Curs Practic Engleza

UNIVERSITATEA TRANSILVANIA DIN BRAȘOV
Centrul de Învăţământ la Distanţă

şi Învăţământ cu Frecvenţă Redusă
FACULTATEA DE LITERE
PROGRAM DE LICENȚĂ ID:
LIMBA ȘI LITERATURA ROMÂNĂ – LIMBA ȘI LITERATURA ENGLEZĂ
CURS PRACTIC DE ENGLEZĂ

CURS PENTRU ÎNVĂȚĂMÂNT LA DISTANȚĂ
AUTOR: Gabriela CUSEN
ANUL II, SEM. I

Gabriela CUSEN
CURS PRACTIC DE ENGLEZĂ

Academic writing
CURS PENTRU ÎNVĂȚĂMÂNT LA DISTANȚĂ
ANUL II, SEM. I

CONTENTS:
Introduction: ............................................................................................................................ 4
Diagnostic test ......................................................................................................................... 7
UNIT ONE: THE WRITING PROCESS

1.1. Introduction .....................................................................................................................12
1.2. Competences ....................................................................................................................12
1.3. Pre-writing......................................................................................................................12
1.4. Writing and rewriting...................................................................................................13
1.5. Editing.........................................................................................................................14
1.6. Summary.......................................................................................................................15
1.7. Language Practice.......................................................................................................16
UNIT TWO: ORGANISING A WRITTEN TEXT (1)

2.1. Introduction .....................................................................................................................18
2.2. Competences ....................................................................................................................18
2.3 Structuring paragraphs.................................................................................................18
2.4. Reformulating a paragraph.........................................................................................19
2.5. Summary ..........................................................................................................................21
2.6. Language practice............................................................................................................21
UNIT THREE: ORGANISING A WRITTEN TEXT (2)

3.1. Introduction .....................................................................................................................23
3.2. Competences ....................................................................................................................23
3.3. Linking paragraphs.....................................................................................................23
3.4. Organising points........................................................................................................24
3.5. Summary ..........................................................................................................................25
3.6. Language practice.....................................................................................................25
UNIT FOUR: ORGANISING A WRITTEN TEXT (3)

4.1. Introduction .....................................................................................................................27
4.2. Competences ....................................................................................................................27
4.3. Organising general and supporting statements.................................................................27
4.4. Using cohesive devices.....................................................................................................29
4.5. Connectives......................................................................................................................30
4.6. Using logical connectors for describing effects ...............................................................33
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4.7. Summary..........................................................................................................................34
COURSE ASSESSMENT ONE .............................................................................................37
UNIT FIVE: ORGANISING A WRITTEN TEXT (4) OARE????

5.1. Introduction .....................................................................................................................38
5.2. Competences ....................................................................................................................38
5.3. Style and appropriateness.................................................................................................38
5.4. ‘Tentative’ style in academic writing..............................................................................41
5.5. ‘I’ in formal writing.....................................................................................................41
5.6. Summary.......................................................................................................................42
UNIT SIX: READERSHIP (A SENSE OF THE AUDIENCE)

6.1. Introduction .....................................................................................................................45
6.2. Competences ....................................................................................................................45
6.3. Readership - a sense of the audience.................................................................................45
6.4. Genre/register...................................................................................................................47
6.5. Summary..........................................................................................................................47
6.6. Language practice..............................................................................................................47
COURSE ASSESSMENT TWO.............................................................................................50
UNIT SEVEN: FUNCTIONS OF THE WRITTEN TEXT: DESCRIPTION (1)

7.1. Introduction .....................................................................................................................55
7.2. Competences ....................................................................................................................55
7.3. Describing process or procedure .....................................................................................55
7.4. Describing data from tables/charts....................................................................................57
7.5. Geographical description.................................................................................................58
7.6. Structure and vocabulary aid..........................................................................................60
7.7. Summary..........................................................................................................................62
7.8. Language practice...........................................................................................................62
REFERENCES .....................................................................................................................64
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Introduction
The first part of this course (Academic Writing, semester I) is meant to give you information
about and practice in writing academic texts in view of your being able to cope with such
tasks as writing essays, course assignments, exam papers, conference papers, or your BA
project. We will approach writing as a process rather than as a product. In other words, rather
than analysing features of finished texts and attempting to reproduce them, we will start from
an examination of what good writers actually do as they write. We will experience hands on,
such processes as jotting down ideas at random, organising them, writing first drafts, and
revising.
The emphasis throughout the course will be on the process involved in producing complete,
contexualised pieces of writing. We will concentrate on WHY the writing is being done (a
sense of purpose) and WHOM it is being written for (a sense of audience).
All this is not to suggest that ‘the nuts and bolts’ of grammar and discourse accuracy will be
neglected. In this respect, the course contains a diagnostic test and several grammar and
vocabulary tasks that you need to solve and check your answers against the key provided at
the end of the tasks.
Course Aims
On completion of course work, students will be able to:
• develop academic text writing abilities;
• improve their grammar and vocabulary knowledge. Progress in these two
domains of language study can be achieved mainly through individual
work.
Competences
Cognitive competences:
• understanding of issues related to major points of interest in the domain of
writing academic texts and English grammar and vocabulary;
• acquisition of knowledge related to the writing of academic texts;
• understanding of processes involved in the writing of academic texts.
Practical competences
• application of theoretical knowledge to language practice tasks.
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Communicative competences
• understanding of the correct use of grammatical and lexical
structures mainly in written discourse.
Resources, approaches to coursework and equipment
Work on this course can be done both individually and in groups or pairs in
tutorial activities. Use of a PC is also recommended for both work on course
assignments and access to various internet sites giving access to on-line language
practice work to be used as reference materials.
Course structure
This course consists of seven units, more or less similar in length and requiring
approximately the same time for study. Each unit ends with a ‘language practice’
task which is meant to give students grammar and vocabulary practice. It also
contains two course assessment tasks (at the end of Units 4 and 6). On completion
of these tasks, students will submit their word-processed papers to the course tutor
who will mark them. Paper submission will take place on Tutorial two. Students’
course work will also include a ‘language improvement notebook’ which will be
submitted for inspection as proof of individual work on various grammar and
vocabulary areas of interest.
Prerequisites
Knowledge of English grammar and vocabulary as well as some academic writing
skills are necessary for successful completion of the course.
Related subjects
The competences developed while working on this course will help students with
their work on courses which require a good understanding of how language
functions in society at all its levels.
Course study time

