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ENG 221 ADVANCED WRITING SKILLS
STUDENT’S PACK
ÇANKAYA UNIVERSITY
ENGLISH LANGUAGE UNIT
2017
2
Table of Contents
Unit 1 The Essay 3-13 From Paragraph to Essay 4 Organization of an Essay 5
Unit 2 Unity and Coherence 14-26
Unity within a Paragraph 15 Unity within an Essay 16 Coherence 17
Using Transitions for Coherence 17
Ordering Ideas for Coherence 20
Using Pronoun Reference for Coherence 21
Using Parallel Forms for Coherence 21
Clauses 23
Run-on Sentences 24
Sentence Fragments 26
Unit 3 Avoiding Plagiarism 27-49
Defining Plagiarism 29
Quoting and Paraphrasing 32
Brief Guidelines for Giving In-text Reference 33
Deciding When to Quote and When to Paraphrase 34
Using Quotations 35
Signal Phrases 37
Using Paraphrases 40
Paraphrasing Academic English 42
Brief Guidelines for Giving End-text Reference 47 How to Create End-text Reference Page 48
Unit 4 Parts of an Academic Paper 50-60
Transforming a Non-documented Essay into a Documented Essay 51
Writing the Introduction 58
Writing the Body Paragraphs 59
Writing the Conclusion 60
Appendices 61-75 References
3
UNIT 1. THE ESSAY
4
UNIT 1 THE ESSAY
From Paragraph to Essay
Topic Sentence
Major 1
Minor a
Minor b
Major 2
Minor a
Minor b
Concluding Sentence
(Introductory
Statements)
Thesis Statement
Topic Sentence 1
Major Support A
o Minors
Major Support B
o Minors
Topic Sentence 1
Major Support A
o Minors
Major Support B
o Minors
Conclusion
BO
DY
5
A sample paragraph Exercise 1 Analyze the paragraph above and answer the following questions
1. What is the topic of the paragraph? Underline the topic sentence.
_____________________________________________________________________
2. Is there a hook used in the paragraph? Write it below.
_____________________________________________________________________
3. How many major supports can you find?
_____________________________________________________________________
4. How many minor details can you find under each major support?
_____________________________________________________________________
5. How does the writer conclude the paragraph?
_____________________________________________________________________
Sugar: Friend or Foe?
In the developed world, refined sugar is present in almost all aspects of our diet, but
people should be aware of the possible problems that refined sugar in their diet could lead.
One of the greatest dangers of consuming too much sugar is obesity. There can be many
reasons of obesity, but one primary cause is eating too much sugar. Another problem that
people face when they consume too much sugar is that it leads to various other illnesses such
as diabetes, tooth decay, and gout. In modern life, these ailments are among the most common
disorders, and in order to reduce the occurrence of these serious problems, people need to
change their sugar-eating habits. Finally, over-consumption of sugar steals nutrients from the
body. The body’s engine, the metabolism, use some of its own food as it has great difficulty
burning sugars. To sum up, refined sugar acts like the body’s enemy, and it causes various
problems for people as it leads to obesity and serious illnesses as well as causing the
metabolism to use unnecessary nutrients of its own. Therefore, everyone needs to be aware
of this challenge and recognize how serious it is.
6
Organization of a basic essay
An effective essay must have the following
elements:
Introduction
A hook is an opening sentence that attracts
the reader’s attention.
The sentences after the hook give
background information necessary to
understand the topic.
The last sentence in the introduction, the
thesis statement, is very important because
it gives the topic and the controlling idea of
the entire essay.
Body Paragraphs
An essay has at least one body paragraph in
which the writer develops the thesis
statement from the introduction.
The body paragraphs begin with a topic
sentence, followed by supporting details.
Conclusion
An essay may end with a conclusion that
summarizes the basic points covered in
body, restates the main idea in the thesis
statement, and may suggest a personal
comment.
Argumentative organization
An argumentative essay is sometimes called a
persuasive essay. This kind of essay expresses an
opinion about a controversial issue. As the
writer, you must take a position and persuade the
reader to agree with your opinion by using
strong, logical reasons to support your argument.
Introduction
The hook introduces the issue
Background information gives a broader
picture of the issue and why it is important.
It can give details about the history of the
people involved, what they want, and how it
affects them.
The thesis statement dearly states the
writer’s point of view about the issue.
Body Paragraphs
The topic sentence in each body paragraph
presents one district reason for the writer's
point of view stated in the thesis.
All supporting details in each paragraph
must support the topic sentence. These
details can be facts, examples, statistics,
definitions, causes and effects, quotations,
anecdotes, or questions.
The writer may present an opposing opinion
(a counter-argument); however, the writer
should then express some agreement with
the opposing view (a concession), but will
show evidence that the argument is stronger
(a refutation). The counter-argument is
often in body paragraph one or three
Conclusion
The conclusion summarizes/restates the
argument that appeared in the thesis
It can end with a prediction, a warning, or
other type of comment that reinforces the
writer's viewpoint.
It may state the general issue in a broader
context.
Organization of an Essay vs. Organization of an Argumentative Essay
An essay is a longer form of a paragraph, and like a paragraph, it has three basic
parts: an introduction, a body, and a conclusion.
7
Ji-un Kang
English Composition 101
March 15, 2011
Sugar: Friend or Foe?
In the developed world, sugar is present in almost all aspects of our diet, and the most common
sources of natural sugar are sugar cane and the sugar beet. Sugar also occurs naturally most fruits and
some other foods. However, in addition to these natural sugars, there is a huge amount of refıned sugar
added to the food and drink we consume. Soft drinks, sweets, desserts, fast food, and even salty foods
like crisps all contain some form of sugar added to make them taste better. The results of this over-
consumption of sugar are worrying. It is linked to obesity, tooth decay, diabetes, and other illnesses
and conditions. Sugar is a form of pure energy, high in calories and low in nutrients. Like gasoline
refined from raw crude oil, refined sugar has undergone a process to make it easy to store, transport,
and consume. Refined sugar fuels the body with instant energy, while also having a pleasant taste. In
fact, it is this pleasant taste that is the problem. The appealing taste can make a person want to consume
more, even when the body is at rest and has no need of sugar. Over-filling a car with gasoline creates
only minor spill at the local filling station, but over-filling a human with sugar can create much greater
problems.
One of the greatest dangers of consuming too much refined sugar is obesity. Many college
students in Japan and Korea, for example, report that they gain weight during their studies abroad in
North America and Western Europe. There could be many reasons for this, but one primary cause is
eating too much sugar. Visitors to these regions are often surprised at both how common sweets are
and how sweet the foods are. In fact, when the typical sugar content of the average diet in North
America is compared with that of most Asian or Middle Eastern countries, the difference is clear. This
corresponds to a similar difference in rates of obesity, particularly among children. Obesity in turn can
lead to many other problems, including heart disease and depression. Most of these diseases decrease
the quality and length of people life. Also, a lot of money are spent on medicines and other medical
equipment and treatment procedures.
In addition to obesity, refined sugar is responsible for a rise in other modern conditions and
illnesses. Many people experience problems such as diabetes, tooth decay, and gout. Every day, we
hear from people suffering from these diseases as a result of over consumption of sugar. It will not be
an exaggeration if I say almost a few people in our social circle have diabetes or tooth decay. Therefore,
the results of almost every study that we see recently indicate that the number of people who have
8
diseases related to over-consumption of sugar is on the increase as a result of consuming various mass
produced goods containing refined sugar. Modern people choose these products as they are cheaper and
more delicious despite their negative effects leading to illnesses. However, by changing our sugar-eating
habits, we can reduce the occurrence of these serious ailments.
Finally, over-consumption of refined sugar steals nutrients from the body. The body’s engine, the
metabolism, has great difficulty burning refined sugars. Because of this, it must use some of its own
stored nutrients to convert refined sugars into energy. This is why refined sugar has been called a thief,
and doctors and dietitians first warn their patients to reduce the refined sugar they use before prescribing
any medicines or suggesting a diet.
In conclusion, instead of being a useful fuel for the body, refined sugar acts like the body’s enemy,
and it causes obesity and several other serious diseases as well as causing us to consume more. Of course,
as with all things in life, raw sugar in moderation is both healthy and desirable. However, with the high
concentrations of refined sugars in so many common products, eating sugar only in moderation is a big
challenge. Everyone needs to face this challenge and recognize how serious it is.
Exercise 2 Analyze the essay above and answer the following questions
1. Look at the introduction. Which sentence is the thesis statement?
_____________________________________________________________________
2. What is the function of the other sentences in the introduction?
_____________________________________________________________________
3. How many major points are there in the essay? What are they?
_____________________________________________________________________
Exercise 3 Check the types of support the writer uses
An example from his personal life
An example from someone else’s life
A comparison to a similar situation
Quotations from experts
Statistics or other numerical data
Logical reasoning
Common knowledge
9
Exercise 4 What does the conclusion do? Check all that apply
Summarizes the main ideas
Restates the supporting evidence
Introduces a new argument
Makes a recommendation
Makes a prediction
Exercise 5 Work with a partner and answer the following questions in turns
1. Which arguments did you find the most convincing? Why?
2. Were there any statements that you didn’t believe or weren’t sure about? How could the
writer convince you that they were true?
10
Exercise 6 Analyze the outline of the essay that you studied, and complete the missing
parts in it
I. Introduction
A. Hook: In the developed world, sugar is present in almost all aspects of our diet, and the most
common sources of natural sugar are sugar cane and the sugar beet.
B. Background information
C. Thesis Statement
II. First Main Idea: _________________________________________________________________
__________________________________________________________________________________
A. Major Support: People gain weight because of refined sugar
Minor Detail: students in Japan and Korea gain weight during their studies abroad in North
America and Western Europe
Minor Detail: ______________________________________________________________
________________________________________________________________________________
Minor Detail: This corresponds to a similar difference in rates of obesity, particularly among
children.
B. Major Support: obesity in turn can lead to many other problems
Minor Detail: diseases decrease the quality and length of people life
Minor Detail: ______________________________________________________________
_______________________________________________________________________________
III. Second Main Idea: _______________________________________________________________
__________________________________________________________________________________
A. Major Support: many people experience problems such as diabetes, tooth decay, and gout
Minor Detail: ______________________________________________________________
_______________________________________________________________________________
Minor Detail: ______________________________________________________________
_______________________________________________________________________________
B. Major Support: the number of people who have diseases related to over-consumption of sugar is on
the increase
Minor Detail: ______________________________________________________________
_______________________________________________________________________________
Minor Detail: by changing our sugar-eating habits, we can reduce the occurrence of these
serious ailments
IV. Third Main Idea: over-consumption of refined sugar steals nutrients from the body
A. Major Support: ______________________________________________________
_______________________________________________________________________________
Minor Detail: it must use some of its own stored nutrients to convert refined sugars into
energy
Minor Detail: doctors and dietitians first warn their patients to reduce the refined sugar they
use
V. Conclusion
11
Exercise 7 Brainstorming
In this unit you will write an argumentative essay about whether or not you think it should be
legal to download or share copyrighted material from the Internet.
a. Discuss the following questions with your friend. Record your answers in a notebook.
1. What does private property mean to you?
2. What are some of the basic types of information found on the Internet?
3. What information on the Internet should be free to download?
4. What are some arguments against downloading artistic property from the Internet?
5. What are some arguments for downloading artistic property' from the Internet?
b. Have you changed your position as a result of the discussion? Review the information
you collected in your notebook. Underline any useful or interesting ideas. Cross out any
ideas you do not want to use in your essay.
Homework 1 Outlining
According to the movie industry, people who download and distribute copyrighted
materials should go to jail. What do you think of the movie industry’s decision? Before
you start writing an essay, fill in the outline form on the next page by making use of the
questions below.
Do you think the law should intervene in these cases?
How are new technologies making it so difficult to enforce the law or easy for
people to break the law?
