Portfolio

By

Ushari Egodawele
IM/2020/109

ACLT 11013 - Academic Literacy I

TABLE OF CONTENTS

1. Week 1 – Introduction to Academic Literacy

2. Week 2 – Background to Academic Literacy for Science
3. Week 3 – Academic Scientific Style
4. Week 4 – The writing process and the genre analysis
5. Week 5 – Preparing for Assignments
6. Week 6 & 7 – Reading difficult Academic texts
7. Week 8 –Visual Information
8. Week 9 & 10 – Organizing Paragraphs
9. Week 11 & 12 - Coherence and Cohesion in paragraphs

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WEEK 1 – INTRODUCTION TO ACADEMIC LITERACY

The introduction basically was on what is Academic Literacy, why academic literacy needs
to learn, how and how much does it important, how it varies from general English writing and
what are the future goals we would attain by following the course module. The module content
was novel to everyone therefore, it was quiet a new experience. The students were able to capture
and identify the content, what to learn and how to improve the skills that needed to be gained for
students as who follows EMDPs in two levels. (English Medium Degree Program)

1. Subject Matter (Content)

2. Medium of Instructions (English)

General English is used for everyday communication with informal in style and tone for
general purposes. General words and phrases have been consisted with and focused mostly on
grammar and/or fluent speaking while EMI (English medium Instructions) settings have been
focused on reading and writing skills, formal style and tone. It is consisted with academic words
and phrases and used for academic communication. EMI is founded in academic literacy and
following study skills will be facilitated.

• Getting organized to study

• Time management
• Active Listening
• Note-taking
• Test-taking skills

“Study Skills – Better Learning.” YouTube, 11 Oct. 2017,

www.youtube.com/watch?v=h9ven4N67i0.

Academic Literacy is the ways of behaving, interacting, valuing, thinking, and believing
disciplinary contexts which are acceptable within specific groups of people. Critical thinking,
analytical skills, reading, writing, and organizational formats must be relevant to the specific field
of study. Following skills must be achieved.

• Reading academic material

• Extracting key information from reading or listening

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 • Explaining concepts critically

• Incorporating others’ ideas by avoiding plagiarism

• Using the writing process to produce academic work successfully

• Analyzing material critically

• Producing language in academic style

• Summarizing

Finally, the conclusion can be summarized as that Academic literacy is not English
proficiency but a skill that can be developed with disciplined and time and effort.

ACTIVITIES

Academic Writing – Fun Quiz

1. The main difference between academic writing and normal writing is that academic
writing:
(a) Uses longer words
(b) Tries to be precise and unbiased
(c) Is harder to understand
2. The difference between a project and an essay is:
(a) Essays are longer
(b) Projects are longer
(c) Students choose projects’ topics
3. Teachers complain most about students:
(a) Not answering the question given
(b) Not writing enough
(c) Not referencing properly
4. The best to write an introduction is often:
(a) First
(b) Last
(c) After writing the main body

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5. Plagiarism is:
(a) A dangerous disease
(b) An academic offence
(c) An academic website
6. Making careful notes is essential for:
(a) Writing essays
(b) Revising for exams
(c) All academic work
7. An in-text citation looks like:
(a) (Manton, 2008)
(b) (Richard Manton, 2008)
(c) Manton, R. 2008)
8. Paraphrasing a text means:
(a) Making it shorter
(b) Changing a lot of the vocabulary
(c) Adding more detail
9. Paragraphs always contain:
(a) Six or more sentences
(b) An example
(c) A topic sentence
10. The purpose of an introduction is:
(a) To give your aims and methods
(b) To excite the reader
(c) To summarize your ideas
11. Proofreading means:
(a) Getting a friend to check your work
(b) Checking for minor errors
(c) Rewriting

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 12. Teachers expect students to adopt a critical approach to their sources:
(a) Sometimes
(b) Only for Master’s work
(c) Always

Self-Assessment Worksheet

Part B)

Now decide for each point given under criticality if it involves subject matter knowledge,
English language proficiency, or both?
Criticality ✓
Identifying what is wrong with an argument

This critical approach needs only subject matter knowledge.

This critical approach needs only English language proficiency.

This critical approach needs both subject matter knowledge and English language ✓
Discussing possible reasons for a change in a trend

This critical approach needs only subject matter knowledge.

This critical approach needs only the English language proficiency. ✓
This critical approach needs both subject matter knowledge and English language
Deciding how to group ideas for an essay

This critical approach needs only subject matter knowledge. ✓

This critical approach needs only the English language proficiency.

This critical approach needs both subject matter knowledge and English language

Asking yourself questions about a text you are reading

This critical approach needs only subject matter knowledge.

This critical approach needs only the English language proficiency.

This critical approach needs both subject matter knowledge and English language ✓

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Suggesting examples to clarify a concept
This critical approach needs only subject matter knowledge. ✓
This critical approach needs only the English language proficiency.
This critical approach needs both subject matter knowledge and English language
Defining a concept from a set of examples
This critical approach needs only subject matter knowledge.
This critical approach needs only the English language proficiency.
This critical approach needs both subject matter knowledge and English language ✓
Identifying similarities and/or differences between the sources you are reading
This critical approach needs only subject matter knowledge.

This critical approach needs only the English language proficiency.

This critical approach needs both subject matter knowledge and English language ✓
Setting up and testing a research hypothesis
This critical approach needs only subject matter knowledge.
This critical approach needs only the English language proficiency.
This critical approach needs both subject matter knowledge and English language ✓

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WEEK 2 - BACKGROUND TO ACADEMIC LITERACY FOR SCIENCE

A few foundational topics were discussed on how to create a background to Academic

Literacy skills for science targeted in Academic Literacy 1.

Part 1: Forming study groups

The instructions were given to create study groups by identifying and categorizing on five
basic learning styles and choosing the most related learning style. 10 reasons can be written on
why students should form a study group as follow.

1. Gain better understanding of subject better

2. Get better grades
3. Gain well-rounded insight
4. Maintain personal responsibilities
5. Gain team experience
6. Combat procrastination and achieving more
7. Sharpen problem-solving skills
8. Why we should study in group
9. Meet in setting you choose
10. Motivate and inspiring one another

The students were guided to choose their study group by determining their learning style shown
as follow.

A) Visual learner – A person who learns through vision

Visual learner focuses on some features in information such as graphics, tables,
mind maps, photography, symbols, images, videos, and apostille.
B) Auditory learner– A person who with the sharpest aural style learn by listening to
information
Auditory learner participates in discussions, explain concepts, listen to podcasts,
read loud, and listen to recordings and memorizes.
C) Verbal learner – A person who prefers using words and language, both in speech and
writing

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 Verbal learners use words, phrases, and dialogue to create a mental image or
imagine a scenario, much like visual learners but quicker with picking up new
words and languages
D) Logical learner – A person who’s being logical and mathematical
Logical learners use logic, reasoning, and systems to understand concepts and
generally proficient with numbers, patterns, and relationships like cause and effect.
E) Kinesthetic learner – A person who learns with muscle movements
Kinesthetic learners would like to hold debates, takes short break, move in the stage,
Give practical examples, avoids being in theory and make provocations and
inquiries.

“Learning Styles.” YouTube, 26 May 2021, www.youtube.com/watch?v=u_rmUkj9g0k.

The students instructed to discuss further on which learning style they follow and divided
into breakout rooms which are named as Visible, Auditory, Verbal, Logical and Kinesthetic. Most
of the students had been chosen verbal learning style while kinesthetic learning style had the fewest
number of students. Students were instructed to do a presentation on the chosen learning style.

Part 2: Critical Thinking

Focused on how to think critically on what the student reads, listens, and show evidence.
5 steps are required on how to think critically.
1. Formulate the question – Know what you are looking for
2. Gather your information – Make a clear idea of the question and determine what’s
relevant
3. Apply the information – Ask critical question from yourself
4. Consider the implications – Think unintended consequence
5. Explore other points of view – Explore the full spectrum of viewpoints

ACTIVITIES

Activity 1:
Complete the following notes:

o Critical thinking allows us to carefully work with the situation and decide the best
solution or the decision
o Situations can consist of hidden issues. Two of such issues are bias and manipulation.

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Activity 2:
The following excerpts are from an academic article (Briefly discuss with your lecturer
what an academic article is) in which a group of students describe their experiences of
academic writing as first-year EMI undergraduates. Before you read it and answer the
questions that follow, go through a few keywords and their meanings given below.

