English Skills for Academic Studies - PolyU HKCC · Supplementary Worksheets Worksheet 1. ... Writing Skills ... CC2001c English Skills for Academic Studies Semester 2, 2008-09

English Skills for Academic Studies

Study Guide for

AD Scheme in Science and Technology

Semester 2, 2008-09

CC2001C Written and compiled by Ms Wing Chan, Ms Kate Lee, Mr Raymond Ng, and Ms Esther Tong (2007) Modified and edited by Mr Benny Chiang (2008) © Hong Kong Community College, 2008

CC2001c English Skills for Academic Studies Semester 2, 2008-09 Study Guide

1

TTTaaabbbllleee ooofff CCCooonnnttteeennntttsss I. Syllabus 2

II. Teaching Plan 5

III. Learning Outcome Matrix 14

IV. Assessment Details 15

V. Study Guide – By Session 26

VI. Supplementary Worksheets

Worksheet 1. Essay Analysis

Worksheet 2. My English Learning Self-evaluation Sheet

Worksheet 3. Fragments, Run-on sentences, Unparallel structures

Worksheet 4. Misplaced Modifiers

Worksheet 5. Dangling Modifiers

Worksheet 6. Designing a Questionnaire

Worksheet 7. Interviewing Skills

Worksheet 8. One-sentence Summaries

Worksheet 9. Verbs & Subject-verb Agreement

Worksheet 10. Pronouns & ESL Pointers

Worksheet 11. Behaviour in Group Discussions

Worksheet 12. More Useful Expressions for Successful Discussions

Worksheet 13. Self-evaluation Sheet for Project Task B

54 56 58 59 60 61 63 66 67 68 69 71 74

VII. Annotated Student Samples

Skill 1: Writing a Reflection

Good Reflection

Poor Reflection

76

Skill 2: Writing an Essay Outline

Good Essay Outline

Poor Essay Outline

78

Skill 3: Writing a Research Essay

Good Research Essay

Poor Research Essay

83

Skill 4: Writing one-sentence summaries (with identification of sources)

Good Sample

Poor Sample

95


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I. Syllabus

CC2001 English Skills for Academic Studies

Level 2 Credits 3 Nature Non-Science Medium of Instruction English Teaching Pattern 42 hours of Seminar Prerequisites Nil

60% Coursework Assessment 40% Examination

Aims

The subject prepares students for successful academic study in an English medium post-secondary learning environment. The main focus of this subject is to develop students’ confidence and competence in using English within academic contexts relevant to their area of study.

Learning Outcomes

On successfully completing this subject, students will be able to: Listening Skills

� take effective notes on key points and ideas in spoken academic contexts Reading Skills

� apply learned strategies to improve reading for different purposes (e.g. reading for general understanding, reading for details, etc.)

Writing Skills

� write a well-structured paragraph that includes a topic sentence and supporting details � paraphrase, summarize, and quote from a source � write an academic essay using the process approach which enables students to

o generate and select writing topics o plan, organise, and structure an academic essay o edit and revise their work for unity, coherence, support, and sentence skills

� demonstrate improved control of vocabulary and grammar through appropriate and accurate usage in writing

Speaking Skills

� contribute and justify their comments and respond critically to others’ ideas in a small group discussion

� demonstrate improved control of pronunciation through an increased awareness of common pronunciation errors in Hong Kong


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Research Skills

� conduct library and other research and integrate ideas from other sources to support their positions

� document information from multiple sources using an established documentation style (e.g. MLA, APA, etc.)

Study Skills

� reflect on learning processes and critically evaluate performance in academic English tasks

� contribute positively to class learning and group activities

Indicative Contents

� Note-taking and listening skills � Reading strategies � Process writing � Academic essays � Referencing � Documenting � Discussion/ presentation skills � Study skills

Teaching/Learning Approach

Students will be required to participate actively in the learning process. During seminars, students will take part in a wide range of interesting and challenging language learning activities such as role-plays, discussions, individual and group activities, which reflect students’ needs in their field of studies. In particular, students will be required to plan and collaborate with peers in a major team project/assignment which will give them an opportunity to experience learning from peers as well. In language laboratory sessions, audio-visual materials will be used to improve students’ listening and speaking skills, and WebCT will be used as a tool to promote extended learning after class. Students are also encouraged to engage in constant reflection on learning processes and to evaluate their own as well as their peers’ performance in the learning tasks. Through extensive interactive practices, the course helps students gain mastery of the academic language skills needed for effective academic communication.

Assessment Approach

Students are required to complete the following four assessment tasks which are combined to address all the learning outcomes of the course:

1. Two individual written tasks 2. One individual/ group oral task 3. One group project/ assignment

They will demonstrate achievement of course learning outcomes by completing a combination of the following tasks relevant to their discipline of study:

i) Paragraph Writing: This task aims at assessing students’ ability in developing a topic through paragraphing. They need to write a paragraph that includes a topic


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sentence and supporting details. ii) Summary Writing: This task requires students to synthesize information/ideas

from an academic article. iii) Group Project/Assignment: The group project/assignment gives students an

opportunity to plan and collaborate with their fellow classmates in small groups and apply the learned strategies and skills in researching, writing, reading, speaking, and/or listening.

iv) Seminar Discussion: This task assesses students’ listening and speaking skills. They have to apply the learned strategies to note down key points and opinions of their peers, state their position, and respond critically to peers’ ideas in a group discussion.

v) Academic Essay: This writing task assesses students’ research, referencing, documenting, and process writing skills.

Reflection: This task gives students opportunities to reflect on their learning processes and critically evaluate their group communication skills.

In addition, to encourage a spirit of enquiry and sharing and to help students explore the creativity and enjoyment of the process of learning and researching knowledge, part of students’ grade will be based on their class participation throughout the course of the semester.

Indicative Readings

Recommended Textbook Langan, John. English Skills for Academic Studies. McGraw-Hill. (latest ed.). An abridged edition of:

Langan, John. College Writing Skills with Readings. McGraw-Hill. (latest ed.). ---. Reading and Study Skills. McGraw-Hill. (latest ed.). References Langan, John. English Brushup. McGraw-Hill. (latest ed.). Madden, Carolyn G. and Rohlck, Theresa N. Discussion and Interaction in the Academic

Community. University of Michigan Press. (latest ed.). Oshima, Alice. and Hogue, Ann. Writing Academic English. Addison Wesley Longman. (latest ed.). Spencer, Carolyn M. and Arbon, Beverly. Foundations of Writing: Developing Research and

Academic Writing Skills. NTC. (latest ed.). Steer, Jocelyn. M. and Schmid, Dawn. The Advanced Grammar Book (Workbook), Heinle & Heinle. (latest ed.). Wallace, Michael J. Study Skills in English. Cambridge University Press. (latest ed.).


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III. Learning Outcome Matrix

Expected Learning Outcomes Teaching Week

(a) (b) (c) (d) (e) (f)

1

- Course introduction

- Essay structure

- Self-reflection

� �

2

- Writing process

- Pre-writing strategies

- Writing effective thesis statements and

topic sentences

- Sentence skills

�

3

- Research skills: Research at a local

library and designing a questionnaire

- Interviewing skills

� � �

4

- Outlining an essay

- Supporting the thesis

- Sentence skills

�

5

- Recognising main ideas

- Researching skills: Researching on the

Internet

� �

6

- Writing one-sentence summaries

- Paraphrasing ideas

- Research essay consultation

� � �

7

- Summarising an article

- MLA referencing � � �

8

- Building coherence

- Grammar revision �

9

- Revising and editing skills

- Listening and note-taking skills � �

10

- Seminar/ discussion skills

- Grammar revision

- Revising and editing skills

� � �

11

- Seminar/ discussion skills � � 12

- Oral assessment task

- Revising and editing skills/ Reflection

on learning processes, group skills or

project skills

� � �

13

- Oral assessment task � � 14

- Course review � � � � � �


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IV. Assessment Details

Assignment 1 – Reflection on Learning Experience (10%; Individual)

In this task, you need to reflect on your experience of using English to learn different

academic subjects in college. As the medium of instruction for most HKCC subjects is English, learning academic subjects in the tertiary level may be quite different from that in the secondary level. This assignment enables you to reflect comprehensively on this new and challenging experience.

I. Expected Learning Outcomes: The objectives of this task are to assess how well you are able to: � reflect and critique on your learning processes; � write a well-structured paragraph that includes a topic sentence and supporting details; � demonstrate improved control of vocabulary and grammar through appropriate and

accurate usage in writing.

II. Guidelines: 1. In this task, you are required to write a 300-word reflection to: � Review your experience of using English to learn different academic subjects in college,

such as English for Business Communication, Introduction to Information Technology and other G.E. subjects and how that differs from secondary school;

� Review problems you have encountered and/or identify progress you have made; � Suggest what you plan to do this semester to overcome the identified problems and/or to

further improve your English. 2. Your assignment should be word-processed / typewritten throughout, in double-line

spacing. Double-sided printing is welcomed. 3. On top of the first page, please list the following:

(a) The name of the assignment, i.e. “Assignment 1: Reflection on the Learning Experience of English Language in Semester One”;

(b) The course code and title, e.g. “CC2001a English Skills for Academic Studies”; (c) Your class group number; (d) Your full name and student number; (e) The date of submission of your assignment.

4. You must be honest! 5. Please be reminded that late submission will induce a penalty – 20% of your marks will

be deducted. Moreover, your work will not be accepted if you hand it in late by more than 7 calendar days.


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III. Grading Aspects:

Criteria Descriptions

Originality &

Creativity (20%)

- All ideas are original. - All ideas are creative, interesting, and

inspirational.

Relevance (10%) - Relevant and appropriate ideas on English learning in different aspects, e.g. experience of using English to learn different academic subjects and how it differs from secondary school, problems encountered/ progress made, suggestions on how to overcome the identified problems/ to further improve your English, etc.

I. Content (60%)

Depth of

Thoughts (30%)

- Plenty of insightful and valuable thoughts on learning strategies used in semester one.

- Plenty of insightful and valuable thoughts on future learning.

- Clear, well-presented and meaningful ideas.

II. English

Language Writing

Skills (40%)

- All ideas are organized logically. - A variety of appropriate transitional devices are used to

connect sentences. - Sentences are varied in length and structure. - Very few errors are found in complex sentences. - Grammar, spelling and punctuation are consistently used

accurately.

IV. Due Date of Reflection:

In the lecture/ tutorial (as specified by your lecturer) of Week 4.


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Assignment 2 -Group Project (70%)

This assessment task is designed to assess your ability in using English effectively in academic contexts you will encounter in your studies in Associate Degree Scheme in Science

and Technology. You will be completing a series of activities including discussions,

research, writing tasks, and a seminar discussion task in which you collaborate with your group members:

� Task A (Project Preparation and Research Essay): to write a 5-paragraph academic essay of 1,000-1200 words in which you will analyse an issue significant to the development of science and technology in Hong Kong or share your views on a controversial issue in any science and technology sector in Hong Kong, AND

� Task B (Seminar): to lead a discussion about your research topic.

Topic:

• Each group of students will select a topic from the following.

1. iPhone 2. Wi-Fi 3. Social networking

platform

4. Scientific innovations in

HK

5. Blu-ray technology 6. HK Science & Technology

Parks/Cyberport

7. Video sharing platform 8. Food/Product Safety 9. Environmental Protection

10. NDSi

Project Overview

Week Task to be Completed What You Need to Do

2-7

Lecture/Tutorial as specified by your lecturer

A. Project Preparation

Steps 1-3* [Group]

*5 bonus marks will be given to the students who can complete the three project preparation steps on time.

� Form a group of 3-4 (Week 2). � Submit respectively:

i) Topic and thesis statement [Step 1] (Week 3),

ii) Essay outline [Step 2] (Week 6) � After completing the above two project

preparation steps, you may need to attend a follow-up meeting with your lecturer [Step 3], if required. (Week 6/7)

7-10 � Review lecturer’s feedback. � Draft the essay. � Revise the essay. � Prepare the required attachments.

11 Lecture/Tutorial as specified by your lecturer

B. Research Essay (30%)

[Group]

You will be assessed on your writing skills and research skills as a group*. *Individual contribution to

the group project will be

considered.

� Submit the Research Essay with i) a copy of the source articles, ii) a table recording the percentage

allocation of team member contribution,

iii) a table recording the division of work,

iv) the completed “Declaration of Original Work” signed by all group members, and

v) your group’s “Project Preparation Checklist”


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Week Task to be Completed What You Need to Do

12 & 13 Lecture C. Oral Presentation/

Seminar (30%) [Individual

+ Group]

You will be assessed on your performance in an academic discussion as an individual (70%) and as a group (30%).

� Present your project idea to the class.

� Lead a discussion about your research topic.

Project Task 2A – Research Essay

In this task, you are required to collaborate with your group members to write a 5-paragraph

research essay of 1000-1200 words (for a group of 4 members). You will have to work in groups to brainstorm ideas, gather information, organize the essay content, review other members’ writing, and revise your part with reference to the feedback given by your peers.

*For groups with fewer than 4 members, the total length of the essay will be set in pro rata.

For example, a group with 3 members should write an essay of about 750-900 words.

I. Expected Learning Outcomes:

Research Skills

• Conduct library and other research (e.g. interview, questionnaire) and integrate ideas from other sources to support their positions

• Document information from multiple sources using an established documentation style (refer to MLA citation style on pp.213-228)

Writing Skills

• Plan, organize, and structure an academic essay

• Write a research essay using the process approach

• Write well-structured paragraphs that include a topic sentence and supporting details

• Paraphrase, summarize, and quote from different types of sources (e.g. newspaper, interview)

• Edit and revise the essay for unity, coherence, support, and sentence skills

• Demonstrate appropriate usage of vocabulary and grammar Study Skills

• Contribute positively to group work

II. Project Preparation:

Your active participation in the writing process can substantially improve the final quality of your research essay. Before submitting your research essay, you are required to complete THREE project preparation steps: i) select a topic and write a thesis statement, and ii) write an essay outline. Besides, you may need to attend a follow-up meeting with your lecturer (if

required). Your group will receive 5 bonus marks on your research essay if ALL project preparation steps are completed by the deadlines stated in the suggested work plan below. You will be required to submit the checklist with each project preparation step and with the final research essay.