Do you think enforcement of the laws will be difficult?
12
Form 1 Outline
I. Introduction
A. Hook: ________________________________________________________________________
____________________________________________________________________________________
B. Background information: _______________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
C. Thesis Statement: ______________________________________________________________
____________________________________________________________________________________
II. First Main Idea: _________________________________________________________________
___________________________________________________________________________________
A. Major Support: ____________________________________________________________
Minor Details: _____________________________________________________________
________________________________________________________________________________
B. Major Support: ____________________________________________________________
Minor Details: _____________________________________________________________
________________________________________________________________________________
III. Second Main Idea: ______________________________________________________________
___________________________________________________________________________________
A. Major Support: ____________________________________________________________
Minor Details: _____________________________________________________________
________________________________________________________________________________
B. Major Support: ____________________________________________________________
Minor Details: _____________________________________________________________
________________________________________________________________________________
IV. Third Main Idea: ______________________________________________________________
___________________________________________________________________________________
A. Major Support: ____________________________________________________________
Minor Details: _____________________________________________________________
________________________________________________________________________________
B. Major Support: ____________________________________________________________
Minor Details: _____________________________________________________________
________________________________________________________________________________
V. Conclusion
13
Form 2 Writing the Essay
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14
UNIT 2. UNITY AND
COHERENCE
15
Unit 2 UNITY AND COHERENCE Unity
Effective writing must have unity. Unity occurs when all the ideas in a paragraph or an essay
support each other.
Unity within a Paragraph
A paragraph has unity when all the sentences support the topic sentence, the main
idea of the paragraph. Without unity, the paragraph loses focus. The topic sentence
of the paragraph should focus on one topic and controlling idea. The supporting
details of the paragraph must support the topic and controlling idea of the topic
sentence. If they do not, they will he irrelevant and destroy the unity of the essay.
The paragraph below contains sentences that do not support the topic and
controlling idea expressed in the topic sentence. These irrelevant sentences have
been crossed out in order to preserve unity.
Jay Gatsby was my favorite character in the novel The Great Gatsby by
F. Scott Fitzgerald. This is a classic American novel. One of the qualities I
valued most about him was his generosity and loyalty to his friends and
neighbors. For example, he gave many extravagant parties and never thought
about the cost. He invited anyone he knew and liked regardless of their social
status. His large home was situated on the water on Long Island. İn fact, he
befriended a struggling young man and offered to help him earn more money.
This book-is required reading in many college courses because ıt reveals the
lifestyles of the 1920s. Although this young man remained faithful to Gatsby,
others took advantage of his good nature.
Exercise 1 Editing for Unity
Read the two paragraphs. Draw a line through the sentences that are irrelevant. The first
one is done for you. There are six more.
Having my friends and family together at my wedding was an amazing
experience. I had not seen some of my uncles, cousins, and aunts for many
years. My cousin Tom lives in London where he works as an engineer. Both
my mother and father were born in different countries, so my relatives are
scattered all over the world. I really like traveling and have been to Europe
and Asia. Although we try to get together for important occasions, this was
the first time everyone could attend. Most importantly, my good friends had
never met my relatives. Developing good friendships takes a lot of work.
Watching them all dancing, laughing, and having a wonderful time will stay
in my memory forever.
16
The band we hired played music that the guests loved and we danced for
hours. My original guest list had over 200 people, but 1 had to cut it down to
150. It was difficult fınding a group that could play all the diverse styles that I
wanted at the wedding. Most bands specialize in one or two different kinds of
music. However, these musicians really know all types of music—from 1940s
jazz and swing, to salsa, merengue, and even hip-hop. My brother was once in
a rock and roll band. In short, there was music to suit everyone’s tastes. I loved
the singer’s dress. It was incredible. Even my grandparents danced all night.
Unity within an Essay
An essay has unity where all the body paragraphs contain a topic sentence and
supporting sentences that reinforce the thesis of the essay. Without unity, the essay
loses focus and goes off the topic.
In the example below, topic sentences 1 and 2 both support the thesis statement.
However, notice how topic sentence 3 goes off the topic.
Exercise 2 Recognizing unity within an essay
Read the following thesis statements. Put a check ( ) next to each topic sentence that
supports the thesis statement.
1. Thesis: After two years of job hunting, I have finally found the perfect job for me.
Topic sentences:
____ a. I am enthusiastic about the challenges that I confront at work every day.
____ b. Last year I almost got a good job.
____ c. I am making more money than I have ever made, and have so many benefits.
____ d. My boss is very' supportive and is helping me to succeed.
____ e. 1 did not like the job I had before.
17
2. Thesis: Skiing is a great sport, but it is not for everyone.
Topic sentences:
_____ a. Not everyone has the ability to ski well.
_____ b. Becoming a good skier means taking certain risks that some people are afraid to take.
_____ c. Skiing is more difficult than ice skating.
_____ d. A day on the slopes is not always affordable for everyone.
_____ e. Skiing down the highest slope can be dangerous.
Coherence
Coherence in a paragraph means that all the ideas fit together in a logical flow. In a
coherent paragraph, the relationship between ideas is clear, and one idea connects
logically to the next. Coherence can be achieved by using transition expressions,
logical order, pronouns, and parallel forms.
Using Transition Expressions for Coherence
Transition expressions show how one sentence relates to another and create a
logical flow. The example below shows how the transition expression however
serves to set up two contrasting ideas.
She likes to read novels. However, she does not enjoy biographies.
Transition expressions are separated from the rest of the sentence by commas.
I enjoy writing in my journal. However, I do not like writing letters.
I enjoy writing in my journal. I do not like writing letters, however.
Transition expressions can be used with a semicolon and a comma to form a
compound sentence.
His first novel was not a success; however, his second work became a
bestseller.
Below is a list of some transition words and their use:
18
Exercise 3 Identifying coherence
One sentence is missing from each short paragraph below. Choose the sentence that best
completes the paragraph.
1. In many ways the invention of e-mail and computers has motivated many young people to
take up letter writing. E-mail makes it fun and easy to get in touch with faraway friends.
__________________ For these reasons fewer people are sending letters through the mail.
a. I bought a new Computer last week.
b. Furthermore, e-mail is convenient and essentially free.
2. Books on tape have become very popular in our fast-paced society. One of the reasons is
that people do not have the time to sit still and read. _____________________ Some
listen while jogging outdoors or exercising in the gym. Therefore, a book on tape makes
for a great gift idea for the active book lover.
a. Stephen King’s latest book is available in this format.
b. In fact, many people listen to these tapes while driving to and from work.
3. Don Quixote de la Mancha is an epic novel written in the l600s by Miguel de Cervantes.
This is the story of a man who read so many books on chivalry and knighthood that he
went crazy. _______________________ Together they had many adventures always
searching for truth and beauty and upholding the highest ideals.
a. He traveled the world as a ridiculous knight along with his friend Sancho Panza.
b. Don Quixote came from a small town in Spain called La Mancha.
Exercise 4 Using transition expressions in sentences
Combine the following sentences to create coherence by using transition expressions from
the box.
in contrast - nevertheless - previously - therefore - for example - moreover
1. I want to study in Italy for a year to learn about art. I enrolled in Italian classes.
I want to study in Italy for a year to learn about art. Therefore, I enrolled in Italian classes.
2. Learning a foreign language takes a lot of patience and effort. It helps to have a good ear.
________________________________________________________________________
________________________________________________________________________
19
3. The college student was told to revise her essay a third time. She has still made great progress
with her writing skills.
________________________________________________________________________
________________________________________________________________________
4. John Steinbeck, a famous American author, wrote many books concerning the human
condition. His novel The Grapes of Wrath dealt with the problems of the Great Depression.
________________________________________________________________________
________________________________________________________________________
5. Academic writing requires a knowledge of Standard grammar, sophisticated vocabulary, and
proper organization. E-mail messages use abbreviations, symbols, and slang.
________________________________________________________________________
________________________________________________________________________
6. Nowadays research is often done on the Internet. Important information was stored on
special film called microfıche.
________________________________________________________________________
________________________________________________________________________
Exercise 5 Using connectors to indicate additional information or contrast
Combine the two sentences with a connector to indicate additional information or
contrast. Check your punctuation carefully.
1. Patents are important because they protect the inventions of individuals. They are generally
good for only 20 years.
Patents are important because they protect the inventions of individuals; however, they are
generally good for only 20 years.
2. Once an invention is patented, only the owner can make, sell, or distribute the product.
Anyone else who wants to profit from this item must get permission from the owner.
______________________________________________________________________
______________________________________________________________________
3. Novels, plays, newspapers, and other original printed materials are protected by copyright
law. Visual images such as drawings, photographs, and cartoons are still illegally copied
off the Internet.
_______________________________________________________________________
_______________________________________________________________________
4. There continues to be illegal videotaping of movies in public movie theaters. The U.S.
Congress found it necessary to pass the Family Copyright Act of 2005.
_____________________________________________________________________
_____________________________________________________________________
20
Ordering Ideas for Coherence
One way to achieve coherence in an essay is to arrange ideas in a logical order, such
as chronological order or order of importance.
When arranging ideas in chronological order, use language such as in the
beginning, next, then, first, second, or finally.
First, I went to the bank. Next, I visited my mother in the hospital.
When arranging ideas in order of importance, you order items from the most
important to the least important or vice versa. Use language such as the most/least
important thing, the next priority/most important thing, or the third/final
priority/goal.
The most important thing for me was to understand the assigned topic before
attempting my first draft.
Exercise 6 Ordering ideas in a paragraph
a. Use the list of ideas to write a short paragraph. Arrange your ideas in chronological
order. Use language from the Rhetorical Focus box above. The first sentence has been
done for you.
boil water
add rice
cook for about twenty minutes
If you want to make rice, first boil some water._______________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
b. Use the list of ideas to write a short paragraph. Arrange your ideas in order of
importance. Use language from the “Ordering Ideas for Coherence” box above.
practice speaking Spanish with friends
take a class in Spanish
visit a Spanish-speaking country
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
21
Using Pronoun Reference for Coherence
A pronoun is a word that can replace a noun. I, you, he, it, this, that, those, and these
are some examples of pronouns. Pronouns can be used to create coherence in an
essay.
What is revision and why is it necessary?
Pronouns can also replace whole phrases or ideas.
I left mv expensive dictionary in the library. I do not know how I did that.
! Pronouns must agree in number and gender with the noun they refer to.
I have a younger brother. He is a lawyer.
I have a younger brother. She is a lawyer. (incorrect)
Exercise 7 Identifying pronoun reference
Read the paragraph. Choose the correct pronoun to complete each sentence.
Using Parallel Forms for Coherence
Another strategy to achieve coherence is by using parallel forms. This means that
all items in a list have the same grammatical form.
I like playing tennis, swimming, and dancing.
I like playing tennis, swimming, and to dance. (incorrect)
She cooked dinner, set the table, and arranged the flowers.
She cooked dinner, set the table, and the flowers were arranged. (incorrect)
22
Exercise 8 Practicing with parallel forms
Rewrite the following sentences to correct the non-parallel forms.
1. At the age of twenty, I started to write plays, taking acting lessons, and produce shows.
At the age of twenty. I started to write plays, take acting lessons, and produce shows.
2. As a teenager, I reported on school events, editing articles for the high school newspaper,
and published some of my stories.
________________________________________________________________________
________________________________________________________________________
3. Some of the rewards of being an author are learn about historical events, researching the
lives of famous people, and discovering facts about yourself.
_________________________________________________________________________
_________________________________________________________________________
4. Attending workshops on writing have taught me how to receive criticism, became a more
focused writer, and take more risks.
_________________________________________________________________________
_________________________________________________________________________
23
Clauses
Every clause in English must have a subject and a verb. There are two types of
clauses: main clauses and dependent clauses.
Main Clauses
A main clause contains a complete idea and can stand alone as a sentence.