EMI - English Medium Instruction. EMI is the practice of using the English language to
teach
subject matter such as Science, Engineering, Business and Finance, Medicine, or Social
Sciences and Humanities, in higher education worldwide.
Academic writing - Academic writing is the style of writing used for academic, research, or
scholarly purposes. It is a distinct style used in academic contexts like universities and
colleges, academic publications like textbooks and research papers, and university
assignments like
reports and academic essays/papers.
Academic skills - Academic skills are study skills, verbal and oral communication skills, and
approaches to learning developed through studying a variety of authentic
approaches to learning developed through studying a variety of authentic academic content.
Read the excerpts from a research paper given below, first, to get a general understanding of the
text, and then to critically think about the text to answer the questions that follow. First, go
through a few reference details given in the box below.

The CEFR is the Common W1/2/3 refer to three The authors' have presented
European Framework of reflective writing tasks the the students' writing without
Reference for languages, students did for the study. correcting the errors.
used to measure language
proficiency levels, for
example, B1, B2 or C1.

Students’ Accounts of Their First-Year Undergraduate Academic Writing Experience:

Implications for the Use of the CEFR' Tim McNamara, Janne Morton, Neomy Storch &
Celia Thompson (2018)

When discussing structure, the students referred to elements that make paragraphs and

texts well structured. Kelly, for example, wrote that “In academic writing, the paragraphs

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are usually well-structured with a topic sentence as the first sentence followed by

explanations and supporting evidence” (W1), and Alex that “parallel sentences can help the

structure to be more clear and understandable” (W1). Qing noted how academic language

differs from oral language:

Academic English are more likely to prefer formal language rather than oral speaking.
For example, slang, numbers and daily words are best to avoid in academic writing

(W1).

While not emphasized by many students, mastery of grammar, structure, and vocabulary was still
mentioned by several participants when asked to self-assess their progress over the year. This
was mostly in relation to increased levels of confidence.

I feel . . . more confident in writing academic style. . . improved vocabulary through

reading lecture notes and websites. . . I can say my English language proficiency has
definitely improved (Alex, Interview 5)

However, all 13 respondents had started seeing academic writing as a cognitive process— which
involved selecting, summarizing, evaluating, and synthesizing the ideas of authoritative others—
rather than simply an end product. Central to this were their perceptions of the importance of the
type and range of sources used, and incorporating these into their own writing. The first and
second extracts below represent the students’ changing perceptions toward incorporating
sources, and the third illustrates an awareness of the challenges of doing this:

I’m getting better at looking at sources from the Uni library, rather than from Google . . .
I think there should be less article from the Internet (Judy, Interview 3).

At the start of the year I was more thinking about structure and language in academic
writing—now I realize the reference and where you get information from is also very
important… I’m more confident than before about using referencing conventions, but still
not 100%… the issue of copying is very important… I use more targeted searches for
sources and more professional websites (Alex, Interview 3).

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 I can’t fit sources in my essay properly—I use a quote but I can’t connect with my essay,
I want to use more sources but I can’t make them like my language, so I include less than
I research (James, Interview 5)

By the end of the year, virtually all the students saw reading as closely linked to academic

writing. A number noted changes in their approaches to reading and improvements in their

academic reading abilities.

I read a lot faster than I used to . . . I don’t read every single word . . . when I see that

follows an argument I can like jump a few lines and get the main ideas instead of like

reading word by word . . . to get the main idea is the most important thing, not

reading the whole book (Laura, Interview 5).

There was also increased awareness by students of the need to think critically about what

they read. James elaborated on this issue in his final interview:

Every coin has two sides. We should consider different points of view about one

thing. . . we should analyse the information we researched. . . (James, Interview 5).

Furthermore, when asked to describe a successful academic writing assignment in W3, more

than half of the students mentioned the importance of the role of the reader. Kelly, for

example, framed her description of a successful assignment from the reader’s perspective:

A good research-based assignment should also use adequate resources so that the

paper contains more ideas and interesting to the readers rather than being limited

with information (Kelly, W3).

A similar number of students talked about how they had developed an understanding that

expectations for writing were firmly embedded within particular disciplinary cultures:

For finance assignments you might rely on online materials because you need to talk

about real life and environment outside the university, but for management you

might need to use academic books for theory (Fei, W3)

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 Commerce subjects are picking up knowledge, reading and remembering . . . arts

subjects are reading and interpreting (Alex, Interview 5).

I feel I have to be a lot more stronger in Politics . . . more myself, my own opinions . . .
Politics is something you have to create [in] your own mind, support ideas. . . History

is more about remembering dates (Laura, Interview 5).

When Fei was asked in her end-of-year interview what advice she would give to new

students, she emphasized being proactive in seeking assistance and using all available

resources:

Don’t do it by yourself. You might need to talk to friends who do better than you. You

might need to go to assistance from the Student Support Unit tutors. Use the

resources of the university. Don’t be isolated (Fei, Interview 5).

Fei also emphasized the multilingual nature of the resources she had come to rely on,

including her Chinese peers who proofread her assignments, her Chinese friends on

Facebook, who shared “powerful content websites that local students don‘t know”

(Interview 4), and her strategy of writing drafts in a mix of Mandarin and English.

Question 1:

Answer the following questions.

1. What is this text exactly about?

Academic writing
2. What are the features of 'good' academic writing described in the text?
Includes citations
Academical writing style, grammar, and vocabulary
Has used formal language
Includes a topic sentence with supporting evidence and explanations

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 3. Identify five academic literacy skills described in the text.
Critical Thinking
Reading academic materials
Extract special information from the readings
Uses academic style

Question 2: Critically think about the following ideas (underlined in the text above)
extracted from the article and share with the study group/class.
o academic writing as a cognitive process ...……… rather than simply an end product

o reading as closely linked to academic writing

o expectations for writing were firmly embedded within particular disciplinary

cultures

o being proactive in seeking assistance and using all available resources

Part 3: Grammar and Sentence structure – Word order

In this part students were being instructed to remind the grammar rules in English and
concern that every language has a ‘word order’ to follow when writing.

Following shows formula of the word arrangement/order in sentence should be.

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 Study how the following sentences analyzed the word order using the formula given
above.

Who / Subject What / Verb + Object Conjunction Who / Subject What / Verb Where/Place

ACTIVITIES

Activity 3:
Watch this video on ‘Science and Literacy’, and compose five grammatical and meaningful
sentences on academic literacy for science. Follow the word order accurately
1. The final draft of an essay might end up being drastically smaller than its original draft.
2. It also provides an opportunity for students to go through understanding more about the
nature of science and how that is ever-changing.
3. Science and Technology are important because it allows students to see how science and IT
is written.
4.
5.
“Science and Literacy.” YouTube, 28 Apr. 2021, www.youtube.com/watch?v=K92xKuEPLA0.

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 WEEK 3 - ACADEMIC SCIENTIFIC STYLE

Academic scientific style is different in many aspects and at the first step student had to
determine the difference between academic and non-academic sources. The observations were
discussed with the class and had identified common features of Academic scientific texts.
Academic scientific writing is characterized by certain language and conventions as below.

• Length of a sentence
Scientific writing is a combination of long and short sentences. Short sentences
make more sense and academical occasionally than long sentences. On the other
hand, long sentences can be useful efficiently to combine and control information.
Therefore, it is the writers’ decision on which to put.
• Precision in writing
1. Avoid using
etc
so on
and

Use ‘such as’ instead.

2. Using vague use of words, particularly prepositions should be avoided.

For
Of

Use as follow,

Non-academic For applications, nanotechnology has huge potential.

Academic In terms of applications, nanotechnology has huge potential.

Non-academic There are a number of factors of climate.

Academic There are a number of factors affecting climate.

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 • Increasing formality
1. Use formal negatives, such as
Ex: Not many Few
Not much Little
2. Place adverbs before the main verb, rather than at the beginning or at the end of a
sentence.

Ex: Originally, the research was conducted in China.

The research was originally conducted by China.

Then the tube was placed in the furnace.

The tube was then placed in the furnace.

3. Academic texts avoid the use of ‘but’ and ‘and’ at the beginning of a sentence.

4. Use of informal expressions such as,

get,
about,
though,
like, must be avoided.

Ex: Brown got a Nobel prize for his work on boranes.