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Week Project Preparation

Steps (5 bonus

marks)

What You Need to Do

3 (Lecture/ Tutorial as specified by your lecturer)

1. Topic and Thesis

Statement

� Choose an issue you are interested in and would like to discuss, and submit the topic and thesis statement for the group project.

6 (Lecture/ Tutorial as specified by your lecturer)

2. Essay Outline

� Submit an extended essay outline*. *Use the template (word file) given by your

lecturer on SMILE to write the essay outline.

*Refer to the samples in the Study Guide. Your

group will receive feedback from your lecturer in

the tutorial of Week 6/7.

6-7 3. Follow-up (if

required)

� Attend a follow-up meeting with your lecturer and take appropriate action recommended by your lecturer.

III. Structure of Essay Outline:

Introduction Thesis Statement: In one sentence, state the single central idea with a plan of development–tell readers the essay’s topic, presents the writer’s attitude/opinion, and previews the main points that support that attitude/opinion.

Body Paragraphs 1-3 (Main Ideas 1-3)

Topic Sentence: State your main idea in one sentence.

Specific Supporting Evidence:

(a) Complete Sentences. Specific evidence/ details used to support the main idea. (b) Complete Sentences. Specific evidence/ details used to support the main idea. (c) Complete Sentences. Specific evidence/ details used to support the main idea.

Conclusion Summary (Optional): Summarise the essay by briefly restating the thesis and the main supporting points

General Closing Remarks: Present the final thought about the topic.

Important Reminders:

• Your participation in the Essay Outline step will only be recognised if an extended

outline is prepared (See the samples in the Study Guide).

• You must complete the Essay Outline before the deadline to receive feedback from

your lecturer. Late submissions will not be accepted.

IV. Topic of Research Essay:

The topic of your group’s Research Essay should be the same as that in the Essay Outline, unless your lecturer recommends you to narrow down/ change the topic. Prior approval from

the lecturer is required for changing the topic of your research essay.


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V. Guidelines:

• Each member should write about 300 words. If a student has no contributions in writing the essay, s/he will have zero mark for the essay. Work out the percentage of contribution of each member. Then, complete and sign Table 1 below:

Table 1 – Percentage Allocation of Team Member Contribution in Research Essay

Names a. b. c. d. TOTAL

Percentage allocation: (must add up to 100%)

= 100%

Signature:

• At least 5 sources of references (of which 3 should be printed sources) should be cited in the essay to show that research skills have been used. Attach a copy of the source articles to the essay.

Note: At least 3 sources have to be sources in English. If you use any additional

sources in Chinese, you have to attach a copy of the original Chinese source and

translate the quoted parts into English.

• You may use an interview/ a questionnaire as one of the 5 sources to support your arguments in your essay. If you do so, you need to attach copies of your interview or questionnaire with your essay.

• Write down the total number of words at the end of your essay.

• Summarize or paraphrase the quoted materials as far as possible. Direct quotation should not exceed 10% of the total length of your essay. The MLA citation style should be correctly used to document sources in the essay.

• You must write your own work. Disciplinary action will be taken if a student is found plagiarizing other writers’ ideas/ words. Prior to your submission of the project,

all members of your group MUST fill in the “Declaration of Original Work” (See Appendix II) indicating that the project you have completed is your own original work. This form must be attached to your research essay for final submission.

• Your essay outline and research essay must be double-spaced, and word-processed/type-written on single-sided A-4 paper.

• A cover page is needed for the research essay. Please follow the Sample Cover Page shown below.

Sample Cover Page

The Hong Kong Polytechnic University

Hong Kong Community College

CC 2001 English Skills for Academic Studies

Project Title: Wi-Fi in Hong Kong

Group: 2XX

Student ID Members Signature

xxxxxxxx Hay Mung Moon xx

xxxxxxxx Lam Chi Chi Karina xx

xxxxxxxx Pang Yi Man Keo xx

xxxxxxxx Yip Ching Yee Oliva xx


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VI. Grading Aspects of Research Essay:

1. Content (25%)

- Title: informative and able to indicate the aim of the essay - The introduction provides an effective entry to the thesis of the essay using one of the methods introduced in the textbook. - Adequate and specific evidence and sound reasons are provided to support the topic sentences which develop the thesis. - At least 5 sources of reference are given to demonstrate research skills have been used.

2. Unity (25%)

- The thesis statement introduces the topic of the essay and advances the group’s opinion, attitude, idea or point about the topic. - The thesis contains a plan of development. - All ideas in the essay develop and support the thesis. - Each paragraph has a topic sentence, and supporting details are relevant to the topic sentence. - The format of documentation is correct within the paper and at the end of the paper.

3. Coherence (25%)

- The essay is organized systematically. - The paragraphs are well-structured: main ideas are stated at the beginning of the supporting paragraphs. - A variety of transitional devices are appropriately used to connect sentences and ideas (e.g. using keywords, pronouns, connecting words, transitional phrases/ sentences).

4. Language & Mechanics (25%)

- Grammar, spelling, punctuation, writing style, mechanics are used appropriately and accurately. - Vocabulary is varied, specific, and appropriate. - Sentences are well-formed, varied in length and structure. - At least 5 sources are given in the “Works Cited” list. - The MLA citation style is correctly used to document sources.

VII. Due Date of Research Essay: In the lecture/ tutorial (as specified by your lecturer) of Week 11.

Submit the research essay, together with: i. A copy of the source articles (e.g. newspaper articles, online articles),

ii. A table recording the percentage allocation of team member contribution (Table 1 below), iii. A table recording the division of work (Table 2 below), iv. The completed “Declaration of Original Work” (Appendix II) signed by all group

members, and v. Your group’s project preparation checklist (Appendix I).

Table 2 – Peer Review: Division of Work

Writer’s Name Paragraphs *Number the paragraphs in the essay

Reviewer’s Name

a.

b.

c.

d.


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Appendix I

CC2001 - Group ____________________

Project Member List:

1.

3.

2.

4.

Checklist for the Project Preparation Steps

Steps to be Completed Deadline Completed with Satisfaction?

Yes � �� Lecturer’s Signature

1. Topic & Thesis

Statement

Week 3

Lecture/ Tutorial as specified by your lecturer

2. Essay Outline

Week 6

Lecture/ Tutorial as specified by your lecturer

Follow-up Required? Yes � No � Step to be Completed Deadline Completed with Satisfaction?

Yes � �� Lecturer’s Signature

3. Follow-up (if required) 6/7

Tutorial or Appointment scheduled with your lecturer

ALL Steps Completed as Required? Yes � (5 Bonus Marks)

No �


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Appendix II

THE HONG KONG POLYTECHNIC UNIVERSITY Hong Kong Community College

CC2001 English Skills for Academic Studies

Semester 2, 2008-09

DECLARATION OF ORIGINAL WORK

This form must be completed, signed, dated and attached to the group project in hard copy to the subject lecturer for record.

Student Name Student Number

a.

b.

c.

d.

Assignment Title: _______________________________________________________________ Submission Date: _______________________________________________________________ Name of Subject Lecturer: _______________________________________________________________

Declaration:

We declare that the attached assignment is entirely our own work. All sources have been properly acknowledged and the assignment contains no plagiarism. We have been taught how to avoid plagiarism and understand that any plagiarism found in our assignment can lead to penalties such as mark deduction, disqualification or even expulsion from the College. Student’s Signature(s): a. b. c d. ___________________________________________________________________________ Signing Date: ___________________________________________________________________________


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Project Task 2B – Oral Presentation/ Seminar (30%; Group + Individual)

In this task, you and your project group members are required to lead an academic discussion

of about 20 minutes on your essay topic in the lecture of Week 12/13. You will be assessed on your performance as an individual (70%) and as a group (30%).

I. Expected Learning Outcomes:

Listening Skills

� Take effective notes on key points and ideas suggested by group members/classmates in the seminar session.

Speaking Skills

� Contribute and justify your comments and respond critically to others’ ideas in the seminar session.

� Demonstrate competent speaking skills appropriate for an academic presentation and discussion.

II. Topic

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

III. Guidelines:

Preparation

� Re-read your essay. � Prepare a 5-minute presentation of your research essay to introduce the thesis and

supporting points of your paper. � You are expected to converse and interact in English, so you may prepare notes in point

form only. � Scripts are strictly prohibited. A fail grade will be given to those who read aloud from a

script. Assessment Day

(1) Opening (5 minutes)

(i) Your group will have 1 minute to present the background information and the topic. To facilitate the discussion, you need to show the thesis statement and plan of development on the screen/ white board.

(ii) Each group member will have 1 minute to present to the class his/her viewpoints and supporting details for the topic.

(iii) Every student in the class is required to prepare comments and/ or questions.

(2) Discussion (12 minutes)

(i) All group members are required to participate actively in the discussion by taking turns: a. To invite class members to give comments and ask questions, and b. To respond to comments given by class members and/or answer questions.

(ii) Your group is required to coordinate the level of participation of both group members and class members: a. Avoid dominance by certain group member(s) and/or class members(s), and b. Avoid dead air.

(iii) 1 bonus mark (maximum 5) will be given to a class member who participates in the discussion to express his/her opinion which makes a meaning contribution to the discussion..


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(3) Closing (3 minutes)

(i) One member of your group has 3 minutes to give a summary of what have been discussed as a report to the whole class and to the lecturer. This member’s performance will affect the group marks only.

Note: You may use the white board/ visualiser in the classroom to help you illustrate your

points in the presentation/discussion/closing.

IV. Grading Aspects:

(i). Individual Performance (70%)

1. Interest and Clarity of Ideas

(20%)

- Clear viewpoint - Adequate examples and details to illustrate

understanding of the topic - Logical organization of ideas

2. Level of Participation &

Interaction with Others (both

verbal & non-verbal

communication) (20%)

- Active listening and appropriate responses to comments/ questions

- Clear clarification of opinions and reasoning - Active involvement of others in the discussion - Positive verbal and non-verbal communication

3. Fluency of

Speech/Expressions (10%)

- Smooth and natural expression of ideas - Appropriate pace of speech

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

5. Appropriateness & Variety of

Language Used for Discussion

(10%)

- Appropriate techniques for transition of ideas - Variety of expressions and questions for

facilitating a discussion

(ii). Group Performance (30%)

1. Group/Class Interaction

(20%)

- Active involvement of all group members and class members in discussion

- Logical flow of arguments

2. Overall Effectiveness of the

Discussion (10%)

i) Opening

- Take turns to present main ideas and supporting points clearly within the responsible group

ii) Discussion

- Maintain the discussion on a focused topic and task

- Pose appropriate questions to generate further discussion

- Ensure effective involvement of class members in discussion

iii) Closure

- Give an effective and meaningful conclusion of main points discussed

iv) Time management

- Complete the opening, discussion and closure within 20 minutes


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V. Study Guide - By Session

Week 1 – Lecture

A. Expected Learning Outcomes of the Lesson

By the end of this lesson, you will be able to: � Get to know about your lecturer and the course requirements; � Identify the parts of an essay and explain the importance of supporting a point in

writing; � Identify the three approaches of writing (first-person, second-person, and third-person)

B. Suggested Learning Activities for Lecture 1

� Teaching Plan for CC2001 � Discussion:

o “What is academic English?” o “What tasks are essential to success in your College studies?”

� Essay Analysis (Worksheet 1): Activity 2, 3 and 4, Unit 3, Ch 1, pp.114-118

C. Supplementary Learning Activities � Complete the My English Learning Self-evaluation Sheet (Worksheet 2) � Read Unit 3, Chapter 8 Introduction to Essay Development, pp.291-298.

D. Useful Resources � Online Exercises on Textbook Companion Website (CWSR)

<http://highered.mcgraw-hill.com/sites/0073384089/student_view0/index.html> o A. Ch 7, Writing On- and Offline, Activity 2 - Identifying Approach

<http://highered.mcgraw-hill.com/sites/0073384089/student_view0/chapter7/writing_on-_and_offline.html>

o B. Ch 1, Writing On- and Offline, Activities 1-6 - Online Reflective Writing <http://highered.mcgraw-hill.com/sites/0073384089/student_view0/chapter1/writing_on-_and_offline.html>


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Week 2 – Lecture


By the end of this lesson, students will be able to: � Use various prewriting techniques to discover a thesis for their research essay and

develop supporting points for the thesis � Analyse the structure of thesis statements and topic sentences � Identify the common mistakes in writing thesis statements � Write effective thesis statements and topic sentences


� Writing a Reflection (Assignment Sheet) � Project Overview & Project Preparation (Assignment Sheet) � Prewriting Exercise 1: Techniques for Discovering the Thesis (Freewriting &

Questioning): Freewrite and/or ask a series of questions about the topic your group has chosen for the project.

� Prewriting Exercise 2: Techniques for Generating Supporting Details (Making a List & Clustering): Make a list of everything and/or use clustering to organise the keywords about your topic.

� Textbook Exercises: o Understanding Thesis Statements: Activity 1, pp.158-159 (Complete at least 1

question.) o Evaluating Thesis Statements: Activity 10-13, pp.173-175 (Complete at least 1

question in each activity.) o Writing a Thesis Statement: Activity 15, pp.176-177 (Complete at least 1

question.)

C. Supplementary Learning Activities

� Textbook Exercises: o Prewriting Techniques: Activity 10, pp.147-150 o Understanding Thesis Statements: Activity 1, pp.158-159 (Complete the rest

of the questions.) o Writing a Good Thesis: Activity 2, p.160 o Evaluating Thesis Statements: Activity 3, p.163; Activity 10-13, pp.173-175

(Complete the rest of the questions.) o Writing a Thesis Statement: Activity 15, pp.176-177 (Complete the rest of the

questions.) � Project Preparation Step 1: Write a Thesis Statement for the Research Essay


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D. Useful Resources � Online Revision Practices at Companion Website (CWSR) http://highered.mcgraw-

hill.com/sites/0073384089/student_view0/index.html o i. CWSR, Ch 2, Quizzes: Writing On- and Offline (Activity 1-3, Freewriting/

questioning/ making a list) o ii. CWSR, Ch 3, Quizzes: Writing On- and Offline (Activity 1: Begin with a

strong thesis; Activity 3, Polishing thesis sentences) o iii. CWSR, Ch 3, Interactive Exercises (Exercise A, Step 1 - Begin with a

Point, or Thesis)


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Week 3 – Lecture


By the end of this lesson, students will be able to: � Identify different types of sources they may use to support their positions in the

research essay � Locate library materials using the library catalogue; � Design questionnaires that help collect ideas to support their positions in the research

essay.


