a single idea. • Use linking words to joint your ideas. • Edit your report, looking for unnecessary words and phrases. It is better to have someone else edit your work. If you must edit yourself, allow a day or two to pass between writing and editing.

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PRACTICE Task 1. Look at the beginnings and endings from various reports. Match the introductions with the conclusion and say: • who each of these reports are written by; • who the reports are written for; • what the purpose of each report is; • what each of them concludes and/or recommends. INTRODUCTIONS 1. This is the report commissioned by Ace Taxis Inc. to assess the suitability of the Starcar and the Sarabande for use in the Ace taxi fleet. Both models were rigorously tested and examined by expert mechanics and automotive consultants. The research data has been consolidated and the relevant information appears below. 2. This report contains the suggested plans for the opening a small shopping centre in the Kingston area. As requested by the bank, whose financial support is required, the proposed size, the number of shops and potential income of the centre are considered. 3. As requested by the Board of Designers, this report examines information gathered from observations made at the Miriam Hasawell and Adrian Banks spring collection shows viewed in Paris on 5th February and Milan on 9th February. 4. The purpose of this report is to analyse the results of a survey, conducted at the request of Family Foods plc, to gauge public response to the company’s proposed new range of packaged foods. The report summarises replies to questionnaires completed by 400 families, classified according to income, who sampled the new products on 26th and 27th of September. CONCLUSIONS A. It is felt, that although the initial outlay for the centre is relatively high, the future financial benefits will be considerable. In addition, the opening of such a shopping centre would be a definite asset to the community. B. To sum up, it is apparent that radical changes are necessary in the company’s use of colours and fabrics. Furthermore, I would recommend introducing a sportswear line in the immediate future. 7

C. On the basis of the points mentioned above, we strongly recommend that the client should reduce the retail price of the new products in order to make them attractive to a wider sector of the consumer market. D. In conclusion, it is obvious that the Starcar is preferable, being better value for money, better equipped and more reliable. It is therefore recommended that Ace Taxis Inc. supplement its fleet with Starcars.

ASSESSMENT REPORT

is a formal piece of writing written on request, presenting and evaluating the positive and/or negative features of a person, place, plan, etc. It can include your proposals/suggestions as well as your general assessment, opinion and/or recommendation. An assessment report should consist of: − an introduction in which you state the purpose and content of your report; − a main body in which you present positive and/or negative aspects in detail, under suitable subheadings, which show the topic of each paragraph. Positive and negative features of the same aspect should be presented in the same paragraph, using linking words/phrases showing contrast (however, although, despite, but, while, even though, etc.); − a final paragraph in which you summarise the information presented in the main body and state your opinion and/or recommendation. Present tenses are normally used in assessment reports. Past tenses can also be used for reports related to past events. For example, report about a summer camp. USEFUL LANGUAGE • to begin reports: The purpose/aim/intention of this report is to examine/assess/evaluate the suitability of … for … /the advisability of (+ing)/the performance of … As requested, this is a report concerning/regarding the matter/subject of … This report contains the assessment of… which you requested/asked for This report outlines the advantages and disadvantages of …

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• to end reports: summarising: To conclude/To sum up/In conclusion … On the basis of the points mentioned above/On the whole, it would seem that … The only/obvious conclusion to be drawn from these facts is that …

recommending: It is (therefore) felt/believed/apparent/obvious (that) … would be ideal for … It would (not) be advisable/advantageous/practical/wise to … I (strongly) recommend/would suggest (that) … My/Our recommendation is that … should be … I recommend that the best course of action would be …

Task 2. Read the model below and insert the following words and phrases in the appropriate spaces. Then list the positive and negative aspects of the sports centre in the table below. also, especially, furthermore, however, in addition, particularly, on the other hand, to sum up, therefore A local sports team in your town needs new facilities where they will train for national competitions. As assistant coach of the team, you have been asked to visit a new sports centre and to write a report assessing the suitability of the centre. Write your report. To: From: Subject: Date:

The Chairperson, Dersley Swimming Club Jim Bowen, Assistant Coach Rotheroe Sports Centre 10th May 2008

Introduction The purpose of this report is to assess the suitability of Rotheroe Sports Centre as possible future training base for the Dersley Swimming Club. Location and access Rotheroe Sports Centre is conveniently located just off the Ring Road to the south of Dersley, next to the Marston Industrial Estate. It is (1) ____________ easily accessible by private transport from most parts of the city and has ample free parking. Buses run between the sports centre and the city centre every 15 minutes from 8 am to 11 pm. (2) _____________, direct services from other areas may be lim9

ited, (3) ____________ early in the morning or late at night. Facilities The Rotheroe Centre offers an excellent range of facilities. The swimming pool is of Olympic size and is fully heated. It has a large spectator area and changing rooms with ample locker space and showers. (4) __________, the Centre has a large, well-equipped gym. (5) ____________, there is no cafeteria; (6) ____________, there are no restaurants within walking distance of the centre, which means that team members would have to bring packed lunches. Availability and cost The pool could be available for sole use by the club on weekday mornings from 7 to 8 am or on Monday and Wednesday nights after 9pm. There is (7) ___________ the possibility of booking for galas on occasional Saturday evenings. The gym is available from 8 to 10 pm every day. The cost of hiring the pool at special club rates would be £40 per hour, compared to the £30 currently paid by the club for the City Baths. Recommendation (8) _____________, Rotheroe Sports Centre would be able to provide the facilities necessary for the Dersley Swimming Club to train. Most importantly, it has an excellent 50-metre pool of the type used in top-level competitions. The slight increase in the cost of hiring the pool is acceptable, (9) ____________ in view of the fact that charges at the City Baths are due for revision in a month’s time. POSITIVE

NEGATIVE

……………………………… ……………………………… ……………………………….

…………………………… …………………………… ……………………………

Task 3. Look at the sentences below and identify which present positive aspects and which negative ones. Then, match each positive point with the corresponding negative one, and join them into one sentence using linking words expressing contrast (e.g. although, however, in spite of/despite the fact that, even though, on the other hand, but, in contrast). a) This car is cheaper than others of the same size and performance. b) Service is slow and the menu is not very imaginative. 10

c) It is by far the best sports centre in the area. d) Service and spare parts are expensive, and its fuel economy is poor. e) It is only open to the public in the evenings. f) Commercial breaks can cause people to switch channels. g) The waiters at this restaurant are very pleasant and extremely polite. h) Commercial TV channels usually choose popular, entertaining shows e.g. 1: a) positive d) negative Although this car is cheaper than others of the same size and performance, service and spare parts are expensive, and its fuel economy is poor. Task 4. A) The Personnel Manager at the factory where you work has received several complaints from workers. Read the comments some workers have made and list them in the table, as in the example. Workers’ comments a. The prices at the factory canteen are reasonable and the quality of the food is usually good. b. There should be a trained nurse at the First Aid station. Accidents happen to workers all the time. c. Not enough shift rotation, and the new workers have to do all the night/weekend shifts. d. I take the company bus to get to the plant and never have to worry about transport. e. I am not required to work night or weekend shifts because I have a small child at home. f. Some of the workers don’t pull their weight, but the overseers hardly ever seem to notice. g. The supervisor and overseers are usually fair, and get on well with most of the workers. h. All the parking spaces are reserved for management staff. Some of us have cars too!

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Facilities Transport Shift Work Worker/Management ship

Relation-

positive a … … …

negative b … … …

B) Using the information in the table, complete the following brief report assessing the work-related conditions at the factory. You should also write a final paragraph drawing conclusions and/or making your recommendation. 1. Purpose The purpose of this report is to assess work-related conditions at the factory, following a number of complaints received from workers. 2. Facilities A number of facilities, such as the factory canteen, provide a service which satisfies workers’ needs. On the other hand, it must be pointed out that workers’ complaints about poor safety and the lack of a trained nurse at the First Aid station are justified in view of the large number of accidents at the factory. 3. Transport On the whole, arrangements concerning transport are adequate, since most workers … Task 5. Read the model below, and fill in the appropriate sub-headings (Purpose, Recommendation, Leadership, Qualities, Personal Qualities, Achievements). Then list the good and bad points mentioned. Finally, underline the most suitable word or phrase in bold. As a supervisor of a children’s summer camp, you have been asked by the managing director to write an assessment of one of the group leaders who is being considered for promotion to group coordinator. Write your report, describing the employee and saying whether you would recommend him/her for the position.

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To: From: Subject: Date:

John Wood, Managing Director Amanda Hall, Camp Supervisor Assessment of Victoria Collins 14th August 2006

A. _____________________________ As requested, this report is an assessment of the suitability of Victoria Collins for promotion to group coordinator. The report summarises her personal qualities, leadership qualities and work-related achievements, on the basis of which her suitability depends. B. _____________________________ Victoria is a very enthusiastic member of staff who is always pleasant and considerable and whose punctuality record is commendable. She has proved herself to be reliable and helpful with a positive attitude towards all aspects of her work. For this she is admired and respected by her colleagues. (1) In addition/As well as she has a wonderful rapport with children. (2) Nevertheless/Despite the fact that she has a tendency towards timidity, this does not seem to have affected the quality of her work. C. ____________________________ (3) Besides this/Although Victoria has only been employed here for a short time, she has already demonstrated good leadership qualities. (4) In spite of/Moreover her shyness, she has (5) despite/nonetheless shown that she possesses the ability to assert herself over her group in a constructive way whenever the need arises. Her organizational skills are outstanding; (6) to sum up/furthermore, she is able to work in a calm and methodical to achieve the desired results quickly and efficiently, even under pressure. D. ____________________________ Over the course of this summer, Victoria has voluntarily taken on many extra responsibilities involving the planning and organization of new entertainment. (7) For instance/Therefore, she recently helped to plan a series of new activities which proved extremely successful and also very popular with the children. (8) For example/Moreover, many of her innovative ideas have been added to our existing programme, (9) despite/thus providing group leaders and

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camp guests with a much wider variety of activity options to choose from. E. _____________________________ (10) Additionally/In conclusion, I strongly recommend that Victoria should be promoted to the position of group coordinator. I feel she is an excellent candidate for the job and would be a valuable addition to the team. Task 6. Look at the following writing task instruction. Then answer the questions that follow. You are the secretary of your college debating society and your instructor has asked you to compile a report for the college principal on the main social issues that you have covered this term. Write your report, clearly stating the subjects you have covered, and including any other relevant information, such as conclusions reached, class participation, etc. You should mention any subjects which are scheduled for future meetings of the society. 1. What is your role? 2. Who is the target reader? 3. What is the purpose of your report? What does the target reader need to know? 4. What may the appropriate section headings be? 5. What information can be included in each section? Task 7. Read the report below that could be written as the answer to the task in the exercise above. Then, fill in the gaps with the appropriate phrases given below. To: From: Subject: Date:

Mr. Simkins, Principal Tom Wheeler, Debating Society Secretary Issues covered in the Summer Term 18th June 20…

Purpose The purpose of this report is to present (1) ____________ discussed by the society in the last term. 14

Crime By far the most controversial issue that we have covered is the crime rate in modern times. In the three separate debates, chaired by Jonathan Deacon, we had almost maximum attendance. A (2) ____________ opinions was expressed and a final vote was taken, in which the majority were (3) ___________ stricter policing but more lenient punishment. Homelessness In the first of two debates, James Lawton put forward the suggestion that homelessness was a matter of choice. This (4) ____________ a lively exchange with several members voicing their strong disagreement. The second debate (5) _____________ the government’s responsibilities in this area. A final vote on the question of whether the situation would improve in the near future revealed that over sixty per cent of our members were undecided. Poverty The approach which the society took to this matter was twofold. Firstly, it was suggested that banks should cancel debts owed by developing countries. After the facts were presented by Jane Howell and Doreen Rose, there was tremendous support for the motion and our members voted overwhelmingly in favour. In addition, it was suggested that the problem of debt needed to be addressed on a local level, with more focus on the individual. It was (6) _____________ that financial counseling should be made more freely available to (7) _____________. Conclusion (8) _____________, this was a successful term, with over eighty per cent advantage on average. For the autumn term we hope to sustain these figures when we discuss the subjects of animal rights, urban anonymity and the issue of surveillance cameras. 1) led to 2) wide range of 3) in favour of 4) members of the public

5) focused on 6) all in all 7) the main issues 8) unanimously agreed

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Task 8. Look at the following writing task instructions and then answer the questions below. The questions apply to both tasks. a) You work for a large travel agency and have just spent a week on a small island to see if it would be a suitable destination for package holidays. Write a report for your employer describing such things as the place itself, how to get there, available accommodation, restaurants, transport, tourist attractions and so on, and state your recommendation concerning its suitability. b) As a senior assistant in the Personnel Department of your company, you have been asked by the Managing Director to submit a report on one of the temporary employees. The report should include comments on the employee’s performance, and state whether you would recommend him/her for a permanent position in the company. • What information would you give before stating the purpose of the report? • What is the purpose of each report? • What information would you include in the report? • In what order would you present this information, and under which subheadings? • What would your recommendation be? • What useful expressions could you use in the introductory and final paragraphs? Task 9. Choose ONE of the writing tasks above, and write a complete paragraph plan, then write the report in about 300 words.

INFORMATIVE REPORT is a formal piece of writing, usually to one’s superiors, colleagues or members of a committee. It presents information concerning the progress which has been made on a project, a meeting that has taken place or decisions which have been made concerning future action. 16

An informative report should consist of: − an introduction in which you state the purpose and content of your report; − a main body in which you present various aspects of the subject under suitable subheadings; − a final paragraph in which you summarise all points mentioned before. USEFUL LANGUAGE • to begin reports: The purpose/aim/intention of this report is to outline/present/discuss the meeting held on/the progress of …/the decision of the committee… As requested, this is a report concerning/regarding the matter/subject of … This report contains the (relevant) information/details of/concerning … which you requested/asked for … This report outlines recent investments in …/changes made to club rules and procedures/the company’s achievements in …/concerning …

• to end reports: To conclude/To sum up/In conclusion, the current state of affairs is that … On the whole, it would be fair to conclude that … I am pleased, etc. to announce/inform members (that) arrangements are progressing smoothly/according to schedule/faster than anticipated…/ahead of schedule… Unfortunately, progress has not been as fast as expected/a number of difficulties have been encountered/the issue has not been resolved…

Task 10. Read the task instructions and the model below. Identify the topic of each paragraph then fill in the following subheadings in the appropriate spaces. Performing Artists/Groups Purpose Projected Costs Catering and Ticket Sales Conclusion Venue, Facilities and Equipment You are organizing a music concert on behalf of a local charity which is going to take place in three weeks. Write a progress report for the next meeting of the charity committee, explaining what arrangements have been made and what remains to be done.

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To: From: Subject: Date:

The Chairperson, Crowtree Care Group Charlotte Morris, Events Organiser Summer Concert July 29th 20…

1. ________________________________ The purpose of this report is to outline the progress of arrangements for the concert to be held on Sunday 17th August to raise funds for the Terminal Illness Research Fund. 2._________________________________ Auditions were held on 15th July to select local performers. In addition, two professional groups have agreed to appear in the concert free of charge. Unfortunately, another band we had hoped would appear is unavailable. However, our Director of Music, Ms Foxe, is confident that the standard will be more than satisfactory, and states that rehearsals are progressing smoothly. 3._________________________________ The concert will be held in the main area of Crowtree Park, which is easily accessible both by private and public transport and has good public toilet facilities. Seating will be hired from a local company, and a covered stage, to be erected in the centre of the park, has already been constructed by volunteers under the supervision of Mr Wilson. 4._________________________________ Refreshments will be provided by local restaurants, who will make their own arrangements regarding stalls and vendors. Mr Wilson’s group of volunteers have agreed to sell tickets at the Town Hall, as well as undertaking crowd control and ticket inspection during the concert itself. 5._________________________________ Permission has been granted by the council authorities for us to use the park free of charge, and Harrison Rentals have agreed to a reduced price of £100 for the hire of chairs. Excluding the cost of printing tickets and posters, the cost of the concert will be approximately £550. 6._________________________________ I am delighted to inform the committee that arrangements have proceeded faster than anticipated, and the concert promises to be of a 18

higher standard than last year’s. However, it must be pointed out that no arrangements have yet been made concerning publicity and printing, which is now a matter of some urgency. Task 11. Look at the following writing task instructions and then answer the questions below. As secretary of the school/college photography club, write a report for the club’s annual meeting. You should report on such matters as membership, special projects and activities during the past year, and what has already been proposed for next year. • What information would you give before stating the purpose of the report? • What is the purpose of the report? • What information would you include in the report? • In what order would you present this information, and under which subheadings? • What useful expressions could you use in the introductory and final paragraphs? Task 12. Write a complete paragraph plan, with notes, for the task above. Then write the report in about 300 words.

SURVEY REPORT is a formal piece of writing presenting and analyzing the results/findings of research concerning reactions to a product, plan, etc., including general assessment, conclusions and/or recommendation(s). A survey report consists of: − an introduction in which you state the purpose and content of your report; − a main body in which all information collected on the topic is presented in detail under suitable subheadings; − a final paragraph in which you summarise all points mentioned before, adding your recommendation or suggestion(s). 19

POINTS TO CONSIDER • The information presented may have been gathered in a survey/opinion poll or complied from official statistical data, and may reflect the opinions/preferences, etc. of the general public, a particular group of people, a random sample of the population, etc. The information may be presented in the form of facts (numbers, percentages and proportions), or generalisations (This indicates/suggests/implies that…). For instance: Fifty-five percent of young people go to the cinema at least twice a month (fact). This indicates that cinema is still quite popular form of entertainment among young people (generalisation). • Use expressions such as: one in ten, two out of five, twenty per cent of the people questioned, a large proportion, etc. as well as verbs such as: agree, claim, state • Present tenses are normally used to present generalisations. USEFUL LANGUAGE • to begin reports: The purpose/aim/intention of this report is to examine/assess/evaluate the results of a survey in which … people/residents/viewers were asked about/whether/what… This report outlines the results of a survey conducted/carried out to determine/discover the reaction/popularity/attitudes/opinion of… As requested, this survey report contains information compiled from … The data included in this report was gathered/obtained by means of a questionnaire/a telephone survey/door-to-door interviews… The information below summarises statistics compiled by…

• to end reports: To conclude/To sum up/In conclusion, the survey clearly shows… On the basis of these findings, it would seem that … The results of this survey suggest/indicate/demonstrate/reveal that…

• to express facts and proportions: Of the 460 people/students/workers who, etc, were questioned/interviewed /asked... Ten/fifty-six, etc, percent of people/consumers, etc were of the opinion… felt/believed that... The majority/minority of viewers/etc of those who responded expressed (dis)approval of... A significant percentage 20

A large/small proportion Over one third/half

of people surveyed of those interviewed

replied/reported that... chose/preferred...

• to express generalisations: On the whole/Mainly/In general terms/Generally speaking, ... Most consumers pre- which is shown/illustrated fer..., as proved/demonstrated by the fact that... It is generally felt that..., as confirmed/emphasised Few people approve of..., This fact suggests/implies/indicates that the average person chooses...

Depending on their position, facts and generalisations can be linked by using verbs either in their active or passive form as in the examples: Only fifteen per cent of those surveyed said that they would purchase a fur coat, which shows/indicates/illustrates/implies that most people are against the practice of killing animals for their skins. OR Most people are against the practice of killing animals for their skins, which is shown/indicated/ illustrated/implied by the fact that only fifteen per cent of those surveyed said that they would purchase a fur coat. Task 13. Study the following report. You are the Human Resources Manager at JGT Electronics. While JGT Electronics has trebled in size in the last five years, the staff restaurant has remained the same. Use the information below to complete the report. You may add any further information.

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Staff comments: ‘The warehouse – great idea, we can take clients to look at the stock over coffee’ ‘A healthy lunch helps keep our workforce healthy – no sandwiches, thank you’ Relocation of the staff canteen Introduction The purpose of this report is to summarize the findings of a recent survey among JGT Electronics staff on the purposed changes to on-site catering facilities. The data was collected by questionnaire and interviews with staff members. In addition, a page was set up on the company website to allow staff to add their views on these changes. General findings In general, it was felt that there is a need to change the current system. The catering facilities were originally intended for a much smaller workforce, and the kitchens are no longer able to cope with the increased demand now that the company has expanded. Proposal to replace the canteen with a sandwich buffet service A clear majority of the people who responded to our survey felt that the provision of a freshly-cooked hot lunch was an important part of the food services we provide. Several managers expressed a concern over a possible rise in absenteeism if this service disappeared.

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Problems with location It was generally agreed that the current building is inadequate for the number of people who use the service. Various alternatives were discussed. However, the most popular suggestion was to move the canteen into the warehouse next to the main building, and to build a covered walkway between the two sites. Several members of our sales team felt that this would also provide an excellent place to entertain clients and show them our stock. Conclusions Although relocating the canteen in the warehouse is the most expensive option, it is felt that this is the best choice in the long term. I propose we contact an architect to carry out a survey and provide an estimate of the costs involved. Task 14. Study the report of a survey carried out on a university campus. Complete the report by inserting suitable words below into the gaps. Then think of appropriate sub-headings which are missing. sample conducted slightly respondents random questions majority questioned mentioned interviewees common questionnaire generally minority 1. Introduction A survey was a) ____________ to find out how part-time work affects student life and study. The research was done by asking students selected at b) ____________ on the campus to complete a c) ____________ (see Appendix 1). 50 students were d) ____________ on Saturday April 23rd, with approximately equal numbers of male and female students. 2. _________________________ Of the e) ____________, 30 % currently had part-time jobs, 20 % had had part-time jobs, but half had never done any work during university semesters (see Table 1). f) ____________ who were working or who had worked were next asked about the reasons for taking the jobs. The most common reason was lack of money (56 %), but many students said that they found the work useful experience (32 %) and others g) ____________ social benefits (12 %).