In order to meet the requirements of this course, students need to spend 2 hours
working on each of the seven units. Extra work-time has to be dedicated to the two
course assignments and completion of their ‘language improvement notebook’.
Course assessment:
The final mark includes:
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- two course assignments and language improvement notebook – 50%
- exam paper and oral presentation on a topic of students’ own choice –
50%
5
DIAGNOSTIC TEST
The test below is meant to help you test your grammar and vocabulary knowledge. Solve the
three parts of the test below, check your answers against the key provided and let us discuss
any ‘problems’ you might have had on our Tutorial One.
Part 1
For questions 1-15, complete the following article by writing each missing word in the space
provided. Use only one word for each space.
The exercise begins with an example (0).
Example: 0 = by
Cause for Alarm?

A friend was kept awake one night recently (0) ………….. a car alarm.At 6 a.m. he stormed
out and tried to force the car window open.A neighbour caught him (1) ………….. the act and
(2)………….. of calling the police, brought out a hammer to help. (3) ………….. them, they
broke the window, turned off the alarm, and happily went back to bed.
The owner, (4) ………….. to his car, presumably thought his expensive vehicle alarm had
prevented a break-in. Precisely the opposite was true. (5) ………….. my friend been the type
who steals car radios, the alarm would have provided the perfect cover: "Stupid burglar
alarms," he could have said to passers-by as he attacked the car (6) ………….. a screwdriver.
So (7)………….. is the point of alarms when everyone, (8) ………….. from my sleepy
friend, that is, ignores them?
The police, and even the manufacturers, admit (9) ………….. much. Keith Cobham, director
of Cobra Security Systems, says: "If an alarm goes off nobody (10) ………….. take any
notice, even if the thief is disconnecting the batteries. The main deterrent value (11)
………….. you are the owner is that the thief does not know where you are."
Most alarms automatically cut out the engine, (12) ………….. the main purpose of the noise
is to deter thefts of stereos and briefcases. But as Inspector Brayne of the Metropolitan Police
Crime Prevention Service points out: "This sort of theft takes place (13) ………….. split
seconds. If the person (14) ………….. smashed the window, he'll carry on regardless (15)
…………... the alarm."
From The Independent on Sunday
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Part 2
In most lines of the following text there is either a spelling or a punctuation error. For each
numbered line 16-31, write the correctly spelled word(s) or show the correct punctuation in
the space provided. Some lines are correct. Indicate these lines with a tick (√). The exercise
begins with three examples (0).
Examples: 0 = days. It
0 = expenses
0=√
HOMEWORK
ο More and more people are working from home these days It
ο reduces expences and overheads to a minimum. Less time is
ο wasted on travel and there is no extra rent. Accountants need
16 little more than a desk, a calculator, some specialy ruled
17 accountancy paper and a few referrence books. Others, like
18 freelance journalists cannot manage without at least one
19 electronic or electric typewriter, fax facillities and a couple of
20 phones, plus an answering machine. Some find they cannot keep
21 up with the workload without a home computor. It needs only
22 a little imagination to convert a room into a workplace and
23 etablish instant electronic links with clients or a head office
24 hundreds' of miles away. Streamlining has become an art form
25 as manufacturers realising the need for compactness, have
26 produced space-saving equipment. Secretaries may not be
27 redundant but men and woman working from home quickly
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28 realise that machines can be as eficient, if not so pleasant. Home
29 filing systems no longer need to be a bulky, four drawer cabinet.
30 An entire world of information can be stored - and retrieved -
31 in a matter of moments from a single disk hardy the size of a saucer.
16 ......................... 20 ......................... 24 ......................... 28 . ........................