Brown received/earned/was awarded a Nobel prize for his work on

boranes.
About 200 students

Approximately 200 students

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Get worse → deteriorate

Make easier → facilitate

Do better → improve

There are numerous formal equivalents for informal expressions as follow.

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18
 5. When using besides and as well which are having both informal and formal tones,
those words should be followed by a noun or -ing form.
6. Conversational expressions such as actually, by the way, to be honest must be
avoided.
7. Informal expressions such as more, a lot of, lots of must be avoided. Instead use
Many
A large number of/ A large amount of
A considerable number of/ A considerable amount of
A great deal of

More discussed with the activities below.

ACTIVITIES

Practice 1

Match the features of academic scientific writing style (A) to examples of language and
conventions in the examples (B). Write the respective letter in the blanks.

(A) Language and conventions

1) Academic scientific texts use careful, cautious language when necessary, in order to
avoid making overgeneralizations – b/a/f
2) They tend to adopt an impersonal style, making use of passive constructions, and mostly
avoiding the use of the personal pronouns I, we and you. –f/g/c
3) They use scientific/technical terminology and a neutral/formal tone, avoiding the
colloquial or highly stylized language sometimes found in popular science books,
journalism and websites. – d/f
4) They use careful punctuation, making effective use of colons and semi-colons to organize
ideas, and mostly avoiding informal punctuation devices such as contractions, dashes and
exclamation marks. –d
5) They contain references to sources, following standard referencing conventions. They
tend not to include detailed bibliographic information in the main text, as is often the case
in popular science writing. –e
6) They follow established conventions with regard to the use of tables and figures. – c/g

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(B) Example Text

a) A neutron and a proton have approximately the same mass …

b) This is likely to result in millions of additional cases of diabetes and heart disease and
thousands of additional cases of cancer2
c) Some key properties of the proton, electron, and neutron are given in Table 1.4.
d) According to the data, 74.3% of older Japanese outpatients had used at least one
alternative therapy in the past 12 months: 22.0% had used herbs, 7.3% had used
acupuncture, and 5.3% had used chiropractic.
e) … deposited by the Sakarya River in its almost annual flooding of the plain over the past
7,000 years (Bol et al. 2010).
f) Much of the devastation has been attributed to the failure of the low plasticity non-
plastic silts …
g) Microorganisms are used to recycle water during sewage treatment (Figure 1.7)…

Practice 2
A) Which of these sentences, a or b, would be better in an academic text? Why? Note that all
the sentences are grammatically correct, and could possibly feature in academic texts, but
one is more academic in style than the other.
1) a) The first clinical trial was conducted in 2008.
b) We conducted the first clinical trial in 2008.
2) a) There are three main treatments for cancer – surgery, radiation therapy and
chemotherapy.
b) There are three main treatments for cancer: surgery, radiation therapy and
chemotherapy.
3) a) Mobile phone use poses a danger to health.
b) Mobile phone use may pose a danger to health.
4) a) Not many materials exhibit strong magnetism.
b) Few materials exhibit strong magnetism.
5) a) An increasing number of seals are being treated for internal problems caused by oil

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 poisoning.
b) More and more seals are being treated for internal problems caused by oil poisoning.

B) Rewrite these sentences to make them more academic in style. Most sentences only
require minor changes.
1. In the beginning they got flakes consisting of many layers of graphene. But as they repeated the
process many times, the flakes got thinner.

First, flakes consisting of many layers of graphite were obtained. However, each
time the process was repeated many times, the flakes became thinner

2. He reckons he has identified a key component of how humans develop mathematical

talent.
He believes he has identified a key component in how people develop math skills.
3. This study aims to figure what caused the structural damage.

The purpose of this study is to figure what caused the structural damage.

4. A lot of research has been done on the subject of runway friction.

A considerable amount of research has been done on runway friction.

5. Most thermometers are closed glass tubes containing liquids like alcohol or mercury.

Most thermometers are sealed glass tubes that contain liquids such as alcohol or mercury.

6. You can see the results of the analysis in Table 2.

The result of the analysis can be seen in Table 2.

7. Then, the solution was heated to about 70°C.

Then, the solution was heated to approximately 70°C.

8. Not much is known about the proteins linked with RNA.

Not much is known regarding the proteins linked with RNA.

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WEEK 4 - THE WRITING PROCESS AND GENRE ANALYSIS

In this section, genre analysis will be discovered using academic literacy skills. Identifying
and understanding can be done on different genres of writing assignments in academic programs.
In terms of that to be done, academic writing process must be followed.

Part 1: The Academic Writing Process

ACTIVITIES

Q. What is ‘academic writing process’?

Five steps of efficient and creative academic writing composition, which can be listed as

Invention

Planning

Drafting

Revising

Editing

Q. Why is it important?

The writer can focus on the topic and be relevant, effective and more creative. By
following the writing process the writer can manage time properly and create something with
strong content and in correct style.

---------------------------------------------------------------------------------------------------------------------
In progressing an effective academic paper, following six stages must go through by the writer.

Stage 1: Understand your audience, genre, and purpose

Stage 2: Understand your topic, focus, and task

Stage 3: Gather information and ideas

Stage 4: Form an outline

Stage 5: Write the paper sections

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 Stage 6: Review and edit your work

Part 2: Genre Analysis

Genre refers to categories of texts that share the same features such as how those have been
organized and worded. Identifying the genre’s defining organization, language, intended audience and
purpose can be exposed as Genre Analysis.

ACTIVITIES

Task:

Complete this short summary written on the importance of genre analysis.

approach knowledge features analyze sample skill creating professional

Genre analysis is an a) approach a to examining texts. For example, you can examine a b)
sample of a particular genre e.g. a lab report, focusing on its organization and c) features in
order to acquire d) skill necessary for e) creating your own example of this genre. In other
words, in order to be able to write a lab report, you need to f) analyze examples of lab reports
and identify what makes them lab reports. Genre

analysis is a g) knowledge that will allow you to learn about genres you will encounter in both

in your academic studies and h) professional practice.

Research proposals Reviews of books/films/websites

Literature reviews Case studies
Discussion / argumentative essays Lab reports
Product designs Data analyses
News reports Reflective recounts
Annotated bibliographies Dissertations

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Task:

Study the organization of the following excerpts (hyperlinked below) for one minute each, and
identify their genres.

Research poster presentation Book Lab report Journal article Book review

Text 1: Lab report

Text 2: Book

Text 3: Research poster

Text 4: Book review

Text 5: Lab report

Features of
Texts Genres Features of Organization Language Audience Purpose

1. Title page
2. Abstract
3. Introduction
4. Methodology
Explain in an
5. Results of Students
Lab analysis Formal language experiment
01 Teachers
report 6. Discussion Passive voice what we have
Lectures
7. Conclusion done
8. References

Formal language
1. Title page Active voice To give
2. Contains Citation information
02 Book Everyone
3. Describe contains about
4. Conclusion something

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 1. Topic Explain about
2. Introduction temperature and
3. Procedures pressure
4. Results and measurements
Students of an ideal gas
Lab discussion Formal language
05 5. Conclusion Teachers that is heated in
report Passive voice
6. Experimental Lectures a
Data and Plots closed container

---------------------------------------------------------------------------------------------------------------------
Part 3: Grammar and Sentence Structures - Types of Sentences

Sentences in English can be categorized into four main types:

• Declarative sentences or Statements

[Ex: Academic writing is a cognitive process]
• Interrogative sentences or Questions

[Ex: Is academic writing a cognitive process?]

• Imperative sentences or Commands

[Ex: Study academic writing!]
• Exclamatory sentences or Exclamations
[Ex: Academic writing!

Declarative sentences can be formulated in three main ways.

❖ Simple sentences
Kelly framed her description of a successful assignment from the reader’s perspective.
The sentence is long and made with one clause, presents only a single idea with the pattern of

Subject + Verb + Object

❖ Compound sentences
The sentence is short and made with two main clauses/sentences joined by a comma or group of
conjunctions called as FANBOYS.

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 Subject + Verb + Object + conjunction + Subject + Verb + Object

FANBOYS For
And
Nor
But
Or
Yet
So

❖ Complex sentences
Long sentences with one main sentence called as independent clause and one clause called as
subordinate clause. These clauses can be connected by subordinating conjunctions such as,
▪ Although
▪ Because
▪ Because of
▪ That
▪ Which
▪ Since
▪ As
▪ After
▪ Before

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WEEK 5 - PREPARING FOR ASSIGNMENTS

In this session, students were guided on how to train to prepare for assignments such as
scientific reports, lab reports, literature reviews, and case studies at the undergraduate level.