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3. _________________________ The 25 students with work experience were next asked about the effects of the work on their studies. A significant h) ____________ (64 %) claimed that there were no negative effects at all. However, 24 % said that their academic work suffered i) ____________, while a small j) ____________ (12 %) reported serious adverse results, such as tiredness in lectures and falling marks. 4. _________________________ Further k) ____________ examined the nature of the work that the students did. The variety of jobs was surprising, from van driver to busker, but the most l) ____________ areas were catering and bar work (44 %) and secretarial (32 %). Most students worked between 10 and 15 hours per week, though two (8 %) worked over 25 hours. Rates of pay were m) ____________ near the national minimum wage, and averaged Ј5.20 per hour. 5. _________________________ The final question invited students to comment on their experience of part-time work. Many (44 %) made the point that students should be given larger grants so that they could concentrate on their studies full-time, but others felt that they gained something from the experience, such as meeting new people and getting insights into various work environments. One student said that she had met her current boyfriend while working in a city centre restaurant. 6. Conclusion It is clear that part-time work is now a common aspect of student life. Many students find jobs at some point in their studies, but an overwhelming majority (88 %) of those deny that it has a damaging effect on their studies. Most students work for only 2–3 hours per day on average, and a significant number claim some positive results from their employment. Obviously, the survey was limited to a relatively small n) ____________ by time constraints, and a fuller study might modify our findings in various ways. Task 15. Read the instructions and the model below, then complete the accompanying diagram by inserting percentages in the ovals. Finally, think of other words and phrases which could be used to replace those underlined in the model. 24

A manufacturing company has commissioned you to conduct a survey to determine consumer awareness and opinion concerning some of its products. Look at the diagram below outlining the results of this survey. Write a report on the findings, including the conclusions which may be drawn from them. To: From: Subject: Date:

R.J. Barnes, Marketing Director, MacRae Cosmetics Ltd Jane Simmons, Excalibur Consumer Research Consumer Survey: “Healthy Shine” Products 14th October 20…

Purpose The aim of this report is to present the findings of a survey carried out to determine consumer awareness and opinion of the “Healthy Shine” range of hair-care products. The data included in this report was obtained from a random sample of 1,500 men and women, aged 18-40, who responded to a questionnaire survey on 16th and 17th September. Consumer Awareness of Product Range Of the 1,500 respondents surveyed, forty per cent reported that they knew of one or more of the products in the range. Of these, sixty-five per cent had seen the products advertised on television or in magazines and twenty-five per cent had seen the products displayed in stores. The remaining ten per cent of those surveyed were unaware of the product range. The fact that consumer awareness is less than a half suggests that television and magazine advertising has failed to attract the desired level of consumer attention. Packaging A large number of those aware of the products were of the opinion that the packaging is unattractive. This is highlighted by the fact that fifty-eight per cent (almost 3 out of 5 customers) stated that they had not sampled the product line, preferring instead to purchase competitors’ products with more attractive packaging. Quality and Price Of the forty-two per cent of consumers who had sampled at least one product in the range, only fifteen per cent reported that they had not repurchased the product and/or purchased other products in the range. This indicates that eighty-five per cent of consumers are satisfied with quality and price. 25

Conclusion On the basis of the findings above, it would seem that although the quality and retail prices of “Healthy Shine” products are competitive, a large percentage of consumers are not aware of the product range. Furthermore, many of those who are aware of the range do not find the packaging sufficiently attractive to induce them to purchase any of the products. Our recommendation, therefore, is that your company launch a new advertising campaign to increase consumer awareness, in addition to altering the packaging of the entire range so as to make the products more appealing to consumers.

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Task 16. A property developer is building a retirement complex. There is some extra space, so they have surveyed prospective residents as to which facility they would like to be included. Look at the results of the survey, then fill in the sentences below with the vocabulary provided.

1. The ______________ of those questioned wanted a swimming pool built. 2. A very small ______________ of the people surveyed were interested in having an arts and crafts centre. 3. A reasonably small _____________ of those who responded wanted a bowling green or library. 4. Twelve ______________ of the people who responded to the survey wished to have a gym included in the facilities. 5. Nearly ______________ of those questioned wanted a bowling green installed. Task 17. All the sentences in the previous task state facts. Generalisations are statements which help clarify the facts. They can either precede or come after the facts. Read the facts and the generalisations listed below, and decide which sentences go together. Finally, link them using the vocabulary provided. FACTS 1 About one quarter of those questioned expressed interest in having a bowling green. 2 By far the largest number of those surveyed responded positively to the idea of having a swimming pool installed. 3 A small minority of those questioned thought that an arts and crafts 27

centre would be a useful addition. 4 Twenty-four per cent of respondents wanted a bowling green and nineteen per cent requested a library. 5 A small proportion of the people asked did want the developer to build a gym and aerobics studio. GENERALISATIONS A. Some of the prospective residents do enjoy taking strenuous exercise. B. Sociable team-sports appeal. C. There are very few pensioners who enjoy creative activities like painting and pottery. D. Among pensioners, relaxing aquatic sports are generally preferred to working out in a gym. E. Outdoor activities and reading are quite popular pastimes. Task 18. Look at the results of an opinion poll below, and the paragraph entitled “Services” from the survey report. Circle the statistics below which have been included in the extract, say whether each phrase underlined in the report expresses a fact or a generalisation, then replace the underlined phrases with synonymous phrases using the vocabulary provided. LTC

Lambshorne Town Council OPINION SURVEY RESULTS 1,000 ratepayers completed a questionnaire to indicate their opinion of the performance of Lambshorne Town Council according to the categories shown below. A wide variety of comments were recorded; only the most common remarks (by %) are shown. GOOD FAIR

POOR

1. SERVICES Refuse Collection 12 % 29 % 59 % Recycling Facilities 16 % 28 % 56 % Maintenance of Public Buildings 49 % 36 % 15 % Remarks: Too much litter in streets (49 %) Beautiful restoration of old Corn Exchange building (51 %) 28

2. AMENITIES Public Parks 43 % 46 % 11 % Sports/Recreational Facilities 73 % 11 % 16 % Toilets, Bus Shelters, Street Lighting 37 % 25 % 38 % Remarks: Maplegrove Housing estate needs more street lights (32 %) New sports centre excellent (68 %) 3. COUNCIL EFFICIENCY Staff Efficiency 12 % 23 % 65 % Cost efficiency of services 28 % 51 % 21 % Helpfulness, Response to complaints 26 % 40 % 34 % Remarks: Council has too many employees for work done (64 %) Lower rates preferable to more services (36 %) SERVICES On the whole, the ratepayers of Lambshorne expressed dissatisfaction with the services provided by the Council. A significant percentage felt that neither refuse collection nor recycling facilities are adequate, as illustrated by the fact that over half of those questioned felt that these are poor. On the other hand, a large pro portion of the public was of the opinion that maintenance of public buildings is satisfactory, which is shown by the fact that forty-nine per cent of those questioned expressed their approval. This is further emphasised by the fact that fiftyone per cent of those surveyed commented favourably on the restoration of the Corn Exchange building.

Task 19. Complete the spaces in the paragraph below entitled “Amenities”. Then, using the vocabulary provided, write a further paragraph with the sub-heading “Council Efficiency”. Finally, write a suitable introductory paragraph and a conclusion for the report. AMENITIES It is generally felt that public facilities are of a high standard, as shown by a) …………………………………… Furthermore, sixty-eight per 29

cent b)………………………………… The fact that only eleven per cent of respondents gave a negative response concerning public parks indicates that ratepayers are mainly c)………………………….Opinion was mixed regarding other amenities, with an almost equal number of “Good” and “Poor” assessments. In particular, thirty-two per cent of those surveyed mentioned d)…………………………………… Task 20. Using the information given in Tasks 18 and 19, write a paragraph plan, then your report for the developer of the retirement complex in about 300 words. Include your recommendation.

PROPOSAL REPORT is a formal piece of writing which outlines plans and/or suggestions for a future course of action, and is submitted for approval by a bank manager, superiors at work, a business customer, relevant authorities, etc. A good proposal report should consist of: − an introduction in which you state the purpose and content of your report; − a main body in which each aspect should be presented under separate subheadings; − a final paragraph in which you summarise all points mentioned above and, if necessary, express your own opinion. USEFUL LANGUAGE • to begin reports: The purpose/aim/intention of this report is to outline/present/discuss the future plans/the intended course of action … This report is submitted in support of our request for approval of…/for permission to .../for a loan to allow us to … This report contains the (relevant) information/details of/concerning… which you requested/asked for This report contains details of/outlines our plans/intentions concerning

• to end reports: To conclude/To sum up/In conclusion, our intention is to … 30

The advantage(s) of the approach proposed would be that … I feel certain/believe that the course of action proposed above will achieve …/meet with success/answer the needs of the company. I hope/trust that the plan/scheme outlined/presented in this report meets with your approval/will receive your serious consideration.

Task 21. Read the model and fill the spaces in each paragraph with the appropriate verb in the correct tense form from those given below. Then, read the model again and identify the specific proposals which the writer makes. You represent the ‘Players’ drama company and have submitted a request to the council asking to rent an old disused theatre. Write a proposal report in support of your request, outlining what you intend to do. You could include the following points:  lack of and need for a theatre in the town;  plans to renovate the interior and/or exterior of the building;  the theatre’s proposed programme for the season;  projected profits and suggested terms of payment. Mr Edwin Hobbes, Chairman, Lansborough Town Council Sarah Hinds, Director, Players Drama Company From: Subject: Request to rent the Foley Theatre 6th March, 1997 Date: To:

Purpose As 1) ____________, I 2) _____________ a formal proposal 3) ____________ the possible use of the, Foley Theatre building by the Players Drama Company. This proposal 4) ___________ the company’s plans and intentions, and our reasons for wanting 5) ___________ the building. Need for theatre Since the Foley Theatre 6) ___________ five years ago, Lansborough 7) ___________a suitable venue for drama productions. We 8) ___________ to make the theatre available to theatrical groups in the area, of which there are a great number and variety, in addition to staging performances 9) ____________ by our company.

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Renovation of the Building If our request is 10) ___________, we do not 11) ____________ to alter the exterior in any way other than to repair and paint it. The interior, on the other hand, would 12) __________ from extensive renovation. We also plan to install additional seating and create a further exit in order to 13) ___________ with recently 14) ___________ safety regulations. Proposed Programme Should the Players re-open the Foley Theatre, the programme would 15) ____________ productions by a range of companies. As well as the Players’ usual choice of light classics or comedy, performances of many different types would be 16) ____________ by those groups which 17) ____________ keen interest in our venture. Profits and Payment We 18) ____________ the theatre to make a profit within the first year. Since the Arts Council 19) ______________ to give our group a sizeable grant, subject to our 20) _____________ suitable premises, sufficient funds are available 21) ____________ running costs and pay a monthly rent. Conclusion In conclusion, we 22) __________ that our proposed plans for 23) ____________ the Foley Theatre would bring a number of benefits to Lansborough. Not only would the building be restored and 24) ____________, but the regularity and variety of performances would 25) ____________ the theatre-going public and make a valuable contribution to the cultural life of the town. concern – outline – rent – request – submit benefit – comply – grant – introduce – propose believe – delight – improve – rent express – include – stage agree – cover – expect – find close – intend – lack – produce Task 22. A) Read the model below and fill in the gaps with the section headings given (some of the headings are not appropriate).

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• Drug Abuse • World Debt • Benefits Crime • Environmental Concerns Concerns • Introduction • What the Students Say • Gambling To: From: Subject: Date:

Mr S. Finch, Principal Hugh Jones, Year One Suggestions for ‘Topical Issues’ Course 5 November 20...

1) ______________________ The information below is in support of three subjects that, in my opinion, should be covered in the proposed Topical Issues classes in the college. 2) ______________________ One subject that would be a useful addition to the curriculum is a study of world debt. Although we are all very aware of the poverty gap, I believe that very few of us fully comprehend this complex issue. If it were to be included as part of the course, I think it would be very educational. A greater understanding of the situation and the reasons behind it could even go some way towards helping to find solutions to this unacceptable situation. 3) ______________________ This is an issue which I feel is relevant to the majority of students. It would be beneficial to examine this subject from the perspective of, say, psychology or sociology. To my mind, only by examining the motivation behind offences can we fully understand the problem and concentrate on the important matters of protection and prevention. 4) ______________________ Another area that I consider to be worthy of further investigation is that of the imminent dangers to the environment. Many of us intend to take up positions in commerce or industry and since environmentally friendly policies are being increasingly adopted by companies, it is vital that we are aware of the latest developments. Furthermore, such knowledge could help to avert a potential ecological disaster. 5) ______________________ Apart from the specific benefits mentioned above, I am convinced that the running of such a course would be of use to students. Not on33

ly will these subjects be helpful in our future careers, but I anticipate that they will also provide us with a better understanding of the society we live in. B)The following words and phrases were all used in the rubric and reading input. Match them to the words and phrases in italics in the model and say why the writer has paraphrased them. 1) 2) 3) 4) 5)

should be included in the course we really don’t know enough about ways of protecting the environment do something about affects nearly all of us

6) 7) 8) 9) 10)

give us what causes it plan to work heard about help us get a job

Task 23. Read the task instructions below, then expand the notes given under each sub-heading into a full paragraph. You have decided to expand your company and need a loan from your bank. Write a proposal in support of your request for the loan. Outline details of why you need the loan and what you intend to do with it. To: From: Subject: Date:

The Manager Mrs D McLachlan Loan for the expansion of “Veggies and Stuff” June 10th, 1997

Purpose • in support of request for loan to allow for expansion of “Veggies and Stuff” vegetarian catering company Reasons for expansion • currently home-based business catering for small private functions • have had to turn down recent requests to cater for larger functions (inadequate working space/equipment, insufficient staff) • no other exclusively vegetarian catering companies in the area, therefore gap in market New premises • current premises not adequate for catering for large functions • £50,000 will be spent on down payment for purchase of old bakery 34

and new kitchen equipment Vehicles • company presently has only one car, resulting in several journeys having to be made to deal with one function • £40,000 will cover cost of two refridgerated vans for transportation of food Staff • need to increase kitchen staff from 2 to 5 and delivery staff from 1 to 2 • £15,000 will cover wages of new staff until company starts making a profit Conclusion • hope plans outlined are clear and meet with approval • accountant agrees that company should have made a profit (even) by January ‘98 and be able to start repaying loan by July ‘98 at latest Task 24. Read the rubric and the reading input below and discuss the questions that follow. The college where you study is planning to introduce a new course and you have been asked by the college authorities to write a proposal for the Principal with your suggestions for what should be included in the course. Read the memo below from the Head of Department, the list of suggestions, on which you have made notes, and the comments you have gathered from your fellow students. Then, using this information, write your proposal, saying which subjects you think should be included in the new course and why. You should write approximately 250 words. MEMO Subject: New Course The proposed new course is to be called ‘Topical Issues’ and the purpose is to study social issues of national and international importance. After gathering opinions from the student body, we’d like you to 35

submit up to three suggestions for consideration. We need you to suggest subjects which could be covered in the course and say why you think students would benefit from a deeper knowledge of these issues. There is a list of suggestions to choose from. Thanks.

List of suggestions World debt Crime Environmental concerns Drug abuse Gambling Class Comments We’ve all heard about the problem of world debt but we really don’t know enough about it. If we knew more, we might be able to do something about it. Crime is something that affects nearly all of us, so I think lessons on it would give us a better understanding of what causes it. A lot of us plan to work in industry but you can’t get a good job any more without a good knowledge of ways of protecting the environment, so, it’s more than just theory – it will help us get a job. I don’t think I’d find it interesting to learn more about drug abuse – there’s enough information in the media and we can find out from there. The first three on the list look good but drug abuse and gambling are minor problems in comparison.

1. What is the purpose of your proposal? 2. Who is the target reader? How formal does your writing need to be? 3. Which subjects will you suggest for inclusion in the new course? 4. Do you need to mention all the subjects on the list of suggestions? 5. Which comments from students could you include in your proposal? How could you put them into your own words?

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Task 25. Below is a list of the main points which were covered in a recent seminar which you attended on major soda problems in your country. The organisers have asked you to prepare a proposal, based on what you learned at the seminar, suggesting ways in which some of these problems could be addressed. Read the advertisement for the seminar and write a proposal. It should be about 250 words. Alverstoke College Summer Seminar July 30th - 31st Among the subjects that will be discussed are: • Homelessness - the sad facts. • Crime and its prevention. • Anonymity - a modern disease? Everyone welcome. Come and express your opinion. Task 26. Cross out the word or phrase in bold which is not correct, giving reasons for your choice. Then, say what type of report these sentences could have been taken from. 1. Expenses will be closely monitoring / monitored throughout the first year. 2. We will have completed / be completing the final phase of the conversion by the first of next month. 3. Most members of the society read / are reading this publication every month. 4. We predict / hope to be in a position to repay the loan in full by next year. 5. Less than twenty per cent of those invited have attended / attended the introductory meeting in March. 6. I recommend that these suggestions be taken consideration in any future / potential events. 7. All forthcoming / likely costs have been budgeted for. 8. This experience would / should undoubtedly enable me to further develop my skills. 37

Task 27. Read the section below and discuss how the underlined words and phrases could be replaced with the more formal expressions given. • an alarming increase • offenders as young as • in the near future • by far • carried out • prompt action is taken

• in terms of statistics • the most frequently committed crimes • with the exception of • a relatively small number of • a sharp increase in these figures

Apart from very rare instances, there were very few crimes committed by children under the age of twelve. In the twelve to fifteen age group, there has been a shocking rise in the number of crimes committed. Easily the most serious of these include knife attacks, which have been done by kids who are only thirteen. If we’re just looking at numbers, however, the things that happen most often are shoplifting and petty theft. Our organisation believes that, unless we do something quickly, we are likely to see these numbers rise a lot very soon. Using the prompts given, write a formal paragraph like the one above. 16-to-19-year-olds The crimes / committed / most / this age group / vehicle theft / driving offences. On average, / three cars / stolen each day / people under 20. In addition, / magistrates courts / deal with / up to 200 cases / reckless driving / driving without a license. Majority / these cases / teenagers. The only way / prevent such crimes / severely punishing offenders. The effect / this / deter others. Discuss the following: • What kind of report might the sections above have been taken from? • What other sections might it contain? • Who might it be for? 38

• What would a similar report say about your country? Task 28. A) Read the following beginnings and define the type of report. Then try to predict what will be included in the main body. Mrs P. Faulds, Principal A. To: From: Sam Daniels, Third Year Subject: Crime Prevention Date: 23 May 20... Introduction The aim of this proposal is to present our suggestions regarding the ways in which students can protect themselves against crime. Mr J. Oxley, Chief Administrator B. То: From: Niall Connolly, Seminar Organiser Subject: Global Issues Seminar Date: 2 April 20... Purpose This is a report compiled to assess the success of the seminar held to discuss global issues. The opinions below reflect the views expressed on the weekend of the 14th and 15th of March. B) Read the following endings and say what information has been included. Finally match the beginnings given above to the endings. 1. Conclusion The overall response to the event was encouraging. According to the majority of people I spoke to, the seminar can be considered a great success. I have no doubt, therefore, that plans should go ahead to organise further weekends. 2. Conclusion It was felt by all of the members of the project that if students were to take the above precautions, the number of crimes committed could be drastically reduced. 39

Task 29. Read the two rubrics below and, for each one, discuss the questions that follow. A television production company is planning to make a series of programmes on social conditions in different countries of the world. Your English class has been taking part in a project on social issues and your teacher has now asked you to write a report based on your country.

Read the note below from your teacher, the original advertisement from the TV company on which you have made some notes, and the comments that have been made by your fellow students. Then use this information to write your report in about 250 words. Could you please put together the information we have gathered from our discussions and write a report to send to Show And Tell Productions. It would be good for us and the whole country if we could get on this programme, so remember to keep it as realistic and accurate as possible.

Class Comments

o Poverty is a real problem in certain parts of the country. o We should be careful what we say about human rights because it would be easy for other countries to judge us unfairly. o Women are STILL not equal in the workplace! o There's a big problem with stray dogs – especially in he city centres. If that appeared on a TV programme, maybe we could 40

finally get something done.

Task 30. Look at the following writing tasks and identify the type of report each asks for. Suggest a subject title and subheadings for each, then list the points you will mention in each section. Finally choose ONE of the writing tasks below and write your report in about 300 words. a) You are the secretary of a Resident’s Association which is campaigning to ban motor vehicles from your area. Write a report to the local authorities outlining the present situation and suggesting the benefits of a pedestrianised area. b) You have recently bought an old property in the centre of your town or city. Write a report in support of your request for permission to change the use of the building, outlining your plans for the property and indicating how your project may be of benefit to the community. c) As the secretary of a charity organisation you have been asked to write a report on facilities for the disabled in your town. Write your report for the local authorities, outlining the present situation and any proposals you have for improvements. You may like to include some of the following: RAMPS, CONVERTED BUSES, ADAPTED PUBLIC TOILETS, TELEPHONE KIOSKS, etc. d) On behalf of your college you have conducted a survey on the study habits of students. Write a report for the college authorities, mentioning such factors as where students study, what times they choose to study, whether they study alone, their use of computers, and any other factors you consider relevant. e) You have decided to open a small restaurant and need a loan from your bank. Write a proposal in support of your request for the loan. Outline what you intend to do and provide some details of what you need the loan for. f) You have just completed a two-week practical training course paid for by your employers. Write the report required by the manager describing the course content and saying whether you would recommend it for other members of staff.

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Module 2

ARTICLE

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GENERAL INFORMATION An article is a non-fiction piece of writing published in a print (magazine, newspaper, brochure, leaflet, etc.) or electronic medium. It is designed for the purpose of propagating the news, research results, academic analysis or debate. It may be formal or informal in style depending on its intended readership. Its purpose may be to provide information, describe a place/event/experience, etc., present an opinion or balanced argument, offer advice or suggestion. Articles fall into a number of categories, but the most popular are:  featured article – an article tightly organized around a theme that interests or concerns the readership (science, medicine, sport, art, architecture, fashion, etc.);  news article/report – a brief, factual piece of writing discussing current or recent news of either general interest (i.e. daily newspapers) or of a specific topic (i.e. political or trade news magazines, club newsletters, or technology news websites);  review – a specialised article written to describe, discuss and/or evaluate a film, book, theatrical performance, TV series, etc., usually published in a magazine or newspaper. ELEMENTS OF AN ARTICLE A successful article should consist of: − a title or headline suggesting the topic of the article that follows; − a byline that gives the name and often the position of the writer; − a lead or introduction which captures the attention of the reader and sums up the focus of the story; it also establishes the subject, sets the tone and guides reader into the article; − a main body of several paragraphs in which the subject is developed in detail; − a conclusion which summarises the topic and/or offers an opinion, comments, recommendations, etc.

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POINTS TO CONSIDER • Such factors as where it intends to appear, who the readers are, and what the purpose of writing is determine the style, language and arrangement of the article. • The style of the article may be formal or semi-formal, depending on the intended readership. Articles are usually devoid of extremely vivid description, over-emotional or over-personal writing, and simplistic vocabulary. • The author of the article should be objective and show all sides to an issue. • When writing an article the author should use suitable descriptive, narrative or argumentative techniques and expressions consistent with the purpose of the article. Appropriate use of linking words and expressions and a wide range of vocabulary will make the article more interesting for the reader. • A good selection and organisation of ideas and information in the article implies careful development of each paragraph beginning with a clear topic sentence.