17 ......................... 21 ......................... 25 ......................... 29 .........................
18 ......................... 22 ......................... 26 ......................... 30 . ........................
19 ......................... 23 ......................... 27 ......................... 31 . ........................
Part 3
For questions 32-46 read the two texts below. Use the words in the boxes to the right of the
texts, listed 32-46, to form a word that fits in the same numbered space in the text. The
exercise begins with an example (0).
Example: 0 = icy
THE FILM
On April 15th, 1912 the great ship Titanic sank in the (0) ICE
(0) ... waters off Newfoundland with the (32) ... of
1,523 lives. The (33) ... of the ship on its maiden (32) LOSE
voyage from Southampton to New York is the most
(34) ... ocean disaster of all time, and a tragedy that (33) SINK
has had an unpq.ralleled hold over our collective
(34) LEGEND
(35) ..."'. Interest in the wreck" and the powerful human
stories of the (36) ... has never waned. Quite the (35) CONSCIOUS
opposite. And in 1998, the world's (37) .... with the
(36) SURVIVE
story was further fuelled by the release of James
Cameron's film Titanic, which broke all box-office (37) FASCINATE
records to become the most successful film in cinema
(38) GLOBE
history, with (38) ... takings of $1.8 billion.
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THE DIRECTOR
If all the stories about the Canadian director of the
(39) EMOTION
film Titanic, James Cameron, were true, only a fool
would want to spend an hour in his company, for fear (40) SURPRISE
of great personal injury or an (39) ... mugging. But he
(41) COURTESY
is (40)... charming and (41) ... when you meet him.
Cameron, a university drop-out who worked as a (42) CHILD
machinist and a truck driver before following his
(43) SURE
(42) ... obsession into films, does not worry about the
myths that surround him. But, (43) ... he is aware that (44) SPECTAC.LE
he is regarded as a (44) ... autocrat? "That is always
(45) CREATE
written by people who have never met me/, he says.
"Journalists don't see the (45) C.. and intimate (46) RELATION
(46) ... I have with actors. I have never yelled at an
actor in my entire career."
32 ........................ 37 ......................... 42 .........................

33 ......................... 38 ......................... 43 .........................
34 ......................... 39 ......................... 44 ........................
35 ......................... 40 ......................... 45 .........................
36 ........................ 41 ......................... 46 .........................
KEY
To check your answers, here is the key to this test:
Part 1
0 by (example)
1 in 5 Had 9 as, 13 in
2 instead 6 with 10 will 14 has
3 Between 7 what 11 if 15 of
4 returning 8 apart 12 so
Part 2
o days. It (example)
9
0 expenses (example)
0  (example)
16 specially 24 hundreds,
17 reference 25 manufacturers. realising
18 journalists, cannot 26
19 facilities 27 women
20  28 efficient
21 computer 29 four-drawer
22  30 
23 establish 31 hardly
Part 3
0 icy (example)
32 loss. 37 fascination. 42 childhood
33 sinking' 38 global 43 surely
34 legendary 39 emotional 44 spectacular
35 consciousness 40 surprisingly 45 creative
36 survivors. 41 courteous 46 relationship(s)
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___________________________________________________________________________
UNIT ONE: THE WRITING PROCESS
___________________________________________________________________________
Contents:
1.1. Introduction .....................................................................................................................12
1.2. Competences ....................................................................................................................12
1.3. Pre-writing 12
1.4. Writing and rewriting 13
1.5. Editing 14
1.6. Summary 15
1.7. Language Practice 16
1.1. Introduction
This unit deals with the process of writing which consists of three major
activities. They are the main points of this unit:
A) Pre-writing
B) Writing and rewriting
C) Editing
The unit ends with a language practice section which is meant to give students the
chance to improve their knowledge of grammar and vocabulary.
1.2. Competences
On completion of Unit One students will be able to understand and use pre-
writing, writing and editing techniques wich they need whenever they are faced
with writing and academic text.
Study time for UNIT ONE: 2 hours
1.3. Pre-writing
Before putting pen to paper, the skilled writer in real life considers at least two important
questions:
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1. What is the purpose of this piece of writing?
This question refers to the function of the written text:
E.g.: a report = persuasive and stimulates work
a letter = invitation/application/complaint
The purpose of the writing will influence the choice of organisation and the choice of
language.
2. Who am I writing this for?
This question refers to the audience. The reader may be an individual, one you know well, a
group of colleagues/fellow students, an institution, an examiner or a tutor. Thinking about the
reader(s) helps the writer to select what to say and how to present it in the most appropriate
style:
- formal
- -friendly
- -serious
- -tentative etc.
The answer to these questions provides the writer with a sense of purpose and a sense of
audience, in other words, a writing context which significantly influences the first stage of
the composing process, that of exploring possible content and planning outlines.
The pre-writing stage can therefore include the following sub-stages:
-brainstorming
-organising ideas
-making a rough plan of the future text
1.4. Writing and rewriting

With good writers this stage consists in writing a first draft and the revision of this draft. Such
writers tend to concentrate on getting the content right first and leave details like correcting
spelling, punctuation and grammar until later.
When revising the first draft the writer decides on points like:
sharing his/her impressions clearly with the reader;
missing out any important points of information;
forgetting to explain something;
making the vocabulary stronger at any point;
sentences that do not say much and can be missed out;
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rearranging any sets of sentences to make the writing clearer and more
interesting;
rearranging any paragraphs;
clear links between sections in order to lead the reader through the writing.
1.5. Editing
Is a post-writing stage consisting of reading through the text and trying to apply a reader’s
perspective in order to assess how clearly readers might follows ideas. It is now that the
writer makes the final readjustments and checks the accuracy of the text.
BRAINSTORMING
Is an activity that will help you to think of things to write about during the
important pre-writing stage.
TOPIC: A childhood memory

a) Write down as many memories as you can and do not worry about clarity
of the language. Try to remember sounds, smells, tastes etc.
b) On Tutorial One, work with your partner and discuss your selected
memories.
c) Chose one of your memories and write one paragraph about it.
MAKING MIND MAPS