ACTIVITIES

Part 1: Understanding Assignment Questions

A) Preparation
Task 1:
Take 5 minutes to reflect on and critically think about your current approach to writing by
completing the table below (adapted from Bottomley, 2015) and respond to the questions that
follow.
Always Sometimes Never
I analyze the assignment in detail, highlighting key words
and phrases.
I note down (or ‘brainstorm’) what I already know about
the topic.
I think carefully about the genre and the purpose of the
text as well as the expectations of the person reading it
and assessing it.
I think carefully about constraints of time and space, i.e.
the deadline and the word limit.
I produce a provisional outline, i.e. a plan of work,
including what I expect to cover, some sense of
organization which reflects how the different subtopics
relate to each other, and some key references linked to
each part. I edit this as I go on with the process.
I think carefully about how to identify and evaluate sources.

I take notes or highlight/annotate sources.

I reassess my own ideas, approach and outline in the light of

what I have read.

---------------------------------------------------------------------------------------------------------------------

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 B) Question Analysis:
The following parts in a question must be focused, identified and understood to answer the
assignments.

1. Instructional/Task verbs
2. Concepts/Keywords
a. Content words – Words that are related to the subject material you learn in
disciplines
b. Limiting words – Words that set the boundary in a question

ACTIVITIES

Task 2:
Given in the left column of the following table are some common instructional/task verbs used in
assignment, SEQ, tutorial, or exam questions. Match these to their precise meanings given in the right
column.

Answers →

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 1. Analyze
2. Outline
3. Describe
4. Prove
5. Interpret
6. status
---------------------------------------------------------------------------------------------------------------------
Part 2: Finding and Evaluating Sources
Throughout the academic writing process, to build and create ideas students, need to engage with
academic sources, which take different forms such as,
o Academic journals
o Books
o Papers from conference proceedings
o Published reports
o Websites, preferably with educational credentials
o Encyclopedias

A) Finding Sources

There are four different ways of finding academic sources.

1. Databases
2. Academic googling
3. Grey literature
4. Subject guides

ACTIVITIES

1. To prepare for a discussion in her environmental conservation tutorial class, Jasmine.

wants to collect some information regarding deforestation reported in Sri Lanka recently.

2. Rajeswari is preparing for an assignment, and she wishes to quickly learn how to

brainstorm and mind map.

3. Saman wants to locate a reputed academic scientific journal published in the UK.

4. Nazeer is required to make an academic presentation on the topic of significance of

29
 scientific evidence. He wants to gather information from a variety of academic sources.

---------------------------------------------------------------------------------------------------------------------
B) Evaluating Sources

It is essential to evaluate the credibility, relevance and several other factors of an academic
source before use in the assignments.

Using the CRAAP Test

The CRAAP Test is a standard method used internationally to assess academic sources. It

evaluates:

➢ Currency - Timeliness of information

➢ Relevance - The importance of the information needed
➢ Authority - Who is the source of the information
➢ Accuracy - How reliable, truthful, or correct is it?
➢ Purpose - Why does the information exist?

30
WEEK 6 & 7 - READING DIFFICULT ACADEMIC TEXTS

Method of reading and understanding difficult academic texts, efficiently and effectively
and answer correctly to the assignment questions, how to find and evaluate appropriate academic
sources were being discussed.

Part 1: Vocabulary Learning Strategies

There are four vocabulary learning strategies as follow.
Strategy 1: Move on
Move on if the word or the phrase could not understandable.
Strategy 2: Analyze the word structure
Analyze if the word is a combination of several smaller elements. Divide it into
smaller segments and try to build up a meaning to the word.
There can be prefixes and suffixes as
well.
Prefix + Root / Stem + Suffix

Strategy 3: Guess the meaning from the context

Look for clues by analyzing the surrounding texts/phrases/sentences.
Strategy 4: Use a dictionary

ACTIVITIES

Task:
Complete the gap-fill task by modifying the words in parentheses with correct prefixes/ suffixes
to make the text meaningful.
(ex:) Insufficient (suffice) sleep, defined as (a) inadequate (adequate) or mistimed sleep, is (b)
increasingly (increase) recognized as contributing to a wide range of health problems (1).
Multiple (c) epidemiological (epidemic) studies have shown that self-reported short sleep
duration (defined in most studies as ≤6 h) is associated with negative health outcomes, such as
all cause (d) mortality (mortal) (2), (e) obesity (obese) (3), diabetes (4), cardiovascular disease
(5), and impaired (f) vigilance (vigilant) and cognition (6). Laboratory studies, in which the sleep
of (g) healthy (health) volunteers was (h) restricted (restrict), typically to 4 h for 2–6 d, have
identified (i) physiological (physiology) and endocrine variables that may mediate some of these
effects (7), however, in general the mechanisms by which insufficient sleep leads to negative
health outcomes remain (j) unidentified (identify).
(Moller-Levet et al., 2013)

31
Task:

Applying the above mentioned four strategies, work out the meaning of the words highlighted in
bold in the following text about the scientific method. Complete the following table. Note that you
do not need to apply all four VL strategies to understand a word. Complete the columns as
appropriate.

We all have a passing familiarity with the world of science. Rarely does a week go by
wherein a new scientific study or discovery is not reported in the media. "Astronomers confirm
space structure that is mind-boggling in its immensity," and "Scientists identify gene tied to
alcoholism," are the headlines from two recent stories in my daily newspaper. Another opened
with the following: "A panel of top scientists has dismissed claims that radiation from electric
power lines causes cancer, reproductive disease, and behavioral health problems." Yet many of
us would be hard pressed to say much more about the nature of science than that science is
whatever it is scientists do for a living. Hardly an illuminating account!

So, what more might we say in response to the question, "Just what is science? "We cannot
hope to answer this question by looking at the subject matter of the sciences. Science investigates
natural phenomena of every conceivable sort - from the physical to the biological to the social.
Scientists study everything from events occurring at the time of the formation of the universe to
the stages of human intellectual and emotional development to the migratory patterns of
butterflies. Though in what follows we will often refer to "nature" or "the natural world" as that
which science investigates, we must understand that the "world" of the scientist includes much
more than our planet and its inhabitants. Judging by its subject matter, then, science is the study
of very nearly everything.

(Extracted from: Carey, S. S. (2011). A beginner's guide to scientific method. Cengage Learning.)

32
 Know the If provided ‘No’(N) for column 2…
Word meaning of VL strategy Breakdown of Contextual Dictionary
this word? (-ies) used word structure clues meaning
Yes/No
Familiarity Yes

Scientific Yes

Discovery Yes

Astronomers Yes

Immensity Yes

Alcoholism Yes

Reproductive Yes

Behavioral Yes

illuminating Yes

phenomena No Move on a fact or

situation that
is observed to
exist or
happen,
especially
one whose
cause or
explanation is
in question.
Conceivable Yes

Intellectual Yes Analyse the Migrate + tory Analyse the

word word
structure structure
Migratory No

33
 Radiation Yes Move on

inhabitants No Move on Analyse the

word
structure

Part 2: Effective Academic Reading Strategies

A) Reading Strategies
Surveying (text value)
Quick reading Skimming (main ideas)
Reading Scanning/Searching (specific info)
Careful reading
Three efficient reading strategies

B) Reading Discipline - Specific Texts

ACTIVITIES

Task:
Read the following excerpt from the introduction of an academic paper on
scientific literacy using the reading strategies and answer the questions as efficiently and
effectively as possible.
Scientific literacy has become an internationally well recognized educational slogan,
buzzword, catchphrase, and contemporary educational goal. Scientific literacy “stands for what
the general public ought to know about science” (Durant, 1993, p. 129), and “commonly implies
an appreciation of the nature, aims, and general limitations of science, coupled with some
understanding of the more important scientific ideas” (Jenkins, 1994, p. 5345). The term is usually
regarded as being synonymous with “public understanding of science,” and while “scientific
literacy” is used in the United States, the former phrase is more commonly used in Britain, with
“la culture scientific” being used in France (Durant, 1993). It is, however, generally accepted that
the deceptively simple conceptualization of scientific literacy just described masks different
meanings and interpretations associated with the concept of scientific literacy because of, for
example, different views of what the public ought to know about science and who “the public” is