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PRACTICE Task 1. Read the following article and give the paragraph outline. Is it formаl or informal? Where would you be likely to find this article? Isaac to Turn into Hurricane, Threatens New Orleans Communities from New Orleans to Pensacola are being put on high alert for a direct landfall from future Category 2 Hurricane Isaac around Tuesday night. Residents, including those in Gulfport, Miss., and Mobile, Ala., should start making preparations now for Isaac’s arrival. Ironically, Isaac is expected to threaten lives and property along the northern Gulf Coast seven years to the date of Hurricane Katrina’s devastating landfall. Even those living and vacationing westward to Houston, Texas, should monitor Isaac’s progress. Isaac tracking more toward the northwestern Gulf of Mexico cannot be ruled out and all depends on whether Isaac interacts with a cold front pushing toward the Northeast. While currently a tropical storm, Isaac is a storm that should not be taken lightly. As the AccuWeather.com Hurricane Center has been calling for since last Thursday, Isaac is expected to slam into the northern Gulf Coast around Tuesday night as a Category 2 hurricane (with maximum sustained winds between 96 and 110 mph). There is concern that if Isaac tracks more westward toward New Orleans, La., than Pensacola, Fla. – essentially spending more time over water – the storm could become a major hurricane (Category 3 or higher) prior to landfall. Whether a powerful Category 2 or 3 hurricane, Isaac will pound those in its path with destructive winds, widespread flooding rain and isolated tornadoes. The strongest winds in Category 2 hurricanes can cause wellconstructed framed homes to sustain significant roof and siding damage. Widespread tree damage is likely, leading to potentially lengthy power outages. Conditions only worsen in a Category 3 hurricane. Most trees will not be able to withstand the strength of these winds, which threaten to cause more substantial structural roof

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damage on well-built homes. In both cases, loose lawn items will easily become flying and potentially deadly or damaging projectiles. A significant storm surge between 6 and 12 feet would also evolve near and east of Isaac’s landfall point, leading to coastal flooding and beach erosion. A track onto the Mississippi coast would spell severe trouble for both New Orleans and Mobile in terms of storm surge. Winds circulating around Isaac would funnel water from the Gulf of Mexico directly into Mobile, via Mobile Bay. Even though New Orleans will lie west of Isaac’s path given this scenario, such a track could still cause water from Lake Pontchartrain to put severe stress on the city’s levee system. Those at risk of taking a direct hit by Isaac should closely monitor the progress of the storm and heed all evacuation orders. Residents are urged to spend the rest of the weekend and Monday completing the necessary storm preparations ahead of Isaac and review evacuation plans. The dangers of Isaac will not end when the storm makes its final landfall. Flooding rain and isolated tornadoes will continue to accompany Isaac inland through the South. (Source: http://www.scientificamerican.com)

Task 2. Match the given headlines with the three topics below. There are two headlines for each topic. Define which are most successful? Why? 1. Exams not necessary 2. Tahiti: Holidaymaker’s paradise 3. The ferry ran onto rocks 4. Exams to be banned? 5. Storm forces ferry onto rocks 6. Go to Tahiti for your holidays A. You are a reporter for newspaper. Write an article about a ferry boat which ran aground in rough seas. B. Your university magazine has asked its readers to give their opinions on whether exams are useful as a means of testing students’ knowledge. Write your article. C. You a reporter for a weekly magazine. Write an article describing a popular holiday resort. 46

Task 3. Look at the beginnings and endings from various types of articles. Match the beginnings with the endings and say which of the topics that follow (I-V) matches each pair. BEGINNINGS I. The popular seaside resort of Sand Bay was completely devastated yesterday by a freak tidal wave, the cause of which has not yet been determined. There have been several fatalities, and some residents suffering from minor injuries have been admitted to a nearby hospital. II. There are several problems which you will have to face when teaching classes of young children. Fortunately, there are many ways to deal with such problems, which in the long run should improve both the effectiveness of your lessons and your own rapport with your students. III. Organising a children’s party can often be stressful for parents. If you feel this way, then why not allow us to do it for you? Our company will arrange everything from the decorations to the cake. IV. Living in a city can be very advantageous. However, more and more people are starting to agree that there are a multitude of benefits in moving to the countryside. V. Greenside Drama Group is performing Samuel Beckett’s Waiting for Godot next week at the Greenside Theatre. The play, set in an unspecified period and place, is a philosophical tale about the meaning of life. Chris Greene and Felix Harman star as the main characters, two tramps called Vladimir and Estragon. ENDINGS A. Despite the fact that city life is better in terms of facilities and shops, country life is certainly better for your health and peace of mind. So, city dwellers, the next time you step out of your door to battle the urban elements, perhaps you too will agree that we could all use a bit of peace and quiet. B. Our service offers everything you could possibly wish for in a party, at a very reasonable price. If you are interested in letting us organise your child’s next party, simply contact us for more details. C. All in all, this play is extremely well produced, although it is a little confusing at times. I would certainly recommend that you see it, as it is a fascinating piece of work. However, be prepared to leave the 47

theatre asking yourself, “Why am I here?” D. If you follow the guidelines given above, you should have little difficulty solving the problems which you will undoubtedly have to face. What is more, your students will remain interested in your lessons, because they will enjoy themselves as they learn. E. Rescue workers are continuing to search through the rubble in the hope of finding survivors. Residents have been warned that experts have not ruled out the chance of a repeat occurrence. i. Write an information sheet advising primary school teachers on how they should deal with problems which arise in the classroom. Suggest ways in which they can make their lessons more interesting. ii. Write a magazine article describing the benefits of moving from a city to a village in the countryside. Discuss the effects this could have on your life in general. iii. You work for a company which organises children’s parties. Write a leaflet giving details of the service you provide and explain what benefits parents will gain by using your company. iv. A local drama group is soon to stage a play and, as the arts and entertainments editor for a local weekly newspaper, you were invited to see a preview. Write a short review, giving some details of the plot and saying whether you would recommend the play to others, and why. v. Expand the following news telex into a newspaper report: SEASIDE TOWN DEVASTATED BY TIDAL WAVE. RESCUE TEAMS WORKING ROUND THE CLOCK. STILL POSSIBLE CHANCE OF REPEAT OCCURRENCE.

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HEADLINE / TITLE is

a short, clear summary of the information which is presented in an article. When writing titles the author is to give a clear idea of what the article is about. Thus, the main topic of the article should be mentioned in the title. The author should also try to arouse the readers’ interest. There are a variety of ways to do this. For instance, if the topic is a description of a holiday destination, the author could use adjectives to make the place sound attractive even before the reader starts reading the article (e.g. “The Untamed Wilderness of the Scottish Highlands”). If the article involves the presentation of an opinion, balanced argument or solutions to a problem, etc, the author can address the reader directly (e.g. “What You Can Do to Save the Planet”), or present a question (e.g. “Is Capital Punishment the Answer?”) in the title. Alternatively, and especially in more formal articles, the author could just present the topic in a short statement (e.g. “The Role of the Monarchy in Britain Today”). The title/headline should be short. The style of the title/headline (e.g. formal/semiformal) should reflect that of the article. If it is a review for a book, film, etc., the title should be the same as that of the book, film, etc. (e.g. “The people Vs. Lany Flynt”). When writing headlines one should follow certain rules: 1) To describe events having occurred very recently it is preferable to use the Present Simple tense. For example, Collision kil1s ten, means ten people have died, probably in the last twenty-four hours, in a collision. 2) When using the passive voice to describe a past event the verb “be” should be omitted. For instance, Forests were destroyed or War was declared should look like Forests destroyed or War declared. 3) When describing a future event either “to be + past participle” (A summit meeting is going to be held → Summit meeting to be held) or the to-infinitive form (The council is going to close nightclubs → Council to close nightclubs) should be used. 4) Articles are usually omitted as in: An identified virus has spread across the country. → Unidentified virus spreads. 5) Nouns should be put one after the other as in: Murder investigation team baffled, which means that a team of people working on 49

an investigation related to a murder are baffled. 6) Prepositions should be avoided where possible. For example, A plane which was flying to New York has crashed → New York plane crashes. 7) Abbreviations like UK, FBI, DNA, NATO, UN, USA, etc. are preferable as in: US satellite launched (not: A United States satellite was launched) or UFO sighted (not: An unidentified flying object was seen). Task 4. Change the following sentences into headlines, applying the theory above. 1. The wreck of a XIV century pirate ship has been discovered off Ross Sound. ________________________________________________________ 2. Baroness Amelia Phipps will marry Lord Clement. ________________________________________________________ 3. Large-scale fraud has been exposed at Verne’s Bank. ________________________________________________________ 4. Teachers from Belfast have been angered by education cuts. ________________________________________________________ 5. The council is going to impose night time noise restrictions. ________________________________________________________ 6. The January sales are starting now. ________________________________________________________ 7. Big Ben has been voted the city’s favourite landmark. ________________________________________________________ 8. The British Broadcasting Corporation are firmly against television advertising. ________________________________________________________ 9. The roadworks are confusing many drivers in the city. ________________________________________________________ 10. The National Union of Mineworkers will start a two-week strike. ________________________________________________________ 11. A tanker overturned, spilling its cargo of heating oil on the M15. ________________________________________________________ 12. Banks are planning to introduce security cameras at cashpoint machines. ________________________________________________________ 50

13. The London School of Economics has won an award for being the best business school. ________________________________________________________ 14. Contaminated baby food of various brands has caused a scare in the city of Redding. ________________________________________________________ 15. Nutritionists have condemned new slimming drugs as very harmful. ________________________________________________________ Task 5. Look at the following headlines and expand them into proper sentences. 1. Queen’s lost jewels found 2. Manchester wins cup 3. Election called by PM 4. Scandal threatens government 5. Prince Harry to wed 6. Hospital to be closed 7. Terrorist drama ends peacefully 8. Cyclist injured 9. Explosion destroys factory 10. UN Warning: starvation in Africa 11. Typhoon kil1s ten 12. Car company director to be charged with fraud 13. Earthquake hits LA 14. Child trapped in rubble 15. Lost boy found Task 6. Read the following headlines for articles, reviews or news reports and say what type and topic of each piece of writing would be. 1. UNICEF to launch worldwide campaign against child labour 2. Men in Black 3. Queen Elizabeth to Open New Hospital Wing 4. Towards a Healthier Lifestyle 5. Genetic Engineering – A Curse or a Blessing? 51

6. Breathtaking Barbados 7. Bank Robbery Hero Rewarded 8. Fans Riot as United Takes Cup Task 7. Read the following sentences, find the key words, then write possible headlines. 1. Breston is becoming а busy holiday resort due to the Mayor’s successful promotional campaign. 2. А mother of four won 1 million in the national lottery last week. 3. А massive earthquake has destroyed most of Clifford Вау. Forty people were killed and fifty are still missing. 4. An attempt was mаdе оn the French Ambassador’s life while hе was visiting Austria. Тhe assassin, who failed in his mission, was arrested. 5. Sting is going to give а concert in London. Аll proceeds from the concert will go to Amnesty International. 6. Medical researchers hаvе discovered а new treatment which will help people suffering from asthma. 7. Мanу teachers object to the introduction of computers in school education, as they fear that computers will eventually replace them. 8. Police seized drugs worth ₤l,000,000 at London’s Heathrow airport last Monday.

FEATURED ARTICLE (or feature story) is a piece of writing for publications in a variety of forms, covering a wide range of possible subjects (sport, medicine, art, beauty, gardening, science, health, architecture, fashion, etc.). It may be intended for the special public or a specific group of readers. A successful featured article should consist of: − an eye-catching headline which suggests the topic of the article that follows; − a byline that gives the name and often the position of the writer;

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− a lead which captures the attention of the reader and sums up the focus of the story; it also establishes the subject, sets the tone and guides reader into the article; − a body of several paragraphs in which the subject is developed in detail; − a conclusion which summarises the topic and/or offers an opinion, comments, recommendations, etc. POINTS TO CONSIDER • A featured article usually has a brief title. It may have subheadings before each paragraph. • Typical paragraph of a feature story can run 100 words. Thus, a typical 1,500-word to 3,000-word feature story might consist of somewhere between 15 paragraphs and 30 paragraphs. • A feature story must convey some basic facts and observations, document them with supportive facts, and reinforce them with quotes. • Written for a wide variety of purposes featured articles use appropriate techniques/strategies: descriptive, narrative, discursive, etc. Thus, structures for featured articles may include, but are not limited to: chronological (i.e. a narrative of some sort); cause and effect (examining the reasons and results of an event or process); classification (items being grouped to help aid understanding); compare and contrast (two or more items being examined sideby-side to see their similarities and differences); list (a simple item-by-item run-down of pieces of information); question and answer (such as an interview with a celebrity or expert), etc. • Unlike more formal kinds of writing, feature stories usually have a conversational tone. The storyteller can address the reader directly sometimes even being part of the story. But sometimes depending on the topic of the article and the type of publication and its readership, the author may use formal, impersonal language. • The special purpose of feature writing – to make writing accessible, meaningful and memorable to a wide variety of readers. • Featured articles tend to focus on well-defined themes. Their different parts are carefully arranged to express, explain, and amplify these themes. • Features are more concrete and specific than most reports, which 53

tend to be abstract and comprehensive. But feature stories usually have broad, if not universal, relevance. • The best features have tension that can take many forms. It may involve people in conflict with each other or themselves, ideas that contrast with each other, trends that have uncertain or worrisome implications, unanswered questions, or mystery. Feature stories are organized to resolve that tension, or at least to illuminate it. • Feature stories tend to have distinct beginnings and endings. Because feature writing aims for maximum impact, these story elements – the first impression and the last impression on readers – are particularly important. • When writing a featured article, the author should focus on essential paragraph clusters. • Feature stories may include a substantial anecdote which usually requires three paragraphs: one to set the scene, another to describe how the story was resolved, and a third to carry an illustrative quotation. • The featured article needs a more definite closure compared with other types of articles. The conclusions for such articles may include, but are not limited to: a final quote, a descriptive scene, a play on the title or lead, a summary statement. STRATEGIES FOR GETTING THE READER’S ATTENTION Be dramatic. There’s nothing like a dangerous event or a poignant situation to draw readers into a story. Here’s a lead for a story about air traffic control problems: “It happened in a flash.” Gilbert Merritt, a federal judge, is describing a flight he took in his twin-engine Piper Navajo last summer. He was near Chicago when suddenly he saw an American Airlines Boeing 727 just a quarter of a mile away, rising quickly toward him. In the next instant, the jetliner banked sharply to avoid a collision, flashing its silver belly at the judge. “When you see something like that out there, your heart jumps into your throat,” Judge Merritt says. The two aircraft came so close that he remembers feeling a bump at the large plane’s wake hit him. Highlight tension. Conflict, problems, irony, contradictions, and mystery all arouse readers’ interest. For instance: 54

The men and women in America’s armed forces face unnecessary danger where they should be safest – in the military’s own hospitals and clinics. A year-long Dayton Daily News examination found the U.S. military operates a flawed and sometimes deadly health care system that lacks the most significant safeguards protecting civilians from medical malpractice. Set the scene. You can draw a people into a story by giving them a vivid image of where the feature story takes place, for instance: Imagine a city as big as New York suddenly grafted onto North Carolina’s Coastal Plain. Double it. Now imagine that this city has no sewage treatment plants. All the wastes from 15 million inhabitants are simply flushed into open pits and sprayed onto fields. Turn those humans into hogs, and you don’t have to imagine at all. It’s already here. Task 8. Read the instructions and the model below and insert the following words and phrases in the appropriate spaces. Some words and phrases can be used more than once. but also, furthermore, however, in addition, in conclusion, in fact, not only, on the other hand, therefore, thus Are children influenced by what is shown on television? What can be done to prevent television programmes having a negative influence on children? Write a featured article covering these points, to be published in a magazine for young adults. TV VIOLENCE Television has become an important part of everyday life and children today spend hours watching a variety of programmes. These facts have led to question whether television viewing adversely influences children, and if so, to wonder what may be done to prevent such negative influence.

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Supporters of television, such as the representatives of TV channels, claim that there is no need to concern. To support their opinion they cite studies by psychologists which indicate that children are not indiscriminate viewers. 1) __________, they maintain that 2) __________ do children tend to choose programmes that pass on positive messages, 3) __________ that they are able to distinguish between reality and fiction, and are 4) __________ not negatively affected by what they watch. 5) __________, research has been conducted that contradicts the above findings. This section body of research indicates that the increased depiction of gratuitous violence and immorality in television programmes has indeed affected today’s youth and is directly related to the increase in juvenile crime and the breakdown of moral values in society. 6) __________, the experts responsible for this research have suggested steps that might be taken to solve the problem. One way to prevent television’s negative influence would be for the government to censor the content of certain violent or immoral programmes. Types of broadcasts that are felt to exert negative influences could be shown only at night when children are not likely to be watching. In this way the degree to which children might be exposed to negative influences would be limited. 7) __________, parents could monitor what their children watch and take on the responsibility of changing channels or switching off the television set when they feel the programme being viewed may be harmful, 8) __________ ensuring their children are not exposed to negative influences. 9) __________, it may be said that it is not yet possible to ascertain if, or to what extent TV negatively influences children. 10) __________, as the possibility does exist, it might be wise to take precautionary measures such as those mentioned above. After all, as is often said, “an ounce of prevention is worth a pound of cure”. Task 9. Read the given articles, characterize their tone and structure.

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TECHNOLOGY: ALWAYS A FORCE FOR GOOD? by Francis Noble Technology has undoubtedly brought great benefits to human beings. However, it is important also to bе aware of the dangers of technology. This article will present some of the disadvantages of technological advances. People often mention the social benefits of the Internet. For example, users саn communicate with people from all over the world and make friends with them. But what is the result of ‘chatting’ with friends over the Internet for hours? People lose opportunities of meeting rеаl people and having face-to-face contact. Technology such as television, the Internet, mobile phones and email speeds communication but also creates isolated people who interact with machines rather than with other human beings. Young people sit for hours in front of their computers, like zombies, playing Internet games. Surely they could find а mоrе useful and rewarding way to spend their time. Оnе of the most dangerous effects of technology is that we have по privacy аnу mоrе. Big Brother is constantly watching us and recording what we аrе doing. For example, CCTV (closed circuit television) is ubiquitous – it tracks our movements everywhere these days. In addition, mаnу companies nowadays check up оп their employees to find out what they аrе uploading оn websites such as YouTube. Someone is always spying оn us. Throughout the world, rich countries аrе using technology to dominate рооr countries. Multinational companies introduce advanced machines and computers into рооr countries. However, does the technology benefit people in those countries? Often the result is that many workers lose their jobs and slip into а life of extreme poverty. In conclusion, technology is developing at much too fast а расе. It should bе our servant rather than our master. It is essential to control technology before it is too late – before it controls us. (Source: Science Today, vol. 10/4, page 118)

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SUNNY OUTLOOK FOR THOSE IN NEED OF A HEALTH BOOST by Daily Express reporter Vitamin D is essential for building healthy bones and is produced in the skin as a result of exposure to sunlight. As people have become more aware of the dangers of overexposure and the associated risks of skin cancer, they are inclined to spend less time in the sun, in some cases avoiding it altogether. They could be at risk of depriving themselves of vitamin D. Because vitamin D plays such an important role in absorbing and integrating calcium into the bone structure, a deficiency could eventually lead to osteopenia or osteoporosis, a thinning or weakening of the bones. It can affect people of all ages. Actress Gwyneth Paltrow was shocked to discover that she was developing early signs of osteopenia while being treated for a fractured tibia. Suspicions were raised during a bone scan, and confirmed when her doctors tested her vitamin D levels, which turned out to be extremely low. Treatment involved a prescription-strength level of vitamin D and spending time in the sun, advice she said was initially confusing, coming after so many years of being told to avoid the sun’s dangerous rays. Vitamin D plays an important role in absorbing and integrating calcium. While the majority of people who are in reasonably good health and eat a well-balanced diet are unlikely to suffer similar problems, there are some groups who could be more prone to vitamin D deficiency. These include older people and those who either don’t get out very often or who cover up completely in the sun and who may be advised to take a vitamin D supplement. !¡ Feature stories are made up of distinct paragraph clusters, which in turn consist of three elements: basic points are the major facts and observations that make up your story. They all should relate directly to your theme, supportive facts which include information that documents or proves your basic facts, as well as examples 58

and illustrative anecdotes, quotes serving primarily to illustrate basic facts and observations and supportive facts. Here are sample notes for one paragraph cluster in a feature story that explored strains in the air traffic control system in the years after large numbers of controllers were fired for striking. Paragraph cluster: System strains – supportive facts FAA has 9,800 full-performance controllers, compared to 13,133 before the strike. And many of the new ones are less qualified than the prestrike ones. Source: FAA press office. Many supervisors are still doing line jobs. Source: Interview with XXXXXXX at Leesburg air traffic control center. FAA says controllers averaged 20 days of overtime last year – meaning they worked the equivalent of six-day weeks half of the year. In some centers, controllers still can’t get two consecutive weeks off. Source: FAA budget submission to Congress, (date). Quote: “The system isn’t yet rebuilt. To put upon this relatively green system the same kind of traffic-handling responsibilities that the prestrike system had runs the risk of producing some very unfortunate consequences.” Source: James Burnett, chairman, National Transportation Safety Board. Senate testimony on (date). Task 10. Organize this information into a simple paragraph cluster consisting of a basic point, supportive facts, and a quote. Dr. Larry Ponemon has conducted audits of more than 300 companies over the past three years to assess the quality of their consumer privacy protections. Their consumer profiles have an error rate of 85 %. 76 % of companies fail to comply with their own stated privacy policies. “You reach the conclusion that it’s pretty awful out there. The invasions of privacy usually stemmed from ignorance, although in a few cases the companies were truly evil. Their profiles were riddled with errors. A national hotel chain shares lists of movie titles rented by its customers with their many affiliates, including other hotels and 59

restaurants. Telemarketers employed by a major pharmaceutical company were looking up people they knew for sport. A national diagnostics laboratory sells the results of medical tests – blood work, biopsies, DNA screens. Say you don’t have AIDS but are taking a drug that’s also used to treat it. They could incorrectly conclude you have AIDS, put that in your profile, and sell your data to a hospice or insurance company.” Task 11. Read the article below and answer the following questions: 1. What tone is the story written in? 2. What techniques does the writer imply to grab the reader’s attention? 3. What kinds of paragraph clusters does the author use? GETTING TO THE HEART OF MY SOLE by Sophie Donnelly Forget palm-reading for self-discovery, find the answers in your feet... Some people wear their heart on their sleeve. I wear mine on my feet, apparently. Every emotion I have shows itself on my body, whether it be through my tear-filled eyes, blotchy neck or blushing cheeks. What can I say? I’m a slave to my oversensitive nature and like to talk about my feelings. This is why I’m visiting Margaret Dabbs’ foot clinic and nail spa in London’s Mayfair. I’m here to have my personality interpreted, through my feet. Just as the lines on our hands are claimed to reveal how long we will live or how many children we might have, the length of our toes, height of our arches and colour of our nail varnish reveal personal characteristics. Foot reading is based on the same principles of reflexology in the sense that various parts of our bodies are linked to different parts of our feet. When I meet professional foot reader Anne Scardarella, she admits she can’t wait to get her hands on my freshly-manicured toes. “We spend so much time on our feet that they go through life with us,” she says. “When we are angry we stomp around, which causes hard skin. Babies are born with perfect little feet. The harder life is on them the harder their skin will be.” 60

A feat of biological engineering, feet are constructed from 26 bones and 3,000 nerve endings and Anne says a quick feel of mine will reveal my deepest emotions and personality traits past and present. I smile nervously and hope she can’t tell that I once stole a marble from Debenhams when I was seven. Sitting on the very edge of the chair Anne asks me to plant my soles on the floor. “The top of your feet represent elements of your personality you want the world to see, while the underneath shows a more personal side. “You have very large feet for a woman,” she says. I blush and she quickly apologises. Holding my size 7½ left foot in her hands Anne explains that the hard piece of bone sticking out the side of my foot just underneath my little toe shows I have just shouldered an unexpected responsibilty. She is right. I have been given a promotion at work. As my foot is wider than average Anne says it shows I am a hard worker and like to be recognised for my merits. I’ve only just noticed this trait in myself. Having always played goal shooter in my netball team I became accustomed to the cheers that followed my every goal. I have just changed position to goalkeeper and I feel frustrated at the lack of praise I receive and feel my efforts are going unnoticed. The tiny gap between my second and third toe shows there is a difference between my thought processes and my emotions. For instance, I might agree to do something in the heat of the moment and change my mind a few minutes later. How true. Last weekend I offered to help my friend Chris move but when the time came I didn’t feel as charitable and pretended I had to work. Anne has well and truly aroused my interest in foot reading and I’m hanging on every word. My little toe is just that, little, so Anne explains it indicates I have held on to my childlike nature and sense of fun. I may be 25 but I have retained some of my childish innocence, she says. In fact I’ve always been a late bloomer. At 13, when my mum told me Santa Claus wasn’t real, I cried and asked if that meant the Tooth Fairy wasn’t real either. “Your big toe is the thinking toe,” says Anne. “It is rather large and shows you are happy talking about your feelings.” The size also indicates I am overly sensitive and can often take things the wrong way. This is also very true. However the pinched nature of the neck of my toe signals that I don’t always express my feelings. This is the first time she has said 61

something with which I disagree. I can’t hold my emotions in even if I wanted to. As the bridge of my foot is smooth without any protruding tendons Anne says this indicates I go with the flow. Wrong again, it is either my way or the highway. She says my long toes represent my artistic nature. That’s an easy one since she knows I am a journalist. Anne starts analysing the bottom of my foot. The hard skin on the pads of my toes and around my heels shows I am feeling very pressured about the future and taking the next step. Anne is back on track. With my boyfriend working as a trainee lawyer in Manchester we only get to see each other every few weekends. At some point one of us will have to move their life. She tells me my long, narrow feet show I have drive and determination. “You have strong inner resources,” says Anne. “Why delegate when you can do it better and faster yourself?” I knew I was in for a foot massage but the ego one is a welcome surprise. At the end of my half-hour session Anne pretty much nailed my personality. She might not have predicted when I’ll get my next pay rise but she successfully revealed a happy past and my content present, which has made me feel very optimistic about my future. Task 12. Read the following passage, and then pull a conversational quotation out of it: In passing Sections 501–510 of the Gramm-Leach-Bliley Act, Congress gave consumers the right to prevent financial institutions from transferring their personal financial information to third parties. To that end, the Act requires the institutions to notify customers of the right to opt out and to provide convenient means of exercising it. However, in notices mailed out thus far, most financial institutions have employed dense, misleading statements and confusing, cumbersome procedures to prevent consumers from opting out. Such notices evince a clear failure of the Act’s implementing regulations to effectuate congressional intent. Accordingly, we ask the Agencies to revise the regulations and require that financial institutions provide understandable notices and convenient opt-out mechanisms.