� Project Preparation Step 1: Topic and Thesis Statement (Submit the topic and thesis statement.*)

� Reading: o Library Catalogue User Guide (Supplementary Notes) o Supplementary Materials on Designing Questionnaires

� Practice on Writing Questions (Supplementary Notes) * Lecture/ Tutorial as specified by your lecturer


� Textbook Exercises (Using the Library): o Unit 2, Ch 3, Activity 2, pp.93-94 o Unit 2, Ch 3, Activity 7, pp.102-103

� Supplementary Exercise: Designing a Questionnaire (Worksheet 6)

D. Useful Resources

� Library Virtual Orientation <http://www.lib.polyu.edu.hk/intro/eng/00-welcome.htm> � Online Tutorial: View lesson 1 and 2 of “Searching the Library Catalogue Effectively”

at http://www.lib.polyu.edu.hk/collser/libguides/catalogue/index.htm � Online Information Literacy Programme: Complete the online information literacy

programme at http://www.lib.polyu.edu.hk/collser/libguides/literacy/introduce.htm


30

Week 2/3 Tutorial (Classroom) &

Week 4/5 Tutorial (Classroom)


By the end of these lessons, students will be able to: � Identify and correct most common types of fragments, run-on sentences, and

unparallel structures; � Identify and correct misplaced modifiers; � Identify and correct dangling modifiers.

B. Suggested Learning Activities for Tutorial 2/3 & Tutorial 4/5

� Revision Exercise: Fragments, Run-Ons, & Parallelism (Worksheet 3) � Revision Exercise: Misplaced Modifiers

(Worksheet 4) � Revision Exercise: Dangling Modifiers

(Worksheet 5)


� Textbook Exercises on Parallelism, Fragments, and Run-ons o Unit 3, Ch 6, Activity 1, p.231, 251-253 o Unit 4, Ch 1, Activities on pp.303-316 o Unit 4, Ch 2, Activities on pp.317-329

� Textbook Exercises in Misplaced Modifiers (Unit 4, Ch 3) o Activity 1, pp.331-332 o Review Test 1, pp.332-333 o Review Test 2, p.333

� Textbook Exercises in Dangling Modifiers (Unit 4, Ch 4) o Activity 1, pp.336-337 o Review Test 1, pp.337-338 o Review Test 2, pp.338-339


31

D. Useful Resources

� Online Language Practices on Fragment, Run-ons and parallelism at Coursebook Companion Website http://highered.mcgraw-hill.com/sites/0073384089/student_view0/index.html

o Ch 5 - Interactive Exercises: Faulty Parallelism o Ch 24 - Interactive Exercises: Fragment o Ch 25 - Interactive Exercises: i) Comma Splices, ii) Run-ons

� Online Revision Practices at Companion Website (CWSR) http://highered.mcgraw-

hill.com/sites/0073384089/student_view0/index.html o CWSR, Ch 32, Quizzes: Misplaced Modifiers

� Online Revision Practices at Companion Website (CWSR) http://highered.mcgraw-

hill.com/sites/0073384089/student_view0/index.html o i. CWSR, Ch 33, Quizzes: Dangling Modifiers o ii. CWSR, Ch 33, Interactive Exercises: Dangling Modifiers


32

Week 2/3 Tutorial (Language Lab.)


By the end of this lesson, students will be able to: � Understand how to make use of the online resources at the textbook companion

websites (Online Learning Centre for CWSR and RSS) � Write effective interview questions � Conduct successful interviews to collect information for their research essay

B. Suggested Learning Activities for Tutorial 2/3

� Discussion: Brainstorm a list of open-ended questions in a group. � Supplementary Exercise: Interviewing Skills (Worksheet 7)


� Reading: Supplementary Notes

D. Useful Resources � Online Diagnostic Exercises at Companion Website (CWSR) http://highered.mcgraw-

hill.com/sites/0073384089/student_view0/index.html


33

CC2001 Textbook (Abridged) vs. Online Resources @ Companion Websites

Textbook: English Skills for Academic Studies, 2009

An abridged version of: � Reading and Study Skills (RSS), Eighth Edition (Extracts) (ISBN: 978-0-07-298277-0) � College Writing Skills with Readings (CWSR), Seventh Edition (Extracts) (ISBN: 978-007-126652-9)

Coursebook Websites

• College Writing Skills with Readings <http://highered.mcgraw-hill.com/sites/0073384089/student_view0/index.html>

• Reading and Study Skills

<http://highered.mcgraw-hill.com/sites/0072982772/student_view0/index.html>

CC2001 Textbook Website for CWSR Website for RSS

Unit 1 – Reading and Summarizing Main Ideas

Chapter 1: Recognizing Main Ideas in Paragraphs and Short Selections

RSS – Part 4, Skill 5; Part 7, Main Idea

Chapter 2: Knowing How to Summarize

RSS – Part 4, Skill 7; Part 7, Summarising

Chapter 3: Paraphrasing and Writing a Summary

CWSR – Ch 18

Unit 2 – Research Skills

Chapter 1: Taking Notes RSS – Part 2, Taking Classroom notes

Chapter 2: Researching for Relevant Information

CWSR – Ch 22

Chapter 3: Using the Library and the Internet

CWSR – Ch 21 RSS – Part 7, Using Research Skills

Unit 3 – Writing Academic Essays

Chapter 1: An Introduction to Writing

CWSR – Ch 1

Chapter 2: The Writing Process CWSR – Ch 2

Chapter 3: The First and Second Steps in Essay Writing

CWSR – Ch 3

Chapter 4: The Third Step in Essay Writing

CWSR – Ch 4

RSS – Part 4, Skill 4

Chapter 5, Using Other Sources to Support Your Thesis

CWSR – Ch 22

Chapter 6: The Fourth Step in Essay Writing

CWSR – Ch 5

Chapter 7: Four Bases for Revising Essays

CWSR – Ch 6

Chapter 8: Introduction to Essay Development

CWSR – Ch 7

Unit 4 – Sentence Skills

Chapter 1: Fragments CWSR – Ch 24

Chapter 2: Run-Ons CWSR – Ch 25

Chapter 3: Misplaced Modifiers CWSR – Ch 32

Chapter 4: Dangling Modifiers CWSR – Ch 33

Unit 5 – Grammar Revision

Chapter 1: Verbs CWSR – Ch 28

Chapter 2: Subject-verb agreement CWSR – Ch 27

Chapter 3: Pronoun Agreement and Reference

CWSR – Ch 29

Chapter 4: ESL Pointers CWSR – Ch 45

Chapter 5: Editing Tests CWSR – Ch 44


34

Week 4 – Lecture


By the end of this lesson, students will be able to: � Outline an essay. � Use adequate and specific details to support their thesis.


� Assignment 1 (Reflection): Submit the assignment in the lecture/ tutorial as specified by your lecturer

� Outlining Practice: Activity 11 - Unit 3, Ch 2, pp.150-151 (Complete at least 1 question.)

� Exercise in Generating Details to Support the Thesis: Activity 4 – Unit 3, Ch 3, pp.164-165 (Complete at least 1 question.)

� Exercise in Using Specific Details: Activity 5 – Unit 3, Ch 3, pp. 167 (Complete at least 1 question.)

� Exercise in Using Adequate Details: Activity 6 – Unit 3, Ch 3, pp. 168-169


� Project Preparation Step 2: Write the essay outline. � Textbook Exercises:

o Outlining Practice: Unit 3, Ch 2, Activity 12, “Losing Touch”, pp.151-154 o Identifying the Parts of an Essay (Topic, Thesis Statement and Supporting

Sentence) � Unit 3, Ch 3, Activity 8, pp.170-171 � Unit 3, Ch 3, Activity 9, pp.171-172

o Providing Specific Evidence: Unit 3, Ch 3, Activity 18, pp.179-180 o Identifying Adequate Supporting Evidence: Unit 3, Ch 3, Activity 19, pp.181-

182 o Adding Details to Complete an Essay, Activity 20, pp.182-184


hill.com/sites/0073384089/student_view0/index.html o i) Ch 2, Interactive Exercises : Outlining Exercises AND Outlining Tutor o ii) Ch 3, Interactive Exercises: Exercises B-D


35

Week 5 – Lecture


By the end of this lesson, students will be able to: � Identify the two basic parts of a paragraph. � Locate main ideas in paragraphs and short selections. � Understand the format of the mid-term test


� Textbook Exercises: o Understanding Paragraph Structure - Unit 1, Ch 1, Activity 2, p. 4 o Finding Main Ideas in Paragraphs/ Short Selections - Unit 1, Ch 1, Activity 1,

pp.6-7 � Notes about Mid-term Test (Details and Sample Questions)


� Textbook Exercises: o Unit 1, Ch 1, Activity 2, pp.7-9 o Unit 1, Ch 1, Review Test, pp.10-11 o Unit 1, Ch 1, Mastery Test, pp.11-13

D. Useful Resources � Online Revision Practices at Companion Website (RSS) at http://highered.mcgraw-

hill.com/sites/0072982772/student_view0/ o i) RSS, Part 4, Skill 5, Journal Prompt at http://highered.mcgraw-

hill.com/sites/0072982772/student_view0/part4/skill5/journal_prompts.html o ii) RSS, Part 7, Quizzes � Main Idea Quiz at http://highered.mcgraw-

hill.com/sites/0072982772/student_view0/part7/main_idea_quiz.html


36

Week 4/5 – Tutorial (Language Lab.)


By the end of this lesson, students will be able to: � research topics using the Internet � evaluate Internet sources

B. Suggested Learning Activities for Tutorial 4/5 � Reading Practice: Read the webpage about “How to Search the Internet” at

http://www.lib.polyu.edu.hk/internet/guide.htm#General and answer the following questions:

1. What search tools can you use to locate your source materials? 2. If you’d like to perform advanced search of non-Chinese materials, which type of

search engines is the best?

3. How can you evaluate the results of your search?


� Textbook Exercises on Evaluating Internet Sources o Activity 6, pp.101-102

� Textbook Exercises on Using Research Skills o Mastery Test, pp.104-105

D. Useful Resources � Online Revision Practices at Companion Website (RSS) at http://highered.mcgraw-

hill.com/sites/0072982772/student_view0/ � Online Supplementary Information about Research Skills Exercises at Companion

Website (CWSR) <http://highered.mcgraw-hill.com/sites/0073384089/student_view0/index.html>

o i. CWSR, Guide to Electronic Research o ii. CWSR, Using the Internet

� Online Revision Exercises at Companion Website (CWSR) <http://highered.mcgraw-hill.com/sites/0073384089/student_view0/index.html>

o iii. CWSR, Ch 21, Interactive Exercises: Web Hunt o iv. CWSR, Ch 21, Interactive Exercises: Evaluating Sources


37

Week 6 – Lecture


By the end of this lesson, students will be able to: � Write one-sentence summaries and one paragraph summaries; � Understand what plagiarism is; � Paraphrase the source


� Reading Practice o A Caution about Plagiarism (Unit 2, Ch 2, pp.86-87)

� Practice in Summarising o Unit 1, Ch 2, Activity 1, pp.15-18 (Complete at least 1 question.) o Unit 1, Ch 2, Activity 2, pp.18-20 (Complete at least 1 question.)

� Practice in Paraphrasing o Unit 2, Ch 2, Activity 1, pp.87-89 (Complete at least 1 question)


� Textbook Exercises (Summarising), Unit 1, Ch 2 o Activity 1, pp.15-18 (Complete the rest of the questions.) o Activity 2, pp.18-20 (Complete the rest of the questions.) o Activity 3, pp.21-23, Appendix 2 “Defence Mechanisms” o Activity 4-7, pp.23-26 o Review Test, pp.26-29 o Mastery Test, pp.29-33


hill.com/sites/0073384089/student_view0/index.html o i) CWSR, Ch 22, Avoiding Plagiarism, Complete the “Avoiding Plagiarism

Tutorial” (quizzes/ exercises in paraphrasing and summarizing) at http://highered.mcgraw-hill.com/sites/0072873469/student_view0/index.html


38

Week 7 – Lecture


By the end of this lesson, students will be able to: � Describe how to summarise an article; � Document information from multiple sources using MLA format.


� Reading: o How to Summarise an Article (Unit 1, Ch 3, pp.35-36) o A Model Summary of an Article (Unit 1, Ch 3, p.37) o Reading (Documentation of Sources): Unit 3, Ch 5, pp.214-218

� Documentation Practice: Activity 1 – Unit 3, Ch 5, p.218


o Model Paper, Unit 3, Ch 5, pp.219-227 o Sample Paper at Companion Website (CWSR): http://highered.mcgraw-

hill.com/sites/0073384089/student_view0/chapter22/sample_paper_in_mla_style.html (Ch 22, More Resources)

D. Useful Resources

� Online Revision Practices at Companion Website (CWSR) http://highered.mcgraw-hill.com/sites/0073384089/student_view0/index.html

i) CWSR, Ch 18, Interactive Exercises: (a) Summarising, (b) Summarising and Paraphrasing

� Online Revision Practices at Companion Website (RSS) <http://highered.mcgraw-

hill.com/sites/0072982772/student_view0/> o RSS, Part 7 � Summarising Quiz at http://highered.mcgraw-

hill.com/sites/0072982772/student_view0/part7/summarizing_quiz.html


39

Week 6/7 – Tutorial (Classroom/ Language Lab.)


By the end of this lesson, students will be able to: � Identify main ideas from paragraphs and short selections; � Paraphrase and summarise the source; � Get feedback on the essay outline.