34
(see later). Differences in meanings and interpretations may, as a result, be considered to have
given rise to a view that scientific literacy is an ill-defined and diffuse concept (e.g., Champagne
& Lovitts, 1989). In order to obtain a fuller understanding of this important contemporary
educational goal, a number of factors that influence interpretations and perceptions of scientific
literacy as a concept need to be described. In the following review of the published literature in
English, the net is cast wider than just the professional science education community, and the
diverse works on the concept of scientific literacy are brought together in an overview and
interpretative synthesis of this literature. Scientific literacy is first placed in an historical context,
and a number of different factors that influence interpretations of this concept are discussed
thereafter. [.……………]

Despite (or maybe because of) the attention that scientific literacy has received over the
years, this concept is frequently recognized as being controversial (Jenkins, 1990, 1994). Why
should this be so? The fact that the term scientific literacy can be thought of as belonging to a class
of terms like liberty, justice, and happiness, that we assume to contain simple and desirable
qualities but that under closer examination become vastly more complex and often elusive (cf.
Venezky, 1990), will have undoubtedly contributed to its controversial nature. Inspection of the
extensive literature on scientific literacy suggests, however, that there are a number of different
factors that can influence interpretations of scientific literacy. These factors include the number of
different interest groups that are concerned with scientific literacy, different conceptual definitions
of the term, the relative or absolute nature of scientific literacy as a concept, different purposes for
advocating scientific literacy, and different ways of measuring it (Fig. 1). Each factor consists of
different positions or facets, and it is postulated here that combinations of different facets of each
of the five individual factors result in permutations of varying interpretations and perceptions of
scientific literacy. These different interpretations result in scientific literacy appearing to be an ill-
defined and diffuse— and thus controversial— concept.

Questions:

1. What is scientific literacy?

35
2. Compare and contrast the definitions of scientific literacy provided by Durant (1993, p. 129)
and Jenkins (1994, p. 5345)

3. What does ‘the former phrase’ in paragraph one refer to?

4. What reasons does the writer puts forward to argue that the simplistic definition of scientific
literacy as ‘public understanding of science’ can be problematic? And, what outcome it may
have?

5. How does the writer proposes to gain a complete understanding of the concept of scientific
literacy?

6. What does ‘this’ in paragraph 2 refer to?

7. Why is the concept of scientific literacy often considered disputable?

8. What factors may contribute to the misinterpretations of the concept of scientific literacy?

36
C) Reading Academic Papers
Task:
a) In groups or as a class, use Google Scholar to search for a short academic paper written on a
topic from your own discipline, and use the following questions to examine it. In the end, engage
in a class discussion.

General Information:
• What journal was the article published in and what does this tell you about the
type of
information in the article?

• What is the title of the article?

• What are the authors’ (writers’) names and what information are you given about
the
authors?

• When was the article published?

• What are the keywords and how could they help you?

Article Structure:
• What information does the abstract give you and why is this useful?

• How many sections are there in the article – what are these sections called?

• Are there any subsections? Why are subsections important?

Figures, Tables, Appendices, and Acknowledgements:

• How many figures and how many tables are there in the article?

37
 • Is there an appendix? Is the information contained in the appendix important for
your
understanding of the article or does it just give you extra detail?

• Can you find the acknowledgment section? What does it do?

Citations and References:

• What is the difference between an in-text citation and a reference?

• How are the references organized?

D) Reading Abstract
Abstract act as a compact description of the academic text.

Task:
A) Study this example abstract
annotated for its reference
Details and label A - E.
• A - __________________
• B - __________________
• C - __________________
• D - __________________
• E - __________________

B) Given below are two abstracts annotated for their structure and organization. Identify the
key components of abstracts, and then choose an abstract from your own discipline to
perform the same textual analysis. Remember this when you read abstracts.

38
Part 3: Reading Critically
a) What are the key ideas in this?

b) Does the argument of the writer develop logically, step by step?

c) Are the examples given helpful? Would other examples be better?

d) Does the author have any bias?

e) Does the evidence presented seem reliable, in my experience and using common sense?

f) Is this argument similar to anything else I have read?

g) Do I agree with the writer’s views? If yes, why?

h) Do I disagree with the writer’s views? If yes, why? What evidence is there to prove the
writer’s views are problematic?

Task:
Read the following text, thinking critically about the sections in blue. Then answer questions 1–
9.
The growth of the world wide web

In the history of civilization, there have been many significant developments, such as the invention
of the wheel, money and the telephone, but the development of the internet is perhaps the most
crucial of all. In the space of a few years the world wide web has linked buyers in New York to
sellers in Mumbai and teachers in Berlin to students in Cairo, so that few people can imagine life
without it.

39
It is estimated that over 70 per cent of North Americans, for instance, have internet access, and
this figure is steadily increasing. Physical shops are under threat, as growing numbers shop online.
In areas such as travel it is now impossible to buy tickets on certain airlines except on the internet.
The web also links together millions of individual traders who sell to buyers through websites such
as Ebay.

Beyond the commercial sphere, the internet is also critically important in the academic world. A
huge range of journals and reports are now available electronically, meaning that researchers can
access a vast amount of information through their computer screens, speeding up their work and
allowing them to produce better quality research. In addition, email permits academics to make
effortless contact with fellow researchers all over the world, which also assists them to improve
their output.

There is, of course, a darker side to this phenomenon, which is the use criminals have made of
their ability to trade illegal or fraudulent products over the internet, with little control over their
activities. However, such behaviour is hugely compensated for by the benefits that have been
obtained by both individuals and businesses. We are reaching a situation in which all kinds of
information are freely available to everyone, which must lead to a happier, healthier and richer
society.

1. ‘. . . such as the invention of the wheel, money and the telephone . . .’ Are these really critical
developments?

2. ‘. . . the development of the internet is perhaps the most crucial of all.’ Is this true?

3. ‘. . . so that few people can imagine life without it.’ Is this claim credible?

4. ‘It is estimated that over 70 per cent of North Americans, for instance, have internet
access . . .’ No source given. Does this figure seem likely?

5. ‘Physical shops are under threat, as growing numbers shop online.’ Is the first part true, and if
so, is it caused by online shopping?

40
6. ‘ . . . speeding up their work and allowing them to produce better quality research.’ If the first
part is true, does the result logically follow?

7. ‘We are reaching a situation in which all kinds of information are freely available to everyone,
which must lead to a happier, healthier and richer society.’ Does the first part need any
qualification? Is the conclusion justified?

8. Is the writer objective or biased?

9. Do I agree with this argument overall?

Distinguishing between Facts vs. Opinion

Facts –
Opinions -

41
 Facts, Facts Opinions
opinion or – True – Can
informed or agree or
opinion? False disagree?
Self-renewal is a specialized type of cell division shared by
normal and at least some cancer cells (Frost, 2017)

In focusing on the preoccupation of science with making

sense of nature--of providing and testing explanations-we
have ignored what is surely an equally compelling interest
of the sciences, namely, making the world a better place to
live via technological innovation.
There are a wide variety of brain tumors in young and
elderly patients and each type causes severe pain.

A survey done recently revealed that whereas 10 percent of

all 20-year-olds are left-handed, only about 2 percent of all
75-year-olds are left-handed (Swift, 2019)
A survey done recently revealed that whereas 10 percent of
all 20-year-olds are left-handed, only about 2 percent of all
75-year-olds are left-handed (Swift, 2019)
Watch the video and complete the following tasks:
a) draw the model in the format of a concept map

“A Short Guide to Critical Thinking.” YouTube, 2 Aug. 2018,

www.youtube.com/watch?v=PhV361MB0fg.

42
WEEK 8 - SUPPLEMENTARY WORKSHEET

Supplementary areas such as

• Tables and figures

• Equations
• Units and measurements

Tables and Figures

Tables and figures can be used as the most accessible way of presenting information. Academic
texts only include tables and figures. Tables can be labeled as

Table [Table number]

Figures include different types of figures such as

Diagrams

Bar charts

Pie charts

Line graphs

Flow charts

Chemical drawings and schemes

These are similarly can be labeled as follow.

Figure [Figure number]

ACTIVITIES

Practice 1:

1) The changes in temperature are ____________in Table 3.8.

2) Figure 3 _____________the different shapes of brick available
3) The results of the experiment can be ______________ in Table 2.

43
 4) The graph _______________data obtained from four donors.
5) One of the symptoms is a rash, as _______________ in Figure 10.2.
6) Table 2 ________________ the major differences between the two cell types.