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Task 13. Read the passage below and find a colourful or punchy quote in it: We believe that many claims regarding school choice miss the mark, and that they do so because those making them have failed to focus on the most important stakeholders in this debate: suburbanites, especially suburban parents. Suburbanites, by and large, are not wild about school choice, either public or private. Suburban parents are generally satisfied with the public schools their children attend, and they want to protect both the physical and the financial sanctity of these schools. School choice threatens both. It creates the generally unwelcome possibility that outsiders – particularly urban students – will be able to attend suburban schools at the expense of local taxpayers. Choice programs also raise the possibility that some locally raised revenues will exit local schools as students leave to attend either private schools or public schools outside of their residential districts.

NEWS ARTICLE / REPORT is a brief piece of writing for publication in a newspaper, giving factual information concerning an important current event. It is formal and impersonal in style. Facts are presented objectively and unemotionally. − − − −

A successful news article should consist of: a headline which is short and eye-catching, giving the reader an idea of the subject of the report; an introductory paragraph which summarises the event, including information about who, when, what, where (i.e. the time, the place, the people involved, etc.) a main body in which the relevant information is presented in detail, including an explanation of the cause and/or result of the event; a conclusion which mentions the significance of the event, future action to be taken, reactions or comments of a witness or a spokesperson, etc.

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POINTS TO CONSIDER • The information is to be presented accurately and in detail. The authors’ feelings are not mentioned. • When writing a news report the author should bear in mind the pyramid format which serves to present the reader the most important facts first, drawing him in to read the remainder of the story. Facts should be mentioned in order of descending importance. • Comments made by witnesses, victims, the police, etc. may be given in direct or indirect speech. • Passive voice and appropriate reporting verbs are of wide use in news articles/reports, together with linking words and time expressions. Task 14. Read the news articles below, and identify the topic of each paragraph. Choose the best headline for each report from those given below. Explain your choice. A. Humans derive about 20 % of their protein from animal-based products now, but this may need to drop to just 5 % to feed the extra two-billion people expected to be alive by 2050, according to research by some of the world’s leading water scientists. “There will not be enough water available on current croplands to produce food for the expected nine-billion population in 2050 if we follow current trends and changes towards diets common in Western nations,” the report by Malik Falkenmark and colleagues at the Stockholm International Water Institute (SIWI) said. “There will be just enough water if the proportion of animal-based foods is limited to 5 % of total calories and considerable regional water deficits can be met by a .... reliable system of food trade.” Dire warnings of water scarcity limiting food production come as Oxfam and the UN prepare for a possible second global food crisis in five years. Prices for staples such as corn and wheat have risen nearly 50% on international markets since June, triggered by severe droughts in the US and Russia, and weak monsoon rains in Asia. More than 18-million people are already facing serious food shortages across the Sahel. Oxfam has forecast that the price spike will have a devastating impact in developing countries that rely heavily on food

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imports, including parts of Latin America, North Africa and the Middle East. Food shortages in 2008 led to civil unrest in 28 countries. Adopting a vegetarian diet is one option to increase the amount of water available to grow more food in an increasingly climateerratic world, the scientists said. Animal protein-rich food consumes five to 10 times more water than a vegetarian diet. One third of the world’s arable land is used to grow crops to feed animals. Other options to feed people include eliminating waste and increasing trade between countries in food surplus and those in deficit. (Source: Guardian News and Media 2012 at http://www.mg.co.za)

B. An extra two years of formal, compulsory schooling for all South African children is a fantastic idea, experts in the field of education and early childhood development say, but a new salary bill of at least R5-billion a year is only one of the problems that will have to be overcome. The national development plan, finalised this week, calls for children aged four and five to be included in the basic education system, effectively creating two new grades in primary school. The plan, from Trevor Manuel’s national planning commission, was published in draft form in November 2011, but the final version was handed to President Jacob Zuma only this week following consultation. The preschool provision was not in the draft. The benefits of such a preschool system have long been accepted, but many are sceptical that it could be properly implemented, even in the two-decade time frame with which the plan deals. The two new grades would have an intake of about one million children each, which implies a need for 100000 teachers at an ideal class size of 20 children. At the lower end of current preschool education, unqualified teachers are paid about R4000 a month. Even at that rate, which would be unlikely to attract the best-qualified teachers, the state would have to cough up R5-billion a year in salaries, not counting the cost of training teachers, infrastructure, learning materials, administration and miscellaneous expenses. “You need a learning-rich environment and that kind of thing is expensive,” said Mark Potterton, the national director of the Catholic Institute of Education. “One of the big problems we have at primary schools now is that there isn’t playground equipment for most of these kids. You can keep kids in a room and keep them occupied and call 65

them schools, but that won’t necessarily bring about the changes you want.” Then there are the dangers of getting it wrong. “You don’t want to squeeze vulnerable children into an environment that further marginalises their development potential,” said Hasina Ebrahim, an early childhood development expert at the University of the Free State and deputy chair of the South African Research Association for Early Childhood Education. “We don’t have grade R right yet. We have access, but access to what?” “A lot of young people are growing up in homes where they have very little stimulation and early cognitive functioning is underdeveloped,” said Equal Education deputy general secretary Doron Isaacs. “It’s important to establish the principle and policy, which the plan is trying to do, then address practical questions.” The plan, like a wide array of international development organisations, considers preschool education key to decreasing antisocial behaviour, keeping more children in school until matric and improving overall results. (Source: Guardian News and Media 2012 at http://www.mg.co.za)

 Children of four to be included in South African basic education system  Devastating impact of the price spike in developing countries  Preschool plan has high cost  Water scarcity ‘could force worldwide vegetarianism’  Not enough water to produce food  Compulsory schooling for South African children is a fantastic idea Task 15. Replace each of the underlined words/phrases in the sentences below with synonymous ones from the list below: led to а public outcry, far-reaching repercussions, тake a bid, widespread fеаr, fruitless, gave his seal оf approval, wary, put paid to 1. Тhе Education Minister agreed to the new government proposals to reduce subsidies to universities. 2. А Royal Air Force officer is planning to trу to break the world land-speed record. 3. А fire at Weston nuclear power station has caused а lot of worry 66

4. 5. 6. 7. 8.

among local residents. Attempts to promote non-biodegradable detergents have made а lot of реоple very angry due to the threat such products pose to the environment. Residents were advised to bе cautious of anyone acting suspiciously. Accusations of embezzlement ruined the senator’s hopes of running for president next year. Тhе Prime Minister’s decision to raise taxes will have а serious effect оn the lives of many Britons. Тhе police have appealed to the government following their unsuccessful attempts to stamp out crime among street gangs.

Task 16. Read the following opening paragraphs frоm news reports, and rewrite thеm using passive constructions. 1. Children discovered а suspicious-looking package in а city-centre shop yesterday. The shop owner called the police, who sent а bomb-disposal team which successfully defused the package. 2. The council closed down а well-known restaurant in Laycock last week after they found а mouse in the kitchen. Health officials warned the owner that he could not reopen the restaurant until it met the required standards of cleanliness. 3. А mаn held passengers оn а Manchester bus captive for аn hour оn Monday afternoon. Police later removed the kidnapper, who was unarmed. They believe the mаn was making а protest about public transport services in the area. 4. An amateur has broken the world record for windsurfing across the Channel. The mayor of Longbridge congratulated 25-year-old Dean Travers uроn his return home on Thursday. Dean had completed his record-breaking trip in near-perfect conditions two days previously. 5. Police finally caught convicted arsonist Thomas Wells early last Sunday morning. Prison guards found that Wells had escaped ten days earlier. Investigators believe that he has set two warehouses on fire since his escape. 6. The Council is providing temporary housing for citizens of Newton after Tuesday’s flood damaged hundreds of homes. The location of the shelters is nearby town of Holbrook, and authorities will allow 67

the residents to stay in them until the Council rebuilds their homes. 7. Late Monday morning the police arrested two men who were selling stolen car stereo systems to unsuspecting customers. They seized all the stolen goods and are holding the men in custody. Task 17. Rewrite the following sentences in indirect speech, using various reporting verbs. 1. The Prime Minister said yesterday, “А new tax will bе introduced from 1st January.” The Prime Minister announced yesterday that a new tax would bе introduced from 1st January. 2. “That is not а matter I аm prepared to discuss,” the witness said to reporters. ________________________________________________________ 3. “I don’t like the fact that known criminals are released оn bail while awaiting trial,” said the judge. ________________________________________________________ 4. Mr. Bingley said, “I have never seen this woman before in mу life, let alone tried to assault her.” ________________________________________________________ 5. The spokesman said, “It’s worth noting that this is the largest crowd ever to have attended а Сup Final.” ________________________________________________________ Task 18. Choose any of the topics below and write a news article in the appropriate style using 150-180 words. 1. You work for a newspaper as a reporter. Write a news report about a missing child who was safely returned home. 2. You work for a shipping newspaper. Write a news report about a ship that sank recently. 3. You have been asked to write a report on car crash which cost the driver his life. 4. The newspaper you work for has asked you to write a news report covering a recent tragedy when an aeroplane crash-landed in the desert. 5. As a reporter you have been sent to interview twin brothers who 68

were separated at birth and reunited thirty years later. Task 19. Choose a headline below and write a news report of about 150-180 words. Bomb Scare False Alarm Mountain Climbers Still Missing Royal Visit to Orphanage Bank Robbed of Millions Three Seriously Injured in Car Crash Wedding on the Lake

REVIEW is an evaluation of a publication, a product, a service or a company such as a film (a film review), video game, musical composition (music review of a composition or recording), book (book review); a piece of hardware, home appliance, or computer; or an event or performance, such as a live music concert, a play, musical theater show or dance show. In addition to a critical evaluation, the review’s author may assign the work a rating to indicate its relative merit. There are various types of reviews among which the most popular are: − review articles – a scientific paper, which provides a synthesis of research on a topic; − consumer (product) review – a review written by the owner of a product or the user of a service who has sufficient experience to comment on reliability and whether or not the product or service delivers on its promises, otherwise known as product reviews; − expert review – a review written by someone who has tested several peer products or services to identify which offers the best value for money or the best set of features; − bought review – the system where the creator (usually a company) of a new product pays a reviewer to review his new product. Every successful review should consist of: − an introduction which presents the main details (name of 69

film/book, writer/director, main characters/stars, etc.); − a body of several paragraphs which focuses on the details requested by the rubric; − a conclusion which summarises the body and/or gives a positive/negative opinion, comments, recommendations, etc. POINTS TO CONSIDER • Present tenses are usually used for reviews. For example, The action takes place in a small cottage in the country. • Past tenses can be used if the review presents a personal account of a performance attended (We arrived just in time the curtain went up but it was obvious that the audience were really restless; I thought the first act was spectacular) or describes the making of a writing of a book, setting up of an exhibition (The band spent six months in the studio before they were satisfied with these remixes). • When writing a review a variety of evaluating adjectives (both gradable and non-gradable) should be used to add emphasis. USEFUL LANGUAGE • for positive reviews: I would advise anyone to (see/watch/go to/etc.) This is (a film/book/play/etc.) that you should not miss. If you have the chance, make sure you (see/watch/go to/etc.)… If you only (see one film/buy one CD/etc.) this year, this should be it. This (film/book/play/etc.) is well worth seeing. I would thoroughly recommend (name of film/book/play/etc.).

• for negative reviews: (Name of film/book/play/etc.) is not worth (seeing/buying/reading/etc.) This is a (a film/book/play/etc.) to avoid. Unfortunately, this (a film/book/play/etc.) fails to live up to expectations.

Task 20. Match the sentences to the subjects of the reviews: Festival, Exhibition, Restaurant, Product, Film, Classical concert. 1. There is also a spacious and comfortable family room, which should appeal to diners with young children. 2. After a year of almost continual use, I can honestly say that I have not had a single problem with it. 70

3. One of the most striking things about these portraits is the way their subjects appear to be so natural. 4. A hush descended as the conductor took the podium. 5. Visitors were treated to a variety of remarkable music and dance acts, as well as the choice of over a hundred fascinating stalls and sideshows to visit. 6. The beautifully shot desert scenes and the Ry Cooder soundtrack make it totally unforgettable. Task 21. Read the extracts below and say what is being reviewed, what kind of publication the review might appear in, which tenses are used and why. A. There’s nothing quite like ‘Chocks Away’. Designed for two to six players, it will keep you amused for hours. It’s not only a lot of fun but it’s good value for money too – an ideal gift for any teenager. Buy it! B. One of the best bits was the traditional dance performed by a local group. Of course, the costumes were fantastic and that helped a lot with the overall look. The other thing that helped us was really enjoy it was that we’d managed to get our hands on a programme. That was good because we knew what time everything started (the announcements were terrible!). C. Tastefully decorated, conveniently located, and with a wide range of courses to suit all occasions, this is the perfect meeting place after a hard day’s work. On our arrival, we were quickly and courteously shown to our table, where we were served with complimentary appetizers. Despite the fact that it was exceptionally busy, the service throughout was unfailingly prompt and attentive. D. Based on the critically acclaimed course book by John Sweeney, ‘Learn English Fast’ is now available as a set of four CD-ROMs. The computer version retains all the key features of the original, as well as having the added advantage of being very clearly presented, a factor which is so frequently overlooked by other producers in the vast field of computer-based educational material.

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Task 22. For each of the sentences below, circle the words/phrases which could be used to fill in the gaps. 1. It is definitely one of the most _______ ghost stories I have ever read. compelling humourless chilling spine-tingling entertaining 2. Most critics agree that this play is _______. underrated well-received slow-moving depressing hilarious 3. When listening to this CD, one of the things that instantly grabs your attention is the _______ music. moving rousing stirring haunting unimaginative 4. If you get the chance, go; you are unlikely to see a more _______ film this year. thought-provoking overcomplicated spectacular marvelous action-packed Task 23. Using the adjectives from the table, make sentences as in the example: One of the problems with this film is that the main character is extremely shallow and unconvincing. The plot, however, is absolutely riveting. Characters Plot Special effects Photography Acting/performance Writing/script

shallow, unconvincing, likeable, convincing, believable overcomplicated, predictable, absorbing, gripping, riveting cheap, laughable, stunning, staggering, astounding poor, amateurish, breathtaking, incredible, impressive wooden, appalling, natural, powerful, spectacular contrived, confusing, realistic, thoughtprovoking, compelling

Task 24. Read the extract from a film review below. Replace the underlined sections with other positive adjectives from the task above. Then make the review negative by replacing the un-

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derlined expressions with negative adjectives (This is definitely a film to avoid; not only are…) This is definitely a film worth seeing; not only are the special effects absolutely stunning, but there is some spectacular acting as well. The main characters are entirely believable, and Vivian Farlough (who plays Copeland) is particularly powerful, due in part to the extremely realistic script. As far as the plot is concerned, I found it totally absorbing, especially when, halfway through the film, the action shifts to North Africa and the storyline becomes even more gripping. Another point worth mentioning is that…

Task 25. Read the extract from a negative review. Replace the underlined adjectives with others from the table below to make the review more positive. As far as the individual tracks are concerned, most of them are very weak. The CD opens with their best-known song, ‘Down Low’, which is an extremely unimaginative piece of work. In my opinion, the use of violins in this piece is completely over-the-top. As for the lyrics, well, there are four verses of awful poetry and one of the most clichéd choruses I have ever heard. Most of the other tracks are equally dull, with the possible exception of… Songs/tracks Music Lyrics

outstanding, impressive, remarkable, weak, dull stimulating, moving, inventive, over-the-top, unimaginative thought-provoking, profound, meaningful, clichéd, awful

Task 26. Think of a book you have recently read. Then complete as many of the following sentences as possible. 1. One of the best things about this book is the way___________. 2. The main theme of the book is___________. 3. Reading this book, you cannot fail to__________. 4. The writing is for the most part___________. 5. If I were to have one criticism of the book, it would be that__________. 73

6. The book leaves you feeling__________. 7. It manages to successfully combine__________. 8. After the first few pages, you feel__________. 9. After reading this, you will__________. 10. All in all, this book is__________. Task 27. Think of a film or a book that you really enjoyed/you did not like. Then, using specific expressions, as well as information of your own, write your recommendations as in: ‘Dynamite Alley’ is not worth seeing unless you are a great fan of special effects. Even then, you have to be very dedicated to sit through such a long film. Task 28. Write a positive review of a book (about 200-230 words) you have read, giving a brief outline of what it was about and why you think your fellow students would benefit from reading it. Task 29. A music magazine which you read regularly is planning a feature called ‘100 Classic Albums’. Readers have been asked to send in a review of their favourite CD, saying why they think it deserves to be called a classic. Write a review of about 250 words. Task 30. Read the following topics, identify the style they require and suggest an appropriate headline. Then write any two of them. 1. The newspaper you are working for has asked you to write an article on recent disaster which hit the capital of your country. 2. You have been asked to write an article for an international magazine about equal job opportunities for men and women in your country. You should describe the existing situation and say what changes have taken place in recent years. 3. A health and diet magazine has asked its readers to write an article giving their opinion on junk food. 4. The travel company you work for has asked you to write an article for a brochure describing a new package holiday at a popular sea74

side resort. You are to provide information on accommodation, transport, entertainment, etc. 5. Write an article for a leaflet for travelers planning to go abroad, advising them on problems they may run into. Make suggestions and give advice about what they can do to deal with such problems.

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Module 3

RESEARCH PAPER

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1. RESEARCH: WHAT IT IS

Writing a research paper is an essential aspect of academics. A research paper is the culmination and final product of an involved process of research, critical thinking, source evaluation, organization, and composition. Based on your own thoughts and the facts and ideas you have gathered from a variety of sources, a research paper is a creation that is uniquely yours. The experience of gathering, interpreting, and documenting information, developing and organizing ideas and conclusions, and communicating them clearly will prove to be an important and satisfying part of your education. It is, perhaps, helpful to think of the research paper as a living thing, which grows and changes as a student explores, interprets, and evaluates sources related to a specific topic. Primary and secondary sources are the heart of a research paper, and provide its nourishment; without the support of and interaction with these sources, the research paper would morph into a different genre of writing (e.g., an encyclopedic article). The research paper serves not only to further the field in which it is written, but also to provide a student with an exceptional opportunity to increase his knowledge in that field. It is also possible to identify a research paper by what it is not. A research paper is not simply an informed summary of a topic by means of primary and secondary sources. It is neither a book report nor an opinion piece nor an expository essay consisting solely of one’s interpretation of a text nor an overview of a particular topic. Instead, it is a genre that requires one to spend time investigating and evaluating sources with the intent to offer interpretations of the texts, and not unconscious regurgitations of those sources. The goal of a research paper is not to inform the reader what others have to say about a topic, but to draw on what others have to say about a topic and engage the sources in order to thoughtfully offer a unique perspective on the issue at hand.

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2. MAJOR TYPES OF RESEARCH PAPERS There are two major types of research papers: argumentative and analytical. RESEARCH PAPERS

ARGUMENTATIVE RESEARCH PAPERS

ANALYTICAL RESEARCH PAPERS

1. The argumentative research paper consists of an introduction in which the writer clearly introduces the topic and informs his audience exactly which stance he intends to take; this stance is often identified as the thesis statement. An important goal of the argumentative research paper is persuasion, which means the topic chosen should be debatable or controversial. For example, it would be difficult for you to successfully argue in favor of the following stance: Cigarette smoking poses medical dangers and may lead to cancer for both the smoker and those who experience secondhand smoke. Perhaps 25 years ago this topic would have been debatable; however, today, it is assumed that smoking cigarettes is, indeed, harmful to one’s health. A better thesis would be the following: Although it has been proven that cigarette smoking may lead to sundry health problems in the smoker, the social acceptance of smoking in public places demonstrates that many still do not consider secondhand smoke as dangerous to one's health as firsthand smoke. 78

In this sentence, the writer is not challenging the current accepted stance that both firsthand and secondhand cigarette smoke is dangerous; rather, he is positing that the social acceptance of the latter over the former is indicative of a cultural double-standard of sorts. You would support this thesis throughout your paper by means of both primary and secondary sources, with the intent to persuade your audience that your particular interpretation of the situation is viable. 2. The analytical research paper often begins with you asking a question on which you have taken no stance. Such a paper is often an exercise in exploration and evaluation. For example, perhaps one is interested in the Old English poem “Beowulf”. He has read the poem intently and desires to offer a fresh reading of the poem to the academic community. His question may be as follows: How should one interpret the poem “Beowulf”? His research may lead him to the following conclusion: “Beowulf” is a poem which purpose was to serve as an exemplum of heterodoxy for tenth- and eleventh-century monastic communities. Though his topic may be debatable and controversial, it is not the student’s intent to persuade the audience that his ideas are right while those of others are wrong. Instead, his goal is to offer a critical interpretation of primary and secondary sources throughout the papersources that should, ultimately, buttress his particular analysis of the topic. The following is an example of what his thesis statement may look like once he has completed his research: Though “Beowulf” is often read as poem that recounts the heroism and supernatural exploits of the protagonist Beowulf, it may also be read as a poem that served as an exemplum of heterodoxy for tenth- and eleventh-century monastic communities found in the Danelaw. This statement does not negate the traditional readings of “Beowulf”; instead, it offers a fresh and detailed reading of the poem that will be supported by the student’s research. It is typically not until you have begun the writing process that your thesis statement begins to take solid form. In fact, the thesis statement in an analytical paper is often more fluid than the thesis in 79

an argumentative paper. Such is one of the benefits of approaching the topic without a predetermined stance.