Making a mind map is a strategy for note making before writing.
TOPIC: A festival
a) Close your eyes and think of Christmas. Next, jot down all the things
associated with Christmas that come into your mind.
b) Make a mind map in your notebooks and then write a one page text on
this topic.
USING A DIAGRAM OF IDEAS

TOPIC: Books, plays, and films should never be censored.
Here are some arguments FOR and AGAINST the idea:
For Against
-censorship is necessary to protect -people should be allowed to
children hear, see, and read what they
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-censorship is for the general good of like
society -censorship is a denial of
-censors are liberal people and make personal liberty
sensible decisions -censorship doesn’t lead to
-pornography encourages immorality immorality but repression does
-violence in films brutalises people -censorship does not prevent
pornography; the later just
disappears into a ‘black
market’
-censors are poor
discriminators of what is ‘art’:
they often ban or cut works of
artistic merit
a) Prepare to contribute arguments for and against the suggested topic.

b) Use the ideas provided by the diagram (and add your own) in writing an
argumentative text (‘for and aginst’).Write one page.
CORRECTING YOUR OWN WORK

Read your text and look for problems with:
• good paragraphing (one idea in one paragraph, placed in the
first sentence, plus supporting ideas)
• spelling and punctuation
• word order
• clear meaning.
1.6. Summary:
The focus in Unit One was on the process of writing which consists of three
major activities. Together with ‘To Do’ activities, they were the main points of
this unit: pre-writing, writing and rewriting and editing.
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1.7. Language Practice
For questions 1-15, read the article below and then decide which word in the list
below best fits each space. Circle the letter you choose for each question. The
Example: 0 = C
Save money on the book that aims to save animals
Do you want to (0) ... part in the battle to save the world"s wildlife? Animal
Watch is a book which will (1) ... you in the fight for survival that (2) ... many of
our endangered animals and show how they struggle on the (3) ... of extinction.
As you enjoy the book's 250 pages and over 150 colour photographs, you will
have the (4) ... of knowing that part of your purchase money is being used to
(5) ... animals (6) … From the comfort of your armchair, you will be able to
observe the world's animals close-up and explore their habitats. You will also
discover the terrible results of human (7) ... for land, flesh and skins.
Animal Watch is packed with fascinating facts. Did you know that polar bears
cover their black noses (8) ... their (9) ... so they can hunt their prey in the snow
without being seen, for example? Or that (10) ... each orang-utan which is
captured, one has to die?
This superb(11) … has so (12) ... Britain's leading wildlife charity that it has been
chosen as Book of the Year, a (13) ... awarded to books which are considered to
have made a major contribution to wildlife conservation. You will find Animal
Watch at a special low (14) ... price at all good bookshops, but hurry while (15) ...
last.
0 A play B be C take D have

1 A combine B involve C bring D lead
2 A meets B opposes C forces D faces
3 A edge B start C limit D end
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4 A satisfaction B enjoyment C virtue D value
5 A enable B help C allow D assist
6 A preserve B conserve C revive D survive
7 A greed B interest C care D concern
8 A with B by C for D from
9 A feet B claws C paws D toes
10 A with B by C for D from
11 A publicity B periodical C publication D reference
12 A imposed B impressed C persuaded D admired
13 A symbol B title C trademark D nickname
14 A beginning B preparatory C original D introductory

15 A stores B stocks C goods D funds
To check your answers, here is the key to this task:

0 C (example)
1B 5B 9C 13 B
2D 6D 10 C 14 D
3A 7A 11 C 15 B
4A 8A 12 B
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___________________________________________________________________________
UNIT TWO: ORGANISING A WRITTEN TEXT (1)
___________________________________________________________________________
Contents:
2.1. Introduction .....................................................................................................................18
2.2. Competences ....................................................................................................................18
2.3 Structuring paragraphs 18
2.4. Reformulating a paragraph 19
2.5. Summary ..........................................................................................................................21
2.6. Language practice 21
2.1. Introduction
This unit examines the important component of any text that the paragraph is.
Structuring and reformulating paragraphs are the main points here. The unit ends
with a language practice section which is meant to give students the chance to
improve their knowledge of grammar and vocabulary.
2.2. Competences
On completion of Unit Two students will understand that the paragraph is a ‘text’
in itself and will be able to to write paragraphs that are well constructed and can be
linked in larger texts.
Study time for UNIT TWO: 2 hours
2.3. Structuring paragraphs

Writers often have problems organising ideas within a paragraph as well as within a
longer stretch of writing. One problem, for example, is knowing when in the paragraph to
make a generalisation about a series of smaller points.
This activity takes a happy day as its topic: “The happiest day of my life”. Let us
do this on Tutorial One. Read this and prepare to take part in the group activity:
a) In-groups of four, one of you volunteers to tell the others about what
she/he considers the happiest of her/his life. The other three students
note down the series of events in that day.
17
b) The entire group decides how to express the way the day began and
how it ended in two single (longish) sentences. These may be either
statements of fact, or their implications, or judgement on them.
c) The groups split into two pairs each. One pair has the task to write
the introductory paragraph and another one for the first part of the
‘body’ of the text. The second pair has to write a continuing paragraph
for the ‘body’ and the paragraph leading to the end sentence of the text.
d) Put your texts together, read them in your group and make any
changes you find necessary. Make a note of all the changes and reasons
for these and appoint a ‘speaker’ to read your final version to the class
and talk about the changes you have made.
2.4. Reformulating a paragraph