Practice 2:

1) Complete the text accompanying the graph with the following verbs in the correct form.

Double, Decline

World steel production nearly double between the mid-1990s and 2008 (Fig. 62.5), and is expected
to double again by 2050, with some fluctuations due to the global economic conditions (World
Steel Association, 2009). Production in the UK decline by about 40% in the same period.

44
 2) Use the structures from the tables to write more sentences about the graph 1.

1.
2.
3.
4.
5.

Equations

Equations are common throughout scientific writing, and it is important to present them clearly.

M + O → MO (10.1)

Where M is the metal and O is the oxygen.

45
Units of measurement

Measurements should be presented following the SI. When using units of measurements there
are methods of ways using it.

46
Types of visuals
Complete the table below to show the main use (a-f) and example (A-F) of each type.
Uses:
a) Location
b) Comparison
c) Proportion
d) Structure
e) Changes in time
f) Statistical display

Types Uses

Diagram

Table

Map

Pie chart

Bar chart

Line graph

(A) Study the graph below and complete the description with phrases from the table above.

47
The graph shows that the rate of inflation was 2 per cent in January, and then (a)______________to
2.5 per cent in February. After that if t (b)_____________ until April, and then
(c)______________ (d)_____________ to over 4 per cent in July. Inflation fell
(e)________________ in August, but (f)______________ to a (g)____________________ of 5
per cent in September. Subsequently, it (h) _______________ (i)_____________ to below 2 per
cent in December.

(B) Complete the description of the chart below.

The bar chart (Figure 3) shows population (a)______________ in a variety of countries around the
world.

It (b)______________ the extreme contrast (c)______________ crowded nations such as South

Korea (475 people per sq.km) and much (d)_______________ countries such as Canada (3 people
per sq.km). Clearly, climate plays a major (e) ________________ in determining population
density, (f)____________ the least crowded nations (g)__________________ to have extreme
climates. (e.g. cold Russia or Dry in Algeria)

48
 (C) Complete the following description of the table below (one word per gap).

The table (a)________________ the projected population changes in (b)_____________

European countries (c)________________ 2010 and 2050. It can be seen that in a
(d)_______________ the population is expected to fall, in some cases (e.g. Germany and Russia)
quite (e)_____________. However, the population of France, (f)______________ and the UK is
predicted to increase, in the case of the last two by more (g)________________ 10 per cent.

(D) Write a paragraph commenting on the data in the table given below

49
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key
point. To place this text box anywhere on the page, just drag it.]

50
WEEK 9 & 10 - ORGANIZING PARAGRAPHS

Part 1: Paragraphs and Paragraphing

Paragraphs are collection of related sentences which are presented in a structured and organized
manner on a single topic.

Task 1: Why do we write paragraphs?

• Paragraphs consist of a specific nature, purpose, and feature.

Task 2: Descriptive Body Paragraphs – Structure and Organization

• In Academic writing, there are three main types included.
Introductory paragraphs
Body paragraphs
Concluding paragraphs

Basic structure of a Body paragraph

➢ Topic sentence
➢ Supporting sentence
➢ Concluding sentence

51
Analyze the following paragraphs to identify the specific roles each of the sentences play. The
sentences are numbered for your convenience. Complete the table given below and one example
has been done for you.

A) 1
In recent years all British universities have adopted the semester system. 2A semester is a
period of time which lasts for half the academic year. 3Semester 1, for example, starts in
September and finishes in January. 4Previously the academic year had been divided into three
terms: autumn, winter, and spring. 5Most courses consist of modules which last for one
semester, and exams are held at the end of each. 6Britain began using semesters to make it
easier for international students to move from one country to another.
Source: Bailey, S. (2011) Academic writing: A handbook for international students (3rd ed). New York:
Routledge.

1
B) The dithiocarbamate drug disulfiram is primarily used in the treatment of alcohol abuse.
2
Recently, however, other potential therapeutic capabilities have been discovered. 3It has been
reported that disulfiram causes apoptosis in a chemotherapy-resistant cancer cell line. 4This
effect is enhanced if the drug is used in combination with copper (II) salts.
Source: Bottomley, J. (2015). Academic writing for international students of science. New York:
Routledge
1
C) Unless a patient needing an organ has an identical twin, there will always be immunological
differences between the patient and the transplanted organ. 2These differences are immediately
recognised by the recipient's immune system, and, depending on how closely the donor and
recipient were matched, cause a reaction intended to destroy the transplanted organ.
3
Consequently, transplant patients are placed on drug regimens designed to lessen the immune
response against the organ to prevent rejection. 4These drugs reduce the chances of rejection
by diminishing the patients’ overall immune capability. 5However, this causes the patient to
be more susceptible to infection.
Source: Bottomley, J. (2015). Academic writing for international students of science. New York:
Routledge

1
D) The goal of process monitoring is to develop measures that are maximally sensitive and robust
to all faults. 2Faults are manifested in several ways, however, and it is highly unlikely that all
faults occurring in a process can be effectively detected and diagnosed with only a few
measures. 3Since each measure characterizes a fault in a different manner, one measure will
be more sensitive to certain faults and less sensitive to other faults relative to other measures.
4
This motivates using multiple process monitoring measures, with the proficiency of each
measure determined for the particular process and the possible faults at hand.
Source: Russell, E., Chiang, L. H., & Braatz, R.D. (2000). Data-driven Methods for Fault Detection and
Diagnosis in Chemical Processes. London: Springer.

52
 Functions of Supporting Sentences

Text A Text B Text C Text D

1 Topic sentence Topic sentence Topic sentence Topic sentence

2 Definition Detail Detail Detail

3 Example Detail Detail Detail

4 Detail Detail Detail Detail

5 Detail Detail

6 Reason

Task 3: Body Paragraphs –

Topic Sentences
Topic sentence must include a clear idea on what information would describe in the paragraph.

53
A) Identify the topic sentences in the following paragraphs and break them into
‘topic’ and ‘controlling idea’. Analyse the organization of the paragraphs as well -
annotate.

Text 1: Chemistry
Food additives are substances that are added to food to improve shelf-life,
appearance and flavour. Two substances which have been added to food for
centuries are vinegar and salt. Many more additives, both natural and artificial, are
now used in modern food processing

Topic sentence - Food additives are substances that are added to food to improve
shelf-life, appearance and flavour.
Controlling idea - Many more additives, both natural and artificial, are now used in
modern food processing

Text 2: Molecular Bio-sciences

The dithiocarbamate drug disulfiram is primarily used in the treatment of alcohol
abuse. Recently, however, other potential therapeutic capabilities have been
discovered. It has been reported that disulfiram causes apoptosis in a
chemotherapy-resistant cancer cell line. This effect is enhanced if the drug is used
in combination with copper (II) salts.

Topic sentence – The dithiocarbamate drug disulfiram is primarily used in the

treatment of alcohol abuse.

Controlling idea - Recently, however, other potential therapeutic capabilities have

been discovered.

54
Text 3: Biology
The array of organisms inhabiting a particular ecosystem is called a biological
community. The community in our meadow ecosystem includes many kinds of
plants, various animals, mushrooms and other fungi, and enormous numbers of
diverse microorganisms, such as bacteria, that are too small to see without a
microscope. Each of these forms of life belongs to a species—a group whose
members can only reproduce with other members of the group.

Topic sentence – The array of organisms inhabiting a particular ecosystem is called

a biological community.

Controlling idea - Each of these forms of life belongs to a species—a group whose
members can only reproduce with other members of the group.

Text 4: Database Management

A database can be of any size and complexity. For example, the list of names and
addresses referred to earlier may consist of only a few hundred records, each with a
simple structure. On the other hand, the computerized catalog of a large library may
contain half a million entries organized under different categories-by primary
author's last name, by subject, by book title-with each category organized
alphabetically. A database of even greater size and complexity is maintained by the
Internal Revenue Service (IRS) to monitor tax forms filed by U.S. taxpayers.

Topic sentence – A database can be of any size and complexity.

Controlling idea - A database of even greater size and complexity is maintained by
the Internal Revenue Service (IRS) to monitor tax forms filed by U.S. taxpayers.

55
 C) Complete the following table, i) from 1 - 3, by matching the topics and
controlling ideas to construct coherent topic sentences, and ii) from 4 - 6, by
adding your own controlling ideas that are appropriate for the topics given.
Briefly explain what kind of information and ideas can comprise the
paragraphs starting with these topic sentences.