3. CHOOSING A TOPIC The first step of any research paper is to understand the assignment. If this is not done, you will travel down many dead-end roads, wasting a great deal of time along the way. A clear understanding of the assignment will allow you to focus on other aspects of the process, such as choosing a topic and identifying your audience. Step 1: Brainstorming If you begin thinking about possible topics when the assignment is given, you have already begun the arduous, yet rewarding, task of planning and organization. Once you have made the assignment a priority in your mind, you may begin to have ideas throughout the day. You shouldn’t select a subject hastily, but neither should you spend too much time sifting through ideas. Here are six guidelines to make the process easier: Brainstorming is often a successful way to get some of these ideas down on paper. Seeing one’s ideas in writing is often an impetus for the writing process. Though brainstorming is particularly effective when a topic has been chosen, it can also benefit the student who is unable to narrow a topic. It consists of a timed writing session during which you jot down - often in list or bulleted form - any ideas that come to your mind. At the end of the timed period, you will peruse your list for patterns of consistency. If it appears that something seems to be standing out in your mind more than others, it may be wise to pursue this as a topic possibility. It is important to keep in mind that an initial topic may not be the exact topic about which you end up writing. Research topics are often fluid, and dictated more by your ongoing research than by the original chosen topic. Such fluidity is common in research, and should be embraced as one of its many characteristics.

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Step 2: Identifying an Audience The concept of audience can be very confusing for novice researchers. Should your audience be your instructor only, or should your paper attempt to reach a larger academic crowd? These are two extremes on the pendulum-course that is audience; the former is too narrow of an audience, while the latter is too broad. Therefore, it is important to articulate an audience that falls somewhere in between. It is perhaps helpful to approach the audience of a research paper in the same way one would when preparing for an oral presentation. Often, one changes his style, tone, diction, etc., when presenting to different audiences. So it is with writing a research paper (in fact, you may need to transform your written work into an oral work if you find yourself presenting at a conference someday). The instructor should be considered only one member of the paper’s audience; he is part of the academic audience that desires students to investigate, research, and evaluate a topic. Try to imagine an audience that would be interested in and benefit from your research. For example, if you are writing a twelve page research paper about ethanol and its importance as an energy source of the future, would you write with an audience of elementary students in mind? This would be unlikely. Instead, you would tailor your writing to be accessible to an audience of fellow engineers and perhaps to the scientific community in general. What is more, you would assume the audience to be at a certain educational level; therefore, you would not spend time in such a short research paper defining terms and concepts already familiar to those in the field. However, you should also avoid the type of esoteric discussion that condescends to your audience. Again, you must articulate a middle-ground. The following are questions that may help you discern further your audience: • Who is the general audience I want to reach? • Who is most likely to be interested in the research I am doing? • What is it about my topic that interests the general audience I have discerned? • If the audience I am writing for is not particularly interested in my topic, what should I do to pique its interest?

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• Will each member of the broadly conceived audience agree with what I have to say? • If not (which will likely be the case!) what counter-arguments should I be prepared to answer? Remember, one of the purposes of a research paper is to add something new to the academic community, and the first-time researcher should understand his role as an initiate into a particular community of scholars. As you increase your involvement in the field, your understanding of your audience will grow as well. Once again, practice lies at the heart of the thing.

4. WHERE DO YOU BEGIN? There is neither template nor shortcut for writing a research paper; again, the process is, amongst other things, one of practice, experience, and organization, and begins with you properly understanding the assignment at hand. As many students know, the writer may find himself composing three quite different research papers for three quite different courses all at the same time in a single semester. Each of these papers may have varying page lengths, guidelines, and expectations. Therefore, in order for a student to become an experienced researcher and writer, he must not only pay particular attention to the genre, topic, and audience, but must also become skilled in researching, outlining, drafting, and revising. Step 1: Researching Once your topic has been approved, begin to gather information from authoritative reference sources: pertinent books, encyclopaedias, and articles in magazines, journals, magazines, etc. As you examine each source, make a separate note of each fact or quotation you might want to use in your paper. Be sure to identify the source of the information on the listing (include the author’s name and page number on which the information appears). Try to summa-

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rize the information in your own words (paraphrasing); use quotation marks if you copy the information exactly. Your listings will now provide the authoritative basis for your paper’s content and documentation. By arranging and rearranging the listings, you may well discover a certain order or different categories which will help you prepare an outline. You may find that you need additional information, or that some of the listings may not be appropriate and should be set aside or discarded. Step 2: Outlining An outline is a general plan of the material that is to be presented in a paper. It shows the order of the various topics, the relative importance of each, and the relationship between the various parts. Using an outline can help you organize your material and can also help you discover connections between pieces of information that you weren’t aware of when you first conceived the plan of your paper. It can also make you aware of material that is not really relevant to the purposes of your paper or material that you have covered before and should therefore be removed. A Working Outline might be only an informal list of topics and subtopics which you are thinking of covering in your paper. A Final Outline should enhance the organization and coherence of your research paper. Instructors sometimes require that a final outline be submitted along with the final version of your paper. Material that is not relevant to the purpose of your paper as revealed in your outline should be excised from the paper; if portions of your outline seem weak in comparison to others, more research may be required to create a sense of balance in your argument and presentation. A final outline can be written as a topic outline, in which you use only short phrases to suggest ideas, or as a sentence outline, in which you use full sentences (even very brief paragraphs) to show the development of ideas more fully. Outlines can be organized in many ways according to your purposes. Are you attempting to show the chronology of some historical development, the cause-and-effect relationship between one phenomenon and another, the process by which something is accomplished, or the logic of some position? Are you defining or analyzing some83

thing? Comparing or contrasting one thing to another? Presenting an argument (one side or both)? As you see, in some cases a chronological arrangement works well. At other times, a spatial (logical, cause-and-effect, etc.) arrangement is best suited to the material. The most common order in outlines is to go from the general to the specific. This means you begin with a general idea and then support it with specific examples. In any case, try to bring related material together under general headings and arrange sections so they relate logically to each other. All outlines should begin with a thesis statement of summarizing sentence. This thesis sentence presents the central idea of the paper. It must always be a complete, grammatical sentence, specific and brief, which expresses the point of view you are taking towards the subject. Here are the rules of outlining: 1. Subdivide topics by a system of numbers and letters, followed by a period. 2. Each heading and subheading must have at least two parts. 3. Headings for parts of the paper such as Introduction and Conclusion should not be used. 4. Be consistent. Do not mix up the two types of outlines. Use either whole sentences of brief phrases, but not both. Examples: A) Topic Outline CHOICES IN COLLEGE AND AFTER Thesis: The decisions I have to make in choosing college courses depend on larger questions I am beginning to ask myself about my life’s work. I. Two decisions described A. Art history or chemistry 1. Professional considerations 2. Personal considerations B. A third year of French? 1. Practical advantages of knowing a foreign language 84

2. Intellectual advantages 3. The issue of necessity II. Definition of the problem A. Decisions about occupation B. Decisions about a kind of life to lead III. Temporary resolution of the problem A. To hold open a professional possibility: chemistry B. To take advantage of cultural gains already made: French B) Sentence Outline CHOICES IN COLLEGE AND AFTER Thesis: The decisions I have to make in choosing college courses depend on larger questions I am beginning to ask myself about my life’s work. I. I have two decisions to make with respect to choosing college courses in the immediate future. A. One is whether to elect a course in art history or in chemistry. 1. One time in my life, I planned to be a chemical engineer professionally. 2. On the other hand, I enjoy art and plan to travel and see more of it. B. The second decision is whether to continue a third year of French beyond the basic college requirement. 1. French might be useful both in engineering and travel. 2. Furthermore, I am eager to read good books which are written in French. 3. How necessary are these considerations in the light of other courses I might take instead? II. My problem can be put in the form of a dilemma involving larger questions about my whole future. A. On the one hand, I want to hold a highly-trained position in a lucrative profession.

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B. On the other hand, I want to lead a certain kind of life, with capacities for values not connected with the making of money. III. I will have to make a decision balancing the conflicting needs I have described. A. I will hold open the professional possibilities by electing chemistry. B. I will improve and solidify what cultural proficiency in another language I have already gained, by electing French. (Source: http://www.lavc.edu/library/outline.htm)

Step 3: Drafting Drafting is one of the last stages in the process of writing a research paper. No drafting should take place without a research question or thesis statement; otherwise, you will find yourself writing without a purpose or direction. Think of the research question or thesis statement as a compass. The research you have completed is a vast sea of information through which you must navigate; without a compass, you will be tossed aimlessly about by the waves of sources. In the end, you might discover the Americas (though the journey will be much longer than needed), or - and what is more likely – you will sink. Step 4: Revising, Editing, Proofreading Revising is the process consisting of: • Sweeping, changes to the various drafts of a project; • An evaluation of word choice throughout the project; • Removing some paragraphs and sometimes, quite painfully, complete pages of text; • Rethinking the whole project and reworking it as needed. Editing is a process interested in the general appearance of a text, and includes the following: • Analysis of the consistency of tone and voice throughout the project; • Correction of minor errors in mechanics and typography;

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• Evaluation of the logical flow of thought between paragraphs and major ideas. This process is best completed toward the final stages of the project, since much of what is written early on is bound to change anyway. Proofreading is the final stage in the writing process, and consists of a detailed final reread in order to find any mistakes that may have been overlooked in the previous revisions.

5. WHAT ARE THE QUALITIES OF A GOOD RESEARCH PAPER? No matter what the topic or length, all effective research papers meet the following ten criteria: 1. Successful research papers stay tightly focused on their thesis, the point they are arguing. 2. The research paper shows that the writer has a strong understanding of the topic and source material used. 3. The research paper shows that the writer has read widely on the topic, including the works of recognized authorities in the field. 4. The research paper includes an acknowledgement of the opposition but shows why the point being argued is more valid. 5. Proof for the research paper’s thesis is organized in a clear and logical way. 6. Each point is supported by solid, persuasive facts and by examples. 7. The work is original, not plagiarized. Every outside source is carefully documented. 8. All supporting material used in preparation of the research paper can be verified. 9. The research paper follows a specific format, including the use of correct documentation and a Works Cited page. 10.The research paper uses standard written English.

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6. PLAGIARISM Using someone else’s ideas or phrasing and representing those ideas or phrasing as our own, either on purpose or through carelessness, is a serious offense known as plagiarism. “Ideas or phrasing” includes written or spoken material, of course – from whole papers and paragraphs to sentences, and, indeed, phrases – but it also includes statistics, lab results, art work, etc. “Someone else” can mean a professional source, such as a published writer or critic in a book, magazine, encyclopaedia, or journal; an electronic resource such as material we discover on the World Wide Web; another student at our school or anywhere else; a paper-writing “service” (online or otherwise) which offers to sell written papers for a fee. The penalty for plagiarism is usually determined by the instructor teaching the course involved. It could involve failure for the paper and it could mean failure for the entire course. Ignorance of the rules about plagiarism is no excuse, and carelessness is just as bad as purposeful violation. At the very least, however, students who plagiarize have cheated themselves out of the experience of being responsible members of the academic community and have cheated other students by pretending to contribute something original which is, in fact, a cheap copy. Let us discuss some examples. The original text from Elaine Tyler May’s “Myths and Realities of the American Family” reads as follows: Because women’s wages often continue to reflect the fiction that men earn the family wage, single mothers rarely earn enough to support themselves and their children adequately. And because work is still organized around the assumption that mothers stay home with children, even though few mothers can afford to do so, child-care facilities in the United States remain woefully inadequate. Here are some possible uses of this text. As you read through each version, try to decide if it is a legitimate use of May’s text or a plagiarism.

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______________________________________________________ Version A: Since women’s wages often continue to reflect the mistaken notion that men are the main wage earners in the family, single mothers rarely make enough to support themselves and their children very well. Also, because work is still based on the assumption that mothers stay home with children, facilities for child care remain woefully inadequate in the United States. Plagiarism: In Version A there is too much direct borrowing of sentence structure and wording. The writer changes some words, drops one phrase, and adds some new language, but the overall text closely resembles May’s. Even with a citation, the writer is still plagiarizing because the lack of quotation marks indicates that Version A is a paraphrase, and should thus be in the writer’s own language. ______________________________________________________ Version B: As Elaine Tyler May points out, “women’s wages often continue to reflect the fiction that men earn the family wage” (May: 588). Thus many single mothers cannot support themselves and their children adequately. Furthermore, since work is based on the assumption that mothers stay home with children, facilities for day care in this country are still “woefully inadequate” (May: 589). Plagiarism: The writer now cites May, so we are closer to telling the truth about the relationship of our text to the source, but this text continues to borrow too much language. ______________________________________________________ Version C: By and large, our economy still operates on the mistaken notion that men are the main breadwinners in the family. Thus, women continue to earn lower wages than men. This means, in effect, that many single mothers cannot earn a decent living. Furthermore, adequate day care is not available in the United States because of the mistaken assumption that mothers remain at home with their children. Plagiarism: Version C shows good paraphrasing of wording and sentence structure, but May’s original ideas are not acknowledged. Some of May’s points are common knowledge (women earn less than men, many single mothers live in poverty), but May uses this com-

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mon knowledge to make a specific and original point and her original conception of this idea is not acknowledged. ______________________________________________________ Version D: Women today still earn less than men - so much less that many single mothers and their children live near or below the poverty line. Elaine Tyler May argues that this situation stems in part from “the fiction that men earn the family wage” (May: 588). May further suggests that the American workplace still operates on the assumption that mothers with children stay home to care for them (May: 589). This assumption, in my opinion, does not have the force it once did. More and more businesses offer in-house day-care facilities. No Plagiarism: The writer makes use of the common knowledge in May’s work, but acknowledges May’s original conclusion and does not try to pass it off as his or her own. The quotation is properly cited, as is a later paraphrase of another of May’s ideas.

7. REFERENCES You have to finish your paper with a list of sources used as materials during the research. This list is called References or Works Cited page. As there are many styles of formatting the list of sources, ask your tutor to which one you should stick to.

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PRACTICE Task 1. The chart below contains basic types of sources helpful for writing and their possible roles in the organisation of papers. Place a tick against anything you think will be needed for a successful research paper. Explain your choice. Sources Books Journals Newspapers Reference material Existing data Primary research Reports Government publications Websites

Yes

No

Perhaps Organisation Abstract / summary Appendices Chapters Charts / diagrams Footnotes Headings

Yes

No

Perhaps

References Table of contents Title

Task 2. Analyse the presented outline: its type, structure, titles and logical order of the parts. What would you correct in the outline? Suggest possible titles for the research paper with this outline. I. Introduction II. Background Information A. Location of Mt. Everest B. Geography of the Surrounding Area 1. Facts about Mt. Everest 2. Height of the mountain 3. How the mountain was named a) Peak XV b) Joloungma (Tibetan name) c) Sagarmatha (Nepalese name) C. The number of people who have climbed Everest to date 91

III. Major Explorers Covered in this Paper A. Sir Edmund Hillary 1. First to reach the summit (1953) 2. Led a team of experienced mountain climbers who worked together B. Tenzing Norgay and the Sherpas 1. Norgay was an experienced climber and guide who accompanied Hillary 2. Sherpas still used to guide expeditions C. Rob Hall 1. Leader of the failed 1996 expedition 2. Led group of (mainly) tourists with little mountain climbing experience IV. The Impact Expeditions have had on Mt. Everest and Local Community A. Ecological Effects 1. Loss of trees due to high demand for wood for cooking and heating for tourists. 2. Piles of trash left by climbing expeditions B. Economic Effects 1. Expedition fees provide income for the country 2. Expeditions provide work for the Sherpas, contributing to the local economy. C. Cultural Effects 1. Introduction of motor vehicles 2. Introduction of electricity V. Conclusion Task 3. A) Read the research papers and analyse them according to the following criteria: the type, structure, presence and coherence of all necessary parts, depth of research, validity of conclusion, style and language choice. B) Suggest the outlines for each of the papers. C) Research papers are often submitted with an abstract at the beginning which is a short summary of the paper content. Write the abstract for each of the texts.

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Comparing Stereotypes of Anglo-Australian, Arab and Asian People on the Dimensions of Competence and Warmth This report aims at establishing linkage between stereotypes three primary nationals of Arabs, Asians and Anglo-Australians of cross cultural dimensions of competence and warmth. Stereotyping is automatic, even when one is consciously not trying to categorize other individuals, mostly on the basis of sex and race, according to John Divido, a Professor of Psychology (Stossel, Kendell, 2006). Stereotyping classification is automatic and almost involuntary, children start having preconceived notions about people different from themselves almost probably the cultural upbringing and peers coerce decision making and we end up stereotyping without even being aware of it. Harvard University Implicit Association Test measures racial bias when pictures of white and colored faces are flashed with random words that have positive and words with negative connotation – and the test designers claim that the test brings out what is in the subject’s subconscious (Stossel, Kendell, 2006). Susan and Amy from Princeton university (Susan, 2002) and other researchers have argued that stereotypical dimensions can be modeled by the attributes of competence and warmth – high warmth and low degree of competence show paternalism whilst contra high competence with low warmth show enviousness. Distinct emotions from piteousness to outright contempt fall along these scales while status consciousness is predictable with higher degrees of competence and similarly competition precludes low degree warmth (Susan, 2002). A survey to conduct perception of Australians to AngloAustralians, Asians and Arabs was conducted along the attributes of competence and warmth with the perceptions about education, industriousness, strength, intelligence, success and wealth were clustered to converge to competence while warmth was constituted of perceived quality of being considerate, kindness, friendliness, being warm, trustworthiness and likeability. There is a significant bent towards Anglo-Australians on both the dimensions of Warmth and Competence, bringing out the bias as identified earlier by John Divido.

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Allport (1999) describes how people have preconceived notions about Negros, Jews and other ethnic minorities. He gives an example of Aladdin, who is classified as lazy, playful and of poor parentage – most respondents when questioned about possible heritage of such an individual would immediately classify Aladdin as Negro. Similarly the same attributes when applied to person perceived as of one’s own kind is stereotyped in a different mien than if the same positive attributes applied to one’s own are transmuted to one of the outgroup. Fiske contend that two main types of stereotypes comprising of qualities of competence yet being cold and that of being warm yet being incompetent are central to many types of stereotypes. Again this analogy can be extended to Arab and Asian individuals who when viewed from Anglo Australian perspectives are minorities and susceptible to same considerations and treatments as above. Stereotyping as mentioned earlier is a result of collective social, cognitive and motivational impulses and behavior that form the root of the bias and partiality that becomes later representative of the stereotype. Yet stereotype is not biologically inherited, it is the sociocultural milieu and background that propel impulses and biases. Fiske also contends that status precludes perceptions of competence and warmth – one may respect the high status groups (Asians, Jews, oil rich Arabs) but may not like them and yet may disrespect low income status groups, but may have likeness, warmth or soft feelings towards them. Also liking and respect are two ends which seldom meet. Stereotypes may be tilting towards competence or warmth, both attributes of competence and warmth are reserved for one’s own kind like in the case of our study Anglo-Australian were positively rated on both dimensions while Arabs and Asians respectively favored one end of the spectrum yet not the other one. A survey conducted by Fiske to test the hypothesis that survey respondents groups should fall into two clusters determined by their scores converging along competence attributes and warmth attributes. The people belonging to rich category, Asians, Jews and Northerners were perceived to be more competent than warm while retarded, blind, disabled, welfare recipients were classified as warm but not competent. Asians and Anglo-Australians fall into the first category. A study by Vincent Yzerbet (2005) examined the interdependence of competence and warmth dimensions and the perception that 94

irrespective of status of the person the high status group of a person is considered equipped with higher levels of competence and further higher levels of warmth. Lower status strata have inferiority complex built into their mien about themselves and about their group as a whole as lower in competence whilst considering higher status strata as being higher on competence scales, similarly on the other side higher status persons perceived lower status strata as being higher on warmth scale. This aspect is interesting as it seems that generally people from own background consider themselves to be higher in competence and warmth and if higher perceived or otherwise status can be attributed then the other or external groups will be perceived as lower in competence – with the supposition that increase in warmth is consequential to relegation in social status. The stereotypical perceptions also extend into medical and healthcare professionals. A study by Sarah Hean (2006) confirmed that budding students arrive at university with preconceived stereotypical perceptions. Social workers, nurses were rated high on interpersonal qualities while doctors were rated higher on academic abilities. This presence of stereotype perceptions even amongst professionals confirm that even if professional have preconceived notions and stereotypes than ethic minorities – Asians and Arabs will be also viewed with cultural bias even though it may not be acknowledged consciously these biases will have a very strong role to play in decision making and interactions with other minorities in Anglo Australian dominant settings. Arnie Cann (2001) examines the interesting interdependence of social and professional competence and social and physical qualities. Interestingly stereotypes about talent implied presence of beauty and similarly higher social status and competence led to improved perceptions about attractiveness. Thus success can be impinged and made dependent on presence of beauty or at least beauty can facilitate achievement of professional competence. Hence one way of developing an aura of attractiveness would be to increases one’s professional credence and competence. Hence it is seen that both dimensions of competence and warmth are closely related and impinge upon stereotype of minorities. Further any minority from the respective country’s perspective is

