ELL 182

Effective Written Communication

(ESB)

TUTORIAL PORTFOLIO
class exercises, homework and
assignment tasks

English Language & Linguistics Program (ELL)

School of Humanities and Social Inquiry (HSI)
Faculty of Law, Humanities & the Arts (LHA)

YOUR NAME:

YOUR TUTOR’S NAME:

YOUR TUTORIAL TIME:

ELL 182 Tutorial Portfolio Tutorial Page 240

© University of Wollongong 2019. All rights reserved.
Contents of Tutorial Portfolio section

Topic 1 Academic culture and academic writing.....................................................242

Topic 2a Different registers of academic writing in English (part 1)........................246

Topic 2b Different registers of academic writing in English (part 1)........................250

Topic 3 Information reports: our first example of an academic genre

Topic 3a: reading and analysing an information report………………...252

Topic 3b: writing and analysing your own information report...................255

Assignment TWO.......................................................................................260

Topic 4 Using evidence in academic writing...........................................................263

Topic 5 Historical recounts: our second academic genre...................................266

Topic 6 Comparative reports: our third academic genre

Topic 6a: Planning a comparative report…………...…………………..269

Topic 6b: Writing a comparative report………………...………………272

Assignment THREE...................................................................................274

Topic 7 Explanations: our fourth academic genre..............................................279

Topic 8 Persuasive Essays: our fifth academic genre..........................................282

Assignment FOUR......................................................................................289

Topic 9 Author identity and variation in academic writing.....................................294

Review All text types and registers ........................................................................296

Assignment FIVE.......................................................................................298

ELL 182 Tutorial Portfolio Tutorial Page 241

© University of Wollongong 2019. All rights reserved.
 Topic 1 Tutorial (week 1)
Academic culture and Academic writing

Culture strand

Activity A The language and culture of academia

Break up into small groups and have a discussion based on the questions & issues raised
below.

1. Discuss your writing proficiency compared to your proficiency in speaking. Which is

better, and why? How much extended writing (i.e. writing of longish pieces of text) have
you actually done in the past? How many different kinds of genre of writing are you
familiar with (e.g. personal letters/e-mails, newspaper or periodical articles, job
application letter, letter of complaint or appreciation to a business)?

If you are someone from an English-speaking background (ESB), why do you think you
need to learn how to write better at university? As a "native speaker of English", shouldn't
you already know how to write? Why do you think you need writing instruction?

If are a non-English-speaking background (NESB) participant, do you think you are at a

disadvantage compared to ESBs? How much writing instruction have you received for
your own first language (L1)? Can you transfer some of the knowledge of writing in your
L1 to your writing in English?

_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. What do you think are some of the differences between speech and writing? Write down
some of the key differences, and discuss whether you think they matter when it comes to
writing at university.

ELL 182 Tutorial Portfolio Tutorial Page 241

© University of Wollongong 2019. All rights reserved.
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. What are some of the gaps in your knowledge when it comes to writing academic
essays? Can you write down THREE specific areas of personal weakness in formal
writing?

_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Language strand

Activity B Language and culture

Sample Text 1.1 UOW’s Learning Development Centre

The Learning Development Centre (LDC) provides programs of academic development for both undergraduate and
postgraduate students. Essentially, these extend to academic writing (including thesis writing), reading
strategies, study skills, generic mathematics, statistics and statistical computing. Assistance for students for
whom English is not a first language is also provided.

The LDC continues to address students' learning needs in the context of specific discourses through: individual or group
tutorials; workshops for specific topic areas; lectures, tutorials and workshops within subjects offered by the
Faculties (these typically involve strategies to improve the level of academic writing and critical analysis
and focus on the context of the discipline); language classes; and collaborative work with other units and
Faculties to bring together learning and teaching strategies.

The LDC also provides courses for credit in academic writing. A 100 level subject entitled Strategies for University
Study' (EDUC100) is on offer for the first time in 1994. A course in academic English was provided by the
LDC as part of the Faculty of Engineering's 100–level Common Course. A support course in academic
writing for100–level Law students is being conducted.

The LDC conducts orientation programs for international students and mature-age students which involve workshops and
lectures on topics related to academic writing, critical analysis, research methodologies and learning in an
Australian academic context.

ELL 182 Tutorial Portfolio Tutorial Page 241

© University of Wollongong 2019. All rights reserved.
The LDC works closely with the Aboriginal Education Centre (AEC) and the Counselling Centre in providing a team-
work approach to student development. Support programs for Aboriginal & Torres Strait Islanders (ATSI)
are offered jointly by the LDC & AEC for students enrolled in Nursing, Law and Education. Contributions
are made by LDC staff to the support programs for Women in Honours and Women in Postgraduate study
conducted by the Counselling Centre.

Adapted with permission from LAC annual report 1996. Uni of Wollongong web page.

Sample Text 1.2 ELL 182

Once upon a time there was a very clever girl called Maisie who wanted to go to University. However, her ugly
stepmother did not want her to go. Instead, she wanted her to stay home and look after her four little
stepbrothers while she played cards with her friends. Maisie tried and tried to persuade her father to let her
go but he was afraid of his wife and didn’t want to make trouble.

Then Maisie discovered that the courses she wanted to do were available by flexible delivery from the University of
Wollongong. She enrolled secretly in ELL 182 and studied very hard in her brief free moments.

One day, her stepmother discovered her notes and began to read them. She became so interested in the course that she
decided to enrol as well. She didn’t need to fill in her days with playing cards anymore and started to pull
her weight with childcare. Plus Maisie and she bonded over academic literacy, grammar and writing.

Through their studies, Maisie and her stepmother became the best of friends and lived happily ever after.

Sample Text 1.3 Sexual harassment at UOW

Sexual harassment can be defined as any verbal or physical conduct of a sexual nature which would normally be
considered offensive, that is, unsolicited, unwelcome and unreciprocated. The University of Wollongong
considers sexual harassment an unacceptable form of behaviour which will not be tolerated. Sexual
harassment can affect a person in a number of different ways including one’s performance, one’s status and
ultimately one’s position.

Sexual harassment may interfere with an individual’s performance in employment or education. This can result from the
creation of an intimidating, hostile or offensive work or study environment.

One’s status can also be affected by sexual harassment. For example, the threat of penalties or promises of preferential
treatment may be used to obtain compliance in relation to sexual acts. Submission to or rejection of such
conduct may result in decisions negatively impacting an individual’s employment or academic status and
prospects.

Finally, sexual harassment could jeopardise the harassed person’s position at the university as it can create a great deal of
stress for a person. Rather than deal with the issue front on, they may choose to resign, transfer or withdraw
from studies.

It is clear from the above points that sexual harassment often has effects beyond personal intimidation and unpleasantness.
Ignoring the behaviour will often be taken for tacit consent. Staff and students wishing to discuss their
grievances should contact The Equal Opportunity Unit on ext. 3917.

Based on information obtained from University of Wollongong pamphlet Sexual Harassment 1994.

ELL 182 Tutorial Portfolio Tutorial Page 241

© University of Wollongong 2019. All rights reserved.
Text, language features, & communicative purpose

Question What is the text Where do you What purpose do Do you think the text
about? think the text you think the would be used in an
might be found? writer or speaker academic context?
Text aimed to perform? Why? Why not?
Text 1.1 The Learning In a brochure or on To tell people Kind of. To give
Development a website about about the functions information about an
Centre at UOW UOW’s facilities and purposes of important facility at
LDC the uni
Text 1.2

Text 1.3

~~~ * ~~~

ELL 182 Tutorial Portfolio Tutorial Page 241

© University of Wollongong 2019. All rights reserved.