The following task is intended to help you to understand the relationship between
different sentences in a paragraph. It focuses your attention on the functional framework
of a paragraph within a whole text. It then asks you to reformulate the paragraph in a
slightly different way. As you do this, you will have to consider both the logical
development of the ideas and the way in which ideas are linked together through cohesive
devices.
The topic of the activity is “Renewable energy”. Can you explain what it
means and give examples of renewable energy? Here is what we
aare goin to do on Tutorial One:
b) Work in pairs. Read the text and then go back to the last paragraph
and do the first part of the task together (see the Task).
c) Individually do the second part of the task. When you have drafted
out your own paragraph, compare it with your partner’s and see what
differences there are. Comment on and suggest improvements to the
first draft.
Read the text and then do the task that follows it.
18
RENEWABLE ENERGY
The sun is the source of all life on earth and provides us with almost all the
energy we use. Fossil fuels, such as gas, oil, and coal, are simply stored solar
energy: the product of photosynthesis millions of years ago; while the renewable
energy sources, solar, wind, tidal, wave, bio-mass, and hydro are all the direct
result of the sun’s energy.
More energy arrives at the earth’s surface in an hour than is consumed in the
world in a whole year. Even in cloudy northern countries like Britain there is
more than enough solar energy for our needs. The total falling on Britain every
year is more than one hundred times greater than all the energy used.
This energy can be used to heat buildings either directly (passive solar energy) or
by use of solar collectors (active solar energy). The sun is also responsible for
rain, which can be harnessed as hydropower. Falling or flowing water generates
25% of the world’s electricity. Waves are the result of winds over the ocean, and
ways of harnessing this new source of energy are being developed at present,
while the complex interaction of earth, moon, and sun results in the tides, which
can also be used to produce electricity.
The official view in Britain is that renewable sources of energy such as these will
be unable to provide more than a small proportion of our needs until well into the
next century. But such pessimistic predictions are directly linked to the lack of
money for research and development. In 1983/84 for example, only £11.3 million
was spent on all the renewable sources of energy put together, while £206 million
was given to the development of nuclear power. Some renewable sources, such as
solar and wind energy, are already cost-effective and working well today.
However, these are not being taken up by industry or the general public, due to
lack of information on what are available, and financial incentives. We need to
develop many of the more promising renewable energy options now if we are to
ensure that the world has enough energy to take us through to the new century.
19
Task:
1. Look again at the last paragraph of the text. In what order does the author do
these things? Write the sequence of number (1-6) at the end of the following
statements:
• Make a general statement of future needs.
• Describe the current level of development of renewable energy sources.
• Support an argument with an example.
• Give arguments against negative predictions.
• Criticise the official attitude towards development.
• Describe official predictions.
2. In what order would you do these things if you began the paragraph like this:
‘Some forms of renewable energy, such as solar and wind energy, are
already cost effective and working well today’.
Would you:
a. Decide on a general order?
b. Rewrite the paragraph and, as you draft it, decide whether you need to
reword sentences or add anything in order to create a clear and convincing
argument?
2.5. Summary:
The focus in Unit Two was on the structuring and reformulating paragraphs.
2.6. Language practice

For questions 1-15, complete the following article by writing each missing word
in the space provided. Use only one word for each space. The exercise begins
with an example (0).
Olympic Gold
In April 1896, an 'Irishman (0) ………………… the name of John Pius Boland
was in Athens Visiting the famous German archaeologist, Schliemann, (1)
………………… it came to his ears that there was a sporting event (2)
………………… place in the city. Being a keen tennis player, he decided to
20
invest~gate further and discovered (3) ………………… his surprise that the
event in question was none qther (4) ………………… the first ever Modern
Olympic Garn,es and that (5)………………… a v:ariety of events it inclucied a
tennis tournament. (6) ………………… only of modest standard, he borrowed a
pair of white flannel trousers and a racquet, entered and won the gold medal.
Encouraged by his success, he teamed up in the Men's Doubles
(7)………………… a German, Fritz Krauern, and won that too - thereby earning
himself a place the record books (8) ………………… the first man to share an
Olympic gold medal with (9)………………… of another nationality.
'The important thing in the Olympic Games is not winning (10) …………………
taking part,' declared the founder of the Modern Olympics, the Baron de
Coubertin. Doubtless (11)………………… who fought well' and won in those
first Games felt every bit (12)………………… satisfied with their achievements
as any of today's medal-hungry competitors when the time came to line (13)
………………… in front of a table and step forward to receive their rewards.
(The victory podium incidentally, along (14) ………………… flags and national
anthems, was not introduced (15) ………………… the Los Angeles Games of
1932.)