I read my speech at graduation.
Dependent Clauses
A dependent clause does not contain a complete idea and cannot stand alone as a
complete sentence. A dependent clause often starts with a subordinating
conjunction such as after, before, although, because, since, when, or while. A
dependent clause can be attached to a main clause in order to form a complex
sentence. A dependent clause can come before or after the main clause, but the
punctuation is different.
When the dependent clause begins the sentence, place a comma after it:
Exercise 8 Identifying main and dependent clauses
Underline the dependent clause and circle the main clause in each sentence. Add
punctuation if necessary.
1. When I came into the auditorium, the room was empty.
2. I felt very confident because I had spent a long time practicing.
3. Since it was my graduation I bought a beautiful new outfit.
4. Although the ceremony was very long nobody was bored.
5. We went out for a fancy meal after the ceremony ended.
6. My family took a lot of photographs which I still enjoy looking at.
24
Run-on Sentences
Run-on sentences are incorrect sentences. Run-on sentence errors occur when two
main clauses come together with no connector or punctuation between them:
Langston Hughes was an important poet of the Harlem Renaissance he also
wrote very fine short stories. (incorrect)
Run-on sentence errors can also occur when two main clauses are separated by a
comma.
Langston Hughes was an important poet of the Harlem Renaissance, he also
wrote very fine short stories. (incorrect)
A run-on sentence can be corrected in several ways.
You can change one of the main clauses to a dependent clause by adding a
subordinating conjunction such as because, when, before, or although.
Although Langston Hughes was an important poet of the Harlem
Renaissance, he also wrote very fine short stories.
You can use a coordinating conjunctions such as and, but, yet, so, or, or for to
connect the two clauses and to form a compound sentence. Use a comma before
the coordinating conjunction.
Langston Hughes was an important poet of the Harlem Renaissance, but he
also wrote very fine short stories.
You can also use punctuation to correct a run-on sentence. Use a period
between two main clauses that contain two separate and distinct ideas. Use a
semicolon between the clauses that are very close in meaning.
Langston Hughes was an important poet of the Harlem Renaissance; his first
poem was one of his most famous.
Exercise 9 Identifying run-on sentences
Write RO next to the run-on sentences and C next to the correct sentences. Then correct
the incorrect ones.
____ 1. My family and I came from Vietnam I was 16 years old.
____ 2. I came to the United States I did not know English.
____ 3. Because I did not know English, I was worried about my future.
____ 4. People are very busy working they do not have time to study.
____ 5. Since I now know both languages, I can help my parents.
25
Exercise 10 Correcting run-on sentences with coordinating conjunctions
Use a coordinating conjunction from the box to correct each run-on sentence. You may
use each coordinating conjunction more than once.
and but so or yet for
1. The great American author Mark Twain traveled a lot, he still made time for his daughter.
The great American author Mark Twain traveled a lot, but he still made time for his daughter.
2. The nineteenth-century British novelist Charlotte Bronte wrote Jane Eyre, her younger sister
Emily was the author of the classic Wuthering Heights.
_________________________________________________________________________
_________________________________________________________________________
3. Upton Sinclair was concerned about social and political problems of his times, he wrote The
Jungle exposing the unsanitary conditions of the meatpacking industry.
_________________________________________________________________________
_________________________________________________________________________
4. Jane Austen's original version of Pride and Prejudice was written when she was only twenty
years old, it was not published for almost two decades.
_________________________________________________________________________
_________________________________________________________________________
5. The anthropologist Margaret Mead went to Samoa to collect da ta for her book, she was
interested in researching the role of adolescent girls in a non-Western culture.
_________________________________________________________________________
_________________________________________________________________________
6. Writers often use autobiographical information to write fiction, they adapt the background
of other people for their story.
_________________________________________________________________________
_________________________________________________________________________
Exercise 11 Correcting run-on sentences with subordinating conjunctions
Use the subordinating conjunction in parentheses to correct the run-on sentence.
1. Ernest Hemingway wrote about the lost generation after World War I, he was living in Paris.
(when)
When Ernest Hemingway wrote about the lost generation after World War I,
he was living in Paris.
2. Margaret Mitchell was able to write the epic novel Gone with the Wind, she understood the
decline of the Southern plantation owners. (because)
_________________________________________________________________________
_________________________________________________________________________
26
3. Somerset Maugham was a doctor, he wrote many important novels, short stories and plays.
(although)
_________________________________________________________________________
_________________________________________________________________________
4. All of the Harry Potter books have already been made into movies, they are so popular,
(since)
_________________________________________________________________________
_________________________________________________________________________
5. Wallace Stevens received the Pulitzer Prize for his collected poems, he was vice president of
an insurance company. (when)
_________________________________________________________________________
_________________________________________________________________________
Exercise 12 Correcting sentence fragments
Rewrite each sentence fragment as a correct sentence by adding a main clause. Compare
your answers with a partner.
1. Although we do not see each other very often.
Although we do not see each other very often, my sister and I always stay in touch.
2. When I visited her.
___________________________________________________________________________
3. Because she had a demanding job.
___________________________________________________________________________
4. Since I was her favorite.
___________________________________________________________________________
5. After she got married.
___________________________________________________________________________
27
UNIT 3. AVOIDING
PLAGIARISM
28
UNIT 3 AVOIDING PLAGIARISM
Exercise 1 Plagiarism
Work with a group. First read the definition of plagiarism from the Macmillan English
Dictionary. Then discuss which of the following might be considered plagiarism.
Copying the painting of the Mona Lisa as accurately as you can, as an exercise. You
don’t show the exercise to anyone.
Copying the painting of the Mona Lisa as accurately as you can, as an exercise. -You
write "Copy of the Mona Lisa, by Leonardo da Vinci," on the back of the exercise.
Painting a picture that looks very similar, but not identical, to the Mona Lisa. If asked,
you say you thought of the idea yourself.
Translating a novel into your own language and publishing it with your name as author.
Using the results of a study in your paper, and expressing who has carried out the
project.
Academic consequences of plagiarism
Universities (as well as many h.gh schools) in English-speaking counties have set definitions
of and consequences for academic plagiarism. Usually these can be found by checking the
institution’s website.
Exercise 2 Outcomes of Plagiarizing
Work with a partner. Look at the following possible punishments for academic plagiarism.
Discuss which of these you think 1) are used somewhere, and 2) should be used in universities.
Can you think of other appropriate punishments for student plagiarism?
A warning from the professor
Need to write the paper again
A formal apology
Failure of the paper
Failure of the course
Failure of the degree
A monetary fine
Suspension from the university
Expulsion from the university
Limited career opportunities
A lawsuit
Prison
29
Defining plagiarism
Even after you study a definition from a dictionary, it can be difficult to define and
judge plagiarism. Certainly buying a research paper online and putting your name on
it and pretending you wrote it is not honest. However, what if you read a well-known
idea from a noted expert but had thought of the same idea yourself, before you read
it? Would it be plagiarism to not mention the expert? Is it plagiarism to use one
paragraph from a newspaper or online article? One sentence? A few words?
You can see that plagiarism is not easy to define precisely, even after you have read
a dictionary definition. Furthermore, different cultures have different definitions of
what constitutes plagiarism in an academic setting.
You are allowed to use the words and ideas of others in your research paper as long
as you give credit to the original source by saying who the author was and where you
found the information, and use quotation marks around phrases and sentences that
you have not changed from the original.
If you are writing in English, it is important to give credit in these cases:
When you quote someone directly, even if it is just a special phrase. This
gives appropriate credit to the person who originally created those
expressions. Like painting or music, writing is considered an art form, and
you shouldn't "steal" another person's words any more than you should
someone's song. For direct quotes, you must always use quotation marks.
When you use an idea that you did not know before you did your
research, especially if it is one that an average person would not have known
without doing research. Figures and statistics are common types of facts to
cite.
When you want to offer support for surprising information. Showing that
your information came from a respected source helps your readers believe
that what you are saying is true, or at least possible.
You do not need to give credit:
When you have expressed your own idea in your own way, in your own
words.
For information that is considered "common knowledge," even if you learned
it while researching. Common knowledge is any information that the average,
educated reader would accept as reliable without having to look it up. This
includes:
I. General information that most people know (e.g. World War I took
place between the years 1914-1918.)
II. Information shared by a cultural group (e.g. Ataturk was born in
Salonika in 1881.)
III. Knowledge shared by the members of a certain field (e.g. The
Leader-Member-Exchange Theory in political science describes how
leaders, over time, develop different exchange relationships with their
various followers.
30
Imagine that you are writing a paper on the problem of water shortages in the Middle
East. You might not have known before you started your research that the capital of
Yemen is Sana’a. The capitals of countries are considered common knowledge,
though, and you would not need to cite that fact in a research paper. However; if you
wanted to include the prediction that the city of Sana'a will probably run out of water
by the year 2020, you would have to say where you found that information. Clearly,
you did not discover that fact by yourself, so you would have to give credit to the
people or organizations that did. In addition, naming your sources lets your readers
see who did make that claim, so they can judge whether your sources were reliable
(another good reason for critically evaluating every source you use!).
Remember: It is not easy, even for professional writers and professors, to always know what
should be cited. If you are not sure, check with your own instructor. It is better to ask 20
questions about 20 sentences than to make one mistake!
Exercise 3 Common knowledge or not
Work with a partner. Read these sentences taken from the first drafts of university
research papers written by students. Discuss which ones you think:
1. are common knowledge, expressed in the student’s own words (and therefore are not
plagiarized)
2. are written in the student’s own words, but contain uncredited ideas or information from
another source (and therefore are plagiarized)
3. are direct quotes from another source (and therefore are plagiarized)
Note: It’s OK to say “It depends”—but then you must explain what it depends
on! (For example, a student’s background, or his or her nationality)
a. Once upon a time, the United States and Russia were competing with the number of
nuclear weapons and it increased till 69,480 in 1986.
___________________________________________________________________________
b. A UFO is defined as an “Unidentified Flying Object.”
___________________________________________________________________________
c. To make matters worse, animals will surely eat genetically modified crops.
___________________________________________________________________________
d. 76% of the American men sent to Vietnam were from lower-middle, working class
backgrounds.
___________________________________________________________________________
e. On September 30, 1999, a radiation leak at the Tokaimura fuel reprocessing plant killed
two workers and injured many others.
___________________________________________________________________________
31
f. For example, women have the right to run for governmental elections in Qatar.
___________________________________________________________________________
g. (The topic is school uniforms) In regard to young children, it is absolutely nonsense to
impose a designer's suit and leather shoes on young children, because they do more
physical exercise than adults and sweat a lot.
___________________________________________________________________________
h. That Singaporean children don't get enough exposure to sunlight may sound unbelievable,
but in fact the hot and sticky climate makes children more inclined to spend time in air-
conditioned environments indoors, and just like in many East Asian countries with more
agreeable climates there is also a relative lack of parks and open spaces.
___________________________________________________________________________
32
Quoting and paraphrasing
There are two ways to use words and ideas from other sources in such a way that
you are not plagiarizing. These are:
Quoting: Using the exact words of another person by enclosing them in
quotation marks.
“Ask not what your country can do for you - ask what you can do for your
country.” (John F. Kennedy)
Paraphrasing: Saying the same idea in another way.
John F. Kennedy urged Americans to be more helpful and less selfish.
Remember: When you paraphrase, you do not need to give credit if the idea is
common knowledge, but you do still need to give credit if it isn't.
Both quoting and paraphrasing take skill. All writers, regardless of their age,
experience level, or ability in English, work hard to quote and paraphrase
effectively.
To work on these skills in class, it is important to have some useful vocabulary for
discussing quoting and paraphrasing. Study the definitions below, and then do the
exercise.
Author: The organization or person who communicated the original sentence or
information.
Quoted text: The actual words taken from another source. Also called a quotation
or, more informally, a quote.