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viewed adversely and even if stereotyping is not done consciously it is very much evident in the psyche and the subconscious. Are Children Harmed by Divorce? Divorce harms! That is undisputed, to what extent and to what degree is the question we have set out to examine? Most researchers have determined that children of divorce have difficulty forming relationship of their own, are more likely to divorce themselves, are more prone to depression, become less religious and have reduced educational and financial attainment. In short the overall effect is proclaimed to be negative. There are most positive aspects out of divorce especially when there is no alternative option? We will examine these issues in detail and also see what sort of option does parents in conflict have and with what implications. The sanctity of marriage as an institution may be open to question as increasing number of children are either being reared by a single parent, or being forced with a single parent because of non marital childhood. Children may have an unquestioned right to parental support, be it emotional, psychological or financial – children of separated parents still have these needs and separation creates an indeterminable void that may sustain beyond childhood. Judith (1994) believes that women and men have fundamentally different behaviors vis-à-vis marriage child bearing and care of children. Women normally take care of children; take responsibility for them, in spite or despite their existent or future relationships. Men on the other hand, Judith believes, have usually relationship with children of partners they are cohabiting with – this relationship may shear off with partner dissolution. This removal of paternal link may have severe emotional consequences for younger children. The quantum and magnitude of effects has been questioned by various researchers citing lack of evidence or partiality of evidence, yet the negativity of effects has been acknowledged (Judith, 1994). There is an increased tendency (almost twice with children from intact marriages) to drop out from school amongst single parent’s children. Children from broken up homes are shuttled between two entities for custodial rights – those living with their mother are disadvantaged in terms of access to material resources, however research 96

shows that girls living their mother are better adjusted socially than boys living with their mother, further children living with their mother may have reduced financial resources, as family income has been cut and generally women earn less than men. Although happiness does not require money, yet without money – adequate food and living space happiness is again difficult to come by. Although child support payments are mandated by law, these payments are not consistent and adequate and as time pass these payments decrease even further. Conflict between parents affects children both directly and indirectly, as parents may be preoccupied with their own problems and later after the separation, the single parent may be too traumatized to offer solace to the child. There is also evidence that conflict that predates divorce may have negative bearing on children from the earlier time and may continue after the separation. Children’s emotional security is thus affected both prior to divorce and afterwards when out of selfish love each partner exaggerates interest in child welfare augmenting the strain on poor child. The major sources of disagreements amongst the two partners before divorce are money and child handling ways and these issues persist after the break – exacerbated by discordant partners who already could not agree to a single view. This conflict often leads to disengagement from each other and leaving the poor child’s future in a vacuum. Growing children are caught midway between parents who can’t take sides without feeling guilty and end up blaming themselves for inability to manage parents’ disagreements (Judith, 1994). Boys and girls tend to behave differently in post divorce single parent scenario. Boys are more disturbed when father leaves than daughters while daughters similarly experience distress with addition of a stepfather, as this addition may be perceived as pseudo loss of mother in terms of attention and time. Again stepfather addition may surmount to sexual tension for girls in the pubescent stepdaughter stepfather relationship (Stephanie, 1996). Joan (1998) states that children from broken homes are more likely to suffer from delinquency, drop out of school, use drugs and drink heavily – however sometimes divorce may be the best way out and best solution for children. Divorce effects ripple into all facets of life from education to emotional health. Increasing number of divorce rates are compounding these problems, as divorce rates climb to 50 % 97

of the newly married. Society is still providing tacit approval of divorce which entails increasing detrimental effects on the partners and their offsprings. The evidence is unmistakable, children of divorce are abused and neglected, these children have problem focusing and concentrating on studies, and finally these children show increased crime adoption and suicidal tendencies. At times parents may stay together, ostentatiously for their children, however the conflict and stress may be so great that children end up being victimized and may be hounded by memories of their parents shouting and bickering at each other. In situations that are irretrievable clean break may be advised and for these partners divorce may be the only solution and accost children with the new fact of life and allow children to deal with things as they are not what they might want them to be (Joan, 1998). Divorce experience may be different for different persons. E. Mavis says that at least 20 % of the divorced women emerged from the relationship, liberated and developed latent abilities that would not have been possible in restrictive or unhappy marriage. Many of these women went back to college, began to work and developed a successful career and essentially became responsible citizens. Many of these women had satisfying and happy second marriages. This was especially true when they moved from an already disengaged partnership or from bullying or acrimonious husband that had weakened their self esteem (Mavis, 2002). Similarly some girls do emerge from their parent’s divorce more responsible having learnt from divorce experience how to handle stress in their own lives. Sometimes children are denied the safe environment they deserve, they are sexually and physically abused and professional help hasn’t worked or parent doesn’t acknowledge the problem’s gravity – divorce may be the answer. Children living in homes with domestic violence may suffer long lasting psychological problems, then for child and spouse’s own safety divorce may be the right course of action. Similarly for spouse addicted to drugs and alcohol and who is unwilling to go for professional help separation may be necessary for both spouse and children sake. Divorce is bad for partners and for children but at times it may be better than living in violent, abusive and unhealthy environment. 98

Children from divorced parents, according to Bernardo, and who are in touch with both of their parents are caught in a void between two separate sets of beliefs and values leading to an inner conflict or war of the worlds, at times these children may be ambivalent at times traveling in extreme poles but rarely do the two parents belief sets are congruent. During marriage there might have been compromises and harmonization of differences but post separation the two discrete individuals who have stopped reaching out retreat into their own shells and diverge from each other values and beliefs. The poor child who is in contact with both of them has a strikingly difficult job of making sense of two ways of thinking, living and believing. This compulsive conflict may lead these children to impaired thinking, decision making and finding their own identity – they become confused. Hence the child is at a loss whether the divorce is acrimonious, then he/she is struck with discord and inner strife. If the divorce is amicable then child is laden with addled thinking as above (Bernardo, 2006). Divorce is draining emotionally, psychologically and financially for children. Children have emotional scars from the tragedy which they will most probably carry over to their next generation. Children from divorce drop out of school, blame themselves, have suicidal tendencies and turn away from religion. A positive aspect out of divorce may be when separation acts as a release from a binding dysfunctional relationship, when children were abused, when partner was belligerent, bullying alcoholic and drug addict. We have seen that rather than living in a regular bickering relationship it is better to separate. In the end one thing is for certain – divorce is on the whole bad for the parents and harms children who are the hardest hit. References Scott M. Stanley & Frank D. Fincham (2002). The Effects of Divorce on Children. Couples Research and Therapy Newsletter (AABT-SIG), 8 (1), 7-10. Judith A. Seltzer (1994) Consequences of Marital Dissolution for Children. Annual Review of Sociology. Volume: 20. Page Number: 235. Joan B. (1998). Can Divorce Ever Be Good for Children?; Split Decision: How Families Cope With The Stress And Strain When Two Parents Decide To Separate. Daily Record. Page Number: 48.

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Stephanie K. (1996). A Multiple-Risk Interaction Model: Effects of Temperament and Divorce on Psychiatric Disorders in Children. Journal of Abnormal Child Psychology. Volume: 24. Issue: 2. Mavis E. Hetherington (April 8, 2002). Marriage and Divorce American Style: A Destructive Marriage Is Not a Happy Family. The American Prospect. Volume: 13. Issue: 7. Page Number: 62+. Bernardo M. (2006). Children of Divorce.

What Should Be Done to Youth Offenders? While the main purpose of the adult criminal justice system is to punish the criminal according to the level of crime, the aim of the juvenile justice system is to apply rehabilitation or mentoring to juvenile offenders in order to prevent further crimes and to change their delinquent behavior. The core motivating principle of the juvenile system is rehabilitation. This is because juveniles are not fully mentally or physically developed; they cannot be accountable for their actions in the same way as adults. Additionally, many juvenile offenders come from broken homes or bad neighborhoods and many have been abused. They need a second chance because many have not received even a first chance. Rehabilitation is by far the best option for them because of the way they would almost certainly be exploited and turned into hardened criminals if sent to prison. This paper will provide further background to the issue of rehabilitating juvenile offenders, and strongly argue that it is the right approach. The justice system fulfills an important symbolic function by establishing standards of conduct. It formally defines right and wrong for citizens and frees them from the responsibility of taking vengeance, thus preventing the escalation of feuds within communities. The system protects the rights of free citizens by honoring the principle that individual freedom should not be denied without good reason. Rehabilitation has as its objective the return of offenders to the community as cured and viable members of society. The rehabilitation efforts of the 1980s and 1990s were to a large extent unsuccessful. No program appeared to be any more effective in changing criminals than any other program, so a sizable portion of the people released from prison continued to return (Murphy 49). This led many to conclude that the best, and possibly only, alternative was 100

simply to remove offenders from the community, precluding any further vexation and exploitation by them. Since criminals are thought to be more likely to commit crimes than those never convicted of a criminal act, it follows that some benefits will be derived from incarcerating convicted criminals. Incapacitation has the greatest potential as a method of crime control if it is a few hardened criminals who commit most crimes. If they can be identified, convicted, and incarcerated for long periods, a significant reduction in crime would be realized. Most advocates of punitive reform have this perspective on the criminal population. Blame for the majority of crimes committed is placed on a relatively few compulsive, predatory individuals thought to commit hundreds if not thousands of crimes each year (Newburn 54). The final goal behind the punitive reform movement is the reestablishment of retribution. Of all penal goals, retribution is the most moralistic. It contains an element of revenge because the victim deserves to be repaid with pain for the harm suffered. Justice is achieved when the punishment given the offender is equivalent to the harm accruing from the criminal act. Consequently, a social balance or equity is reestablished and maintained within society. But the rules are to some extent thrown out the window when it comes to juvenile offenders. These individuals are categorized differently and there is a separate legal system for them. By the federal standards, any juvenile under the age of 18 who committed a crime is a juvenile delinquent. This is a decision we have taken as a society. We believe that there are serious and important differences between adults and juveniles, and that a one-size fits all approach is not desirable and will not make the situation better. Juveniles are more malleable and easy to influence. It is largely believed that the criminal actions of juveniles might be influenced by such external forces as parental neglect, inappropriate living conditions or relations inside the family. Because of these facts, rehabilitation is an attractive option in dealing with juveniles. Many rehabilitation programs ask that young people with behavioral problems meet with adult tutors regularly in order to produce a stable, trustworthy and continuous friendship, which is expected to influence young juveniles and reduce their anti-social behavior (Maruna and Ward 33). Such transformation in behavior is possible due to the 101

trust and friendship between the juvenile and adult – who can listen to and care about the juveniles’ problems, be a role model, give good advice, etc. In such a way, mentoring programs may have positive results on juvenile crimes’ reduction. The aim of rehabilitation is to develop law-abiding behavior and to encourage juveniles to understand the consequences of their actions and to become law-abiding citizens. It can be a difficult process to achieve because it requires the use of both the proverbial carrot and the proverbial stick. The utility of coercion and socialization is seen in child-rearing. With very young children, coercion is the only effective control. If the child goes into the street, she or he is disciplined and told that if she does that again she will be punished again. Threats of sanction tend to be effective only when they are generally accepted; otherwise, people simply seek ways to get around compliance, or they may openly defy prohibitions. Coercion, such as sending such juveniles to prison, may not provide a deterrent. Instead, it may be much more effective to understand the juvenile’s socialization process while the young person is still malleable. Vedder explains: “To use sociological lingo: the juvenile acquires the delinquent behavior as he does any other cultural trait of the cultural heritage passed on to him by his group in the process of socialization. I suggest calling this type of delinquent behavior conformist delinquency, stressing the fact that the child becomes delinquent through conforming with the behavior pattern in his group”. Positive adult guidance, understanding, support and friendship can divert young offenders and criminals from further involvement in crimes and acts of civil disobedience and help them join in the rules and behaviors of local communities (Murphy 53). To put it more bluntly: what many young offenders need is good adult role models. This can be found in quality rehabilitation programs. Most juveniles have simply started off on the wrong path; they imitate the most abusive and irresponsible members of their social set or family. With new guidelines and role models they can begin to adjust their behavior. It is important to note that instead of seeing rehabilitation programs as a form of punishment, juveniles participating in such programs should understand they are voluntary and should consider the program as a positive opportunity to change their lives for the better. 102

Certainly, such understanding does not come at once; thus the rehabilitation process can be a long one with juveniles provided with specific meetings, instructions, trainings and conferences. In such a way, by providing young people with a positive adult role model, supervision, and continual training sessions, mentoring programs aim to reduce the risk of a further drift into numerous crimes. Of course, these are not the exclusive means of rehabilitation. It may be appropriate to combine a softer approach with detention in a juvenile center or to take similar action. The carrot and the stick is again a key analogy. Preventive detention applied to young offenders has been debated for many years. Its proponents argue that it would prevent crime by incapacitating those likely to re-offend (Russel 85). Its opponents claim that it is fundamentally unfair because it allows a judge to make a decision about a person’s future behavior. Since no one can accurately predict behavior, particularly criminality, the chances of mistakes are high (Maruna and Ward 83). During the rehabilitation period, the form of sentencing most often used is the indeterminate sentence. Legislatures have set wide ranges for sentencing, and judges mete out minimums and maximums that also have a wide range. This allows correctional personnel the discretion of releasing offenders when they are reformed. No one, other than correctional authorities, particularly cared for this system. Inmates did not like it because their release depended on the whims of the parole board, and offenders never knew exactly when they would be released (Russel 61). Judges and the public did not like it because the term served never resembled the actual sentence given and was almost always shorter. Still, juvenile laws stipulate that a young criminal can be “waived” to the adult court for serious crime. On average about 8,000 juveniles are “waived” through each year (Deitch 29). The “waiver” is practiced in all states except Nebraska, New York, and New Mexico. The cases when “waiver” is applied include murders or intentional killing of several people. After careful examination of a case, the judge decides whether the young criminal should be tried as a juvenile or an adult. New laws specifying set lengths of sentences for particular juvenile offenses allow modifications of the time served based on the specific circumstances associated with a given incident (Russel 66). In some cases, if a youth offend103

er gets sentenced to 5 years, but he is 15 at the time, he will not be transferred to the prison with adults. The law states that a young offender should be imprisoned in a special jail with other young offenders under 18 years old (Murphy 88). These are key policies. While most juvenile offenders are worthy of rehabilitation, we as a society also state that some are not. They are criminals of all ages who should be locked up due to the heinous nature of their crimes. To say the best way to deal with juveniles is to rehabilitate them is not to say that this approach is perfect or will work in absolutely every case. It is simply the best choice considering the issues at hand. Indeed, rehabilitation is part of a larger policy for juveniles who have entered the criminal justice system. The programs and policies which help young offenders to escape incarceration are probation and parole. Restriction of the opportunity for probation and parole often accompany new sentencing legislation. Many states have made it more difficult to be placed on probation for certain offenses and impossible for certain serious ones. Parole, which is the conditional early release from prison under supervision in the community, has also been restricted in many states. In theory, a return to determinacy and the abandonment of rehabilitation eliminates the need for parole, which was designed to help the offender prepare to reenter the community (Murphy 71). Yet parole serves another important function of controlling inmates in prison and is one of the few rewards that can be manipulated. For this reason, most states have retained it. Still, the administration of parole has been modified so that the parole date is determined by the sentence rather than by the paroling authority. Good time – receiving extra credit for time served while maintaining good behavior in prison – is another major form of reward used in prison to control inmates. Because it reduces the total amount of time an individual will serve and modifies the original sentence, several states have considered eliminating it. However, heavy lobbying against the legislation by correctional personnel has prevented its elimination (Maruna and Ward 55). Young people are less responsible and more malleable than adults. Many who break the law come from broken homes or abusive families. Many have never received the support they deserve. Because they have so many years ahead of them, society has for the most part chosen to separate them from adult criminals and make an effort to 104

rehabilitate them. This makes sense as the costs of retribution are simply too high in many of their cases and the burden on the system and our moral compass would be insupportable. Works Cited Crow, J. The Treatment and Rehabilitation of Offenders. Sage Publications Ltd, 2001. Deitch, Michele, et.al. From Time Out to Hard Time: Young Children in the Adult Criminal. Justice System, Austin, TX: The University of Texas at Austin, LBJ School of Public Affairs, 2009. Maruna, Sh., Ward, T. Rehabilitation (Key Ideas in Criminology). Routledge; New Ed edition, 2006. Murphy, J. G. Punishment and Rehabilitation. Wadsworth Publishing Company, 1999. Newburn, T. Criminology. Willan Publishing, 2007. Russel, C. Alternatives to Prison: Rehabilitation and Other Programs (Incarceration Issues: Punishment, Reform, and Rehabilitation). Mason Crest Publishers; Library Binding edition, 2006. Vedder, C. B. The Juvenile Offender: Perspective and Readings. Random House, 2002.

Task 4. A) Read the following passages and decide whether they are abstracts, introductions or conclusions of research papers. B) Suggest the possible topic covered in each of them. C) Write a research paper using one of the presented passages as a part. 1. Tourism is a major industry and strong economic vehicle that makes a significant contribution to overall national economy (Nicolette de Sausmarez, 2007). Tourism for many individuals is about enjoyment and having fun, for governments tourism is generator of important foreign exchange and job creator for allied industries. Tourist industry has a major impact on host country’s civil society and social landscape. Tourism provides economic benefits and influences the local residents in many other ways as well (Oui, 2005). Tourists are exposed to local politics implicitly by being exposed to conditions that are present for local residents. 105

As Emma (2006) reports tourists are drawn to Britain because of its rich and varied heritage and by preserving and maintaining tourism industry in UK could be improved further. British governments have been using tourism as a political and social leverage – an instrument of leisure as well as a political instrument. 2. Effective communication will increase productivity in business meetings. It is the oil that greases the business machinery. When one cannot communicate effectively, business meetings are unsuccessful. The competitive environment demands that communication should be prompt and more informal than ever before. Communication methods are among those that workers find most vital, and they play a major role in each functional field of business. Strong verbal communication skills are just as necessary as writing skills to help a person to contribute to the success of a company. Many people have an inborn fear of speaking in the presence of others. By practicing and using several simple rules, one can overcome such fears and present effective verbal presentations. The simple recommendations describe how to obtain organizational objectives with particular focus on communication rules for effective meetings. People call meetings for a common goal. A clear process will make a meeting efficient and useful for the benefit of everyone. 3. Over the past 30 years, researchers have demonstrated that the great apes (chimpanzees, gorillas, and orangutans) resemble humans in language abilities more than had been thought possible. Just how far that resemblance extends, however, has been a matter of some controversy. Researchers agree that the apes have acquired fairly large vocabularies in American Sign Language and in artificial languages, but they have drawn quite different conclusions in addressing the following questions: 1. How spontaneously have apes used language? 2. How creatively have apes used language? 3. Can apes create sentences? 4. What are the implications of the ape language studies? This research on apes and language focuses on these four questions.

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4. Knowing how to present effective oral reports in business will greatly enhance a person’s presentation. Using these techniques will help an individual to overcome their fear of public speaking. One will be self-confident as he or she verbally presents his or her messages in the best possible way. A person will likely be a member of some kind of a team that will help in decision making or problem solving. Being a good speaker will allow an individual to actively take part in the meetings that directly influence him or her in the company. Knowing how to form, take part in, and manage any situation, communicate effectively, and how to have warm and sincere relations with people will help a person become successful in business. 5. On the basis of the findings above, it is proposed to carry out this research study through a comparative survey carried out among juvenile offenders at two separate prisons, i.e, one where prisoners are being provided educational programs and one where they are not. The recidivism trends from both prisons will also be examined by interviewing former inmates from both prisons in order to determine where the outcomes have been more progressive in terms of former inmates securing jobs and becoming productive members of society. The survey will include questions that would seek to determine the perceptions of the offenders themselves about whether or not educational prison programs would have helped them to choose not to offend. This study is likely to demonstrate that improving educational programs and especially providing educational programs in prison would be beneficial in reducing recidivism and criminal activity. Since recidivism results from the low self worth of offenders who are unable to cope in school, aiding the process of helping these individuals to acquire an education and be better prepared from a vocational standpoint is likely to contribute to reducing recidivism. 6. Education has been universally recognized as one of the important facets of the life of an individual. It is widely regarded as the key to human development. The paper intends to discuss the importance of experience in learning. Moreover, it intends to present the aspects of experiential education proposed by John Dewey, who is known to be an education reformer. By using the teaching philosophy 107

and classroom dynamics of a nonconformist teacher in the movie Dead Poets Society as an example, the paper will compares and contrasts unstructured education which highlights experience as a major factor of learning and traditional classroom education which is structured and disciplined. By relating the arguments to Dewey’s perception of good education, the paper seeks to explain how experience affects the learning process of students. 7. Obesity has been declared as a serious epidemic among countries in the Western world. It is well known that obesity causes many diseases that could lead to death or a drastic decline in health, and this is affecting millions of people around the world. That’s why it is so important to examine, investigate, study everything concerning with it, particularly in light of these new discoveries about the significance of the Dopamine neurotransmitter on weight gain. Further advances in science can undeniably bring us all closer to finding a medication that will help obese people lose weight, and it could very well be a drug that changes the Dopamine levels in the brain. In that case, the solution to this horrible epidemic that is plaguing our society is at close reach, and all we have to do to get it is keep researching the subject. Task 5. Write your research paper (with an abstract and outline) on the following topics. Filling in the right column of the chart can be useful for you. a) “Global Warming Threatens the Earth” b) “Prisons for Women” c) “Modern Methods of Raising Children” d) “The Past and the Future of the Internet” e) “The Evolution of Higher Education in Russia” What I know already about the subject What I need to know for this assignment What I need to do to find the information out

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Module 4

STATEMENT OF PURPOSE

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1. WHAT IS A STATEMENT OF PURPOSE? A Statement of Purpose is the single most important part of your application that will tell the admissions committee who you are, what has influenced your career path so far, your professional interests and where you plan to go from here. It need not be a bald statement of facts; several successful SoPs address these questions through anecdotes, stories or by describing their hero. But whether your SoP is subtle or to the point, it must be well written to be successful. The SoP is the only part of your application packet over which you have full control. Your academic and extra-curricular records are in the past. Most people only take one or two shots at the GMAT, GRE or TOEFL, and these scores could be affected by conditions on the test day. The SoP is your chance to talk directly to the admissions committee: to make yourself stand out from among a multitude of similarly qualified candidates, to convince the committee that you have the spark, the thirst for knowledge that could add value to your class. A good SoP will certainly improve your chances of getting admission to the school of your choice, and even compensate for weaker portions of your application such as less-than-perfect grades. A bad SoP, on the other hand, has the potential to drag down an otherwise strong application. If you plan correctly, you can give yourself enough time to submit a well-written, thoughtful, polished essay that will boost your chances for admission. Equally important, this is a great opportunity to look inside yourself and be rewarded by a better understanding of who you are. Writing a reasonably good Statement of Purpose is not an impossible task. It requires care, attention and patience. And enough time for you to be able to write several drafts, show them to people and polish the essay till you get a version you are happy with. Done right, this will even turn out to be an enjoyable process. And you will be the richer for it.

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2. WHAT DO COLLEGES LOOK FOR IN A STATEMENT OF PURPOSE? The primary question admissions committee members ask themselves when they read a Statement of Purpose is: What does this essay tell me about the person who wrote it? Put yourself in an admission officer’s shoes. Academic achievements and good test scores are important. But in an era where the majority of applicants have good academic records, it becomes increasingly difficult to distinguish between individuals and decide who gets the offer of admission. When you apply, each of the items in the application packet recommendations, extra-curricular achievements, work samples adds an extra dimension to your personality. But it is the SoP that brings you to life. Which is why each essay is read carefully by at least two and often four or five people before a decision is taken on the application. Does this mean that the SoP is the main deciding factor? No. Your academic record, grades and the courses you took are the first section admission committee members turn to. For graduate schools, relevant work or academic experience is important. A good work sample can show your creativity, skill and professionalism. However, only the SoP or application essays can bring out your uniqueness. And therefore make or break your application. An applicant who does not take the essay seriously is throwing away the best opportunity available. Are the admission officers looking for specific personality sorts? Well, yes and no. Creativity, curiosity, pride in your work, an enthusiasm for learning, a capacity for teamwork, the ability to think independently and so on are all good attributes. But what schools look for is a mix of individuals that together form a well-balanced class. This would include several personality types. It is good to go through the school’s brochure or web site, speak to people about it, visit if that is possible; get a feel of the student mix and decide if this is the school for you. However, trying to tailor your SoP to reflect what you think the school is looking for is dangerous business. The people who read your application have been doing so for years and are skilled at spotting fakes. They are likely to know 111

soon if a particular author is saying something for effect or if an essay does not ring true. And that means almost certain rejection. Don’t try to be something you are not. Don’t try to tell the admissions committee what you think they want to hear. Be honest, look inside yourself and do your best. Which brings us to the next point – self-knowledge. The people who read your essay want to be convinced that you have thought long and hard about who you are, what are the things you appreciate, what inspires you. What you want out of life, and where you are going from here. It is not necessary to have all the answers. After all, several admirable people have no idea where they are going even at age 40 or 50. It is necessary to show that you have thought about this. And that these life experiences have taught you something. Finally, you have to show a desire to learn. From your books and teachers, from your classmates, from music or art, from life itself.