B. Suggested Learning Activities for Tutorial 6/7 � Project Preparation Step 2: Essay Outline (Submit an essay outline in the tutorial of

Week 6) � Project Preparation Step 3: Follow-up as required (Research Essay Consultation in

Week 6/7) � Revision Exercises in Recognising Main Ideas from Paragraphs/ Short Selections

(Exercises not done in Lecture 5) o Unit 1, Ch 1

� Revision Exercises in Summarising and Paraphrasing (Exercises not done in Lecture 6) o Unit 1, Ch 2 o Unit 1, Ch 3

� Supplementary Exercise: One-sentence Summaries (Worksheet 8)


� Revision Exercises in Recognising Main Ideas from Paragraphs/ Short Selections (refer to Section C in Study Guide for Lecture 5, p.V-26)

o Unit 1, Ch 1 � Revision Exercises in Summarising and Paraphrasing (refer to Section C in Study

Guide for Lecture 6, p.V-28) o Unit 1, Ch 2 o Unit 1, Ch 3

D. Useful Resources

� Recognising Main Ideas from Paragraphs/ Short Selections

o Refer to Section D in Study Guide for Lecture 5, p.V-26 � Summarising and Paraphrasing

o Refer to Section D in Study Guide for Lecture 6, p.V-28


40

Week 8 – Lecture


By the end of this lesson, students will be able to: � Organise and connect specific evidence in the body paragraphs of an essay. � Use different methods of introduction to introduce the subject of an essay to the

readers in an interesting way. � Use different methods of conclusion to end an essay. � Write an appropriate title for an essay.


� Project Task 2A Research Essay (Assignment Sheet) � Textbook Exercises (Unit 3, Ch 4):

o Common Methods of Organisation, Activity 1, pp.186-188 o Using Transition Words, Activity 2, pp.189-192 o Using Transitional Sentences, Activity 3, pp.192-193 o Using Other Connecting Words (Repeated Words, Pronouns, Synonyms),

Activity 7, p.195 o Common Methods of Introduction, Activity 5, pp.198-199 (Complete at least

one question.) o Common Methods of Conclusion, Activity 6, p.201 (Complete at least one

question.) o Writing Titles, Activity 7, p.202 (Complete at least one question.)


� Textbook Exercises, Unit 3, Ch 4 o Organising through Time or Emphatic Order

� Activity 1, pp.188-189 & Activity 8, pp.204-205 o Using Transitions

� Activity 10 & 11, pp.205-209 o Using Transitions and Other Connecting Words (repeated words, pronouns,

synonyms), Activity 12, pp.209-210 o Completing Transitional Sentences, Activity 13, pp.210-211 o Identifying Introductions and Conclusions, Activity 14, pp.211-212


hill.com/sites/0073384089/student_view0/index.html o i) CWSR, Ch 4, Quizzes � Writing On- and Offline o ii) CWSR, Ch 4, Interactive Exercises � Making Connections


41

Week 9 – Lecture


By the end of this lesson, students will be able to: � Revise their essay so that their sentences use a consistent point of view, specific words,

active words, concise words, and a variety of sentence structures. � Edit their essay for accuracy. � Revise their essay for unity, coherence, support and sentence skills.


� Textbook Exercises in Revising and Editing (Unit 3, Ch 6): o Consistency with Verbs – Activity 2, pp.232-233 (Complete at least 1

question.) o Consistency with Pronouns – Activity 3, pp.234-235 (Complete at least 1

question.) o Using Specific Words – Activity 4-5, pp.236-237 (Complete at least 1

question.) o Using Active Verbs - Activity 6, pp.239 (Complete at least 1 question.) o Using Concise Words - Activity 7, pp.240-241 (Complete at least 1 question.) o Varying Your Sentences

� Activity 8, pp.242-243 (Complete at least 1 question.) � Activity 9, pp.244-245 (Complete at least 1 question.) � Activity 10, pp.246-247 (Complete at least 1 question.) � Activity 11, pp.247-248 (Complete at least 1 question.)

o Proofreading Exercise: Activity 12, pp.250-251 � Textbook Exercises in Revising for Four Bases of Writing (Unit 3, Ch 7):

o Activity 12, pp.287-290 (Analyse either Essay 1 or 2.)


� Textbook Exercises (Unit 3, Ch 6): o Consistency with Verbs

� Activity 2, pp.232 (Complete the rest of the questions.) � Review Test 3, pp.253-254

o Consistency with Pronouns � Activity 3, pp.234-235 (Complete the rest of the questions.) � Review Test 4, pp.254-255

o Using Specific Words � Activity 4-5, pp.236-237 (Complete the rest of the questions.) � Review Test 5-6, pp.255-257

o Using Active Verbs � Activity 6, pp.239 (Complete the rest of the questions.) � Review Test 7, pp.257-258


42

o Using Concise Words � Activity 7, pp.240-241 (Complete the rest of the questions.) � Review Test 8-9, pp.258-259

o Varying Your Sentences (Complete the rest of the questions.) � Activity 8, pp.242-243 � Activity 9, pp.244-245 � Activity 10, pp.246-247 � Activity 11, pp.247-248 � Review Test 10-12, pp.259-262

� Textbook Exercises in Revising for 4 Bases of Writing (Unit 3, Ch 7): o Base 1: Unity

� Activity 1-2, pp.264-267 � Activity 9, pp.278-282

o Base 2: Support � Activity 3, pp.268-271 � Activity 10, pp.282-284

o Base 3: Coherence � Activity 4-5, pp.271-275 � Activity 11, pp.284-287

o Base 4: Sentence Skills � Activity 7, pp.274-278; � Activity 12, pp.287-290 (Complete the rest of the questions)


hill.com/sites/0073384089/student_view0/index.html o i) Ch 6, Interactive Exercises � Reviewing the Four Bases o ii) Ch 6, Writing On- and Offline


43

Week 8/9 – Tutorial (Classroom)


By the end of this lesson, students will be able to: � Edit their essay for mistakes in verbs and subject-verb agreement � Edit their essay for mistakes in pronouns and other common mistakes made by

speakers of English as a second language (ESL pointers)

B. Suggested Learning Activities for Tutorial 8/9 � Revision Exercise: Verbs & Subject-verb Agreement (Worksheet 9) � Revision Exercise: Pronouns & ESL Pointers (Worksheet 10)

C. Supplementary Learning Activities � Textbook Exercises in Editing for Mistakes in Verbs (Unit 5, Ch 1):

o Activity 1-3, pp.344-348 � Textbook Exercises in Editing for Mistakes in Subject-verb Agreement (Unit 5, Ch 2):

o Activity 1-4, pp.350-353 o Review Test 1 – 3, pp.353-354

� Textbook Exercises in Pronoun Agreement and Reference (Unit 5, Ch 3): o Pronoun Agreement - Activity 1, pp.356-357 o Indefinite Pronouns - Activity 2, p.358 o Pronoun Reference – Activity 3, p.359 o Review Test 1-2, pp.359-360

� Textbook Exercises in ESL Pointers (Unit 5, Ch 4): o Articles with Count and Non-count Nouns - Activity 1-2, p.365 o Subjects and Verbs – Activity 3-4, p.370 o Adjectives – Activity 5-6, p.372 o Prepositions Used for Time and Place – Activity 7-8, p.373 o Review Test 1-2, p.374

� Textbook Exercises in Editing Tests (Unit 5, Ch 5): o Editing Tests 1-12, pp.377-388


44


hill.com/sites/0073384089/student_view0/index.html o i) Ch 27 Quizzes � Subject-verb Agreement o ii) Ch 27, Interactive Exercises � Subject-verb Agreement: Practice Exercises o iii) Ch 28 Quizzes � Additional Information about Verbs o iv) Ch 28 Interactive Exercises � Verb/ Voice Shifts: Practice Exercises o v) Ch 29 Pronoun Agreement and Reference - Interactive Exercises �

Pronouns: Practice o vi) Ch 44 Editing Tests – Interactive Exercises � Editing Exercises o vii) Ch 45 ESL Pointers - Interactive Exercises � ESL Pointers


45



By the end of this lesson, students will be able to: � Take effective notes from lectures


� Thirteen Hints for Taking Effective Classroom Notes, pp.53-61 � Note-taking Practice: Listen to one of the following lectures and take notes on the

lecture. Then, answer the questions that follow the selection by referring to your textbook:

o Activity 4, Lecture about Listening, pp.73-75 o Activity 5, Lecture about Propaganda Techniques, pp.75-76 o Activity 6, Lecture about Effective Writing, pp.77-79

C. Supplementary Learning Activities � Reading Practice: Read the details of the “Thirteen Hints for Taking Effective

Classroom Notes” and complete the questions on pp.53-61. � Note-taking Practice: Listen to the other audio files on SMILE and complete the rest

of the note-taking practices (Activity 4/5/6, pp.73-79) for the lectures not covered in class.

D. Useful Resources � Listen to the lectures at http://www.listeningtowords.com/lectures.php and take notes

on the lectures. � More references and activities on listening to lecture and note-taking at “Language

and Learning Online” website at <http://www.monash.edu.au/lls/llonline/listening/notetaking/index.xml>

� More activities on listening to lectures at the “Essential Academic English Skills (ease)” website: <http://www.ease.ac.uk/listening/index.aspx>.


46

Week 10 – Lecture


By the end of this lesson, students will be able to: � Lead a seminar discussion (presenting information, presenting an argument, starting a

discussion, encouraging others to give opinions, and controlling a discussion)


� Project Task 2B Oral Presentation/ Seminar (Assignment Sheet) � Listening Practice: Analysing an academic discussion (videos of PolyU ELC website

<http://elc.polyu.edu.hk/Subjects/ELC2204/>: Unit 1, Activity 9–The challenges of

creating a world-class city in Hong Kong) o Clip 1 (2:29) o Clip 2 (1:40)

� Useful expressions for leading a discussion


� Questionnaire: Behaviour in Group Discussions (Worksheet 11) � Listening Practice: Seminar on the Transition from School to University (video of

PolyU ELC website <http://elc.polyu.edu.hk/Subjects/ELC2204/>: Unit 1, Activity 3,

Exercise 2–Problems of the transition from school to University (4:31))

D. Useful Resources � Online Practices at CELTE

<http://www2.warwick.ac.uk/fac/soc/celte/multimedia/ease/> o Seminar Skills 1: Presentations (Sample Activity 1 and 2)

<http://www.ease.ac.uk/ss1/index.aspx>


47

Week 11 – Lecture


By the end of this lesson, students will be able to: � Express agreement, disagreement, and reservation � Use appropriate expressions for discussions (listen actively, exchange opinions, taking

turns, dealing with a problem, stating priorities, and asking for opinions)


� Project Task 2a (Research Essay): Submit the assignment in the lecture/ tutorial as specified by your lecturer

� More Useful Expressions for Successful Discussions (Worksheet 12) � Discussion practice


� More resources available at the PolyU ELC website: o Brainstorming Expressions

<http://elc.polyu.edu.hk/cill/eap/brainstorming.htm>

D. Useful Resources � Online Practices at CELTE

<http://www2.warwick.ac.uk/fac/soc/celte/multimedia/ease/> o Seminar Skills 2: Discussions (Sample Activity 1 and 2)

http://www.ease.ac.uk/ss2/index.aspx


48

Week 10/11 – Tutorial (Classroom)


By the end of this lesson, students will be able to: � Revise and edit their essays for unity, support, coherence and language � Edit their essay for common mistakes made by speakers of English as a second

language (ESL pointers)


� More exercises on revising and editing essays (Refer to Week 9 – Lecture of Study Guide)


� Textbook Exercises in Editing Tests (Unit 5, Ch 5): o Editing Tests 1-12, pp.377-388

D. Useful Resources � More Online Revision Practices at Companion Website (CWSR)

http://highered.mcgraw-hill.com/sites/0073384089/student_view0/index.html (Refer to Week 8/9 – Tutorial (Language Lab.) of Study Guide)


49



By the end of this lesson, students will be able to: � Use appropriate skills to respond to questions


� Analyzing how to handle questions (videos of PolyU ELC website <http://elc.polyu.edu.hk/EAP/Audio-visual/>: Unit 3, Activity 8)

o Handling questions: Version 1 – Bad example (0:45) o Handling questions: Version 2 – Good example (1:29)

C. Useful Resources

� More resources available at the PolyU ELC website o Discussion Skills

<http://elc.polyu.edu.hk/elsc/material/Speaking/discussion_skills.htm >


50

Week 12/13 – Lecture

A. Expected Learning Outcomes of the Lesson You will complete the oral assessment task of the course (Project Task 2B) in the lecture of Week 12 and 13. By the end of these lessons, you will be able to:

� Reflect critically on your/ your peers’ performance in leading and participating in a

seminar discussion.


� Oral assessment task (Project Task B)


� Complete the Self-evaluation Sheet for Project B (Worksheet 13).

D. Useful Resources � PolyU Learning-to-learn Website at http://www.polyu.edu.hk/learn-to-

learn/student/html/index.htm


51

Week 12 – Tutorial (Classroom/ Language Lab)


By the end of this lesson, you will be able to: � Review the editing/ revising skills learnt in the course; � Reflect critically on your learning processes/ group skills/ project skills.


� Editing/ Revising Practice (Unfinished tasks in Unit 3, Ch 6/7 or Unit 5) � Reflection Practice (Online Self-Evaluation OR Group Discussion)

o Working in a Group: http://www.polyu.edu.hk/learn-to-

learn/student/html/GroupProject/selfEvaluation.htm

o Planning a Project: http://www.polyu.edu.hk/learn-to-

learn/student/html/GroupProject/planning.htm

o Doing a Project: http://www.polyu.edu.hk/learn-to-

learn/student/html/GroupProject/doing.htm

o OR Other Self-Evaluation Practices @ “How to Work Effectively in a Group

Project” < http://www.polyu.edu.hk/learn-to-

learn/student/html/GroupProject/Overview.htm>

C. Supplementary Learning Activities � Read more details about group skills, project skills, presentation skills at the PolyU

Learning to Learn website and complete the self-evaluation checklists in the guidebook to evaluate and reflect on your learning to learn skills. <http://www.polyu.edu.hk/learn-to-learn/student/html/index.htm>


hill.com/sites/0073384089/student_view0/index.html o Ch 44 Editing Tests - Interactive Exercises � Editing Exercises


52

Week 13 – Tutorial (Classroom/ Language Lab)


By the end of this lesson, you will be able to: � Learn about the scope and format of the final examination; � Review the key concepts/ skills taught in the course.