# Topics Controlling Ideas Explanations

1 Geckos, harmless tropical
lizards, …..
2 Infectious diseases …..
3 Other important functions
provided by the database
management system ….
4 All cells ….
…. remain a major threat to 1
global animal and human
health.
….. include protecting the 2
database and maintaining it
over a long period of time.
….. are extremely fascinating 3
and extraordinary animals.
4

5 A chemical reaction … 5

6 Among the many skills 6

scientists should possess ….

Part 2: Coherence and Cohesion in Paragraphs

Coherence
The organization and the connection between ideas in the paragraph and whether the content
could be understood by the reader accurately.
Cohesion
Micro-level aspects of the text such as words, sentences, and grammatical structures and the way
those combined accurately.

56
WEEK 11 & 12 - COHERENCE AND COHESION IN PARAGRAPHS

Task 3: Cohesion in Academic Writing

A) Watch this video on ‘An introduction to cohesion’. Take down notes to complete the
diagram given below. Time stamp 10:02 - How IELTS/TOEFL assess coherence and
cohesion can be skipped.

B) Study the following paragraph which contains highlighted language indicating cohesion
in writing. Identify the different elements (i.e., cohesive devices) that help writers achieve
cohesion and consider how these elements help you to make logical connections between
ideas. (Bottomley, 2015)
Find examples of:
• the use of repetition
• the use of synonyms/related words and ideas
• the use of pronouns and other expressions to refer back to what has been said
• the use of linking words and phrases
• the use of ‘ellipsis’ (i.e., when words are left out because they are understood through
what has gone before)

57
TEXT A
Infectious diseases remain a major threat to global animal and human health. Recent examples (1)
include the 2002 Foot and Mouth Disease outbreak in the UK, the 2003 global epidemic of SARS
and the threat of an influenza pandemic. The control of infectious diseases (2) in animals and
humans is a problem that needs to be addressed by scientists, veterinarians, healthcare workers,
economists, social scientists, and policy makers.

TEXT B
Unless a patient needing an organ has an identical twin, there will always be immunological
differences between the patient and the transplanted organ. These differences (3) are immediately
recognised by the recipient's immune system, and, depending on how closely the donor and
recipient were matched, cause a reaction intended to destroy the transplanted organ. Consequently
(4), transplant patients are placed on drug regimens designed to lessen the immune response
against the organ to prevent rejection. These drugs (5) reduce the chances of rejection by
diminishing the patients’ overall immune capability. However (6), this causes the patient to be
more susceptible to infection.

TEXT C
The Capsicum family includes a wide variety of peppers ranging from the large sweet peppers to
the fiery (7) chilli peppers. Chilli peppers derive their (8) hotness (9) from capsaicin and
dihydrocapsaicin (members of the capsaicinoid family), and restaurants specializing in ‘hot’ (10)
foods owe much to these molecules of nature (11). They (12) work by interacting with the same
receptors in your mouth that (13) sense heat (14). Excessive amounts of capsaicin (15) are toxic
because capsaicin (16) prevents the production of certain neurotransmitters and affects the
function of neuroproteins in the brain. At high enough concentrations, capsaicin (17) destroys
‘substance P’ in the nervous system. This effect (18) has now been harnessed for medical use:
‘substance P’ is associated with the pain suffered by people with, for example, arthritis and
inflammatory bowel disease, and application of a cream containing capsaicin (19) results in pain
relief.

• the use of repetition - 2, ,15,16 ,19,17

• the use of synonyms/related words and ideas- 7, 10,9
• the use of pronouns and other expressions to refer back to what has been said –
8,12,13,3,18
• the use of linking words and phrases - 4,6

58
 Task 5:
Study the following paragraph on how coherence has been achieved. Identify the following.

• The main idea of the paragraph - Throughout the years, mice have proven to be invaluable
model organisms for biomedical research, allowing researchers to investigate disorders by
manipulating the environment or genome.
• The topics of each sentence -
• Logical connections between the topics of each sentence and the main idea
• Semantic markers/ Linking words and phrases
• Restatement of the main idea - The ability to manipulate both genetic ad environmental
variables with relative ease has made mice one of the most widely used in vivo models in
biomedical research today.

B) Complete the text with a word or phrase from below so that the connections between ideas
are clear. (Bottomley, 2015)
Thus: this knowledge; furthermore; for example; these new materials; these; at this point

The earliest humans had access to only a very limited number of materials, those that occur
naturally: stone, wood, clay, skins and so on. With time they discovered techniques for producing
materials that had properties superior to those of the natural ones; (1) these new materials
included pottery and various metals. (2) Furthermore, it was discovered that the properties of a
material could be altered by heat treatments and by the addition of other substances. (3) At this
point, materials utilization was totally a selection process that involved deciding from a given,
rather limited set of materials the one best suited for an application by virtue of its characteristics.
It was not until relatively recent times that scientists came to understand the relationships between
the structural elements of materials and their properties. (4) This knowledge, acquired over
approximately the past hundred years, has empowered them to fashion, to a large degree, the
characteristics of the materials. (5) Thus, tens of thousands of different materials have evolved
with rather specialized characteristics that meet the needs of our modern and complex society; (6)
These include metals, plastics, glasses, and fibres.

The development of many technologies that make our existence so comfortable has been
ultimately associated with the accessibility of suitable materials. An advancement in the
understanding of a material type is often the forerunner to the stepwise progression of technology.
(7) For example, automobiles would not have been possible without the availability of inexpensive
steel or some other comparable substitute. In our contemporary era, sophisticated electronic
devices rely on components for what are called semiconducting materials.(Callister, 2007, p. 2)

59
C) Complete the following paragraph with semantic markers (i.e., linking words and phrases)
to achieve coherence in writing.
for example, while, additionally, for instance
While all four procedures may be implemented in a process monitoring scheme, this is not
always necessary. For example, a fault may be diagnosed (fault diagnosis) without identifying
the variables immediately affected by the fault (Fault identification). Additionally, it is not
necessary to automate all four procedures. For instance, an automated fault identification
procedure may be used to assist the plant operators and engineers to diagnose the fault (fault
diagnosis) and recover normal operation. Often the goal of process monitoring is to efficiently
incorporate the plant operators and engineers into the process loop rather than to automate the
monitoring scheme entirely.

Source: Russell, E., Chiang, L. H., & Braatz, R.D. (2000) Data-driven methods for fault detection
and diagnosis in chemical processes. London: Springer

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 Task: Building and argument

A. Read the passage and complete the table which follows.

Owing to its enormous body mass, the small surface-to-volume ratio and the lack of sweat glands
(Spearman, 1970; Hiley, 1975; Wright, 1984; Mariappa, 1986), elephants are confronted with
unusual problems concerning heat dissipation and drying of the integument (Lillywhite & Stein,
1987). Control of skin temperature is an extremely important mechanism in elephants’ temperature
regulation (Phillips & Heath, 1995) and the most important thermoregulatory organs to use this
pathway are the elephants’ ears. The ears of the African elephant have a large surface-to-volume
ratio as well as an extensive and prominent vascular supply, which predestines these organs for
optimal heat dissipation (Wright, 1984).

Statement/Claim Support Source

Elephants find it
difficult to keep cool.
The ears of an elephant
are the most important
organ for regulating its
temperature
enormous body mass, (Spearman, 1970; Hiley,
the small surface-to- 1975; Wright, 1984;
volume ratio and the Mariappa, 1986)
lack of sweat glands
The ears of the African (Wright, 1984)
elephant have a large
surface-to-volume ratio
as well as an extensive
and prominent vascular
supply, which
predestines these organs
for optimal heat
dissipation

B. Which words or phrases are used to indicate the reasons given? Write in the
box.

owing to
which predestines

C. Read the passage below and complete the table which follows.

61
Overweight and obesity are major threats to public health globally. One estimate
suggests that 1.46 billion adults worldwide were overweight in 2008,1 and
projections suggest that by 2020 over 70% of adults in the United Kingdom and
United States will be overweight.2 This is likely to result in millions of additional
cases of diabetes and heart disease and thousands of additional cases of cancer. 2

1. Finucane MM, Stevens GA, Cowan MJ, Danaei G, Lin JK, Paciorek CJ, et
al. National, regional, and global trends in body-mass index since 1980:
systematic analysis of health examination surveys and epidemiological
studies with 960 country-years and 9·1 million participants. Lancet
2011;377:557–67.