Quotation marks: The punctuation that surrounds the quoted text. American
English places periods and commas inside the dosing quotation mark; in British
English, periods and commas go outside the dosing quotation mark. For more
detailed information, including what to do with other end punctuation, consult a
style guide. Note that while the formatting is slightly different, the ideas of when
and what to quote are not.
Signal phrase: A phrase, sentence, or passage that introduces and/or provides some
context for the quotation.
Source: Any published or unpublished work where you find the information, such
as a website, newspaper, book, podcast, interview etc.
Citation: A referenced source enclosed in parentheses that includes information
such as the author's name, the year of publication, or the page or paragraph number.
33
Exercise 4 In-text reference
Match each term to the appropriate part of the following passage.
Brief Guidelines for giving in-text reference
While you are doing research for your paper among sources, you need to decide on
the sources that you will use in your paper and note down the author of the
book/article, the publication year, and the relevant page numbers. This data will be
used in your paper in order to indicate the original source. There are three different
ways of in-text citation:
1. Gawrych (1988) refers to an incident during the Dardanelles Campaign. He
narrates that Mustafa Kemal, when commanding the 19th Infantry Division,
taking the initiative moved his division to Conkbayırı without awaiting approval
from higher headquarters, in anticipation of the main attack occurring in that
area (p. 322).
2. Robinson (1963, p. 245) explains that during the battle of Anafarta Ridge,
Mustafa Kemal was constantly at the extreme front, helping to wheel guns into
position, getting up on the skyline among the bullets, and sending his men into
attacks in which they had very little hope of survival. .
3. In Leadership: Enhancing the Lessons of Experience, it is argued that leaders
can be distinguished by their vision and values (Hughes, Ginnett, & Curphy,
2006, p. 290).
Note: Bold characters are only for emphasis.
34
Exercise 5 In-text reference
Give in-text citation for the given direct quotations below. Provide different versions for
each.
1. For the architects of the Early Republican period, Mimar was not only an agent of
communication but also a medium of professional unification to discuss and address common
problems. (İlker Özdel, page 520, year 2010)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Several rivers aside from the Thames once intersected London, although those rivers have
since been covered over by development. (Anthony Clayton, year 2000, pages 28-35)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Although there were numerous firms that operate in health software sector, number of
companies that invest on research and development facilities is less. (Erol Sayın and Nuri İlke
Kozak, page 488, year 2010)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Deciding when to quote and when to paraphrase
Sometimes writers prefer to use a lot of direct quotations because it is faster and
easier to quote someone directly than to paraphrase the information. However, a
good research paper is composed mostly of your own writing (including
paraphrases). Quotations can and should be used, but remember that they support
your writing; your writing does not support someone else's quotations.
Exercise 6 Types of quotations
Work with a partner. Discuss whether you would quote, paraphrase, or not use the
information in the situations below. Write Q (quote), P (paraphrase), or X (not use) to
note your ideas. Then share your ideas with the whole class.
a. The sentence is a famous saying.....
b. The sentence contains a lot of technical terms that can’t be said another way....
c. You only want to use one fact from the sentence, and not the rest of it.
d. You don’t really understand what the sentence means.....
e. The sentence is common knowledge........
f. The idea in the sentence is extremely well expressed....
g. The idea in the sentence is important, but the sentence is long and a bit confusing....
35
Using quotations
It is important to blend quotations in smoothly with your own writing. You can do
this with transitions and with signal phrases that introduce the quotation Avoid
putting an entire quoted sentence between two original sentences with no words or
phrases to link them together; this is known as a dropped quote. Your paper will
be much more effective with an integrated quote, where the reader can clearly see
how the quotation supports the point you are trying to make.
A dropped quote:
Volunteering was an important idea to President John F. Kennedy. "Ask not
what your country can do for you - ask what you can do for your country."
(1961). In 1961, President Kennedy established the Peace Corps, which still
sends thousands of Americans to work in developing countries today.
An integrated quote:
Volunteering was important to John F Kennedy, the President who famously
told Americans during his 1961 Inaugural Address to "Ask not what your
country can do for you - ask what you can do for your country." One way in
which he encouraged Americans to volunteer and to serve was through the
creation in 1961 of the Peace Corps, an organization which still sends
thousands of Americans to work in developing countries today.
To use quotations effectively, follow these steps;
I. Locate the phrase or sentence you want to quote. In the example below, the
desired quote is underlined.
Sugar is not an ideal fuel for the body. Instead, it acts more like the body s
enemy. It causes weight gain and obesity, which can lead to many serious
illnesses, as well as death. Sugar appears to be responsible for a range of other
diseases and conditions such as cancer diabetes, tooth decay, and gout, and It
is actually not at all nutritious for your body. Of course, as with many things
in life, raw sugar in moderation is both healthy and desirable. (Kang, 2011)
II. Introduce the quote with a signal phrase.
As Kang says, …
Kang argues that …
In her paper on the dangers of sugar Kang notes that ...
According to Kang ...
..., as Kang explains,
III. Finally, include in parentheses the year that it was written.
Sugar is not necessarily evil. As Kang says, "... raw sugar in moderation is
both healthy and desirable." (2011)
36
Exercise 7 Quoting
Work with a partner. Look at the passages from original sources. Examine the partial
excerpts from the model research paper. Choose information from the original to quote.
Then compare your choices with another pair.
a. Original:
Refined sugar invades the lymphatic system (disease fighting system). This results in
increased white blood cells production and therefore the rebuilding of tissue slows
down. The response to strengthening training decreases since the body cannot rebuild
itself effectively. (Ralph Klisiewicz, 2010, p. 286)
Student research paper:
These negative effects are one reason why refined sugar has been called a thief.
Besides stealing, a thief can also destroy things. “____________________________
__________________,” Klisiewicz (2010) goes on to say, “____________________
and ________________________________________________” (p. 286). Because
of these effects, people, are more open to other kinds of attacks from disease.
b. Original:
There are, however, disadvantages to the refining process, most notably the stripping
away of nutrients and the high concentration of empty calories ... The consumption of
refined sugar can actually trigger appetite, further increasing your likelihood of
overeating. (David Kirschen, 2010, 190)
Student research paper:
So the highly appealing taste increases the craving for more - even when the human
body is at rest and has no need of sugar. As fitness expert David Kirschen notes, the
refining process creates certain disadvantages, especially “_____________________
__________________________,” and this “______________________________
_______________________” ( __________ ).
37
Signal Phrases
Signal phrases are phrases or words that writers use to introduce material from outside sources.
Writers may imply agreement or disagreement with these signal phrases.
Here are some signal phrases you can use:
To imply agreement To imply disagreement or
doubt
Neutral
Marr argues convincingly
that sugar is “a terrible
energy source” for the body
(2010 p. 111).
Marr proves in his 2010
article that sugar is a
“terrible energy source" for
the human body (p. 111).
However, sugar is actually a
“terrible energy source” for
the body, as demonstrated by
Marr's 2010 study (p. 111).
Marr (2010) claims that sugar
“is not strongly linked to any
health concerns. (p. 687)”
In spite of evidence from the
medical community, Marr
(2010) maintains that sugar is
“not strongly linked to any
health concerns” (p. 687)
Man asserts that sugar “is not
strongly linked to any health
concerns” (2010, p. 687).
According to Marr, “Sugar
consumption has risen
dramatically in the past
decade” (2010, p. 156).
Marr (2010) observes that
the amount of sugar that
people eat has “risen
dramatically” in the last ten
years (p. 156).
Marr’s point is that “sugar
consumption has risen
dramatically in the last
decade” (2010, p. 156).
Exercise 8 Signal Phrases
Work with a partner. Look at the passages from the original sources. Then, examine the
partial excerpts from the model research paper. Link the quotations to the paper by
choosing an appropriate signal phrase. Then compare your choices with another pair.
a Original:
Excess bodyweight is the sixth most important risk factor contributing to the overall
burden of disease worldwide. 1.1 billion adults and 10% of children are now classified as
overweight or obese. Average life expectancy is already diminished; the main adverse
consequences are cardiovascular disease, type 2 diabetes, and several cancers. The
complex pathological processes reflect environmental and genetic interactions, and
individuals from disadvantaged communities seem to have greater risks than more
affluent individuals partly because of fetal and postnatal imprinting. (Haslam & James,
2006, para. 4)
Student research paper:
The health risks associated with obesity are very serious.______________________________
_________________________________________________________________ “Average
life expectancy is already diminished; the main adverse consequences are cardiovascular
disease, type 2 diabetes, and several cancers” (2006, para. 4). To avoid these negative effects,
it is crucial that people do their best to avoid obesity - and that means avoiding sugar.
38
b. Original:
A new review of the evidence from South Africa confirms that high consumption of added
sugars contributes significantly to the incidence of dental caries and obesity. Published in
this month's Bulletin of the World Health Organization, the findings cover both rural and
urban populations, and add to the growing body of global evidence on the influence of
diet on chronic disease. (2003, p. 87)
Student research paper:
There are other health problems associated with sugar. Sugar is bad for teeth, and is a major
cause of tooth decay. __________________________________________________________
____________________________________________________ “high consumption of added
sugars contributes significantly to the incidence of dental caries” ( ________ ).
Exercise 9 Quoting
Work with a partner. Look at the passages from original sources. Choose the information
you think it would be important to quote (you may use more than one quote). Write your
own paragraphs with a topic sentence, and link the quote(s) you chose with an appropriate
signal phrase. Then share your paragraphs with another pair.
a. Original:
Prospective data suggest that consumption of sugar sweetened soft drinks and fructose is
strongly associated with an increased risk of gout in men. Furthermore, fructose rich fruits
and fruit juices may also increase the risk. Diet soft drinks were not associated with the
risk of gout. (Choi, H. K., & Curhan, G., 2008)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
b. Original:
The relationship between sugar added to coffee and other hot beverages ... and the risk of
colorectal cancer v/as investigated using data from a case-control study conducted in
Northern Italy on 953 cases of ... confirmed colon cancer. 633 of rectal cancer, and 2845
controls admitted to hospital ... Compared with subjects who reported adding no sugar to
their beverages, the ... relative risks (RR) of colon cancer were 1.4 for those adding one
spoonful of sugar, 1.6 for those adding 2 spoonful, and 2.0 for those adding 3 or more ...
These findings ... would suggest that taste for sugar is a relevant indicator of colorectal
cancer risk ... , or a specific influence of even limited amounts of sugar taken outside
meals ... (Vecchia, Franceschi,. Bidoli, Barbone, & Dolara, 1993)
39
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
40
Using Paraphrases
Paraphrasing is a challenging but valuable skill. Summarizing someone else's
writing effectively shows that you have an accurate understanding of that material.
Paraphrasing lets you use information from other sources, but still produce an
original work.
Furthermore, if you paraphrase well, you are helping your readers understand the
most important points of the issue without letting them be distracted by too many
unnecessary details.
Beginning writers often try to paraphrase by using a dictionary or a thesaurus and
finding synonyms for the key nouns and verbs. However, this method almost
always results in a weak paraphrase, and by some definitions, can still be
plagiarism.
The most effective way to paraphrase is to change the syntax of the sentence. Ask
yourself, “What does the sentence really mean? What is the main idea? What is
another way to say the same thing?”
Look at the examples of weak and strong paraphrases:
Original: "To be or not to be; that is the question." (William Shakespeare, Hamlet)
Weak Paraphrases:
Being or not being, that is the query, from Hamlet by William Shakespeare.
Shakespeare's Hamlet asks the question to be or not to be.
These are weak paraphrases because they are too dose to the original. Furthermore,
an instructor who read either of those paraphrases would suspect that the student
writer did not actually understand the quotation.
Strong Paraphrase:
Shakespeare's Hamlet questions whether it would be better for him to live or
to die.
In the famous speech from Hamlet. Shakespeare shows a man struggling with the
difficulties of living, yet unsure if death would bring relief or further problems of a
different nature.