� Notes about CC2001 Examination: Complete the revision questions.

C. Supplementary Learning Activities � Refer to the Study Guide for Weeks 1-13 (Lecture/ Tutorial).

D. Useful Resources � Online Revision Practices at Companion Websites (CWSR) http://highered.mcgraw-

hill.com/sites/0073384089/student_view0/index.html � Online Revision Practices at Companion Website (RSS) at http://highered.mcgraw-

hill.com/sites/0072982772/student_view0/


53

Week 14 – Lecture/ Tutorial

Special Arrangement for Week 14 Both the lecture and the tutorial in Week 14 are normally scheduled as consultation sessions OR as supplementary sessions to cover the unfinished topics listed in the teaching plan. Your lecturer will be available to answer your questions about the course during the regular class

hours. Details about the special arrangement for Week 14 will be announced by your

lecturer in due course.


56

Worksheet 2 – My English Learning Self-Evaluation Sheet

Name: ___________________________ Group: ___________________________ Reflect on your past English language learning experience by filling out the questionnaire below. Today is _________________ (date), my first English lesson in Semester 2! I am ________________________ (use an adjective to describe how you feel) because __________________________________________________________________________.

A. My English learning experience…

…in secondary school was _____________________________________________________ ___________________________________________________________________________ because_______________________________________________________________________________________________________________________________________________ …in HKCC so far was ________________________________________________________ ___________________________________________________________________________ because______________________________________________________________________________________________________________________________________________

B. I need to improve my… Strongly Agree Agree Neutral Disagree Strongly Disagree

Writing 1 2 3 4 5

Reading 1 2 3 4 5

Speaking 1 2 3 4 5

Listening 1 2 3 4 5

By improving the above skills, I can:


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C. I have done the following to improve my English:

D. I can do/ will do the following to improve my English in semester 2:

E. I hope CC2001 can help me improve my English through the following:


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Worksheet 3 - Fragments, Run-on sentences, Unparallel structures

Context:

The following describes a trend in shaking off dotcom image. It contains mistakes in fragments, run-ons and parallelism. Identify and correct the mistakes.

Firms shake off dotcom image as values drop

1Travel firm Fourseas.com will change its name to Shanghai Century Holdings to better reflect its mainland business. 3The firm has become the latest to drop a dotcom name. 4Which almost three years ago helped attract numerous investors during the craze for Internet stocks. 5The directors consider the change of name appropriate in view of the Group's main business being no longer Internet related. 6The new name signifies the group's future investment in the mainland so as to take leverage on its tremendous opportunities, Fourseas.com also announced executive director Dai Zhikang would become chief executive. 7The company's share price remained steady yesterday at 33 HK cents. 8A group of mainland-based property investors took over Fourseas.com last summer after most of South China Information and Technology's stake was acquired by them. 9Fourseas.com made a loss attributable to shareholders of HK$56.66 million on turnover of HK$677.76 million for the year ending December. 10In the past year, other companies have also sought to shake off the dotcom image as valuations slumped. 11In April, Tom.com chief executive Sing Wang said the company should be called Tom Group to reflect its diversification from Internet portals to traditional businesses, which include print media and media in outdoor. 12However, the company will not give up its registered name of Tom.com, according to Mr Wang. 13At the height of the Internet boom in November 1999, property company Pearl Oriental Holdings changed its name to Pearl Oriental Cyberforce. 14In June last year, the company reverted back to Pearl Oriental Holdings, last month, the company again changed its name to The Sun's Group. (Freely adapted from South China Morning Post)

*Vocabulary in Context

Signify (verb)

Definition: to be a sign of something; to mean

Sample sentence: Nobody really knows what the marks on the wall signify. Attributable (adjective after verb)

Definition: caused by

Sample sentence: Do you think that these abnormal changes in weather are attributable to global warming?


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Worksheet 4 - Misplaced Modifiers

Context:

The following paragraph describes the new functions of our ID cards. It contains several misplaced modifiers. Identify and correct the mistakes.

New ID cards may get extra functions

1More services and functions that will be issued next year are being considered for the smart identity cards, a senior Immigration Department official said yesterday, while admitting such a move could raise privacy concerns. 2The department for Internet transactions already has said the cards may be used as a library card, a driver's licence and an electronic certificate, but assistant immigration director Raymond Wong Wai-man said more functions could be added. 3People have suggested on the card storing a person's blood type for emergency. 4There are suggestions for more commercial services, Mr Wong said at a University of Hong Kong forum on the smart cards. 5But he said any additional services that were not related to immigration purposes would depend on public acceptance and demands, and must follow data protection and privacy laws. 6People may decide they don't want any more functions, Mr Wong said, eventually. 7A cardholder may opt not to use any of the extra functions, but if he or she does use them, the information will be kept by the relevant government department and will not be shared with other departments under privacy laws. 8The first smart ID cards will be introduced from May next year. 9The Government hopes to replace all cards by 2007. 10Each card, which carries a microchip that stores personal data including the holder's fingerprint, will, it is estimated, cost more than $35. 11There are two operating systems for smart cards, Java and Multos, and the Government has chosen Multos, developed mainly by British companies available in the world market. 12Cheng Lee-ming, an associate professor in computer engineering and information technology at City University, said Java offered better security and flexibility, but Pacific

Century CyberWorks' (PCCW) computer engineer Eric Law Chun-wah disputed his claims at the forum. 13PCCW won a $163 million government contract to provide the hardware and software systems for the smart ID cards in February, based on the Multos system.


Dispute (verb)

Definition: to disagree with something that someone says

Sample sentence: Few would dispute her status as the finest chef of the century.


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Worksheet 5 - Dangling Modifiers

Context:

The following discusses the occupancy rate of Science Park. It contains mistakes in dangling modifiers. Identify and correct the mistakes.

Science Park hopes for 70pc occupancy rate at opening 1Opening late next month, the general public expected that the government-funded Science

Park will achieve a 70 per cent occupancy rate. 2Hong Kong Science and Technology Parks Corporation (HKSTP) chief executive Tam Chung-ding said he had signed non-binding agreements with a number of biotechnology firms during a trip to Europe early this month. 3I expect a 70 per cent tenant occupancy rate when the park opens on June 27, Mr Tam said, adding occupancy was nearly 50 per cent at present. 4Aiming to emulate Silicon Valley in California, IT experts think the Tai Po park will create different divisions for technology development relating to electronics, telecommunications, biotechnology and precision engineering. 5The park, however, is considered by many to be direct competition to Cyberport at Pokfulam, jointly developed by the Government and Pacific Century CyberWorks. 6Focusing on information technology, last month saw the opening of Cyberport. 7In the scramble for a similar range of tenants, the Science Park last month announced it would offer rent-free periods of up to three months. 8Subsequently, Cyberport was reported to have offered a rent-free period of a year to tenants who signed for three years. 9Excluding the rent-free period, Science Park rents of about HK$7.80 per square foot are cheaper than Cyberport's HK$11 to HK$13. 10The Science Park did not plan to extend its rent-free period to go with Cyberport, but it did not rule out the possibility of granting tenants a similar condition when they rented serviced apartments in the park. 11The first phase of the park would include 26 serviced apartments reserved for executives of tenant firms. 12Meanwhile, Mr Tam said HKSTP has launched a new subsidy scheme for its incubation project aiming to help technology start-ups commercialise their products. 13By carrying out the scheme, the start-ups would get help from HKSTP in obtaining professional consultation services from local universities. 14This followed the offer of a 38.5 per cent rent cut and one-year rent-free period last September to attract more firms to join the incubation programme. 15Taking advantage of the programme, technology start-ups can enjoy a low-rent office in HKSTP's Technology Centre in Kowloon Tong, as well as legal and accounting services.


Occupancy (uncountable noun)

Definition: someone's use of a room or building for the purposes of living or working

Sample sentence: Their occupancy of the house lasted only two months.


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Worksheet 6 – Designing a Questionnaire

The following questionnaire has been designed to find out some information about the users of Greenwood's Public Library. There are some errors in this questionnaire. Read through and see how many you can find.

Name ___________________________________

Telephone ________________________________

1. How often do you use the services offered by the library?

2. How many books or publications have you borrowed from the library?

___ 0 ___ 1–5 ___ 5–10 ___ 10–15___ 20–50 ___ 50–100

3. The last time you used the library, what was the purpose of your visit?

___ search for a book ___ search for a periodical ___ get information from a librarian ___ study peacefully

4. Were your needs satisfied?

___ Yes ___ No

5. How satisfied are you with the quality of service provided by the library and the attitude of the library staff?

1 2 3 4 5

6. What do you dislike about the library?

7. Are there any improvements which could be made to the library in order to provide better service?

Yes ___ No ___


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8. Do you approve or disapprove of the recent proposals made by the Library Management Review Committee, such as the proposal to double fines for overdue books?

___ Approve ___ Disapprove (Go to Question 11)

9. Are you aware of these proposals?

Yes___ No ___

10. Why do you disapprove of these proposals?

11. Are you against not having longer opening hours?

___ Against ___ Not against

12. Level of education ______________________

THANK YOU FOR YOUR HELP!

Source : “Questionnaire Exercise.” Statistics Canada. Internet Resources. 2006. 11 Feb. 2008. <http://www.statcan.ca/english/edu/power/ch2/exercises/que-exercises.htm>.

Answers are available at:

http://www.statcan.ca/english/edu/power/ch2/answers/que-answers.htm#quest1


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Worksheet 7 – Interviewing Skills

Imagine that you have chosen your topic for the group project, and you have to conduct an interview in order to gather more primary resources for the research essay. Based on one of the topics and some sample questions below, prepare and conduct an interview with another student in the class.

Role Play – Pair Work

Topic: 3-3-4 Academic Structure / Financial Tsunami / Wi-Fi Facilities Student A: Interviewer Student B: Government Official

Sample Interview Questions

1. What is your responsibility or job duty?

2. What do you see as the major concerns of the public?

3. Tell me what the government is doing about this concern.

4. What else do you think should or could be done?

5. Tell me about your experience or someone else’s experience who has worked with this

problem.

Interviewer

(I) /

Government

Official (O)

Transcript Comments Organization

I Hello. Are you __________________? I’m _______________________, a year one student from Hong Kong Community College (HKCC). I am writing a paper about the city and public concerns, so I am coming to have an interview with you about _____________________ [the chosen topic].

Tell the interviewee the purpose of the interview

Opening

O Yes. How can I help you?

I Thank you. The first question I would like to ask you is ___________________________________ _________________________________________?

Begin with question number 1

O __________________________________________ __________________________________________ __________________________________________ __________________________________________

I __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

Question number 2 –an open-ended question

Body (general to specific)


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O __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

I Why is that so? Can you give me some background to this problem?

Further questions for clarification of the official’s answer

O Certainly. _________________________________________ __________________________________________ __________________________________________ __________________________________________

The official explains the reasons with supporting evidence.

I What happened to change that? Is the government doing anything about this problem?

Question number 3 – follow-up question asked by the interviewer

O __________________________________________ __________________________________________ __________________________________________

The official explains with examples.

I I would like to write them down first. The government________________________________ __________________________________________ __________________________________________

O Yes. That is right.

Jot down important points and clarify the wordings with the official.

I What else do you think should or could be done?

Question number 4 – follow-up question asked by the interviewer

O __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________



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I Oh, I see. Do you have anything more you would like to share, such as ________________________ _________________________________________ _________________________________________ _________________________________________?

Question number 5 –Ask the interviewee if there are important ideas that he/she hasn’t talked about

O Yes. __________________________________________ __________________________________________ __________________________________________ __________________________________________


I Thank you! You have been very helpful. I thank you for your time and your answer to my questions. If I need a little more information, may I call you?

Ask the interviewee for permission to follow up for clarifications or additional questions

O Yes. Certainly. My pleasure to answer your questions. I wish you success on your report.

Closing

--End--

Adapted from: Spencer, C.M., & Arbon, B. (1997). Foundations of writing: Developing research and academic writing skills. Lincolnwood, Illinois: NTC.


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Worksheet 8 - One-sentence Summaries

Instruction:

Read the following two paragraphs carefully. Write for each paragraph, a) a title within 8 words, and b) a one-sentence summary within 35 words that condenses the main idea and the

most important points in your own words (with identification of the source of the paragraph).

Question 1 Gambling was one of the first sectors to be transformed by the rise of digital media. Technological advancements have meant that gambling sites are user-friendly and can be accessed easily. Online payment has improved to ensure smooth money transfer. Now, with the expansion of high-speed internet connections throughout Asia, more and more Asians are turning to the virtual world for their gaming experience. Mention the words “online gambling” and “Asia” to people in the gaming business and dollar signs roll onto their eyeballs like the wheels on a one-armed beggar. Like pornography, this sort of business never struggles to make money from the internet. Industry experts estimate that the market was worth US$1.56 billion in 2007. By 2012, it will increase more than double to $3.41 billion, as the strong economic growth in Asia means that more people have money to spend on gaming. Over the next five years, the scramble to win gamers will provide lessons for digital marketers of all backgrounds. Charles Gillespie, CEO of Shanghai-based sports gaming site WSN.com, believes that Asia’s emerging markets like the Philippines are where the real opportunity lies. Other industry experts are looking at Mainland China and the other larger markets.

- Victoria Burrows, “High Stakes, High Prizes”, Digital Media, February 3, 2008 Question 2 Facebook knows a lot about you, such as where you live, where you work, who your friends are, and what music and movies you like. However, would you want your social network – and your friends on it – to know what you are doing at other sites? Maybe not – and that is why Facebook caused such a furor when it turned on its ad service in November with little notice to its members. The controversy over privacy represents both the opportunities and the pitfalls of social networking ads. While online social networks have become a valuable tool for connecting with friends and colleagues, it is also a great target for advertisers. Facebook considers “social ads” innovative and ultimately more effective form of advertising, because it leverages the connections between its users, resulting in more targeted and useful ads. On the contrary, many users of Facebook have a very different opinion of the new generation of social ads. Ads are hated by consumers since there are already a lot out there. Facebook has received many complaints soon after the launch of the ad campaigns. In the long run, as the networks open themselves up to new, highly targeted ad campaigns, members will need to look carefully at the services’ privacy policies.