3. WRITING AN ESSAY Starting Your Essay

Preliminary Research

Writing an Essay Editing and Rewriting Polishing

Writing your admissions essays or Statement of Purpose (SoP) is a long and intensive process – ten to twelve drafts over a twomonth period are fairly common. It is necessary to put in this hard work to come up with an essay that is uniquely yourself, and a compelling read which convinces the admissions committee that you are 112

right for their school. This is a great opportunity to look inside yourself and be rewarded by a better understanding of who you are and what you want. Step 1: Brainstorming Scholarship essays vary dramatically in subject. However, most of them require a recounting of personal experience. You should expect to devote about 1-2 weeks simply to brainstorming ideas. To begin brainstorming a subject idea, consider the following points. From brainstorming, you may find a subject you had not considered at first. • What are your major accomplishments, and why do you consider them accomplishments? Do not limit yourself to accomplishments you have been formally recognized for since the most interesting essays often are based on accomplishments that may have been trite at the time but become crucial when placed in the context of your life. This is especially true if the scholarship committee receives a list of your credentials anyway. • Does any attribute, quality, or skill distinguish you from everyone else? How did you develop this attribute? • Consider your favourite books, movies, works of art, etc. Have these influenced your life in a meaningful way? Why are they your favourites? • What was the most difficult time in your life, and why? How did your perspective on life change as a result of the difficulty? • Have you ever struggled mightily for something and succeeded? What made you successful? • Have you ever struggled mightily for something and failed? How did you respond? • Of everything in the world, what would you most like to be doing right now? Where would you most like to be? Who, of everyone living and dead, would you most like to be with? These questions should help you realize what you love most. • Have you experienced a moment of epiphany, as if your eyes were opened to something you were previously blind to? • What is your strongest, most unwavering personality trait? Do you maintain strong beliefs or adhere to a philosophy? How would 113

your friends characterize you? What would they write about if they were writing your scholarship essay for you? • What have you done outside of the classroom that demonstrates qualities sought after by universities? Of these, which means the most to you? • What are your most important extracurricular or community activities? What made you join these activities? What made you continue to contribute to them? • What are your dreams of the future? When you look back on your life in thirty years, what would it take for you to consider your life successful? What people, things, and accomplishments do you need? How does this particular scholarship fit into your plans for the future? If these questions cannot cure your writer’s block, consider the following exercises: 1. Ask for help from parents, friends, colleagues, etc. If you cannot characterize yourself and your personality traits do not automatically leap to mind, ask your friends to write a list of your five most salient personality traits. Ask your friends why they chose the ones they did. If an image of your personality begins to emerge, consider life experiences that could illustrate these particular traits. 2. Consider your childhood. While scholarship and aid officers are not interested in reading about your childhood and are more interested in the last 2-4 years of your life, you might consider events of your childhood that inspired the interests you have today. Interests that began in childhood may be the most defining parts of your life, even if you recently lost interest. For instance, if you experienced extreme poverty, the death of a loved one, immigration, etc., you might want to incorporate this into your scholarship essay. Analyze the reasons for your interests and how they were shaped from your upbringing. 3. Consider your role models. Many applicants do not have role models and were never greatly influenced by just one or two people. However, for those of you who have role models and actually aspire to become like certain people, you may want to incorporate a discussion of that person and the traits you admired into your scholarship or financial aid application essay.

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4. Read sample scholarship essays and admissions essays. Before writing a poem, you would certainly read past poets. Before writing a book of philosophy, you would consider past philosophers. In the same way, we recommend reading sample application essays to understand what topics other applicants chose. 5. Goal determination. Why do you want to spend 2-6 years of your life at a particular college, graduate school, or professional school? How is the degree necessary to the fulfillment of your goals? When considering goals, think broadly. Few people would be satisfied with just a career. How else will your education fit your needs and lead you to a fulfilling life? If after reading this entire page you do not have an idea for your essay, do not be surprised. Coming up with an idea is difficult and requires time. Actually consider the questions and exercises above. Without a topic you feel passionate about, without one that brings out the defining aspects of you personality, you risk falling into the trap of sounding like the 90 percent of scholarship applicants who will write boring essays. The only way to write a unique essay is to have experiences that support whatever topic you come up with. Whatever you do, don’t let the essay stress you out. Have fun with the brainstorming process. You might discover something about yourself you never consciously realized. Step 2: Selecting an Essay Topic Having completed step one, you should now have a rough idea of the elements you wish to include in your scholarship essay, including your goals, important life experiences, research experience, diversifying features, spectacular nonacademic accomplishments, financial need, etc. You should also now have an idea of what impression you want to make on the scholarship committee. You must now consider topics that will allow you to synthesize your important personal characteristics and experiences into a coherent whole. While most scholarship essays allow great latitude in topic selection, you must also be sure to answer the questions that were asked of you. Leaving a lasting impression on someone who reads 50 essays a day will not be easy, but we have compiled some guidelines to help you get started. 115

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Consider the following questions before proceeding: Have you selected a topic that describes something of personal importance in your life, with which you can use vivid personal experiences as supporting details? Is your topic a gimmick? That is, do you plan to write your essay in iambic pentameter or make it funny? You should be very, very careful if you are planning to do this. We recommend strongly that you do not do this. Almost always, this is done poorly and is not appreciated by the scholarship committee unless a creative approach is explicitly recommended. Nothing is worse than not laughing or not being amused at something that was written to be funny or amusing. Will your topic only repeat information listed elsewhere on your application? If so, pick a new topic. Don’t mention GPAs or standardized test scores in your essay if they are mentioned elsewhere. Can you offer vivid supporting paragraphs to your essay topic? If you cannot easily think of supporting paragraphs with concrete examples, you should probably choose a different essay topic. Can you fully answer the question asked of you? Can you address and elaborate on all points within the specified word limit? If you plan on writing about something technical, make sure you truly can back up your interest in a topic and are not merely throwing around big scientific words. Unless you convince the reader that you actually have the life experiences to back up your interest in neurobiology, the reader will assume you are trying to impress him/her with shallow tactics. Also, be sure you can write to the scholarship officers and that you are not writing over their heads. Can you keep the reader’s interest from the first word? The entire essay must be interesting, considering scholarship officers will probably only spend a few minutes reading each essay. Is your topic overdone? To ascertain this, peruse through old essays. However, most topics are overdone, and this is not a bad thing. A unique or convincing answer to a classic topic can pay off big.

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• Will your topic turn off a large number of people? If you write on how everyone should worship your God, how wrong or right abortion is, you will not win the scholarship or aid award. The only thing worse than not writing a memorable essay is writing an essay that will be remembered negatively. Stay away from specific religions, political doctrines, or controversial opinions. You can still write an essay about Nietzsche’s influence on your life, but express understanding that not all intelligent people will agree with Nietzsche’s claims. Emphasize instead Nietzsche’s influence on your life, and not why you think he was wrong or right in his claims. • In this vein, if you are presenting a topic that is controversial, you must acknowledge counter-arguments without sounding arrogant. • Will a scholarship officer remember your topic after a day of reading hundreds of essays? What will the officer remember about your topic? What will the officer remember about you? What will your lasting impression be? After evaluating your essay topics with the above criteria and asking for the free opinions of your teachers or colleagues, and of your friends, you should have at least 1-2 interesting essay topics. Consider the following guidelines below. 1. If you are planning on writing an essay on how you survived a difficult period or your immigration, you should be careful that your main goal is to address your own personal qualities. Just because something sad or horrible has happened to you does not mean that you should win a scholarship. You don’t want to be remembered as the pathetic applicant. You want to be remembered as the applicant who showed impressive qualities under difficult circumstances. It is for this reason that essays relating to this topic are considered among the best. Unless you only use the horrible experience as a lens with which to magnify your own personal characteristics, you will not write a good essay. 2. “Diversity” is the biggest buzzword of the 1990’s. For this reason, so many applicants are tempted to declare what makes them diverse. However, simply saying you are a black, lesbian female will not impress scholarship officers in the least. While an essay incorporating this information would probably be your best topic idea, you 117

must finesse the issue by addressing your own personal qualities and how you overcame stigma, dealt with social ostracism, etc. If you are a rich student from Beverly Hills, but you happen to be a minority, an essay about how you dealt with adversity would be unwise. You must demonstrate vividly your personal qualities, interests, motivations, etc. Address specifically how your diversity will contribute to the realm of campus opinion, the academic environment, and the larger society. 3. Don’t mention weaknesses unless you absolutely need to explain them away. You want to make a positive first impression, and telling a scholarship officer anything about drinking, drugs, partying, etc. undermines your goal. Why admit to weakness when you can instead showcase your strengths? 4. Be honest, but not for honesty’s sake. Unless you are a truly excellent writer, your best, most passionate writing will be about events that actually occurred. While you might be tempted to invent hardship, it is completely unnecessary. Write an essay about your life that demonstrates your personality. Step 3: Writing an Essay, Tips for Success Even seemingly boring topics can be made into exceptional essays with an innovative approach. In writing the essay you must bear in mind your two goals: to persuade the scholarship officer that you are extremely worthy of receiving college assistance and to make the officer aware that you are more than a GPA and a standardized score, that you are a real-life, intriguing personality. Unfortunately, there is no surefire step-by-step method to writing a good essay. However, we have compiled the following list of tips that you should find useful while writing your scholarship essay. 1. Answer the question. You can follow the next 12 steps, but if you miss the question, you will not win the scholarship. 2. Be original. Even seemingly boring essay topics can sound interesting if creatively approached. If writing about a gymnastics competition you trained for, do not start your essay: “I worked long hours for many weeks to train for XXX competition”. Consider an opening like, “Every morning I awoke at 5:00 to sweat, 118

tears, and blood as I trained on the uneven bars hoping to bring the state gymnastics trophy to my hometown”. 3. Be yourself. The scholarship committee wants to learn about you and your writing ability. Write about something meaningful and describe your feelings, not necessarily your actions. If you do this, your essay will be unique. Many people travel to foreign countries or win competitions, but your feelings during these events are unique to you. Unless a philosophy or societal problem has interested you intensely for years, stay away from grand themes that you have little personal experience with. 4. Don’t “thesaurize” your composition. For some reason, students continue to think big words make good essays. Big words are fine, but only if they are used in the appropriate contexts with complex styles. Words to Avoid Using Without Explanation significant interesting challenging satisfying, satisfaction rewarding gratifying meaningful meant a lot to me stimulating

incredible invaluable exciting, excited enjoyable, enjoy I can contribute valuable helpful useful feel good

remarkable appealing to me appealing aspect I like it it’s important fascinating appreciate helping people I like to help people

5. Use imagery and clear, vivid prose. If you are not adept with imagery, you can write an excellent essay without it, but it's not easy. The application essay lends itself to imagery since the entire essay requires your experiences as supporting details. Appeal to the five senses of the scholarship officers. 6. Spend the most time on your introduction. Expect scholarship officers to spend 1-2 minutes reading your essay. You must use your introduction to grab their interest from the beginning. You might even consider completely changing your introduction after writing your body paragraphs.

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7. Don’t summarize in your introduction. Ask yourself why a reader would want to read your entire essay after reading your introduction. If you summarize, the scholarship officer need not read the rest of your essay. 8. Create mystery or intrigue in your introduction. It is not necessary or recommended that your first sentence give away the subject matter. Raise questions in the minds of the scholarship officers to force them to read on. Appeal to their emotions to make them relate to your subject matter. 9. Body paragraphs must relate to introduction. Your introduction can be original, but cannot be silly. The paragraphs that follow must relate to your introduction. 10. Use transition. Applicants continue to ignore transition to their own detriment. You must use transition within paragraphs and especially between paragraphs to preserve the logical flow of your essay. Transition is not limited to phrases like “as a result, in addition, while, since, etc.” but includes repeating key words and progressing the idea. Transition provides the intellectual architecture to argument building. 11. Conclusions are crucial. The conclusion is your last chance to persuade the reader or impress upon them your qualifications. In the conclusion, avoid summary since the essay is rather short to begin with; the reader should not need to be reminded of what you wrote 300 words before. Also do not use stock phrases like “in conclusion, in summary, to conclude, etc.” You should consider the following conclusions: • Expand upon the broader implications of your discussion. • Consider linking your conclusion to your introduction to establish a sense of balance by reiterating introductory phrases. • Redefine a term used previously in your body paragraphs. • End with a famous quote that is relevant to your argument. Do not try to do this, as this approach is overdone. This should come naturally. • Frame your discussion within a larger context or show that your topic has widespread appeal. 120

12. Do something else. Spend a week or so away from your draft to decide if you still consider your topic and approach worthwhile. 13. Give your draft to others. Ask editors to read with these questions in mind: • What is the essay about? • Have I used active voice verbs wherever possible? • Is my sentence structure varied or do I use all long or all short sentences? • Do you detect any clichés? • Do I use transition appropriately? • Do I use imagery often and does this make the essay clearer and more vivid? • What’s the best part of the essay? • What about the essay is memorable? • What’s the worst part of the essay? • What parts of the essay need elaboration or are unclear? • What parts of the essay do not support your main argument or are immaterial to your case? • Is every single sentence crucial to the essay? This MUST be the case. • What does the essay reveal about your personality? • Could anyone else have written this essay? • How would you fill in the following blank based on the essay: “I want to accept you to this college because our college needs more ________”? 14. Revise, revise, revise. You only are allowed so many words; use them wisely. Delete anything in the essay that does not relate to your main argument. Do you use transition? Are your introduction and conclusions more than summaries? Did you find every single grammatical error? Allow for the evolution of your main topic. Do not assume your subject must remain fixed and that you can only tweak sentences. Consider reordering your supporting details, delete irrelevant sections, and make clear the broader implications of your experiences. Allow your more important arguments to come to the foreground. Take points that might only be implicit and make them explicit. 121

PRACTICE

Task 1. Go through the suggested essays and their reviews made by admission committees of some universities. Comment upon the structure, language and style of each essay. What other remarks can you add to the given reviews? MBA Sample Essay ESSAY

REVIEW

If one were to ask my friends to describe me they would describe me as a very pleasant, diverse, active and intelligent woman. I think one of my most distinguishing characteristics is the diversity of experiences I possess. I am a science student with a flair for the arts. I am a woman with technical aptitude and an interest in management. I also have a passion for traveling and understanding different cultures of the world. All these elements have given me a very broad outlook, with varying degrees of knowledge in a range of topics. I strongly believe that although some are not related directly, all these qualities will influence my graduate work.

A good introductory paragraph. This summarizes the next couple of paragraphs and also has a certain intriguing appeal – it arouses the reader’s curiosity and impels him to read further. The first sentence, however, could easily have been dropped – the second sentence would make a more compelling introduction to the essay.

My Engineering degree has given a strong foundation to my analytical skills since civil designing involves a lot of long, complex and intricate calculations and the application of basic math skills. Over the past four years, I have been working part-time with my family firm, SnMTech Systems. I am also the co-founder and active member with FOE - Friends of the Environment. I have assisted in the installation

Here the writer develops on the thread of diversity. Note that there is an emphasis on aspects that are important to an MBA course (strong analytical skills, math skills, work experience). The writer shows effectively that she has not been ‘wasting her time’ – besides earning a degree, she has earned valuable work experience and done something for the environment. Volunteer work is a strong advantage while

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of Enterprise-wide Resource Planning (ERP) System at Blotech, a major Engineering Company. More than what I have studied in school and college, it has been these experiences that have shaped the person that I am today. I believe that this unique blend of experiences has made me a woman with an original point of view. This blend has given me a broader perspective to and a good understanding of life and a goal to aim for. Among other things, I have this diversity of experience to offer Utah University. My most substantial accomplishment has been the success of the software upgradation project that I managed at SnMTech Systems Pvt. Ltd., New Delhi, where I have been working as a part time Associate Intern - Management Information Systems since 1994.

applying to an MBA course – universities love people with a social conscience! (To a lesser degree, this is true if you’re applying to other graduate courses as well, as long as you show that your primary interest, now and in the future, is in the field you are applying to). At the same time, it is important that this experience appears genuine - so before making tall claims, make sure that you can substantiate them, preferably by actually doing some volunteer / social work. The last sentence ties the paragraph together. The argument ‘my experiences have shaped me’ is invaluable IF you have strong or unusual life experiences and in some cases can also partially compensate for an average or below-average academic record.

During the first two years of my work at SnMTech, I had an opportunity to observe and work with the existing system being used. Some of the software packages being used were outdated versions. I have always been in touch with the latest software packages thanks to the powerful PC I have at home and am quite used to working with a Graphical User Interface (GUI) environment. At the office, there was great deal of chaos while preparing reports that involved use of more than one software since compatibility between packages usually posed a problem. The difficulty we faced putting different files together led to the final report appearing rather haphazard sometimes.

We come to a shift in focus with this paragraph. The writer wraps up the ‘diversity’ thread well. Saying that she has a diversity of experience to offer, ‘among other things’, is a good idea it implies that there is much more to her, qualities and assets that could not be described here because of space limitations It might have been a better idea to begin the next topic – ‘most important achievement’ in a new paragraph. The abrupt change of subject has a slightly disconcerting effect here.

I believe in providing and maintaining non-negotiable high standards and

While this paragraph is ostensibly an introduction to the problem handled by 123

service. I recognized that shifting to a newer GUI based software would not only dramatically improve our documentation quality, but also increase productivity at the workplace. Presenting the pros and cons to the management of the upgradation was a very challenging task. I was asked to prepare a proposal regarding the upgradation of the firm's software. Initially, I imagined this project would be rather simple but it turned out to be among the most challenging and rewarding experiences of my life.

the writer, it also makes two points, subtly 1) she had been working in the family firm on a continuous basis and kept her eyes open to spot an area of improvement, 2) she is familiar with popular software packages and very comfortable with a PC. The first sentence risks sounding slightly pompous, but the writer’s earnestness comes through after reading the paragraph as a whole.

Through a firm-wide survey of opera- Comes across as systematic, organized tors and several one-on-one discusand thorough. Good qualities for any sions of their own preferences and so- graduate applicant. lutions, I found that while everybody wanted an upgradation, they had doubts since they would have to learn a whole set of new skills. In order to prepare a budget, I procured quotations from various vendors and analyzed possible combinations. I realized the necessity of a training course for the operators because most of them were not familiar with the GUI interface. I examined the various training classes that offered private in-house training for the employees. After a detailed analysis, I presented my report to the management in the next meeting. They were pleased with my efforts and pleasantly surprised at the cost of the project since it seemed to be comparatively less than what they had anticipated. Once I was given the go-ahead, the next hurdle was to implement the proposal and coordinate the upgrading. To avoid any disturbance to the company's work, training sessions were

This paragraph shows considerable maturity and learning from the event. A problem is not solved when you have a solution for it - implementing the solution is usually the biggest hur124

planned after working hours. The upgrading took a week and the training of the operators took another two weeks. The really tough period started once the training personnel left. The management felt that it was my responsibility to see that the operators didn't face any problems once they actually started using the new software packages. I put in 60 to 70-hour weeks for the next three weeks before everyone was comfortable with the new system. While the benefits of using these packages were not immediately tangible, a few months later our clients acknowledged that the quality of the reports we sent them had improved considerably. In fact, a year later our firm decided to upgrade all of its software packages. I consider this to be a tacit compliment for my efforts.

dle. Also, she realizes that companywide changes rarely yield instant results, and must be followed up over a period of time to evaluate their effects. The last two sentences show that this project also had an effect on the company management’s thinking.

This project required me to believe in myself and in what I thought was good for the company. I had to take a proactive approach, take the initiative and play a leadership role in motivating people and executing the project to completion A good manager is one who can figure out where the problem lies, deal with it effectively by involving all the members of the company and improve the overall culture of the company. The problem I saw at SnMTech had to be resolved to sustain the company's image. The fact that I was able to pull off this task alone has boosted my confidence in my abilities.

Reflective paragraph on what she has gained from the project. She certainly seems to have been the driving force behind the project and it’s an impressive achievement. It might have been a good idea, though, to put in a line or two about how she learned to coordinate between various entities to get her job done. Good ending paragraph. Summary: This is a mature, well-written application essay. Some of the ideas here are gold mines for other essays. Her experience in assisting in the implementation of an ERP system can be used as an example of team skills and project management skills. MBA applicants have to write a number of essays for each school. It helps to have a bank of experiences to draw on. Writing a series of essays also means that you can

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afford to have a limited scope for each essay, and go a little deeper. We do feel, however, that this essay was a tad too limited on the ‘candid description’ of the writer. Diversity of experiences is an excellent point to make, but one more paragraph on other aspects of the writer's personality would have strengthened the essay. Each application essay should answer the question asked in full. Note, however, that this writer says nothing about any liabilities that might influence graduate work. We have a tricky issue here - must you mention some liabilities just because the question asks for them? Here the writer chooses to ignore them and concentrates on qualities that will be an asset for graduate work. It might have paid off in this case because the essay basically asks, ‘How well are you suited for graduate work’. In an essay question of the type, ‘Discuss your strengths and weaknesses’ such a strategy would not work. Nevertheless, it’s a tough choice to make.