0 by (example) 1 when 2 taking
3 to 4 than 5 among(st)
6 (Al)though 7 with 8 as
9 someone 10 but 11 those/someone/anyone

12 as 13 up 14 with 15 until
21
___________________________________________________________________________
UNIT THREE: ORGANISING A WRITTEN TEXT (2)
________________________________________________________
Contents
3.1. Introduction .....................................................................................................................23
3.2. Competences ....................................................................................................................23
3.3. Linking paragraphs 23
3.4. Organising points 24
3.5. Summary ..........................................................................................................................25
3.1. Introduction
This unit continues the discussion and practice of writing paragraphs. The main
points here are related to ways of linking paragraphs and and organising the the
supporting sentences which give substance to the main idea displayed in the topic
sentence. The unit ends with a language practice section which is meant to give
students the chance to improve their knowledge of grammar and vocabulary.
3.2. Competences
On completion of Unit Three students will understand the structure of a paragraph
and will be able to use techniques for structuring paragraphs.
Study time for UNIT THREE: 2 hours
3.3. Linking paragraphs

Although this activity is called ‘Linking paragraphs’, it is really about the range of ways
in which different approaches to a topic can be arranged in relation to each other.
Learning to write is partly about learning how different kinds of information can be
presented to the reader in a single essay/text.
22
a) You will need at least four pieces of rectangular paper (tear an A4
piece of paper into four pieces) and at least three triangular ones (torn
out of A4 paper).
b) Think of topics you would like to write a text on.
c) Chose a topic you would like to write on and formulate at least for
ideas which will be central to four paragraphs.
d) Write four paragraphs on the topic you have chosen on four
rectangular pieces of paper (see a) above).
e) Read the paragraphs you have written and decide how to order them
relative to each other - i.e., what sort of logic will be needed to
connect them together in a continuous piece of writing.
f) Write linking passages/words to precede each paragraph on the
triangular pieces of paper (see a) above) and then have them ready to
display and read on our Tutorial One.
g) On Tutorial One you will read the work of another student. The idea
is ‘to spoil’ this student’s work by putting a line through just one of
their linking passages/words written on the triangular piece of paper.
It is best to choose the linking passages/words most crucial to the
argument.
h) As soon as you see a line through one of your passages, write a
replacement linking passage. It must not contain the same logical
idea as the one struck out.
i) The ‘spoiling’ and rewriting of the linking passages will be done
three times after which every student will make a list of their linking
passages and prepare to tell the class how they changed them and
why.
3.4. Organising points

The strategy of brainstorming (see Unit One) is especially useful in creative writing where
a spontaneous and unstructured flow of thoughts is a good way to get ideas together.
Brainstorming can also be effective as the first stage in more formal types of writing, for
example, for bringing to the surface of the mind all the information one knows about a
certain topic.
23
3.5. Summary:
The focus in Unit Three was on linking paragraphs and oraganising main points.

In most lines of the following text there is one unnecessary word. It is either
grammatically incorrect or does not fit in with the sense of the text. For each
numbered line 1-16, write the unnecessary word in the spaces next to the
question number below. Some lines are correct. Indicate these lines with a tick
(). The exercise begins with two examples (0).
Examples: 0 = the
0=√
THE BIG SLEEP
0 Since the time immemorial we have put our trust in a good night's
0 sleep to help us look and feel better. And with good reason: sleep
1 restores the body, builds out muscle, strengthens bones and the
2 immune system and helps with skin cells to regenerate. But just
3 how much sleep do we really need is a matter of debate. Back in
4 the 9th century King Alfred the Great was the first to decide that a
5 third of the day - eight hours - should be spent in asleep. Though
6 we still use Alfred's idea as a yardstick, but we all find the sleep
7 patterns which suit us best. While it’s true that too much or too
8 little of sleep can cause headaches, drowsiness, lack of energy
9 and irritability, it’s the quality of sleep or rather than the quantity,
10 which are matters. Since man’s earliest days, all sorts of medicines
11 and drugs have been tried to achieve deep, untroubled sleep.
12 However, to get away from artificial methods, the exercising during
13 the day and avoiding such indigestible food, caffeine-filled drinks
14 and alcohol just before bedtime can help you to sleep better. And
15 the right kind environment is very important. You need to be in
16 darkness, warm - but not too warm - and be comfortable.
24
1 ......................... 5 ......................... 9 ......................... 13 .........................
2 ......................... 6 ......................... 10......................... 14 .........................
3 ......................... 7 ......................... 11 ......................... 15 .........................
4 ......................... 8 ......................... 12 ......................... 16 .........................
0 the (example)
0  (example)
1 out 5 in ' 9 or 13 such
2 with 6 but 10 are 14 
3 do 7 11  15 kind
4 8 of 12 the 16 be
25
___________________________________________________________________________
UNIT FOUR: ORGANISING A WRITTEN TEXT (3)
___________________________________________________________________________
Contents
4.1. Introduction .....................................................................................................................27
4.2. Competences ....................................................................................................................27
4.3. Organising general and supporting statements 27
4.4. Using cohesive devices 29
4.5. Connectives 30
4.6. Using logical connectors for describing effects ...............................................................33
4.7. Summary 34
4.1. Introduction
This unit examines the way general and supporting points need to be organised in
a paragraph. The use of cohesive devices is another important issue in this unit.
Moreover, use of logical connectors for describing effects is also discussed. The
unit ends with a language practice section which is meant to give students the
chance to improve their knowledge of grammar and vocabulary.
4.2. Competences
On completion of Unit Four students students will understand how important the
organisation of general and supporting points in a paragraph is and will be able to
use logical connectors effectively.
Study time for UNIT FOUR: 2 hours
4.3. Organising general and supporting statements

In this Unit you will create a text from isolated sentences. In doing so, your attention is drawn
to one way of organising the information in the text. The text in question consists of four
paragraphs each of which is composed of a topic sentence and some supporting sentences.
26
The topic sentence is a generalisation and the supporting sentences are more specific or are
examples.
Topic: Stress
a) To help yourselves think about the topic, answer the following questions:
1. Can you think of an example of someone who is suffering from stress?
2. Is stress always harmful?
3. Have you ever suffered from stress? Looking back, can you understand
why?
b) Next, read the twelve sentences below, find the four general statements then
the supporting ones, (2 for each general statement) write them after the headings
at the end of the 12 sentences.
1 Others bother us continually and make us feel under stress.