- Juan Perez, “Can You Trust Your Social Network?”, PC World, February 21, 2008 Adapted from the Past Examination Paper of 07/08


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Worksheet 9 - Verbs & Subject-verb Agreement

Context:

The following talks about mobile phone licences. It contains mistakes in the use of verbs and subject-verb agreement. Identify and correct the mistakes.

Hopes dashed for new mobile phone licences

1China is unlikely to issue more mobile phone licences to telecom operators next year, dashing hopefuls such as Hong Kong-listed China Telecom, which is confident of entering the relatively high-growth sector. 2Instead, the powerful Ministry of Information Industries is expected to maintain the number of licences at the current two, according to the Beijing-backed Wen Wei Po. 3As China deregulate its profitable telecom industry, the country's biggest fixed-line operators, China Telecom and China Netcom, have been widely expected to receive licences to operate mobile communication services that promise bigger growth prospects, as early as next year. 4Only China Mobile and China Unicom are allowed to operate mobile services, and

the status quo if maintained, could boost the two firms' Hong Kong-traded shares. 5But keeping the current licence number could hurt the broader telecom market's development. 6It could also squeezed foreign interests in the growing mobile communication business, limiting investment opportunities. 7Under World Trade Organisation requirements, China will allow foreign investors to raise their stakes in mainland joint ventures to 35 per cent from the current 25 per cent next year, and in another two years to raise those stakes to 49 per cent. 8China is also developing its own third-generation mobile communication standard-time-division synchronous code-division multiple access (TD-SCDMA) technology that was approve by the International Telecom Union as one of the 3G wireless interface specifications, next to WCDMA and CDMA2000. 9According to official figures, China's mobile sector jumps nearly 24 per cent in the first half of this year, accounting for 40 per cent of the 298.7 billion yuan (HK$281.67 billion) in total telecom revenues. 10Local calls make on mobile phones on the mainland accounted for 89 per cent of all local calls, and long-distance mobile calls account for 28 per cent of the total long-distance calls.


Deregulate (verb)

Definition: to take away one’s control or regulation

Sample sentence: The government is going to deregulate the interest rate control over local merchant banks. Status quo (noun)

Definition: the existing condition

Sample sentence: The general public is satisfied with the status quo and wishes to keep the present peaceful situation in the politics.


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Worksheet 10 - Pronouns & ESL Pointers

Context:

The following describes the trend Wuhan’s optic firms entering Hong Kong’s stock market. It contains mistakes in the use of pronouns and ESL pointers. Identify and correct the mistakes.

Wuhan's Optic Firms Eye Hong Kong Listing 1About 10 optoelectronics companies in China's “Optic Valley” in Wuhan hope to float on the Hong Kong stock market once the declining high technology industry picks up. 2Xia Yamin, president of Wuhan East Lake Hi-Tech Development Zone Productivity Promotion Centre, was said front runners to seek a listing were the privately-run Wuhan Chutian Laser (Group) and Wuhan Shipu Software, a joint venture between mainland partners and United States venture capital firm IDG. 3Other candidate include Wuhan Lixing Power Sources, Wuhan Fingu Electronic Technology, Wuhan Space Fiberoptic Communication, Wuhan Blue Star Hi-tech Technologies Development and Wuhan Tianyu Information Industry. 4Most were set up in the early and mid-1990s. 5The firms see the SAR as their best capital-raising market because it is more active than Singapore and cheaper than the United States. 6Over the pass two months, they have started negotiations with potential sponsors and intermediate agencies in the SAR. 7No contracts have been signed. 8Xia said the firms hoped to float on the market when the global high-tech industry begins to pick up, expecting in two years. 9Optics sector is considered high risk. 11Their sales have plunged 90 per cent from last-year levels, Xia said. 12“Optic Valley”, in Wuhan's East Lake Hi-Tech Development Zone, was established in March last year as China's main optoelectronics centre. 13More than 30 billion yuan (HK$28.27 billion) is expected to be invested there by 2005, according to Wu Haoping, deputy director of the Administrative Commission of East Lake Hi-Tech Development Zone.


Plunge (verb)

Definition: to (cause someone or something to) move or fall suddenly and often a long way forward, down or into something

Sample sentence: The fall in demand caused share prices to plunge.


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Worksheet 11 – Behaviour in Group Discussions

I. Questionnaire on Individual Behaviour

Please take three minutes to complete the following table. For each attitude, put a �� or � in the second column to indicate whether you think the attitude is a positive or negative one. Then think about whether the attitude in question applies to you or not – indicate your answer for each by writing “Yes” or “No” in the third column.

The student:

Positive (put ��)

or

Negative (put ��)

Applies to you?

Write Yes or No

1. has previously thought about the topic.

2. is willing to listen to others.

3. never takes anything seriously.

4. is willing to change his/her opinion.

5. makes long speeches.

6. is not afraid to say what he/she believes.

7. will not give others a chance to speak.

8. will talk only to the tutor and not other members of the group.

9. encourages other members of the group to speak.

10. makes sarcastic remarks.

11. is tolerant of others’ beliefs.

12. makes his/her points concisely (briefly).

13. becomes angry or upset easily.

14. will support good ideas from other group members.

15. interrupts rudely.

16. pretends to agree with the rest of the group, although he/she really does not.

17. can relieve a tense or emotional situation with a joke.

18. shows that his/her own comments and ideas relate to points

that previous speakers have made.

19. holds whispered conversations with his/her neighbour.

20. thinks that time spent on discussion is time wasted.

How would you change the negative attitudes that apply to you?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________


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II. Questionnaire on Group Behaviour

Please take two minutes to complete the following table. For each factor, put a �� or � in the second column to indicate whether you think the factor has a positive or negative impact on a group discussion.

In a group discussion:

Positive (put ��)

or

Negative (put ��)

1. everyone talks at the same time.

2. the group has clearly defined aims (e.g. it knows exactly what has to be decided).

3. there is a timetable for various stages of the discussion.

4. some participants take note all the time and do not contribute to the discussion.

5. there is some time at the end for summing up and evaluation (i.e. deciding whether

the discussion has been successful or not).

6. nobody takes any notes.

7. everyone contributes by saying something.

8. at the end, each student is aware of the opinions of the other members of the group.

9. most students leave the seminar with the same ideas and opinions that they came with.

10. mostly, the opinions expressed are supported by facts.

11. at the end of the discussion, no consensus is reached.

How would you tackle the negative factors you have identified?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Adapted from: Wallace, M.J. Study Skills in English (8th ed.). Cambridge: Oxford University Press, 1988.


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Worksheet 12 – More Useful Expressions for Successful Discussions

A. LEADING A DISCUSSION

1 Getting Started

• Is everybody ready to begin?

• Okay are we ready to start?

2 Bringing People into the Discussion

• (Name), what do you think?

• (Name), do you have anything to add?

3 Encouraging Everyone to Participate

• What do you think about (Name)’s point?

• Does anyone have anything to add?

• Would anyone like to comment on what (Name) said?

4 Clarifying

• Could you go over that again?

• I’m afraid we don’t really understand what you said.

• I’m not sure we all understand what you mean.

5 Controlling People Who Talk Too Much

• Let’s hear what some others have to say.

• I think you’ve got a good point there. Why don’t we find out what other

people have to say?

6 Keeping the Discussion Moving

• Perhaps we should go on to the next point.

• We have only a few minutes left, so could we move on?

• Are there any more comments before we move on to the next point?

7 Keeping the discussion on the Subject

• That’s interesting, but it raises a different point. Could we come back to

that later?

8. Reaching Agreement and Summing Up

• Do we agree that......?

• So, to sum up, we’ve decided .......

B. VOCABULARY FOR LISTENING ACTIVELY

1 Asking for Clarification

• What do you mean?

• I’m not sure what you mean.

• Sorry, but I don’t understand what you mean

• Could you explain what you mean by ...?

• Are you saying that .........?

• I’m not sure I follow you. Did you say that ....?

2 Clarifying or Restating (Your Comments)

• I mean .......

• In other words, ........

• The point I’m trying to make is .....

3 Paraphrasing

• (Name) said that .........

• What (Name) means is .........

• I believe (Name)’s point is ...........

• I think (Name) feels that ...... Isn’t that right?

• Let me see if I understood. You said ...........

4 Checking for Understanding

• Do you see what I mean?

• Is that clear?


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C. VOCABULARY FOR EXCHANGING OPINIONS

1 Asking for an Opinion

• What do you think of .........?

• How do you feel about .....?

• What’s your opinion of ........?

2 Giving an Opinion

• In my opinion, .........

• Personally, I think that ........

• It seems to me .........

• As far as I’m concerned, .........

3 Agreeing (usually used by the ‘discussion leader)

• That’s right.

• You’re right.

• I think so, too.

• I agree with you.

• I definitely agree.

• I completely agree with you.

4 Expressing Reservations (usually used by the ‘discussion leader)

• Yes, but.....

• Possibly. but.....

• Yes, but the problem is....

5 Disagreeing

• I don’t really agree with you.

• I’m not sure I agree with you. The reason is that.....

• Yes, that may be true, but....

D. VOCABULARY FOR TAKING TURNS

1 Getting Attention

To indicate that you want to speak, you can use nonverbal signals such as leaning forward or raising your hand. You can also gain the attention of the group members during a pause by saying :

• May (could) I ask a question?

• May (could) I say something here?

• May (could I make a suggestion? or :

• I have a question I’d like to ask.

• I have a point I’d like to make.

2 Interrupting

If you feel that a interruption would be appropriate, you can wait for a pause in the conversation and then say :

• Excuse me, but........

• Pardon me, but........

• Excuse me for interrupting, but.......

• Sorry to interrupt, but........

3 Keeping Your Turn

• Excuse me, I’d just like to finish this point.

• If you could wait for a second, I’m just about to finish my point.

• Could I please just finish my point?

4 Continuing after an Interruption

• Anyway, .......

• As I was saying, ........

• In any case, .......

• Going back to what I was saying,......

• As I was saying, ........


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6. VOCABULARY FOR DEALING WITH A PROBLEM

Emphasizing a Point • It seems to me that the real issue is.......

• I think the basic cause is......

• As far as I can see, the main problem is......

• In my opinion, the basic problem is......

7. VOCABULARY FOR STATING PRIORITIES

• In my opinion, the main thing is.....

• As I see it, the most important point is....

• I feel that the most important consideration is.....

8. VOCABULARY FOR ASKING FOR OPINIONS

• (Name), would you like to give us your opinion about .......

• (Name), what’s your opinion about .....

• (Name), I wonder if you’d like to comment on .....

• (Name), what’s your reaction to ......

• (Name), how do you feel about .....

Useful Resources on Discussion Skills:

http://elc.polyu.edu.hk/elsc/material/Speaking/discussion_skills.htm


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Worksheet 13 – Self-evaluation Sheet for Project Task B

In this task, you’ll reflect on your learning about conducting effective academic discussions and evaluate your contribution to the group discussion. It will help you understand better your strengths and weaknesses and improve your skills in future academic discussions. (This task is not part of your assessment.) *Complete the questions and share your ideas with your team members. 1. Consider the following criteria for evaluating individual performance in this discussion task. Who in your group do you think is the most effective participant*? Why?

Criteria

� Interest and Clarity of Ideas

� Level of Participation & Interaction with Others (both verbal & non-verbal communication)

� Fluency of Speech/Expressions

� Accuracy of Speech

� Appropriateness & Variety of Language Used for Discussion

Who? ____________________________________________ (*could be yourself or another

member) Why? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 2. What are the main lessons you have learnt from the discussion? This can be about the process or the topic – or both. Be specific. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 3. What was your best contribution to the discussion? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 4. What was good about the discussion? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 5. What could be improved? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________


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6. Rate your individual performance (1 – Poor; 2- Adequate; 3 – Satisfactory; 4 – Good; 5 - Outstanding):

A. Overall Effectiveness of the Discussion a. Interest and Clarity of Ideas

� Clear viewpoint � Adequate examples and details to illustrate understanding of the topic � Logical organization of ideas

b. Level of Participation & Interaction with Others (both verbal & non-verbal communication)

� Active listening and appropriate response to comments � Clear clarification of opinions and reasoning � Active involvement of others in the discussion � Positive verbal and non-verbal communications

c. Fluency of Speech/Expressions

� Smooth and natural expression of ideas � Appropriate pace of speech

d. Accuracy of Speech

� Correct grammar � Clear articulation and pronunciation � Appropriate intonation and stress

e. Appropriateness & Variety of Language Used for Discussion

� Appropriate techniques for transition of ideas � Variety of expressions and questions for facilitating a discussion

Give comments to support your rating; you may include any unusual circumstances that may have affected your individual performance. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

7. Rate the performance of the group (1 – Poor; 2- Adequate; 3 – Satisfactory; 4 – Good; 5 - Outstanding):

A. Overall Effectiveness of the Discussion a. Organisation

i) Opening � Take turns to present main ideas and supporting points clearly within the responsible group

ii) Discussion � Maintain the discussion on a focused topic and task � Pose appropriate questions to generate further discussion � Ensure effective involvement of class members in discussion

iii) Closure � Give an effective and meaningful conclusion of main points discussed

b. Time Management

Complete the opening, discussion and closure within 20 minutes

B. Group Interaction � Active involvement of all group members and class members in discussion

� Logical flow of arguments

Please give comments to support your rating; you may include any unusual circumstances in your team that may have affected your group’s performance. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________


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VII. Annotated Student Samples

Skill 1

Writing a Reflection

Good Reflection

Context: Students reflected on their working process in the group project.

Good Sample 1

I learned how to apply the techniques of brainstorming and scratch outlining in our

project discussion. At the beginning, we brainstormed many ideas. The ideas were

diverse, but we started to lose direction. Then, we tried to classify the ideas into

different categories such as background, positive views and negative views on plastic

surgery using techniques of scratch outlining. The overall picture started to appear.