41
Exercise 10 Understanding the implication before paraphrasing
Work with a partner. Evaluate the paraphrases of popular English sayings below. Which
are weak? Why? Which are strong? (Note that we have included the ‘source’ only in the
first example, so that you can concentrate on the paraphrasing of the language itself.)
a. Original: A bird in the hand is worth two in the bush. (English saying)
1. An English saying stresses that it is better to be satisfied with something small that you
have than to crave something large that you don’t.
2. A bird that you are holding is more valuable than two birds sitting in a tree, according
to an English proverb.
3. As English speakers say a bird in captivity is better than many birds that are free.
b. Original: An apple a day keeps the doctor away.
1. Doctors are afraid of fruit.
2. Eating good food keeps you healthy.
3. One of the best ways to stay out of the hospital is simply to eat nutritious food.
c. Original: Don't judge a man until you’ve walked in his boots.
1. It's impossible to judge whether people are good or bad without knowing about their
life, because you don’t understand their motivations.
2. Until you have walked in their boots, you shouldn't judge people.
3. Don't evaluate a person until you have worn his or her footwear.
d. Original: You can lead a horse to water, but you can't make him drink.
1. It's very difficult to force someone to do something he or she doesn’t want to do.
2. Horses don't mind being near water, but they won't drink it.
3. Even if you explain something to a person, there's no way you can make him or her
accept it.
e. Original: When in Rome, do as the Romans do.
1. Rome has very strange laws, so if you go there, just copy what the locals are doing.
2. When you go to Rome, do what the Roman people there do.
3. It's important to respect local customs when you travel.
42
Paraphrasing academic English
Paraphrasing academic English is similar to paraphrasing popular sayings: First,
you must understand the idea. Then you can express it in your own words. The most
effective paraphrases will be ones that use different syntax. They can be shorter or
longer than the original.
To paraphrase effectively, follow these steps:
1. Locate the central point that you want to paraphrase. In the example below, the
central point is underlined.
Sugar is not an ideal fuel for the body. Instead, it acts more like the body's
enemy. It causes weight gain and obesity, which can lead to many serious
illnesses as well as death: Sugar appears to be responsible for a range of other
diseases and conditions such as cancer, diabetes, tooth decay, and gout, and
it is actually not at all nutritious for your body. Of course, as with many things
in life, raw sugar in moderation is both healthy and desirable. (Kang, 2011)
2. Express the central point in a new way.
Eating too much sugar is one cause of premature death.
3. Introduce, the paraphrase. Here are some useful expressions (note that these can
also be used with direct quotes):
New research has shown that …
It is believed that ...
It has been proved that ...
In his/her study, Kang found that …
Kang, in his/her study on ... concluded that ...
In a recent paper on this subject, Kang observes that ...
e.g. Recent research has shown that eating too much sugar is one cause of
premature death.
4. Finally, include in parentheses the name of the author who wrote the original
information and the year that it v/as written.
Recent research has shown chat eating too much sugar is one cause of
premature death (Kang. 2011).
Sometimes, the information you want to use is written with so many technical terms or in
such a way that even though you understand it, you simply can't think of another way to say
the same idea. In that case, use a direct quotation.
43
Exercise 11 Finding the gist to paraphrase
Work with a partner. Read the passages about sugar. Use a dictionary if necessary to
understand the meaning. Talk about which parts would be important information to
paraphrase. Then write your own paraphrase below.
a. The cultivation of sugar cane, a plant probably indigenous in New Guinea, spreads
through Southeast Asia in prehistoric times. The first mention of its use, crushed for its sweet
juice, is in northern India in the 4th century BC. Both sugar and candy derive from Sanskrit
words (sarkara, khanda). Sugar processed for use in solid form must wait for almost a
millennium. The first certain reference to it is in Persia in the 6th century AD.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
b. But behaviors that some might refer to as gluttony and sloth are merely consequences of
the true cause of the epidemic, Lustig says. Food was just as abundant before obesity's
ascendance. The problem is the increase in sugar consumption. Sugar both drives fat storage
and makes the brain think it is hungry, setting up a “vicious cycle,” according to Lustig.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
c. ... this report summarizes the results of that analysis, which indicated that most adults
with diagnosed diabetes were overweight or obese. During 1999-2002, the prevalence of
overweight or obesity was 85.2%, and the prevalence of obesity was 54.8%. Encouraging
patients to achieve and maintain a healthy weight should be a priority for all diabetes-care
programs.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Exercise 12 Paraphrasing and Citing
In order to do these exercises you can use the helping vocabulary on the following page.
a. Extract 3 ideas from the given sentence and write them separately by paraphrasing
them.
Original: “Human nonverbal communication is not unique and indeed is no better than
that of other primates, but our verbal system sets us apart from other animals because it
gives us the ability to express cognitive as well as emotional thoughts, and to share
complex ideas with others.” (A. Hallam, 2008, p. 24)
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
44
b. Paraphrase the given sentences.
1. The computer is a learning tool since it helps children to master math and language
skills. (M. Bradley, 1999, p. 201)
___________________________________________________________________________
___________________________________________________________________________
2. Due to the ability of computers to keep records of sales and inventory, many
department stores rely on them. (M. Abrams, 2011, p. 365)
___________________________________________________________________________
___________________________________________________________________________
3. A medical computer system is an aid to physicians because of its ability to interpret
data from a patient’s history and provide a diagnosis. (L. Hutcheon, 1986, p. 187)
___________________________________________________________________________
___________________________________________________________________________
4. Since European audiences seem to prefer movies that explore psychological or
philosophical issues, European movies are generally quieter and more thought-provoking.
(A. Hitchcock, 1960, p. 125 )
___________________________________________________________________________
___________________________________________________________________________
c. Paraphrase the given paragraph by replacing words with their synonyms, changing
the grammar of the sentences, and the general structure of the paragraph.
Original: “It is not only through daily waste transfer that the rich countries contaminate the
poor nation’s environment. With people constantly upgrading their computers, TVs and cell
phones in developed countries, electronics industry waste, or e-waste, has quickly become the
fastest growing component of solid waste, which is extremely toxic. Since much of the
equipment is no longer used in the technologically developed countries, it is being off-loaded
on developing nations at prices well below those of more modern technologies that are less
harmful. This waste transfer is usually done under the name of technological aid although most
of the equipment sent does not actually function.”
Source: T. Palley, 2006, para. 6, Retrieved November 15, 2008, from
http://www.fpif.org/fpiftxt/3134
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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45
HELPING VOCABULARY
PART A
Verbal (adj.): spoken, lexical / with words
Nonverbal (adj.): not using spoken language
Cognitive (adj.): mental; connected with thinking; concerned with mind
Unique (adj.): unusual, special; being the only one of its type
PART B
Question 2
Inventory (n.): a detailed list of all the things in a place; a list of stock
Rely on (v.): to need a particular thing or the help and support of someone or something in
order to continue, to work correctly, or to succeed; depend on
Question 3
Physician (n.): a medical doctor, especially one who has general skill and is not a surgeon
Aid (n.): help; support
Interpret (v.): comment; make comment; commentate; describe
PART C
Contaminate (v.): pollute; corrupt; to make something less pure or make it poisonous
Exercise 13 Multiple choice questions
Find the option that has the closest meaning to the given sentences.
1. The word ‘robot’ was popularized in 1921 by Czech playwright Karel Capek, but people
have envisioned creating robot-like devices for thousands of years.
a) For thousands of years, the notion of creating robot-like devices was a very popular one.
b) Robots have, in theory, been around for thousands of years, but the first real robot was
created by Karel Capek in 1921.
c) People have had the idea of creating robots for a long time, but it wasn’t until 1921 that
the term “robot” became widespread through the work of Karel Capek.
d) Robot-like devices were actually created thousands of years ago, but were not popular
until one appeared in a play in 1921.
e) Karel Capek was the first person who took the idea of creating robot-like devices
seriously.
2. The British are not actually more modest than other nations, but they do have a set of social
rules that include maintaining a front of modesty at all times.
a) Modesty is maintained by The British through the observation of strict rules that have
always been of great importance throughout history.
b) Although not necessarily more modest than others, the social rules they have show that it
is important for British people to appear modest.
c) Besides the fact that most British people are modest, they also have more social rules
than other nations.
46
d) Other nations may actually be more modest than the British despite not having a set of
social rules.
e) For the British, it is important that they are viewed as the most modest nation in the
world since they have a set of strict social rules.
3. For decades, Latin America’s importance in the world has been decreasing – it is not an
economic powerhouse, a security threat or a population bomb.
a) Due to the lack of security, and the population explosion in Latin America, it can no longer
be considered an important player in the world stage.
b) Latin America has become increasingly less important in the world because its economy
is shrinking, its population is exploding and it is no longer a security thread.
c) Over the past few decades, globally there has been recognition that Latin America is
slowly gaining a place in the world economy despite its shrinking population.
d) For many years now, Latin America has become less important and poses no threat
economically, security-wise or in terms of over-population.
e) Recently, Latin America has lost its global importance in terms of its economic power
and population, but it is still a potential security threat.
4. As inhabitants of one of earth’s most densely populated continents, Europeans know well
that environmental protection is not a luxury, but rather a necessity.
a) Living in one of the world’s most densely populated continents, Europeans are well aware
that they need to protect the environment.
b) More people live on the European continent than anywhere else and for this reason they
know that they have a duty to protect the environment.
c) It is necessary for Europeans to stop living in luxury and start taking more responsibility
for the protection of the European continent.
d) Of all the densely-populated continents on earth, Europe is the one that is in most need of
environmental protection.
e) The luxury of protecting the environment can no longer be applied to earth’s continents,
particularly in the case of Europe.
47
Brief Guidelines for giving end-text reference
The second component of giving references is end-text reference. Compared to an
in-text reference, an end-text reference provides a more detailed account of the
sources that have been used in the essay. The aim of giving end-text reference is to
provide the reader with all the necessary information in case s/he wants to make use
of the same source. Note that any source cited in the text with parenthetical
reference must also appear in the end-text reference. As you can understand from
the name, end-text reference is listed under the title "References" at the end of your
essay.
All the sources cited in the text should appear on the reference list.
The title of the reference list should be "References" and should be centered on the
page. The reference list should begin on a new page.
The list of works should be arranged alphabetically by the authors' surnames.
The entries should be double-spaced. The first line should be flushed with the left
margin, and all subsequent lines should be indented five spaces from the left
margin.
Exercise 14 Components of a reference list
a. Check out a sample references page below.
b. What kind of sources are listed in this list? Put a tick next to the sources the writer has
used. Explain how you distinguish the different types of sources.
□ Book by one author
□ Journal article
□ Book by more than one author
□ Internet article
□ Newspaper article
48
How to create end-text reference page
The list of works should be arranged alphabetically by the author’s surnames.
The title of the reference list should be “References” and should be centered on
the page.
The reference list should begin on a new page.
The entries should be double-spaced. The first line should be flushed with the
left margin, and all subsequent lines should be indented five spaces from the left
margin.
*You can go to p.70 to see more details about End-text references.
49
Exercise 15 End-text references
Look at the following end-text references and match them with the descriptions
provided in the box below.
a. book by more than one author f. reference book with no author or editor
b. article from a newspaper g. translated work
c. chapter in an edited work h. book by one author
d. article from a journal i. edited book with no author
e. article in a magazine j. website
1. ______ Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing
manuscripts for journal publication. Washington, DC: American
Psychological Association.
2. ______ Stock, G., & Campbell, J. (Eds.). (1998). Leadership styles. New York:
Oxford University Press.
3. ______ Domhoff, G. W. (2005). How the power elite dominate government. In
D. Egan & L. Chorbajian (Eds.), Power: A critical reader, (pp. 101-110).
New Jersey: Pearson Prentice Hall.