2 Predicting stress is quite a problem.
3 Alternatively, a young woman may find herself becoming increasingly bored,
impatient, and irritable in a trivial office job.
4 There is a key difference between healthy and harmful stress.
5 Many of these adjustments take place without our being conscious of them.
6 It is easy to look back on an experience, knowing it has done harm and to say
that it was stress that caused it.
7 Our lives are full of change and we continually try to adjust as well as possible
to all the changes going on about us.
8 In healthy stress there is a rapid adjustment to the change.
9 Stress can be described as the reaction of the mind and the body to change.
10 It is only those changes which we have no answer to and can not adjust to
which cause physical and mental suffering.
11 For example, a man who takes up a job as a long distance lorry driver may
find that his body reacts badly to irregular meals, and develops a duodenal ulcer.
12 It is not so easy to predict in advance that we will be harmed by going through
a particular experience.
Now, decide which sentences you can include in the following two categories:
General statements:……………………………….
Supporting statements:……………………………
27
c) You now have the content of four paragraphs. Decide on the most sensible
order of paragraphs, write the text and give it a title.
4.4. Using cohesive devices

Cohesive devices are means by which parts of the text are linked as logically related
sequences. They signal the relationship between ideas in such a way that the writer’s
intentions are made clear. They make obvious the developing thread of meaning, which the
writer is trying to communicate and often help us to anticipate what is coming next. These
links include a variety of devices such as the use of pronouns, articles, conjunctions,
demonstratives, prepositional phrases, synonyms and repetition of key words.
Topic: A school guide

a) Combine the sentences below to make a text by following the instructions
given then write the text and let us discuss this in Tutorial Two.
1. Belvedere College is a multi-million-dollar institution.
2. It is a few kilometres from the centre of the Zimbabwean
capital, Harare.
3.The training college spreads over 26 hectares of grounds.
(Combine sentences 1, 2, and 3. Begin with: Spreading across…)
4. The US Agency for International Development granted 12 million dollars for
the project.
5.Local contractors began construction in June 1982.
(Combine sentences 4 and 5. Begin with: After…)

6. Students at Belvedere are required to take two subjects.
7. One must be technical and the other must be non-technical.

(Combine sentences 6and 7 by using a comma and reducing sentence7)
8.The college is equipped with a modern cafeteria, lecture halls, and seminar
rooms.
9. It has workshops, a gymnasium, and a swimming pool.

(Use a connective of addition to combine sentences 8 and 9).
b) Now that you have practised the use of some cohesive devices, write the
description of our university.
28
4.5. Connectives
The main connectives are grouped below according to the similarity of their meaning with the
three basic connectives and, or, but. For information about their use in sentences, you should
use a good dictionary. In your writing you may want to look at the following list:
(1) and
1. LISTING:
a. ENUMERATION (indicates a cataloguing of what is being said; most
enumeration belong to clearly-defined ‘sets’):
Examples:
first, furthermore, finally
one, two, three, etc.
first (ly) ,second(ly), third(ly), etc.
above all
last but not least
first and foremost
first and most important (ly)
to begin/start with, in the second place, moreover, and to conclude…
next, then, afterward, lastly/finally…
b. ADDITION (to what has been previously indicated):
Examples
i. reinforcement (includes confirmation):
also, again, furthermore, further, moreover, what is more, then, in
addition, besides, above all, too, as well (as)
ii. equation (similarity with what has preceded):
equally, likewise, similarly correspondingly, in the same way
NOTE:
A. either, neither, nor, not only…(but) also…, neither…nor… . From the point of view of
meaning, these are often the negative equivalents of and. Neither leaves the series open for
further additions, where as nor concludes it.
B. The truth of a previous assertion may be confirmed or contradicted by:

indeed, actually, in (actual) fact, really, in reality
29
2. TRANSITION (can lead to a new stage in the sequence of through):
Examples
now
with reference/respect/ regard to
regarding; let us (now) turn to…
as for, as to (often use when discussing something briefly)
spoken language :
incidentally, by the way, come to think of it (indicate a digression and an
afterthought)
talking/speaking of…(informal), apropos (formal), that reminds me… (to

introduce a digression)
3. SUMMATION (indicates a generalisation or summing-up of what has preceded):
Examples
in conclusion, to conclude, to sum up briefly, in brief, to summarise,
altogether, overall, then, therefore, thus
4. APPOSITION (used to refer back to previous sentences or to parallel or related