Comments - Apart from just mentioning what has been learned, the student describes how such learning benefits the planning process in details.

- Specific examples are given to elaborate the main point, i.e. how the project group solved the problem encountered in the project.

- The main idea, i.e. what they have learnt in the project, is stated clearly in a topic sentence. Readers understand at the beginning of the paragraph; The main point, i.e., is stated clearly.

Good Sample 2

As an outline had been set before we had the results of questionnaire study, it was quite

abstract to confirm the topic sentences and supporting details in the outline. The

questionnaire results greatly affected the supporting details and claims used for the

project. Therefore, we suggest that we may plan, finish and analyze the questionnaire

study in the earliest stage of project so that we could have more concrete ideas to

confirm the outline earlier, and much less revision will be needed afterwards.

Comments - The suggestion is based on specific observation in the process of completing the project.

- The suggestion is concrete and specific.


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Skill 1

Writing a Reflection

Poor Reflection

Context: Students reflected on their working process in the group project.

Poor Sample 1

When we planned our project, we applied what we had learned in the course to conduct

our discussion in a more organized way.

Comments - The description is too general and lacks depth of thoughts.

- The main ideas, i.e. what specific skills the student had used in the discussion and how they found the skills useful/ effective, are not explained.

Poor Sample 2

To have a more meaningful content, we suggest that we should have clearer directions

at the beginning.

Comments - The description is too general and lacks depth of thoughts.

- The suggestion is not based on any objective or specific observation.

- The suggestion is abstract.


78

Skill 2

Writing an Essay Outline

Good Essay Outline

Sections Comments

Introduction

Thesis Statement

PS3 is more superior than Wii in terms of its hardware, functions and games.

- The thesis statement outlines the specific aspects of the comparison (plan of development).

Body

Topic Sentence 1

The specification of the hardware of PS3 is better than the Wii.


(a) It has a more sophisticated read disc system (Blu-ray Disc) that can provide a higher quality images and sound effects.

(b) It has a more technical core process unit (Cell Broadband Engine) which can process the images in a shorter time.

(c) It has an inner hard-disk that can store more information.

- Organization: Background information should be provided in the introduction to ease readers into what are PS3 and Wii.

- The advantages of having Blu-ray Disc and other aspects of the hardware should be discussed.

- The use of “it” as a reference here may not be immediately clear.

- Reference is needed.

Topic Sentence 2

The Functions of PS3 are more well-developed.

Specific Supporting Evidence

(a) PS3 can act as a fascinated family cinema, but Wii can’t.

(b) PS3 can connect to the Internet for searching the information that sometimes can be a powerful computer.

- If they are meant to be game consoles, perhaps, it would make more sense if the functions focusing on games aspects are discussed.

- Reference is needed.

Topic Sentence 3

The games of PS3 are more popular.


(a) For example, “Gundam Musou” is more attractive to teenagers.

(b) The games provided by PS3 are more exciting for the youngsters.

(c) PS3 has a more variety of games to choose.

- Statistical support and more references are needed to support the claims made here.


79

Conclusion

Based on the results of the questionnaire, most people would prefer to buy PS3 when considering the following factors, (1) Hardware (2) Functions (3) Games.

- It is a conclusion with a summary. You may also try to end the paragraph with your recommendation.

Overall Comments

Merits

- It is a well-structured outline and the students have attempted to analyse the issue from different aspects practically.

Areas for Further Improvement:

- Language: Careless grammatical mistakes should be eliminated.

- Content: Further research and data collection should be done.


80

Skill 2

Writing an Essay Outline

Poor Essay Outline

Sections Comments

Introduction

Thesis Statement

Genetic Modified Food has been developed in Hong Kong.

- A thesis statement stating the topic, attitude/idea and the plan of development of the essay is needed. This thesis statement is an announcement as it consists of a topic only. Writers’ attitude/main idea and plan of development, e.g. causes, impact, solutions are missing.

- There is no claim in this thesis.

- What does the idea “develop” refer to? The introduction, selling, consuming of GM food in Hong Kong? It is too wide and vague.

Body

Topic Sentence 1:

There are several reasons that scientists genetically modify plants.

- It is a good idea to provide some general information of genetically modified plants in the introduction.

- More specific ideas on the reasons should have been listed here.

- The topic sentence is not specific enough to produce a standpoint.


(a) The growth of the crops is not affected by using genetic modification instead of spraying herbicides which are harmful chemical.

(b) This new method is to make food stay fresher for longer and produce larger, faster or resistant plants and animals.

(c) GM can be used to give crops immunity to plant viruses and to improve the nutritional value of a plant.

(d) GM can be used to reduce the amount of

- The supporting evidence failed to demonstrate a logical flow.

- Consolidation of the points here is needed.

- Research, reference data and examples are needed.

- How can the supporting evidence related to the case of Hong Kong?


81

pesticide needed by altering a plant’s DNA. (e) GM can resist the particular insect pests that

attack it.

Topic Sentence 2

GM foods have potential health risks. - The idea is unclear.

- What are the potential health risks discussed in the second paragraph?

Supporting Evidence:

(a) The transferred genetic material may adversely affects human health if antibiotic resistance genes or allergenic genes, used in creating GM food, were to be transferred.

(b) The outcrossing, which is mixing of crops derive from conventional seeds with those grown using GM crops, may have an indirect effect.

- The points are rather vague. How is the human health affected? What is the “indirect effect”?

- What are the health risks brought by GM food to local people?

- More examples, especially local example, are needed to explain technical concepts and address to the thesis statement.

Topic Sentence 3

The process of making GM food may cause the environmental problems.

- The idea is unclear and not specific enough.

- What are the manufacture process and the growing process?


(a) The insects can become accustomed to the poison, and then both crop spraying and the use of genetically modified Bt-corn become ineffective.

(b) In the UK, GM food may bring a new pollution. (c) One of the main concerns about the commercial

growing of GM oilseed rape is that it could cross breed with closely related plant species that grow wild in the UK.

- It is a good idea to use the UK example as support. However, is that applicable to the context of Hong Kong?

- The relevance to Hong Kong should be stated and discussed.

- The supporting evidence fails to address the environmental problems directly. Please specify clearly with local examples.

Conclusion

All in all, the SAR government should consider using GM carefully as there are lots of disadvantages.

- A number of different disadvantages of growing, consuming and manufacturing GM food have been discussed.

- Therefore, the categories of the disadvantages can be summarized here.

- It is unclear the intended meaning of “using GM”.


82

- It is possible to have a closing remark in the conclusion, but the thesis discussed and the main supporting ideas of the essay should also be restated.

Overall Comments

Merits:

- It is well structured as it is divided into introduction, body and conclusion explicitly.


- Language: There are a lot of mistakes concerning agreement.

- Content: further research and data collection should be carried out.

- Better organization is needed.

- A more carefully written thesis is a must.

- The support ideas should be coherent and they should be applicable to the context of Hong Kong.

- A lot of technical vocabulary and concepts involved in this outline. Elaboration of ideas and examples required to improve readability.


83

Skill 3

Writing a Research Essay

Good Research Essay

Sections Comments

Title

Should Genetically Modified Food be sold in Hong Kong? - The title is clear and informative.

- It is specifically about the sales of GM food in Hong Kong.

Paragraph 1: Introduction

Genetic modification is performed by altering DNA or by

introducing genetic material from one organism into another

organism. In recent years, GM food, which stands for genetically

modified food or genetic modification in food, has been the

centre of much controversy. There are several reasons why

scientists genetically modify plants. Instead of spraying with

harmful chemicals like herbicides and pesticides, the growth of

the crops is not affected by using genetic modification. This new

method can also make food stay fresh for longer and produce

larger, faster or resistant plants. “GM can be used to give crops

immunity to plant viruses and to improve the nutritional value of

a plant.” In Hong Kong, GM food such as papaya, tomato and

corn is imported. [Thesis statement] However, GM food should

not be developed in Hong Kong because of the bad effects on

people’s health, the influence on the environment and the

disparity between developed and developing countries.

(Source:

- Background information is provided.

- The development from background information to thesis statement is smooth and natural.

- Good and specific use of academic vocabulary.

- Thesis statement is specific with the topic, attitude and plan of development.

- For factual data, paraphrase is better than quote.

- MLA format should

be followed carefully

instead of putting the source in parentheses.


84

http://www.globalfootprints.org/issues/local/food/gmfood.htm )

Paragraph 2—body (health hazard)

First, GM food has some potential health risks. It mainly

focuses on three issues that include the outcrossing, the tendency

to provoke allergenic reaction and gene transfer. For the

outcrossing, which is mixing of crops deriving from

conventional seeds with those grown using GM crops, may have

an indirect effect on food safety and food security. For the

allergen, genes from commonly allergenic food will move the

allergen to the GM food. In 1996, a gene for an allergenic trait

has been transferred unintentionally from the Brazil nut into

genetically engineered soybeans while intending to improve

soybean nutritional quality for animal feed use. When the

soybean was found to contain an allergen from Brazil nuts, this

product was immediately withdrawn from further development

and was never released onto the market. For the gene transfer,

the transferred genetic material may adversely affect our health if

antibiotic resistance genes or allergenic genes, used in creating

GM food, were to be transferred. The antibiotic resistance genes

can transfer from GM food to cells of body or to bacteria in the

gastrointestinal tract, In 1994, genetically modified tomatoes

remained firm and fresh for a long time but contained genes that

made them resistant to antibiotics. In “Study Shows

Disadvantages of GM Foods to Human Health”, British

- The topic sentence is clear and supports the thesis.

- The elaboration of

outcrossing is not

sufficient. For

example, what is the

“indirect effect”?

- For allergen, the elaboration is clear in structure and well-organized.

- Good use of supporting evidence—examples.

- However, information

source should have

been given and cited

according to MLA

format.

- Information source should have been given and cited according to MLA format.

- Good use of

supporting evidence


85

scientific researchers established that antibiotic-resistant marker

genes in GM food could cause people to be resistant to antibiotic

medicines. Seven volunteers ate a burger containing GM soy,

and researchers studied their stools afterwards. In three of seven

samples they found bacteria had taken up the herbicide-resistant

gene from the GM food. These genes could spread in the body of

animals and people so doctors would have difficulties in

fighting infectious diseases with antibiotics.

and correct citation

of source.

- The writers address the effect of GM food at the end of this paragraph to further support the topic sentence about the potential health hazard.

Paragraph 3—body (environmental problem)

Second, GM food causes environmental problems. The

environmental organizations, such as Green Peace and Friends of

the Earth object to GM food as it will generate "super insects"

and unleash a genetic pollution to the environment. "Super

insects" mutate from normal insects in order to have the ability

of preventing the normal pesticides. The GM crops will poison

the insects over a longer period than the farmer who would spray

the crops once or twice. In this way, the insects can become

resistant to the poison. If that happens, both crop spraying and

the use of genetically modified crops become ineffective.

Moreover, the commercial growing of GM plants could cross

breed with closely related plant species that grow wild. The

genes for novel traits of GM plants, such as herbicide and insect

resistance, may escape into wild populations of plants and could

- Transitional device is added to maintain a logical flow and coherence.


- Good elaboration on specific terms.

- Transitional phrase is added to maintain a logical flow and coherence.

- The details are specific, adequate and convincing to support the topic sentence.


86

lead to the development of 'superweeds'. 'Superweeds' are

stronger and fitter than normal weeds when they gain novel

genes, becoming more competitive and invasive against other

plants and so disturbing the balance in ecosystems. A report by

Friends of the world in 2003 stated that GM oilseed rape grew

wild in the UK and that might inhibit the growth of other natural

plants in ecosystems. Friends of the Earth used the most recent

botanical survey data to map the location of these plants. The

oilseed rape was very commonly found across the whole of the

UK and particularly in lowland areas, where commercial GM

oilseed rape was grown nearby. Therefore, the Government of

UK executes its powers of legislation to prevent GM oilseed rape

from being grown commercially in order to avoid unleashing the

genetic pollution in the UK.

- Information source is not cited according to MLA format.

Suggestions for

improvement are as follow:

In-text citation: In “Real Food”, Friends of the Earth stated that…

Adding “year” in

Works Cited: “Real Food”. Friends of the Earth. 2003.

<http://www.foe.co.

uk/campaigns/real_f

ood/resource/campa

igners.html>.

- The use of supporting evidence from authorities is effective.

Paragraph 4—body (disparity)

Third, GM food causes greater disparity between

developed and developing countries. The problem of starvation

in the world is becoming severer. Manufacturers develop and

produce GM food for profit. Therefore, GM food is not cheap,

and people suffering from the problem of starvation in the poor

countries cannot afford to buy it. Also, manufacturers of the GM

food will not provide the technology of growing GM food to the

poor countries. As GM food is a kind of substitute to the

traditional agricultural product, the development of GM food

hurts the revenue of the traditional farmers in the developing

- A transitional device is added for starting a fresh issue.

- The elaboration and flow of idea is clear and concrete.



87

countries. When the GM food enters the market, the consumer

will have more choices. The consumer will buy less normal food

imported from the poor countries and they will try the GM food.

As mentioned, countries keep controls of GM technology are

able to massively produce GM food and sell it to developing

countries, so GM food makes poor countries more rely on richer

countries and widens the financial gaps between developed and

developing countries. Currently, GM food aid is being used as

political weapon and as a mean of commercially exploiting the

poor countries. According to ISIS Report 7 August 2002,

United States Agency for International Development offered a

US $ 50 million food aid to the poor countries called Zimbabwe

in southern Africa, provided that the fund must be used to

purchase genetically modified maize. Once the GM food aid is

accepted by the poor countries, these countries will be politically

difficult to oppose the corporate take-over of the traditional

agricultural industry in these developing countries. This kind of

food aid is like a promotion of GM food to the poor countries,

and the final objective is to exploit commercially the poor

countries.

- The use of figures from authorities (e.g. government departments, official agents) sources can enhance the creditability of the essay.

- However, this ISIS

Report has not been

put in “Works

Cited”, and the in-text citation is not in MLA format.

Paragraph 5—Conclusion -

All in all, the SAR government should consider this event

carefully because developing GM foods in Hong Kong will have

negative influence in different aspects, including people’s heath,

our environment and the disparity between developing countries

- The conclusion has attempted to summarize the ideas.