4. ______ Roy, A. (1982). Power struggle in a changing world. British Journal of
International Relations, 141, 171-177.
5. ______ Edelman, E. (2006, June 19). Three legacies: Ataturk, İnonu, and Ozal,
and the making of the U.S.-Turkish relationship. Retrieved September 1,
2008, from http://www.defenselink.mil/policy/sections/public_statements/
speeches /usdp/edelman/2006/june_19_2006.html
6. ______ Greenberg, G. (2000, August 13). Portraits of power. New Yorker, 36-
41.
7. ______ Merriam-Webster's collegiate dictionary (10th ed.). (1993). Springfield,
MA: Merriam-Webster.
8. ______ Laplace, P. S. (1951). A philosophical essay on probabilities (F. W.
Truscott & F. L. Emory, Trans.). New York: Dover. (Original work published
1814)
9. ______ Political leaders of the twentieth century. (1993, July 15). The
Washington Post, p A12.
10. ______ De Lissovoy, N. (2008). Power, crisis, and education for liberation.
New York: Palgrave Macmillan.
50
UNIT 4: PARTS OF AN
ACADEMIC PAPER
51
UNIT 4: PARTS OF AN ACADEMIC PAPER
Transforming a non-documented Essay into a documented essay
The Power of the Screen
When television was first introduced, writers and social scientists thought that this new
invention would better life. Pictures which advertised television in the 1950s invariably showed
a happy family gathered together in the living room, sharing the TV viewing experience. Who
could have guessed that a quarter of a century later mother would be in the kitchen watching a
daytime drama, dad would be in the living room watching a ball game, and the children would
be watching cartons in the bedroom? Who could have known then that each family member
would get glued to their own television in their own rooms and that this would be a normal
scene in every household? Nobody could have foreseen this sad picture, which prevail almost
all homes all over the world today. Unfortunately, TV has taken over family life and thus has
two negative effects on family relationships.
To begin with, TV has certainly influenced the activities of family members, especially
limiting family outings. As families today schedule their lives around the television only, when
there is a special occasion, which requires every family member to attend, there is always
someone in the family who does not want to go. They generally utter the same complaint, I will
miss my program". Afraid of missing even one episode of their favorite program, they sacrifice
the valuable time they would otherwise spend together with their family. Because each family
member today has at least one program per week that cannot be sacrificed for an ordinary family
outing, there is an increasing decrease in the interest in possible family outings these days.
Another reason why TV is favored over family outings is that it provides a variety of
entertainment programs, which in ret um make family members house-bound. When people
have the opportunity to spend time with TV series, talk shows or entertaining shows, they do
not feel the need to go out. For example, technology made it possible today to watch a live
concert comfortably at home or watch a very recent movie supported with surround systems.
Because all this entertainment is free of charge, TV also greatly contributes to the family budget.
Why would people go out and spend huge amounts of money for activities they can access at
home?
Perhaps more important than the lack of family outings is the destruction of family time
together at home. TV leaves little time for the traditions that used to be formed during long
evenings together. The time devoted to traditional games, songs, and hobbies - all traditional
activities - in the years before TV is now dominated by "the tube". On New Year's Eve, for
example, most families used to enjoy themselves playing bingo; however, they now spend their
time in front of the screen watching colorful TV shows. In addition to the loss of traditions, TV
has decreased quality time spent together. When all the family members are at home, they do
not bother to communicate with each other, because they are mostly busy watching their
favorite shows even when they are eating meals. Thus, they miss the opportunity to spend time
talking, arguing, or discussing. It is unfortunate that people now know more about the TV
characters than they know about their husbands, wives or children. Another example to the
decrease in quality time is that modern day mothers use television as a babysitter. They leave
their small children spend countless hours in front of the TV, passively ingesting whatever
flashes before their eyes, instead of playing with them.
52
All in all, TV has robbed the valuable time families spend outside and at home. Families
unfortunately live a dismal and mechanized life, which is predetermined by TV guides. Due to
these guides families simply cannot do without and require a four to five hour "Television dose''
everyday, which cruelly kills the quality time spent together with the other family members
away from the TV set. Indeed, if the family does not accumulate shared experiences, it is not
likely to survive. Consequently, if parents and children alike do not change their priorities,
television will continue to exert its influence on family life as babysitter, pacifier, teacher, role-
model, and supplier of morals, thus supplant the place of the family in the society.
Exercise 1 Organization of the essay
Answer the questions according to the essay above
1. How does the writer start the essay? Any introductory strategy used?
____________________________________________________________________
2. Underline the sentence that gives the main idea of the essay.
3. How does the writer conclude the essay? Any concluding strategies?
____________________________________________________________________
Exercise 2 Analyzing the sources and using quotations
1. First read the following articles and analyze the sentences underlined.
2. Choose 3 quotations which you can use to support the ideas in the essay.
3. Paraphrase the quotations that you have chosen, and write them down in the
box provided on page 57.
4. Insert them in places that need support in the essay “The Power of the Screen”
Article 1 Negative Effects of Television
While merrily watching television, we seldom think that it may affect us negatively. We
rarely think about the negative effects it can have on our mind and body. To look at the negative
effects of television, read on...
Is television an important source of entertainment for you? Do you sit to watch television
on reaching home from work? Do your children join you in watching daily soaps and reality
shows? Then this is an alarming bell for you! (A) In a study conducted in Paris, Institute of
Psychological Research, 80% of the participants reported that they are addicted to watch
at least 2 TV shows per week and that this relaxes them more than anything else could.
Television, while it appears to be a stress buster, it actually adds to your mental stress.
Television may seem to help you get rid of your tensions but it is rather adding a burden to your
brain. Yes, television manifests its negative effects. It has a severely negative impact on the
minds of the watchers.
(B) Spending too many hours watching television, consumes the precious time that
can rather he spent in fruitful and healthy activities like exercise or reading. It also uses
53
up the time that you can rather spend with your family and friends. Chatting with your near
ones, spending time with your close ones is a better expenditure of time than in watching TV.
The children of today watch television for long hours. Many a time, they spend their
evenings watching their favorite programs on TV. At times they stay up late to watch films on
TV. This activity adds to their sedentary hours. The addiction to television deprives them of
their time to play. Children should rather engage in physical activities during the evenings. They
should go to the open spaces to play with friends or spend time reading some good books.
Moreover, watching television is detrimental to one’s eyesight. These activities can help them
live a healthier living.
(C) Some researchers claim that the attention deficit disorders in children are a
result of watching television. They say that watching television leads to a developmental
disorder in the part of the brain, which is responsible for language skills. Children, who
watch television and read less, show difficulties in paying attention or concentrating.
Children spending long hours in watching television are susceptible to being affected by
attention deficit disorders.
Television is one of the effective media, which are used to propagate all types of
products Unsupervised television watching in children can lead to an early exposure to a wide
variety of things. Television advertisements may influence the children to resort to improper
measures. Commercials about fast foods, cold drinks or other such products that are not good
for health, are bound to leave an impact on children watching them. Attractively presented
advertisements and film stories deeply impact young minds, thus influencing the thoughts and
behavior of children.
(D) People watching television, especially children and youngsters, start identifying
with what is shown on TV. They relate to television shows and films to such an extent that
they get bored pf living a normal and simple life. They crave for fame and riches; they
yearn for living the lives of their favorite TV characters. This may lead to a high amount
of dissatisfaction in the masses. As real life is the contrast of the life, portrayed on TV,
such TV addicts become hungry for power, money and status.
Studies in psychology have shown that watching intense emotions on television leaves
a long-lasting impact on one's mind. Horror scenes, ghosts, frightful scenes that are featured on
television have a negative impact on the minds of people watching them. Violence, murder,
bloodshed and physical abuse that is shown on television impacts the thoughts and emotions of
the spectators.
Television is one means of recreation but its excessive use is detrimental to one's
physical and mental health. You need to strike a balance of everything in life.
Taken from:
Gisso, A. (2000, September 14). Negative effects of television. Retrieved February 25, 2008
from http://www.bpsjOurnals.co.uk/artide I 345
Article 2 TV and its Impact on Kids
Are you in the habit of relaxing by watching television? However, television is replete
with programs involving objectionable content and violence.
Watching television is one of the ways many people choose to unwind after a hard day's
work. While television is a major source of entertainment the content depicted including
violence and adult content in television can have negative effects on the viewers. Many children
end up watching television even before they start school and so television has a huge impact on
54
their impressionable minds. (A) Even infants and toddlers watch around 2 hours of
television per day. For kids under the age of 6 the time spent in front of the television is
also around 2 hours while kids and teens tend to spend as much as 4 hours in front of the
television besides spending some time at the computer.
Television can be used to impart education where children learn the alphabet but as they
grow older they tend to spend tar too much time and this in turn interferes with their normal
activities such as playing with friends, reading and doing homework, and spending quality time
with their families.
The negative effects of television include:
(B) The violence depicted on television has a desensitization effect on the children On
an average American children witness around 200000 acts of violence in television by
e time they turn 18. This makes them less sensitive and increases their aggressiveness
since this television violence is often portrayed to be fun and acceptable. E.g.: A child
may think it is perfectly alright for a man to hit another person because his favorite
character did that.
Television also portrays certain topics rather brazenly when in fact these issues need to be
dealt with care and sensitivity. Sex, substance abuse and other important issues are not
handled and depicted with a great deal of maturity on television and this in turn can end up
giving out the wrong message. E g.: A program objectifying women and portraying them as
sex objects may end up giving the wrong message to youngsters
(C) Advertisements such as those promoting alcohol and cigarettes have resulted in a
Large number of youngsters indulging in their consumption.
One of the biggest ill effects of television is that it has contributed to increasing obesity
among people. While watching television people lend to consume large amounts of
unhealthy rood items such as chips and soft drinks. Television is only promoting the
sedentary lifestyle that people follow and this in turn has contributed to obesity.
Commercials on television are directed towards marketing toys and other items for the kids
and these are responsible to a certain extent to the wrong habits and wrong choices that
children tend to make.
Some research studies indicate that television is responsible for hampering the development
of some areas of the brain that are in control of moral judgment and also attention. That is
why many studies also seek to link the relationship between attention and comprehension
problems and television.
(D) Television may also affect relationships between families since it may not allow
family members to spend quality time with each other. Recent studies blame
"babysitter effect for this and suggest that mothers are mostly responsible for this
because of their acts during infancy. Since they constantly use TV as a source they can
rely on when their babies start crying, children grow up to be addicted to watching TV
at very young ages and thus are deprived of the precious time they would otherwise
spend with their families.
Taken from:
Wall, L. (2007). TV and its impact on kids. In S. Butcher, & N. Thomson (Eds.), The “tube”
in the new century (2nd ed.). (pp. 98 - 99). Oxford: Oxford University Press.
55
Article 3 Television: Killing Social Life?
(A) Television has become a "member" of almost every single family on our planet
and not just an ordinary member, but a very important one, because the time spent in
front of it exceeds the amount of time spent together with any other family member. You
do not have to put any efforts to talk or listen to complaints while "communicating" with it. It
is so simple that it has become an integral part of the culture of every family. It is only when
people watch TV that they forget about all the family troubles and the failures of the day. The
sofa opposite the TV set has become the place of "reconciliation and spiritual unity" of the
family.
Years ago the role models for children were their own parents only; however, now these
examples come from hit-thrillers and violent films where those imitated are cruel, impartial and
often evil. Nowadays, resulting from this phenomenon, children, instead of playing leap-and-
frog in the streets, pretend to be "terminators" and run around "killing" each other. These
children's identification with "negative" destructive images has a vital impact on the
development of their personality. Violence becomes an ordinary means of interaction and they
cannot learn the right virtues in social interaction.
(B) Television has, also a great influence on the self-image of people watching it.