Electrical Engineering Sample Essay Task 2. Read, analyse and estimate the following essays as if you were an admission committee member in one of the most prestigious universities. A. Humanity As a double major in Anthropology and Psychology at the University of Rhode Island, I have gained a strong background in both fields. My background is especially strong in physical anthropology, my primary field of interest. Physical anthropology consumes my life;

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I do not study it because I find it somewhat interesting but because I am devoted to it; I want to make it my life. In addition to maintaining a high GPA throughout my college career, and making the Dean’s list several times, I have also worked hard as a supervisor at Brooks Pharmacy for the past five years. Working my own way through college not only demonstrates my determination to gaining a high quality education and the seriousness with which I treat academics, but also attests to my leadership ability, maturity, and responsibility, both as a supervisor and as a student at the University of Rhode Island. My primary goal in applying to your graduate program is to prepare myself for a career in forensic anthropology. Interested in furthering the current body of research and in improving techniques used in the identification of human remains, I am very committed to pursuing forensic anthropology and believe your graduate program in anthropology will provide me with an excellent foundation in the area of physical and forensic anthropology. With a Master’s degree and Ph.D., I will be well prepared to lead a very promising career. While I have no doubt that the program will push me to my limits, I am confident that I can face the rigorous challenges posed by graduate study and thrive under the demanding environment that advanced studies entail. From my transcripts, you will see that not only am I a wellbalanced student, I actually thrive in rigorous, upper level courses, courses akin to graduate-level courses. Armed with the confidence that I can excel at difficult courses, I believe I can achieve the highest level of success and satisfaction by taking the most demanding graduate program available. In addition to my ability to excel in the classroom, I have demonstrated a proficiency in all aspects of conducting research. Research has become a fundamental part of my college career, and I hope it will become the primary component of my future. As a sophomore at the University of Rhode Island, I designed a research project entitled “Grooming and Affiliative Behavior in Three Species of NonHuman Primates” under the guidance of Dr. Su Boatright Horowitz in the Psychology Department at URI. My research proposal gained approval from the Institutional Care and Use Committee at URI and at the Roger William Park and Zoo where the three species of non127

human primates (Gibbons, Sakis, and Lemurs) included in my study are kept. In addition to writing a successful research proposal, I also wrote and received a small funds grant from the University of Rhode Island in order to conduct my research. By being intimately involved in every aspect of research, from proposal and grant writing to data collection and analysis, I have learned what it takes to be a researcher, but more than that, I have learned how fulfilling and interesting research can be. In the spring of 2011, I will be presenting my results at a poster presentation at the University of Rhode Island, and am planning to eventually publish my findings. Not only has this experience shown me that I am capable of excelling in conducting research, but it has also allowed me to develop a love for the hands on learning that is so crucial to successful research. In my final semester at URI, I will be participating in an ongoing research project concerning brain function and attention span under the direction of Dr. Dominic Valentino, a professor in the psychology department at URI. This project will undoubtedly further advance my academic skills and reinforce my passion for research. Physical anthropology is more than just my primary area of education; it has also become my hobby and lifestyle. The questions posed and answered via the study of physical anthropology have fascinated me for a very long time and have stimulated me to ask and seek to answer further questions. With my mind set on the very specific goal of preparing myself as excellently as possible for a future in the field of forensic anthropology, I am fully confident that, with the ability to pursue my education at the University of Massachusetts Amherst, I will not only be able to fulfill my dream, but to contribute substantially to the university as well. B. Foreign Languages Languages are curious creatures. Unlike any other knowledge or skill which improves with learning intensity, languages require time, lots of time. That means that while one may learn the nuances of Chinese history in one night of cramming, learning a foreign language requires a bit by bit learning and cognitive assimilation process that,

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for those of us who are impatient, can be quite frustrating. One can’t “cram” a language. Now, as many of us know, Germans are known for their long vacations. One late August while at DGZ, my immediate superior who, with me, covered Scandinavia (and Northern Germany, from time to time) was on a four-week vacation. During his absence one of our German clients needed to issue a Schuldscheindarlehen, a type of German fixed-income financing instrument. This was fine and dandy, but, unfortunately, our client spoke only German, and I was left to conduct the entire transaction (including documentation). The transaction lasted a couple of weeks, involved an interest rate swap, and was, without a doubt, one of my most challenging career experiences to date. The success, however, did not derive from closing the transaction as would seem on the surface. Indeed, of greater significance was the fact that I had actually mastered and conquered the German language. Big deal, you say? Lots of folks learn foreign languages, right? But, impatient ones rarely do – it’s against their nature, and I include myself amongst them. So although to the outside observer this may seem a bit hum drum (especially to consider as one of my two most admirable successes), the mastering of the German language is truly a triumph and one that only I and my easily-frustrated self will ever truly appreciate. Europe is a small place in terms of land area. It, however, has an immense history. At times, these two simple facts clash as the reality of progress and historical progression sets in within many European cities. The end result is that while Europe is littered with historical monuments, the private sector calls for additional space for growth. Europe, however, has only so much space to go around – something has to give. Now, I am a bit of a history buff, and I have always tended to side with the preservation of historical monuments in the face of progress. During my sixteen-month residence in Frankfurt I joined an organization called Verein zur Pflege der Frankfurter Tradition which is devoted to preserving the handful of historical monuments in the Frankfurt area. I had originally joined it with an interest in discussions about German history with Germans directly (something, you might guess, Germans rarely do), but later discovered that the organization 129

was a sort of militant group of Hessens storming around the region demonstrating against private acquisitions of historically significant properties. Considering my personal beliefs about the free market and where it should and should not be appropriately utilized, I became heavily involved in the group’s activities. The Union was organized into sub-committees which were to oversee resistance against the demise of specific monuments. After assimilating myself in the organization for some few months, I was elected to oversee the committee which was to focus on preventing a private entrepreneur from buying and converting into a casino/restaurant the Sachsenhausner Warte, a building which was the southernmost outpost of the Franks who inhabited the area some 1000 years ago. Over the course of eight months, I oversaw a group of seven to ten individuals. We demonstrated, gathered signatures, filed petitions, and ultimately presented the topic before the German version of the City Council. Although the matter is under further discussions by local officials, I was recently informed that the Warte still stands – unconverted. I am a native Californian, yet have lived all over the world. I speak foreign tongues, yet am quite American in nature and thinking, I possess the ruthlessness of a free-marketeer, yet the humility of a good standing Insh-catholic. It may, therefore, come as no surprise that I view myself as unique – who doesn’t. But unlike many of my counterparts, my uniqueness derives not from a particular uniqueness, but indeed, from a lack of uniqueness, a balance. As has become prevalent since the Cold War bound us against a common enemy, many of us have retreated to our own particular unique qualities. We are either “something – American”, from poverty, a foreigner, pro-life or representative of some other specific niche. Global leaders, global unifiers of the 21st century will not be from niche groups, but representative of the whole, able to relate to people from all walks of life. Leaders, today more than ever, must be able to satiate the needs of the extremes, the voices of the many few as well as identify with a more diverse populace. I come from a background that has taken me from rather humble beginnings in a poor urban setting in Los Angeles to New York and Europe. I have lived, walked and shared life with wealthy as well as 130

poor, black as well as white, foreign as well as American. I have risen from the poorer areas of California to the wealthy areas of Manhattan and have survived and adapted along the way. The end result has been a life experience that allows me to understand the rites and morays of all levels of society. I can wine and dine the captains of industry, drink beer and shoot pool with steel workers. My achievements are obvious, as is indicated in other sections of this application. But if I could lay claim to my greatest achievement it would be the understanding of people. Put yourself in their shoes and act accordingly. This has been advantageous for me professionally as well as personally. C. Public Relations The future probably belongs to people who see possibilities before they become obvious. It belongs to those very travelers who pierce through the clouds of oblivion with the force of their determination. I’ve always believed that the answer to my destiny lies in creating the results that I desire. To tread upon the hallowed grounds of a successful and fruitful career, I must determine the shape that my actions will take, and trust in their finality. This, I am confident will lead me on to the roads of my destiny. By the time I was 10, I realized that the only thing I could do really well was write. When I recall my days at ‘Haribhai’ (my school till grade 10), I discover that the one subject I performed particularly well in was English. Excellent grades in English in school helped me gain admission to one of the best Liberal Arts colleges in my country - St. Joseph’s. My love for the language also encouraged me to take up higher studies in British, American and Indian Literature and today, I am confident enough to express myself in a language, which (although not my mother tongue), is no longer alien to me. Starting with summer training at high school at Red, an advertising multinational firm, I can trace my fascination for Advertising and Public Relations (PR) influence my interest in the same, which developed slowly and steadily into a career option. During the latter half of my graduation years, I was introduced to the dynamic and metamorphic consumer market as well as the Ad131

vertising and PR scenario in India. I realized the need to adapt my career angle to suit its ever-changing needs. For the same reason, I took up a distance learning program in Marketing and Advertising Management from MCI University, Bangalore. Fuelled by the desire to delve further into the field of media management, I took up post-graduate studies in 'Social Communications' at the Loren Polytechnic, New Delhi. I also attended many workshops, including a well-recognized and reputed 4-month workshop on Copy-writing conducted by the Advertising Agencies Association Of India (AAAI) to gain expertise in the field of creative copy writing. Introspecting today, I believe that my study in the field of Literature, Copy-writing, Advertising Management and ‘Social Communications Media’ has provided me with a good base for further study in Public Relations. A true picture of the corporate world and an exposure to the media environment in India push me into thinking about the interaction between business houses and professional advertising and public relations agencies for commercial success. Today, since the need for corporate communication is inherent in the very nature of present day industry and the government, the many 'publics' with their conflicting interests need to be managed by professionals with result-oriented communication in different media. The Indian PR scene is fast starting to resemble the PR scenario in the developed world. There is a growing recognition of the need to co-relate the traditional outlook towards public management with the systematic organization and execution of effective communication programs to keep in lieu with present trends. Advertising agencies such as Enterprise, DY&R, MAA Bozell and Mudra have specialized PR divisions to offer diverse communication services to their clients. Over the years, several PR agencies have also been set up in India. Many PR agencies such as BM Roger Periera, CV Shandwick and Genesis PR have opted for tie-ups with foreign companies to globalize their operations, increasing the demand for a wholesome communication package other than just advertising. To my mind, a real career in Public Relations cannot be made until one studies it, not purely for its academic appeal but in the hope 132

that it will shed light on the best road ahead. Since the excellence of corporate communications lies in its effectiveness, there is certainly a need for academically trained professionals who are taught to be more strategic and technologically competent. However, Public relations in India is only 25 years old and is still struggling with a growing demand for its transition into a more professional and desired discipline of business. Except for a few parttime study programs, offered by median private institutions, there is very little development of PR as a separate and specialized academic and practical field of study in India. Since the United States of America is a country known for its schools and advanced media systems, I find the need to train myself in a specialized institute in the U.S.A. – one that will consider my knowledge as a stepping-stone to higher education, and help me expand my horizon. An advanced skill in communication in close coordination with the roots of management is what I believe is essentially something I will gain, when I acquire a master's degree in Public Relations. As I browsed through the list of schools, I narrowed down a few selected ones according to their course structures. Your university fulfils all my requirements of a well-designed course: adequate facilities, broad curricula, flexible course structures and practical training opportunities. I am aware that intensive study in a specialized field is a difficult task to achieve and excel at. But I strongly believe that what we persist in doing becomes easier for us to do; not because the nature of the thing has changed, but because the power to do it has increased. I know where to direct the force of my will, to ensure that my career doesn’t lay within the ruins of indecisiveness. In this decision alone, I choose the only path that shall lead me to certain success in your program. D. Astronomy Wouldn’t it be nice to have a magic crystal ball? The kind you can peer into and see the clockwork of the universe on its grandest scale? I believe that this objective is now close at hand and I would like to join the people realizing it. 133

Throughout history, numerous books on philosophy, theology and mysticism have been written in an effort to explain the ways of the universe. Growing up in the Old City of Jerusalem, playing hide and seek in ancient alleyways, I was drawn from an early age to the romantic mystique of these ancient writings. I joined study sessions and participated in lively discussions with religious scholars. But living in an academic household, I gradually developed a sense of scientific skepticism that led me to question the basic tenets of this knowledge. When I was later introduced to the world of computer programming, I was immediately impressed with its lack of ambiguity. Ideas had to be broken up into their fundamental logical components. Hand waving simply didn’t compile. At first, I played with programs that solve brainteasers, then gradually gravitated towards problems involving dynamic systems. From the three-body problem to fractals, almost all systems with feedback seemed to create chaotic results. For example, when simulating an ideal rubber ball bouncing from side to side in a parabolic bowl, I couldn't predict its location at any given moment, but I could clearly see areas where the ball never enters. Why? Conservation of energy, which I had recently learned about, clearly couldn't solve this problem. But since I was able to empirically find simple equations that seemed to describe these areas very accurately, it struck me that there must be some other constant of motion at work. Eager to learn more, I approached Prof. E of the Institute of Mathematics, ABC University, who helped me with these problems. The results of this work became the basis of my high school honor thesis. After high school I was conscripted for three years of military service. Thanks to my programming experience, and much to the relief of my mother, I was accepted to an R&D unit within the Intelligence Corps, where I was trained as a Signal Intelligence (SigInt) developer. Working on problems very different from bouncing balls, I got to see an expanse of possibilities that I never dreamed of before. This was where I was first introduced to high power computing. I got a name as someone who likes to run computers to the edge of their capabilities, though I was told once that it might in fact be the computers that were running me to the edge. As soon as I was released from the military, I took a year off to travel the world and learn about other cultures. When I returned to Is134

rael, to take up undergraduate studies at the ABC University, it was only natural that I study what had, by then, become my two passions: physics and computer science. Towards the end of my freshman year, I attended a lecture by Prof. B of the Physics Department, who was showing recent results of a cosmological simulation of the big bang. I was turned on by this topic at first sight and during the following summer, I joined Prof. B’s research group. I was put straight to work measuring the distribution of mass and angular momentum of a small galactic halo spiraling into a larger one. I approached this problem using both N-body simulations and toy models, which assumed a simplified scenario in which only gravity, tidal stripping and dynamical friction took part. These two approaches gave slightly different results. While trying to understand these discrepancies, I noticed that the outer layers of the smaller galactic halo seemed to swell and be stripped away earlier than expected, while its core was compressed. This phenomenon, which is caused by the tidal force of the larger halo's mass gradient, was coined “tidal puffing” and is the basis of my first publishable paper (due to be submitted late 2001). Further work on this phenomenon, currently being carried out by the Cosmology group, could provide a theoretical basis for the profiles of many galactic haloes. In the future, I would like to develop a new kind of simulator, one that deals with ranges instead of point values. Since there are so many uncertainties in galactic formation, I believe it would be useful to have a simulator that can test a range of possibilities at once. At each time step the simulator would find the resulting extremes, perhaps by assuming that the functions are locally monotonic, and use them as the starting points for the next time step. Despite the “butterfly effect”, I expect most interesting properties would remain quite stable, but some may prove to be highly dependent on the exact choice of models and numerical approach applied. This problem is further accentuated by the fact that most N-body simulators used today make similar assumptions about both cosmological physics and the numerical algorithm employed. Astrophysics in general and specifically cosmology, strike me as one of the most exciting areas of research today. Thanks to new observations, better methods and more powerful simulations, such as those spearheaded by the Stanford Department of Astronomy, we can 135

now hope to answer, with reasonable confidence, some of the most profound questions ever raised. Where have we come from? Where are we going? Cosmology has emerged forever from the old books of mythology to assert itself as an exact science, an unclouded crystal ball of the universe. I would like to be a part of it. E. International Finance The movement towards a global economy and unprecedented explosion of free trade and exchange worldwide has brought about immense opportunities to develop newer tools, instruments and methodologies in the field of financial management. It is this challenging environment to which I intend to contribute by evolving meaningful and optimal solutions to various problems of finance. Thus, my goal is a career in International Finance and/or academic research wherein I could advance analytical approaches to financial management. To achieve my career goals, I need to learn much more about current developments and techniques in finance, financial markets and financial applications and acquire hands-on experience of financial analysis. A Master’s Degree will provide me with theoretical understanding, an in depth idea of practical approaches in aiding managerial decision-making and research skills to enable me to develop an expertise in the core areas of financial strategies and global corporate financial operations. I would like to probe specific problem areas such as the application of quantitative analysis to understanding various issues in global finance and improving decision-making and effect of increase in global communications on international finance decisions. My research interests are Foreign exchange markets, hedging foreign exchange risk, international capital budgeting, corporate financial strategy including mergers and acquisitions. Strong quantitative skills, familiarity with computer applications and experience gained while working on various school projects have helped me to develop sharp analytical abilities and have given me the confidence to tackle advanced problems on a macro level. In addition, the experience gained while marketing Darwin Bug Traps or while studying the marketing strategy of Tastee Ice-cream and advanced level qualifications in French have developed good interpersonal and

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communication skills. I look forward to applying these abilities to the immense opportunities available at Hyderabad University (HU). I have selected the M.A. program of HU because of its outstanding faculty and research facilities, emphasis on a collaborative learning environment, flexibility in curriculum, study abroad opportunity and a global perspective to various key issues. I hope to become a part of this dynamic culture which will give me a leading edge to work effectively in diverse teams and situations. F. Law “To live a meaningful life, to be well-read and to seek new knowledge.” I have always applied this axiom as the guiding principle of my academic endeavors. I belong to that generation of university students in China who graduated in the last decade of the 20th century, when the country was already implementing a market economy. As products of the educational system governed by market economy, most students have become correspondingly pragmatic-minded and regarded academic pursuit as a means of achieving material wealth. As far as I am concerned, I have stubbornly adhered to my deeplyentrenched belief that the purpose of intellectual endeavors and the meaning of life are to speculate on the ultimate, to create and to contribute. With such a long-cherished motivation, I would like to suspend my present career and come to a new starting point - to apply for admission into the world renowned Law School of your first-class university. I believe that I am a competitive applicant for your program based on my 4-year systematic education in law as an undergraduate, 7-year work experience in the related fields, as well as the skills and the ample potential to undertake legal practice and research that my education and work experience have endowed me with. My 4-year rigorous undergraduate program was done from 1992 to 1996 at the Law School of China XX University, the most prestigious law school in China. The solid and comprehensive coursework that I did for my program covered the theories of almost all the fields of jurisprudence. On top of that, I gradually developed a pluralistic perspective in my academic research under the influence of my advisor and other teachers, all of whom obtained advanced degrees in jurisprudence from the law schools in western countries. Out of my 137

wide-ranged interest, I read extensively most of the western classics in law and philosophy including On Crime and Punishment, On the Spirit of Law and The Social Contract. Those classic works aroused in me the humanitarian feelings that have largely been suppressed by the existing education that I have been receiving in China. They ushered me onto the road of questing for a totally different kind of truth and for the first time in my life they heightened my deep concern for human welfare and my deep sympathy for the tribulations that human beings have to undergo. At the same time, law study made it possible for me to bring into full play my faculty of creative thinking. Two cases can illustrate this point. The first is that, as early as 1993, I independently developed The Management System of XX. This multi-level database management system, which incorporated such diverse functions as data collection, analysis, query and retrieval, could legitimately be considered a sophisticated high-tech information product considering the technical background of that time - the WINDOWS operation system had not come into existence and the computer technology was mainly dominated by the computers of 286 model. Being the first of its kind in my law school, the system significantly helped enhance the efficiency of jurisprudence research and for this I was awarded the honor of the Second Prize for Scientific Research Achievements of my university. The second case is my participation as a research assistant in our school’s Legal Regulation Research Project from 1995 to 1996. By consulting and translating a large amount of legal literature and doing extensive on-the-spot sampling investigations, I completed my thesis which was entitled XX. The significance of this thesis is that, at a time when the rule of law has not come to play an important part in the social life of the Chinese citizens and when people have hardly paid any attention to the issue of legal supervision (the concepts of the rule of law and legal regulation are just beginning to be the formal subjects of government concern now!), it touched on a very sensitive topic with foresight and pioneering spirit. The thesis received a “Class A” rating for its originality in that year. Upon graduation, I availed myself of various opportunities to undertake legal practice. First, I worked at the Ministry of Justice (XX Provincial Branch) where I examined and checked the foreignrelated legal cases undertaken by lawyers across the province. Then I 138

launched my own company where I was involved in providing legal consultations to local enterprises and organizations. I also served as a voluntary legal advisor to the Justice Promotion Foundation of XX Province. I derive immense satisfaction and a strong sense of personal achievement each time I offer legal aid to the people and the society with my professional knowledge and wisdom. On account of my prominent performance in work and my good command of English, I was sent in 1998 to attend an intensive common law training program sponsored by the XX. This training program was taught solely in English language by professors of American XX Foundation, scholars sent by XX Justice Department and XX and XX lawyers. In this program, I received systematic training in courses such as British and American contract law, trial systems, American uniform commercial code, business law and legal regulatory environment, American Constitution, etc. and I was given the honor of Excellent Graduate. In the course of this program, I participated in the XX International Symposium on Bankruptcy Law at which I presented a research paper entitled The Present Condition of China’s Enforcement of Bankruptcy Law. The paper captured the general attention of the participants. In retrospect, the 10-month training program, by familiarizing me with the British and American legal systems through the learning of major law courses, considerably broadened my vision and has laid a firm foundation for me to perform more advanced studies of the law courses concerning British and American legal systems. The most direct factor that has prompted me to this application decision is my one-and-a-half-year experience since 2000 of participating in examining and rectifying the market order of the futures transactions as a member of the work group of Improving and Rectifying XX Province’s Financial Sector. In my work, I came to discover that the development of China’s futures market faces serious legal restrictions. An obvious fact is that there exist many outmoded laws and regulations that are absolutely out of tune with the growth of China’s futures market. With the increasing integration of China and the rest of the world, represented by China’s accession into the WTO, there are simply too many provisions in China’s existing law that hinder the formation and the sustainable development of a standardized futures market in China. It is pathetic to find that the grave legal imperfec139

tions inherent in China’s futures industry epitomize just a tiny fraction of the dire reality that China’s legal system woefully lags behind the needs of social development of the country. To promote China’s perfection of its legal system, it is imperative to learn advanced knowledge of jurisprudence from western countries and to assimilate useful experiences from western legal systems. As home to the common law system and to modern capitalism, Britain is reputed for its time-honored legal system and for its unparalleled research in jurisprudence, with a wealth of in-depth literature and data collection. For a young man like me who is bent on the study of jurisprudence, it is inevitably the best place where to seek an advanced education. I wish to receive an overall education in jurisprudence while focusing on the legal regulation of the financial market, which is closely connected with my past career background. Through your M. Juris program I intend to proceed onto an M. Phil program. It is my expectation to comprehensively and perceptively study the legal spirit and the legal system of the common law so that I may be fully equipped to contribute my knowledge and expertise in jurisprudence to the construction of China’s forthcoming legal civilization and to the improvement of China’s legal regulation system. Task 3. Write short paragraphs on the following: 1. Pick a memorable accomplishment in your life. What did you do? How did you accomplish it? 2. What sort of important activities have you been involved in? With whom? What role did you play? 3. What work experiences have you had? What was your job responsibility? How did you carry it out? 4. Your career goals. What career have you chosen? What factors formed this decision? 5. What evidence shows that you have made a correct choice of your career? That is, how can you show that this choice is realistic? (Personal experience in the field is a good place to begin.) Now look over your paragraphs. What skills and qualities do you see that you possess? For example, consider working with others. Were you a leader? An important “team” player? 140

Looking at what you have found, you can now look for skills and qualities that will help you in future. What factors stand out? NOTE: You will undoubtedly have more material than you can use. This is good, but you need to make strategic choices. Task 4. Write your statement-of-purpose essay applying to the university you have always dreamt to study at.

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LIST OF SOURCES 1. Baker, J. R. Writing a Research Paper / J. R. Baker, A. Brezee // owl.english.purdue.edu. 2. Cotton, D. Language Leader (Upper Intermediate) / D. Cotton, D. Falvey, S. Kent. – Pearson Education Limited, 2008. – 192 p. 3. Evans, V. Successful Writing (Proficiency) / V. Evans. – Express Publishing, 2002. – 164 p. 4. Gillett, A. Inside Track. Successful Academic Writing / A. Gillett, A. Hammond, M. Martala. – Pearson Education Limited, 2009. – 361 p. 5. Obee, B. Upstream (Advanced) / B. Obee, V. Evans. – Express Publishing, 2003. – 256 p. 6. Obee, B. Upstream (Proficiency) / B. Obee, V. Evans. – Express Publishing, 2003. – 276 p. 7. Ross-Larson, B. How to Write Fascinating Features / B. Ross-Larson. – ClearWriter, 2003, 2007. – 135 p. 8. Skwire & Chitwood. Student’s Book of College English. – Macmillan Publishing Co., Inc. – N.Y., 1981. – 540 p. 9. Режим доступа: http://www.iresearchpapers.com/samples.php. 10. Режим доступа: http://www.teachervision.fen.com/writing/essays.

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TABLE OF CONTENTS От авторов…………………………………………………………………… Module 1. Report…………………………………………….................. Assessment Report………………………………………………………. Informative Report………………………………………………………. Survey Report……………………………………………………………. Proposal Report………………………………………………………….. Module 2. Article……………………………………………………….. Headline………………………………………………………………….. Featured Article………………………………………………………….. News Article…………………………………………………………….. Review………………………………………………………………….... Module 3. Research Paper…………………………………………… Module 4. Statement of Purpose……………………………………….

List of Sources……………………………………………………………….

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Учебное издание

Ермолаева Елена Николаевна Соколова Надежда Сергеевна

ACADEMIC WRITING

Редактор Л. М. Борискина Подписано в печать 22.09.2012 г. Формат 60х84 1/16. Печать офсетная. Бумага офсетная № 1. Печ. л. 9. Тираж 100 экз. Заказ № 138. Кемеровский государственный университет. 650043, г. Кемерово, ул. Красная, 6. Отпечатано в типографии ООО ПК «Офсет», 650001, г. Кемерово, ул. 40 лет Октября 1б, тел. 8(384-2)34-96-41.