88

and developed countries. (About 1200 words)

Works Cited

Book References Martine Tel. Genetically Engineered Food: Changing

The Nature of Nature. Rochester, Vt.: Park Street Press, 1999.

Genetically modified foods: safety issues. Washington, D.C.: American Chemical Society, 1995.

Challenges and risks of genetically engineered organisms. Paris Organization for Economic Co-operation and Development, 2004.

Website References

“Study shows disadvantages of GM foods to human

health”. The organic and non-GMO

report.<http://www.non-

gmoreport.com/disadvantages_GM_foodhealth.php>

“General information of Genetic modified food”. Food and Environmental Hygiene Department. <http://www.fehd.gov.hk/safefood/gmf/index2.html>

“20 questions on genetically modified foods”. World Health Organization. <http://www.who.int/foodsafety/publications/biotech/20questions/en/>

“Genetically modified food”. Infowikis.com.<http://www.infowikis.com/genetically_modified_food.htm>

“4 examples of genetically modified crops”.Bionet. <http://www.bionetonline.org/English/Content/ff_cont3.htm>

“Real Food”. Friends of the Earth.

<http://www.foe.co.uk/campaigns/real_food/resource/

campaigners.html>

“The precise problem with GM food”. Dr Gyorgy Scrinis, The Age, April 14, 2000. <http://www.biotech-info.net/problem_GM.html>

“GM crops will have little economic benefit In UK”. NewScientist.com.

<http://www.newscientist.com/channel/health/gm-food/dn3933>

- The listing of sources

does not follow MLA

reference citation.

Overall Comments

Merits:

- The writers attempted to address the issues from various aspects.

- The elaboration and supporting ideas are adequate and clear.

- Thesis statement and introduction are well-written.

- The organization is largely well-structured though further consolidation of points is needed.


- The citation of sources does not follow MLA format.


89

Skill 3

Writing a Research Essay

Poor Research Essay

Sections Comments

Title

Mobile phone in Daily Use - The title is not specific or focused.

- It is about how to use mobile phone in our daily lives? On which aspects?

Paragraph 1: Introduction

1) According to the latest figures from The Mobile World,

the mobile telecoms analysis company, there are now over 2.6

billion mobile users in the world. This widely spread situation

also appears in Hong Kong. Although communication still takes

the most essential part of the mobile phone, many other

functions become more and more important. [Thesis Statement]

This is the reason why mobile phone affects our

entertainment, daily life and information sharing on internet

so much.

- For the statistics, in-text citation following MLA format is needed.

- Thesis statement is weak. Although the plan of development is included,

the attitude is unclear. What is the “reason” exactly? Does it positively or negatively affect our daily life?

- The paragraph should

not be numbered.

Paragraph 2—body (background)

2) Nowadays, people have more choices in mobile

phone communication. Few decades ago, people only can use

the First Generation (1G) to communicate to others, but now

people can use other communication systems, which are the

Second Generation (2G) and the third Generation (3G), which

are more functional to users. The traditional communication

technology, 1G, only allows people using analog voice

information, so the only one function of mobile is chatting with

- The paragraph should not be numbered.

- The topic sentence is clear but how it is related to the thesis statement?

- More explanation on

some technical terms is needed.


90

others. However, the technology of mobile phone is enhanced.

2G and 3G system not only allow users talking with others, but

also can through short message service (SMS) or Multimedia

Messaging Service (MMS) sending message to others or using

the video call. In this decade, mobiles are more popularized.

One of the reasons is the monthly fee of mobile is lower than

before, so the quantity of people using mobile communicating to

others is gradually increasing. The main purpose of using mobile

is also changed. Few years ago, the main purpose is for work,

but now is that people want to contact and chat with their

friends, and some users want to get some information. In future,

the quantity of people using mobile will be more than now. In

these few years, it has a trend for people who are using the

SMS to communicate with others. One of the reasons is that

people can communicate with others more conveniently. People

are sometimes not available to answer the call, so they can use

this service for receiving or sending some information. 3G is a

new technology for the users. 3G system is not commonly

used, because the fee of 3G is expensive, and users are unwilling

to pay more free for using video call. However, some people

think that 3G is a good function because they can through this

function to get more information, to see others during the call,

and this function allows massive date transmission.

- This illustrates the popularity of mobile phone usage. However, how is it related to the thesis statement? Poor relevance results.

- This is to show the popularity of SMS. However, how is it related to the thesis statement? Poor relevance results.

- Transitional device is needed.

- The differences between 3G and 2G systems should be stated.

- The ideas are not totally relevant to the thesis statement.

- Some careless mistakes, in e.g. spelling, grammar.


91

Paragraph 3—body (entertainment: games)

Secondly, mobile phone now acts as part of Hong Kong

people’s entertainment. Nowadays, almost every mobile phone

has entertaining functions especially JAVA, MP3 and Camera.

According to our questionnaire, 85% of the interviewees play

JAVA Games in their free time because the games are so funny

and it can be used to kill space time when they are bored. JAVA

refers to games that can be played on mobile phones. Not only

are JAVA Games not expensive, also they can be easily

downloaded by the players from the Internet. If users have a high

capacity memory card, they can save many games in their mobile

phones so that it is more convenient for them to play anytime

and everywhere. The monitor of mobile phones is larger than

before. The size of screen is somehow equal to that of Personal

Digital Assistant (PDA). Moreover, the quality is getting higher.

It can show about 260 thousand colours. MP3 is one of the

main entertaining functions in mobile phones. Hong Kong

teenagers particularly like listening to music. According to our

questionnaire, 90% of interviewees usually use the MP3

function. MP3 in mobile phones can be transformed to others

by using infrared rays or Bluetooth and the time of transforming

MP3 files is not long. People can share their songs easily. Using

mobile phone as a MP3 player can eliminate the trouble of

bringing a separate MP3 player when go out. 85% interviewees

use the camera function because it is convenient. Now the

- This is related to the thesis statement, but it

comes a bit late.

- The questionnaire study

should be cited in MLA

format. Suggestions for improvement are as follow:

- In-text citation: In Study on Mobile Phone Usage, Chan, Lee and Lo report that 85%…

- Works Cited: Chan, Tai Man, Xxx Xxx Lee, and Xxx Xxx Lo. Study on Mobile Phone Usage. Hong Kong. 2009.

- When exactly is “before”?


- The fact that the MP3 function is one of the built-in functions for most mobile phones nowadays should be clarified.

- “transferred” instead of “transformed” should be used.

- Again, the questionnaire study should be cited in MLA format.


92

camera in mobile phone has a very high quality which is almost

3 million pixels. Actually, there are other functions for

entertainment such as real player that can show video

marvellously. With mobile phone, people can make good of

these convenient functions in order to relax themselves.

Paragraph 4—body (daily life & internet access)

Daily tools for time management, office application,

connection and personalization of the device are included in

most mobile phones nowadays. For time management

instrument, there is clock function. It shows not only the local

time but also the international time. This is especially useful for

users who frequently travel to other cities. They can simply

select the city and the corresponding time will be shown; no

further setting is required. Second, there is calendar function.

About 30% mobile phone users like the function best. This

allows users to mark their appointments or some special events

on calendars as reminders to them. Third, there is alarm clock

function. About 50% mobile phone users use it almost 15 times

per month. For office application, there is some specific

software for it. Besides the calculator and dictionary functions,

sometimes converter is included. This permits business users to

make currency conversions after their having chosen the base

currencies and exchange rates. Moreover, there is usually

recording function. Business people can simply use the recorders

to record the flows of meetings. For viewing word documents,



93

there is software like QuickOffice, which allows users to read

Microsoft Word documents. Concerning Connection, there are

Bluetooth and infrared connections that permit transmissions of

files between mobile phones within a short period. Apart from

these, there are tools for mobile phone personalization.

Polyphonic and MP3 ring tones have replaced traditional

monophonic ones. About 70% mobile phone users have MP3

functions in their mobile phone; users can opt for the ring tones

that they are fond of. Furthermore, users can change the displays

of their devices using the preset tools in mobile phones. They

can select the themes they like to personalize their phones.

Connection to the internet and the invention of Bluetooth make

a huge change in the mobile phones’ world because mobile

phone is no longer independent but connected. Nowadays,

internet takes an important part of Hong Kong people’s life.

People want to access various kinds of information anywhere

and anytime. It is the reason of demanding internet access in

mobile phone. According to our survey, 90% of the respondents

think it is useful to connect to the internet by mobile phone.

Although it just costs a few cents per KB, a picture may take one

or two dollars already. Therefore, loading a whole WAP page is

expensive. Half of the respondents refuse to use the mobile

phone to connect to the internet even though they think that is

useful. Bluetooth makes a wireless personal area network

- It is a sudden shift of idea from information transfer to mobile phone personalization.

- Transitional device: “these” is unclear.



- This part talks about internet access. Facts and preference from users are presented. However, how does this part support the thesis statement?


- The elaboration of bluebooth seems

irrelevant to the thesis statement.

- Detailed discussion should be on how it brings


94

possible. Unlike the GPRS service, Bluetooth does not have

any charge for action. All we need is just two mobile phones

which have Bluetooth equipment inside. Also, as indicated by

our survey result, 3.0 Mbps speed satisfies more than 70% of the

respondents’ needs. The trend is that the service providers will

lower the cost of GPRS service. It will be more welcomed by

users. Another technology, Wi-Fi, demonstrates further

advancement of the technology. It expands the connection area

to 100 square metres and improves the speed.

changes to mobile phone use.

- The questionnaire study should be cited in MLA format.

- This is contradictory to the pervious part “Unlike the GPRS service, Bluetooth does not have any charge for action.”

- A new technology, Wi-Fi, is introduced, but there is lack of coherence and unity to the thesis statement.

Paragraph 37—Conclusion

According to our research, most interviewees think that

mobile phones are very important in their daily life. They always

use the functions other than communication and think the

functions are important. The technology of mobile phone will

be improved rapidly, and the trend of mobile phone

functions will be diversification. Therefore, people can have

more convenience than before and rely on it. (~1300 words)

- The conclusion should summarize the main points discussed and restate the thesis statement

instead of putting

forward something new

without elaboration.

Overall Comments -

Merits

- There is a lot of information provided on the topic.

- A questionnaire study was conducted to support the claims.


- Most of the content does not specifically support the thesis statement. They are like a presentation of technical facts and opinions from the users. Poor unity and coherence results.

- Organization is poor. There is too much background information.

- The citation of sources does not follow MLA format.

- A lot of grammatical mistakes are found.

- Transitional devices are needed throughout the essay.


95

Skill 4

Writing One-sentence Summaries

(with identification of sources)

Good Sample

Skill Instruction:

Read the following paragraph and write a one-sentence summary within 35 words that best summarizes its main idea and the most important points in your own words (with identification of the source of the paragraph). The second-from-bottom line in this remarkable study is just as important: setting up protected marine reserves and temporarily banning fishing can reverse the declines in our seas. So long as we have not removed too much biodiversity, simply leaving the sea alone allows ecosystems to recover. Fisheries scientists already know this. They call the great global conflicts of the 20th Century the First and Second Great Fishing Experiments. During both world wars, fishing boats were kept off the North Sea. The huge numbers of big fish caught after the fighting stopped showed scientists that fish stocks are affected by fishing, which must be regulated accordingly. It should be said that some fish stocks, such as hake off Western Europe and Norwegian herring, are doing nicely because ministers have followed scientific advice.

-Rachel Nowak, “For cod’s sake, act now.” New Scientist, November 11, 2006

Good

In “For cod’s sake, act now” (New Scientist, November 11, 2006), Rachel Nowak

believes it is vital to create protected marine reserves and to prohibit fishing

temporarily in order to allow the ecosystems to recover from the drop in biodiversity

due to fishing.

Comments

Identification - The author’s name is in correct format, i.e. full name (Rachel Nowak) or last name (Nowak).

- Punctuation is appropriate: using quotation marks for the title of the article, the source of publication in parentheses and underlining the title of the publication

Content - to set up protected marine reserves

- to ban fishing temporarily

- to allow the ecosystems to recover

- No redundant details

Paraphrasing Skills - Most synonyms are substituted.

- Ideas are presented clearly in a new sentence structure.

- Excellent choice of words and verbs.


96

Skill 4

Writing One-sentence Summaries

(with identification of sources)

Poor Sample

Skill Instruction:

Read the following paragraph and write a one-sentence summary within 35 words that best summarizes its main idea and the most important points in your own words (with identification of the source of the paragraph). The second-from-bottom line in this remarkable study is just as important: setting up protected marine reserves and temporarily banning fishing can reverse the declines in our seas. So long as we have not removed too much biodiversity, simply leaving the sea alone allows ecosystems to recover. Fisheries scientists already know this. They call the great global conflicts of the 20th Century the First and Second Great Fishing Experiments. During both world wars, fishing boats were kept off the North Sea. The huge numbers of big fish caught after the fighting stopped showed scientists that fish stocks are affected by fishing, which must be regulated accordingly. It should be said that some fish stocks, such as hake off Western Europe and Norwegian herring, are doing nicely because ministers have followed scientific advice.

-Rachel Nowak, “For cod’s sake, act now.” New Scientist, November 11, 2006

Poor In “For cod’s sake, act now”, New Scientist, Rachel, the writer—fisheries scientist call

the great global conflicts of the 20th

century the Great fishing Experiment. Fishing boat

were kept off the North Sea.

Comments

Identification - The author’s name is in a wrong format, i.e. only the

first name (Rachel) is given.

- Redundant reference to the writer (Rachel and the

writer)

- Punctuation is inappropriate: publication information not in parentheses and the title of the publication not underlined; the date is missing

Content - The main idea is completely missed.

Paraphrasing Skills - No synonyms are substituted.

- Ideas are almost copied from the original passage.

- Wrong use of verb tense.

- Failed to summarize the idea in one sentence.

Documents

English Skills for Academic Studies - PolyU HKCC · Supplementary Worksheets Worksheet 1. ... Writing Skills ... CC2001c English Skills for Academic Studies Semester 2, 2008-09