2. Wang YC, McPherson K, Marsh T, Gortmaker SL, Brown M. Health and

economic burden of the projected obesity trends in the USA and the UK.
Lancet 2011;378:815–25.

(Howard et al., 2012)

Statement/Claim Premise (assumed Support (statistical Source

fact behind the evidence for the
statement/ claim) premise)
Overweight and Large numbers of One estimate Wang YC,
obesity are major people are suggests that 1.46 McPherson K,
threats to public overweight/ obese. billion adults Marsh T,
health globally. worldwide were Gortmaker SL,
overweight in 2008,1 Brown M.
and projections Health and
suggest that by 2020 economic
over 70% of adults in burden of the
the United Kingdom projected
and United States obesity trends
will be overweight in the USA
and the UK.
Lancet
2011;378:815–
25.

62
D. Read the passage below and complete the table which follows.

Infectious diseases remain a major threat to global animal and human health. Recent
examples include the 2002 Foot and Mouth Disease outbreak in the UK, the 2003
global epidemic of SARS, and the threat of an influenza pandemic. The control of
infectious diseases in animals and humans is a problem that needs to be addressed
by scientists, veterinarians, healthcare workers, economists, social scientists and
policy makers.

(Adapted from The Royal Society)

Statement/Claim Support (Example)

Infectious diseases remain a major 2002 Foot and Mouth Disease
threat to global animal and human outbreak in the UK, the 2003 global
health. epidemic of SARS

Critical comment on the source - Explain concisely why the source’s idea is
important, demonstrate that you understand any complex terminology, link it to the
next source you use, etc.

Another idea from a source - This could be another source that builds on the first
source, agrees or disagrees with the arguments, has similar or different findings, etc.,
but the author’s ideas help you to say what you want to say in your essay.

Another critical comment - What can you learn from the two sources? How do they
link or build on each other? Why are they important?

Concluding sentence - In this final sentence in your paragraph, you need to make
absolutely sure that they know exactly why you’ve included everything and how it
links to your main argument

Task 2

63
A) Fill in the right column with the sentences given in the box below to fit the
paragraph structure presented in the left column (AL Resources_Uni. of Sheffield).

In English, it is more common to have no gap or only a slight gap between turns
(Sacks et al. 1974).
Conversational styles vary to a larger extent across cultures.
Heldner and Edlund(2010) build on Sacks et al.’s and other more recent work
explaining that for this absence of gap to happen, “speakers have to project not
only what the current speaker will say, but also the exact point in time when
she or he will finish” (557).
Clearly,this aspect of conversation is incredibly difficult for non-native
speakers, particularly when pausing in their own language is common so
teachers need to expect gaps between turns and to allow students planning
time.
Cutting (2015) comments on conversational styles of students from Spain and
China and cites a Spanish student misinterpreting a Chinese student’s two
second pause as him not having understood; in fact, the Chinese student wanted
to show he was thinking about what had been said.
My Chinese classmates mostly agreed that a ‘thinking pause’ is common, and
it is respectful to include one even if you do not intend to think during it.

The topic sentence 2nd

An idea from a source 1st
A critical comment on the source 6th
An idea from another source 5th
A critical comment (linking to 3rd
previous source)
TH concluding sentence 4th

Task 3

You are going to read a longer extract from the Introduction from a research paper
and discover the structure of arguments.

64
A. Look at the title of the paper and list the things you think might be covered in
the opening paragraphs.

Characteristics of Activated Carbons

B. Read the text and check if the things you chose are mentioned.

Introduction

Activated carbon is a well-known material with various applications on an industrial

scale. For example, it is used for the purification of gases (Guo and Lua, 2002), the
removal of organic pollutants from water (Zhou et al., 2009), the removal of heavy
metal from wastewater (Daifullah et al., 2003; Montanher et al., 2005; Singh et al.,
2005), and as a catalyst or catalyst support (Bedia et al., 2010; Gu et al., 2010).
Activated carbons that are currently commercially available are expensive, however.
Therefore, the search for alternative low-cost bio-based materials, as well as the
appropriate processes for the preparation of activated carbons from these abundant
resources, has become necessary (Guo and Lua, 2002; Maite et al., 2007).

In principle, the methods for preparing the activated carbons can be divided into two
categories: physical activation and chemical activation (Ahmadpour and Do, 1996).
In physical activation, a raw material is first carbonized and the carbonized material
is then activated by steam (Li et al., 2008), carbon dioxide (Guo et al., 2009), air (Su
et al., 2006), or their mixture. In chemical activation, a raw material is impregnated
with an activation agent such as an acid while being heat-treated under inert
atmosphere (Basta et al., 2009; Guo et al., 2002; Liou and Wu, 2009). Often
combinations of chemical activation followed by physical activation methods are
employed to improve the characteristics of activated carbon, such as surface area
and pore volume (Azevedo et al., 2007). It has been widely accepted that activated
carbons prepared using different types of raw materials, activation processes,

types of precursors, or compositions and process conditions result in different

textural and functional characteristics. For example, activated carbons derived from
coconut shell with air activation have a surface area of 700 m2/g (Su et al., 2006),
while steam activation gives a maximum surface area of 1,962 m2/g (Li et al., 2008),
CO2 activation gives a maximum surface area of 1700 m2/g (Guo et al., 2009), and

65
 chemical activation with ZnCl2 followed by physical activation gives a maximum
surface area of 2,114 m2/g (Azevedo et al., 2007).

Thailand is the sixth largest rice producer in the world ...

(Niticharoenwong et al., 2013: 1309–1310)

C. Refer to the language in bold to answer the following questions:

I. How does the first paragraph:

i. establish the importance of the topic?

a well-known material with various applications on an industrial scale.

ii. draw attention to a current problem?

Activated carbons that are currently commercially available are expensive.

iii. state the need for a solution?

Therefore, the search for alternative low-cost bio-based materials, as well as the
appropriate processes for the preparation of activated carbons from these
abundant resources, has become necessary

iv. prepare the ground for a discussion of the role of rice as a potential solution to the
problem?

Therefore, the search for alternative low-cost bio-based materials, as well as the
appropriate processes for the preparation of activated carbons from these
abundant resources, has become necessary

II. Which phrases link the first and second paragraphs? as well as the appropriate processes
for the preparation of activated carbons from these abundant resources, has become
necessary

III. In the second paragraph:

i. How many separate points are covered? 4

ii. What are they? Physical actication ,Chemical activation, Combination of Physical actication
and Chemical activation, Activated carbon characteristics
iii. Which phrases and punctuation help to organise the points? : ,

66
iv. How do you expect the third paragraph to continue? How do the preceding paragraphs
prepare for this? How activated carbons produce using rice
v. Complete the sentence below to describe the argument that the authors develop in the paper
as a whole:

The characteristics of activated carbons derived from deoiled rice bran residues make rice a
promising raw material for the production of activated carbon.

VI. Match the sentence halves below to summarise the reasoning behind the argument.

we need to find ways of lowering the cost of

a) Activated carbon is a useful material,
b) As it is expensive to produce,
c) Using low-cost bio-based materials would
help reduce the cost of production,
production.
Therefore, if it turns out to be suitable for the
production of deactivated carbon, there will be a
plentiful supply of raw material.

d) Different processes work differently with so rice, as a relatively cheap biological product,
different materials, affecting the characteristics might be a good alternative.
of the finished product.
so we need to produce more of it.
e) Rice is abundant in Thailand.
For this reason, it will be interesting to see how
rice reacts.

Task 4

A) Fill the gaps in the following paragraph using language given in the box (Bailey, 2015).

67
Every year, millions of students choose to study in a foreign country. This can have considerable
(a) benefits, such as the chance to experience another culture, but also involves certain (b)
drawbacks, which may include feelings of isolation or homesickness. Another (c) negative aspect
may be the high cost, involving both fees and living expenses. However, most students appear to
find that the (d) advantages outweigh the (e) disadvantages, and that the chance to join an
international group of students is a major (f) advantage in developing a career.

68
REFERENCES

“5 Learning Styles to Consider for Memorable Presentations - Ace the Presentation.” Ace
The Presentation, 20 Nov. 2021, www.acethepresentation.com/learning-styles.
Marshall, DeJia. “The Five Learning Styles You Need to Know.” EDtalk, 5 Sept. 2019,
blog.edvergent.com/2019/09/05/the-five-learning-styles-you-need-to-know.

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