We see perfectly shaped bodies hundreds of times per day. All the men shown on the TV
screen have big muscles and are handsome, and all the women shown are very skinny and
their faces and bodies look like a complete perfection. This has caused numerous eating
disorders, especially among teenagers. Such things as bulimia, anorexia, and self-
mutilation have become a well-spread phenomenon.
A person, especially a child that spends a lot of time in front of the TV-set has a very
high probability of having eye sight problems. Another negative influence that is connected
with the sight is the problem in hearing due to the shortage of auditory stimulation. Even if the
programs watched are not violent, if they are watched per hours they may have a deep impact
on the personality, causing psychological and physiological problems.
…
(C) Television prevents children from doing their homework and adult, from
completing their work, resulting in lower grades on the part of the children and decreased
work productivity on the part of the parents. Children being attached to the TV-set miss the
possibility to learn the world through real nature, games, sports, and conversation with family
members. Television has turned our lives into a nightmare. This is a nightmare in wh.ch
television performs the role of a family member that cannot be sacrificed for anything. This is
a nightmare in which not only children but also parents regard TV as their sole family member
whom they should be giving full attention. It has turned our lives into an addiction that
suppresses the beauty of our family life and can without any doubt be called one of the worst
inventions of modern times.
It is now time to wake up and lead a better life without TV. Unless this is done, TV will
harm family relations more in the future. (D) We should not forget this: The quality of life is
diminished as family ties grow weaker, as children's lives grow more and more separate
from their parents, as the opportunities for living and sharing within a family are
eliminated.
Taken from:
Thuente, Z. (2001). Television: Killing social life? Oxford: Oxford University Press.
56
Article 4 How Do You Think Watching TV Affects us?
(A) There is probably no greater influence on social issues and society itself than
the television. It has become arguably the greatest invention of the past century. With it,
we have witnessed countless historical events: Inaugurations of presidents; man's first steps on
the moon; the assignation of John F. Kennedy; even disasters as they happen. But how did this
invention enter our lives?
It was in 1954 that the first TV was completed and released for consumer use. (B)
People were highly enthusiastic about the possible positive effects of this incredible
machine on their lives because this change meant the end of an era for them. Families did
not need to rely only on print as the main channel to access information and knowledge
any more. This machine was going to introduce new lives to them and inform them of the news
at no cost. TV has undoubtedly fulfilled that role successfully because it is the most common
and trustworthy source of information that each and every family has access to.
What about the social aspects of this issue? For most people their life at home was going
to be much more colorful thanks to TV from then onwards. They were going to start sharing
more time with their families since their family lives would then center around the television.
Nearly everyone was optimistic about this new invention. (C) Psychologist Joel Gold, for
instance, thought television was going to bring families closer together. However, the belief
that TV would make their lives better by bonding family ties is now challenged.
As television has enriched our lives, it has unfortunately led to the destruction of social
life because television today has actually made many people very addicted to its content. While
watching television people put off things to do such as paying bills, dishes, yard work, even
going to the washroom. (D) They fear they will miss something vital and due to this people
have become zombies who need TV for survival and thus do not want to go out for a walk
or meal together with their loved ones. Family members today feel that they have to have the
television on so someone can fall asleep, or they want to hear that background noise as they are
doing housework. Nobody talks to their husbands, wives or children anymore since they believe
having TV on may substitute real talk.
…
All in all, television is increasingly controlling people and their lives today. Parents need
to give their children more attention and mirror a healthy and productive life away from the
television so that children lead a happy life in which they have a loving bond with their parents
instead of one with the TV.
Taken from:
Guwern, J. (2008, March 12). How do you think watching TV affects us? Psychology Today,
40 (2), 103 - 105.
57
Please paraphrase three quotations into the box below:
Exercise 3 Analyzing the final form of an academic paper
Your instructor will provide you with the final version of the essay in which the
citations are inserted. Analyze the essay carefully to see a sample documented essay
by answering the questions below.
1. How similar is this version to yours? Why?
2. Underline the signal phrases. Use a dictionary if you do not know their meanings.
3. Does the writer make use of any direct quotations? Why? Why not?
4. What are the functions of each paraphrase and each quotation?
5. Do you think the paraphrased versions are weak or strong? (You may refer to p. 40)
Paraphrase 1:
Paraphrase 2:
Paraphrase 3:
58
Writing the introduction of an essay
Note: Usually, in a short essay the introduction part is one paragraph. However, if the essay
is very long, there may be more than one paragraph of introduction before focusing on the
main argument.
An introduction of an essay must have a hook, background information, and a thesis
statement.
Hook
A hook is a statement that begins the introduction. It includes one or two interesting
sentences that engage the readers' attention and stimulate their curiosity. Here are some
common hooks:
A quotation or saying (Find these by searching for "your topic + quotation" with an
internet search engine). Make sure it is actually relevant to your thesis!
An unusual fact or surprising statistic. This type of hook is more common in a research
paper; after all, it is during your research that you would find such information.
The beginning of a story, if you relate an anecdote in your introduction.
A question. These are tricky to use effectively—you need to ask a question that will
increase your readers' interest and make them want to read your paper to find out the
answer
The information after the hook sets up the thesis statement. You need to give specific
descriptions and support for your thesis statement in the body of your paper.
Background Information
Background information in most cases follows the hook. The background information
contains a general statement or statements that give a broader picture of the subject matter
to be discussed. The sentences below provide the context (situation) for the essay on a
wedding celebration.
I met my husband on a student trip to Honduras. After four years of letter writing and
visits, we finally announced our engagement and planned for the event.
Thesis Statements
A thesis statement usually comes at the end of the introduction. It summarizes what the
entire essay is about. It contains the topic and the controlling idea for the whole essay. The
topic is the theme or subject matter of the essay. The controlling idea defines the purpose
of the essay and sets its direction.
My wedding day was the most thrilling day of my life.
Controlling idea
Topic
idea
59
Exercise 1 Examining an introduction
Read this introduction to an essay then answer the questions below. Compare your
answers with a partner.
One of the Best Moments of My Life
It was a sunny day in the summer of 1998 when my family moved out of the city to
the suburbs. I did not like leaving because I would lose my friends and the places where
I had had so much fun. It was very sad for me to see my friends standing in front of the
old house as we said our last goodbyes. Little did I know that this move would turn out
to be one of the best moments of my life.
1. Circle and label the hook.
2. Underline the background information.
3. Underline the thesis statement.
4. Write the topic of the thesis statement___________________________________
5. Write the controlling idea of the thesis statement.__________________________
Exercise 2 Writing the introduction
Now you will write the introduction part of your essay.
Writing the body paragraphs
The body part is the place where the writer usually develop the main argument. In
academic paper, there should be more than one (at least three) body paragraphs.
The body paragraphs of an essay contain the supporting details of the essay.
The topic sentence clearly states the content of each paragraph.
It supports and expands on an aspect of the topic and controlling idea of the
thesis statement. The topic sentence is often one of the first sentences of a body
paragraph.
Each body paragraph must develop a point presented in the topic statement.
All the supporting details in a body paragraph must clearly relate to each other.
They can be description, definitions, examples, anecdotes, statistics, or
quotations. Quotations may come from a published work or from a personal
interview.
The concluding sentence may bring the idea of the paragraph to a close, suggest the
content of the next paragraph, or it is a restatement of the topic sentence of that
paragraph.
Exercise 3 Examining body paragraphs
Analyze the sample student paper in Appendices on pages 62-67, and answer the
questions below.
1. Underline the topic sentences in each body paragraph.
2. What kind of supporting details are provided in body paragraphs? How do they
support the topic sentence?
3. Analyze the concluding sentence in body paragraphs (If there is one). What is the
function of them in each body paragraph?
a. It brings the idea of a paragraph to close.
b. It suggests the content of the next paragraph.
c. It is a restatement of the topic sentence of the paragraph.
60
Exercise 4 Writing the body
Now you will write the body paragraphs of your essay.
Writing the conclusion
A conclusion, first of all, summarizes the main points of your essay. These are
what you want your reader to remember most! You may use specific language to
signal your conclusion, such as To sum up or In conclusion, although it isn’t
necessary. Since your conclusion is always your final paragraph, your reader will
know what it is.
A conclusion does not introduce new arguments or important information. These
belong in the body of your essay. However, you may logically extend the arguments
you made in the body of your essay by making a recommendation or prediction. An
academic essay is not a novel; there are no surprise endings. A reader would feel
very surprised if you wrote three or four paragraphs about the evils of sugar and
then concluded by saying, However, life is short, so make it pleasant and eat as
much as sugar as you want!
Depending on your hook, you might be able to tie your conclusion back to your
introduction. For example, a writer who had begun an essay against sugar with the
quotation What are little girls made of? Sugar and spice and everything nice might
write in her conclusion, A little girl made of sugar wouldn’t be “nice”- she’d likely
be obese and have bad teeth. Let’s make our little girls, and our little boys, of
healthy, natural food.
Conclusions that tie back to introductions, like very clever hooks, are hard to
write—not just r students but for professional writers too. Don't feel bad if you can’t
write these every time. Often, whether you can write them depends on your topic.
However, notice these types of conclusions when you read them in other pieces of
writing, and remember that you also can conclude certain essays in this way.
Exercise 5 Examining the conclusion
Analyze the conclusion in the sample student paper in Appendices on pages 62-67, and
answer the questions below.
1. Did it summarize the main points? If not, which points did it miss?
2. Did it add any new main points or support? If so, what?
3. Did it make a recommendation or prediction? If so, what?
4. Did it tie back to a hook in the introduction?
Exercise 2 Writing the conclusion
Now you will write the conclusion of your essay.
61
APPENDICES
62
Sample Research Paper
Sugar: Friend or Foe? i
Sugar: Friend or Foe?
Authored by: Ji-un Kang
Submitted to: Professor Dorothy Zemach
Korea National University
Submission date: July 10, 2011
63
Sugar: Friend or Foe? 1
In the developed world, sugar is present in almost all aspects of our diet. The most
obvious sources of natural sugar are sugar cane and the sugar beet. Sugar also occurs
naturally in most fruits, as well as in some nuts, roots, and vegetables. However, in
addition to these natural sugars, there is a huge amount of refined sugar artificially
inserted into our food and drink. Soft drinks, sweets, desserts, fast food, and even typically
salty foods like crisps all contain some form of sugar added to make them taste better.
The results of this over-consumption of sugar are linked to obesity, which can lead to
diabetes, tooth decay, and a range of other illnesses and conditions. People should be
aware of the dangers of eating too much sugar and should take steps to reduce the amount
of sugar in their diet.
One of the greatest dangers of consuming too much refined sugar, or sugary foods,
is obesity. The official website of the World Health Organisation (2010, para. 4) states
that obesity is "abnormal or excessive fat accumulation that presents a risk to health.” The
same website estimates that approximately two billion adults worldwide are either
overweight or obese, and a staggering 80.5% of American males aged 15 and over are
obese today. There is a clear link between sugar and obesity, since the high levels of
energy that are contained in sugary foods, if not burned off through exercise, lead to
weight gain. The health risks associated with obesity are very serious; a 2006 study
(Haslam & James) of obesity concluded that "Average life expectancy is already
diminished; the main adverse consequences are cardiovascular disease, type 2 diabetes,
and several cancers.” To avoid these negative effects, it is crucial that people do their best
to avoid obesity-and that means avoiding sugar.
64
Sugar: Friend or Foe? 2
Furthermore, refined sugar is partly responsible for a range of conditions and
illnesses that have become much more widespread and noticeable in modern society. For
example, a study carried out by Vecchia, Franceschi, Bidoli, Barbone, and Dolara (1993)
found that even sugar in small amounts, such as the sugar that is put in tea or coffee, has
an impact on the risk of developing cancers of the digestive system. Sugar is also
implicated in the development of type 2 diabetes. Although there is no direct causal link
between sugar consumption and diabetes (for the causes of diabetes, see the American
Dietetic Association website), weight gain and obesity-results of consuming too much
sugar-put people more at risk of developing diabetes (Eberhardt et. al., 2004). According
to the British charity Diabetes UK (2009, para. 4), untreated diabetes can cause weight
loss, blurred vision, and many other serious symptoms. For this reason alone, the amount
of sugar in the diet should be considered very carefully.
There are other health problems associated with sugar. Sugar is bad for teeth, and
is a major cause of tooth decay. A study carried out in both rural and urban populations
in South Africa, published on the World Health Organisation bulletin board, concluded
that "high consumption of added sugars contributes significantly to the incidence of dental
caries" (2003). In addition, research published in the British Medical Journal tentatively
concludes that "consumption of sugar sweetened soft drinks and fructose is strongly
associated with an increased risk of gout in men” (Choi & Curhan, 2008). In short, too
much sugar is responsible not only for major health risks but also painful and problematic
conditions.
Finally, one more issue associated with the over-consumption of refined sugar is
that it steals nutrients from the body. The body’s engine, the metabolism, has great
difficulty burning refined sugars and so must use some of its own stored nutrients to
65
Sugar: Friend or Foe? 3
convert refined sugars to energy. According to physical training expert Ralph Klisiewicz,
refined sugar
... leaches the reserve of vitamins and minerals stored in your body ... Refined sugar
[also] increase^] acidity in the body. To neutralize this acid state, the body draws
calcium from bones and teeth making them weaker and more susceptible to
degeneration. (2010, para. 7)
These negative effects are one reason why refined sugar has been called a thief. Besides
stealing, a thief can also destroy things. "Refined sugar,” Klisiewicz goes on to say,
"invades the lymphatic system, ... [and] results in increased white blood cell production”
(2010, para. 8). Because of these effects, people are more open to other kinds of attacks
from disease.
In conclusion, sugar is not an ideal fuel for the body. Instead, it acts more like the
body’s enemy. It causes weight gain and obesity, which can lead to many serious
illnesses, as well as death. Sugar appears to be responsible for a range of other diseases
and conditions such as cancer, diabetes, tooth decay, and gout, and it is actually not at all
nutritious for your body. Of course, as with many things in life, raw sugar in moderation
is both healthy and desirable. However, with the high concentrations of refined sugars in
so many of the products we consume daily, sometimes in unexpected places, eating sugar
only in moderation is a big challenge. We all have a choice: accept the challenge, or
accept the frightening consequences of eating too much sugar.
66
Sugar: Friend or Foe? 4
References
Choi, H. K., & Curhan, G. (2008). Soft drinks, fructose consumption, and the risk of
gout in men: prospective cohort study. The British Medical Journal, 336: 309 doi:
10.1136/bmj. 39449.819271. BE
Diabetes UK (October 2009) Retrieved August 18, 2010 from
http://www.diabetes.org.uk/Guide-to-diabetes/lntroduction-to-
diabetes/What_1s_diabetes/
Eberhardt, M. S., Ogden, C., Engelgau, M., Caldwell, B., Hedley, A. A., & Saydah, S.
H. (2004). Prevalence of overweight and obesity among adults with diagnosed
diabetes-United States, 1988-1994 and 1999 2002. MMWR Morbidity and
Mortality Weekly Report, 53(45): 1066-1068. PMID 15549021.
Haslam, D.W., & James, W.P.T. (2005). Obesity. The Lancet, 366(9492), 1197-1209.
Relevance to addictive drugs. The Journal of Neuroscience, 22(9), 3306-3311.
Klisiewicz, R. (2010, February 3). The dangers of refined sugar and its impact on
fitness. Ezine Articles database. Retrieved August 18, 2010, from http://
ezinearticles.com/?The-Dangers-of-Refined-Sugar-and-lts-lmpact-on-Fitnessaid-
3683366
Vecchia, C. L., Franceschi, S., Bldoli, E., Barbone, F. and Dolara, P. (1993), Refined-
sugar intake and the risk of colorectal cancer in humans. International Journal of
Cancer, 55, 386-389. DOI: 10.1002/ijc.29l0 550308.
World Health Organization (2003, August 23). Populations with high sugar
consumption are at increased risk of chronic disease, South African researchers
report [Press Release]. Retrieved August 20, 2010, from
http://www.who.int/bulletin/ releases/2003 / PR0803/ en /
67
Sugar: Friend or Foe? 5
World Health Organization (2003, August 23). Obesity. Retrieved September 2, 2010,
from http://www.who.int/topics/obesity/en/
68
End-text referencing
Book with one writer:
a. As end-text reference:
Ayling, S. E. (1966). Portraits of power. New York: Barnes & Nobles, Inc.
b. As in-text reference:
(Ayling, 1966, p. 56)
Book with two writers:
a. As end-text reference:
Atkinson, R. H., & Longman, D. G. (2003). Power and leadership. Boston:
Thomson Heinle.
b. As in-text reference:
(Atkinson & Longman, 2003, p. 192)
Book with two or more writers
a. As end-text reference:
Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (2006). Leadership: Enhancing the
lessons of experience (5th ed.). Singapore: McGraw-Hill.
b. As in-text reference:
The first time it is mentioned: (Hughes, Ginnett, & Curphy, 2006, p. 34)
From the second time onwards: (Hughes et al., 2006, p. 34)
Initials of the
author’s first
name
Year of
publication
City of
publication
Publisher of
the book
Author’s
surname Name of the
book
69
Book with editor(s)
a. As end-text reference:
Burke, R. J., & Cooper, C. L. (Eds.). (2006). Inspiring leaders. New York:
Routledge Tailor and Francis Group.
b. As in-text reference:
(Burke & Cooper, 2006, p. 45)
Chapter or article in a book
a. As end-text reference:
King, M. L. (2007). Three ways of meeting oppression. In S. Bachmann, & M. Barth
(Eds.), Between worlds: A reader, rhetoric and handbook (5th ed.). (pp. 237-240).
New York: Pearson – Longman.
b. As in-text reference:
(King, 2007, pp. 237 – 238)
Article in a Journal
a. As end-text reference:
Lewis, C., & Robinson W. (2005). The authoritarian personality. The Journal of
Psychology, 40 (4), 470 – 501.
b. As in-text reference:
(King, 2007, pp. 237 – 238)
Name of the
writer
Book’s year
of publication
Name of the
Article
Names of the
book’s editors
Name of the
book
Edition
number of the
book
Page numbers
of the article
Place of
publication Publisher of
the book
Name of the
writer
Journal’s year
of publication
Name of the
Article
Names of the
Journal
Issue number
of the journal
Page numbers
of the article
Volume number
of the journal
70
Internet Article
a. As end-text reference:
Mango, A. (2000, September 24). Atatürk in his lifetime and today. Retrieved
September 1, 2008, from http://www.ataturksociety.org/asa/voa/mango.html
b. As in-text reference:
(King, 2007, pp. 237 – 238)
Internet article with no date
a. As end-text reference:
McGrath, T. (n.d.). Is war inevitable?. Retrieved May 23, 2008, from
http://www.phillymag.com/articles/is_war_inevitable/page3
b. As in-text reference:
(McGrath, n.d., para. 5)
Name of the
author
Date of publication /
release on the web
Name of the
Article
Web address of the site
where the article was found
Date when the
article was accessed
71
How to make the Title Page The title page acts as an invitation to readers. As you might expect, style guides, such as
the APA Style Manual, follow a standard format. Notice the format in the following
example. Note that all characters are in the same font style and size as the research paper.
(Your title page will take up an entire page; here, the example is on a shorter page to save
space.)
Plastic World i
Can We Survive in a Plastic World?
Authored by: Dezhong Sun
Submitted to: Professor Mansour Al-Ramadi
King’s College
Submission date: June 25, 2011
shortened title, or
"running head," is
included on every
page. Use lower-case
Roman numerals (i,
ii) for the title page
and abstract.
Use Arabic numbers
(1, 2, 3) on all other
pages.
Thought-provoking
title with no
underline, quotation
marks or italics,
perfectly centered on
the page from top to
bottom and left to
right.
clarification of
author, reader, and
school four spaces
below title and
centered.
date three spaces
below
72
How to prepare your short presentations
You have worked hard in this course researching a topic in depth and formulating
your insights and ideas. Now it is your chance to shine as a researcher. Talking
about your experiences as a researcher is the climax of the story of research. You
have read a great deal, written and rewritten, and talked to others about your
research project while gathering new perspectives. Talking is a simple but
important way to deeper, the understanding you have of your project.
A short presentation is one effective way to crystallize your ideas, give them life
beyond the written page, and to get some immediate responses.
Your presentation will cover only the main points of your research; you are not
going to (and don’t have time to) read your entire paper aloud. Instead, showcase
the highlights of your research by summarizing the main ideas and the most
interesting and convincing supporting points. In most cases, you would include
every main point from each body paragraph—but not always! It depends on the
length of your paper and, of course, on the importance of each point Referring back
to your abstract is an easy way to find the main points of your research.
Note how the main points are arranged in the following presentation outline for the
research paper on sugar:
Point 1 - The hook: Sugar is a dangerous and pervasive poison.
Point 2 - Thesis: People should be aware of the dangers of eating too much sugar
and should take steps to reduce the amount of sugar in their diet.
Point 3 - Sugars historical uses
Point 4 - Sugar’s widespread uses today
Point 5 - The manufacturing and processing of sugar
Point 6 - Sugar's connection to disease
Point 7 - Sugar's destructive potential
Point 8 - Conclusion: Urge audience to consume less sugar.
73
How to fix your mistake after the instructor’s feedback
Error correction symbols:
VOCABULARY
Symbol Meaning Example Correction
^ Add a word or
words
A cup ^ tea A cup of coffee
ww Wrong Word She went at the morning.
ww
She went in the morning.
x Leave this word
out
My boss she saw me yesterday.
x
My boss saw me yesterday.
wf Wrong form He is a happily man.
wf
He is a happy man.
sp. Spelling He drinks coffe for breakfast.
sp.
He drinks coffee for breakfast.
C Capitalization He gets up late on sundays.
C
He gets up late on Sundays.
GRAMMAR
Symbol Meaning Example Correction
wt Wrong tense I drink coffee yesterday.
wt
I drank coffee yesterday.
vf Verb form After the accident he was took to the
vf hospital.
After the accident he was taken to
the hospital.
wo Word order Friday always is our busiest
wo
night.
Friday is always our busiest
Night.
art. Article missing or
misused
It was a awful music.
art.
It was an awful music.
prep. Preposition
missing
We start dinner 6:00 pm.
^ prep.
We start dinner at 6:00 pm.
pl. / sg Plural / singular I like animal.
pl.
I like animals.
SVA Subject verb
agreement
She get up late everyday.
SVA
She gets up late everyday.
P Punctuation Can you see the stars.
P
Can you see the stars?
subj. Subject missing Is open until 10:00 pm.
^subj.
It is open until 10:00 pm.
v Verb missing The employees on time and
^v work hard.
The employees are on time and
work hard.
conj. Conjunction
missing
The garlic shrimp, fried clams, broiled
^conj. lobster are the most popular dishes.
The garlic shrimp, fried clams, and
broiled lobster are the most popular
dishes.
T Transition missing She was careless. She frequently spilled
^T
coffee on the table.
She was careless. For example, she
frequently spilled coffee on the table.
frag. Fragmented
Sentence
When I was a child.
frag.
When I was a child, I used to drink
milk.
run-on Run-on sentence She wrote an email I replied her today.
run-on
She wrote an email, and I replied her
today.
74
References
Davis, J., & Liss, R. (2006). Effective academic writing 3: The essay. Oxford: OUP.
Gülcü, M., Gülen, G, Şeşen, E., & Tokdemir, G. (2011). Academic English: Survival
skills II (4th ed.). Ankara: Black Swan.
Zemach, D.E., Broudy, D., & Valvona, C. (2011). Writing research papers: From essay
to research paper. Oxford: Macmillan.