references):
NOTE: the relationships between sentences that are included are:
reformulation (see 7 below), exemplification and particularisation
Examples
i.e., that is, that’s to say, viz, namely, in other words, or, or rather, or better,
and as follows
e.g. for example, for instance, say, such as, including, included, especially,
particularly, in particular, notably, chiefly, mainly, mostly (of)
5. RESULT (expresses the consequence or result of what was said before):
Examples
so, therefore, as a result/consequence, the result/consequence is/was…
accordingly, consequently, now, then, because of this/that, thus, hence, for
this/that reason
30
6. INFERENCE (indicates an inference from what is implicit in the preceding
sentence(s)):
Examples
then, in other words, in that case, else, otherwise (equivalent to a negative
condition), if so/not…, that implies, my conclusion is
(2) or
7. REFORMULATION (to express in another way):
Examples
better, rather, in other words, in that case, to put it (more) simply
8. REPLACEMENT (to express an alternative to what has preceded):
Examples
again, alternatively, rather, better/worse (still)…, on the other hand
the alternative is…, another possibility would be
(3) but
9. CONTRAST (with what has preceded)
Examples
instead, conversely, then, on the contrary, by (way of) contrast
in comparison, (on the one hand)… on the other hand…
10. CONCESSION (indicates the unexpected, surprising nature of what is being said in
view of what was said before):
Examples
besides in any case
(or) else at any rate
however for all that
nevertheless in spite of/despite that
nonetheless after all
notwithstanding at the same time
only on the other hand
still all the same
(al) though even if/though, yet
31
4.6. Using logical connectors for describing effects
Topic: The drug addict.
a) You are going to write part of an information brochure for young people
warning against the use of drugs.
These are the opening lines:
‘Drug addicts are people who become ‘hooked’ on hard drugs and can not
stop taking them. Plenty of drug addicts have said that if they had known the
whole story from the beginning they would not have started. Would you open
a medical box and experiment by taking some of the pills you found in it?
You are not likely to be so stupid. So why take drugs? Life for a drug addict
is very………..’
b) Look at the following possible ideas coming from brainstorming on the topic.
Would you like to add anything? How would you organise them in your text?
The drug addict:
1. poverty
4. stealing to get money
5. prosecution
4. loss of employment
5. break-up of families
6. withdrawal problems
7. suicide
8. unborn children of addicted mothers
9. physical ill health
10. violence
c) Think about the expressions you could use and complete these lists:
-How many words can you make beginning with ‘drug’…?
(drug addict, addiction, taking, etc.)
-What kind of behaviour might a drug addict display?
(moody, violent, etc.)
-What sort of problems can a drug addict experience?
(health, family, etc.)
-What adjectives can describe the consequences of drug addiction?
32
(unhappy, tragic, etc.)
Here are some ways in which you can express effect:

CAUSE EFFECT
Drug addicts can become This can lead to the beak-

very moody and up of families.
sometimes violent.
One effect of this is that
sometimes families break-
up.
…. as a result of which
families often break-up.
… with the result that

families sometimes break
up.
As a consequence, families
sometimes break-up.
d) Now, take other causes and write about their effects in such a way that your
text can be added to the opening lines already provided.
4.7. Summary
The focus in Unit Four was on the way general and supporting points need to be
organised in a paragraph. The use of cohesive devices was another important issue in
this unit. Moreover, use of logical connectors for describing effects was also
discussed.

For questions 1-15 read the two texts below. Use the words in the boxes to the
right of the texts, listed 1-15, to form a word that fits in the same numbered space
in the text. The exercise begins with an example (0).
33
Example: 0 = competitive
GOLF
Golf is a popular (0) ... game, played by people of a wide range of age
(0) COMPETE
and (1) ... . (2) ... many other activities, golf retains its players
(1) ABLE
throughout their lifetime - players in their eighties claim the game helps
keep them fit and (3) ... alert. Golf strengthens the back and shoulders (2) LIKE
and helps to maintain spine (4) ... . However, the game does require a (3) MENTAL
(5),... good level of fitness to reduce the risk of injuring yourself- (4) ROTATE
stretching exercises for the (6) ... body and legs, strengthening exercises (5) REASON
for the shoulders, and weight training to strengthen the forearm and wrist
(6) UP
are important. Golfers also need to do aerobic exercise such as jogging or
(7) ENDURE
cycling to give them sufficient (7) ... .
JOGGING
Slow, relaxed, (8) .,: running is an excellent exercise for cardiovascular
(8) CONTINUE
fitness and weight control. It requires no special skill! little expenditure, and
(9) EXCEED
can be done almost anywhere. But (9) ... jogging, especially on hard
surfaces, can result in (10) ... to the joints and muscles. Regular jogging (10) INJURE
also tends to (11) ... and (12) .. muscles because movements take place (11) SHORT
through a restricted range and are repeated many times. This makes it (12) TIGHT
important to perform stretching exercises to maintain the (13) ... of the (13) FLEXIBLE
muscles most at risk. To get the greatest benefit and (14) ..:'tl1e risks, it is
(14) MINIMUM
best to increase your (15) ... distance slowly, by no more than 10-20 per
(15) WEEK
cent every two weeks.
1 ......................... 6 ......................... 11 .........................
2 ......................... 7 ......................... 12 .........................
3 ......................... 8 ......................... 13 .........................
4 ......................... 9 ......................... 14 .........................
5 ......................... 10 ......................... 15 .........................

1 ability 6 upper 11 shorten
34
2 Unlike 7 endurance 12 tighten
3 mentally 8 continuous 13 flexibility
4 rotation 9 excessive 14 minimise
5 reasonably 10 injuries 15 weekly
35
___________________________________________________________________________
COURSE ASSESSMENT ONE
___________________________________________________________________________
________________________________________________________
For Course Assesment One, you need to go back to units One, Two, Three and Four and
produce a portfolio that will include the following:
1. The one-page test you have written on the topic: ‘A festival’ (Unit One)
2. The one-page test you have written on the topic: Books, plays, and films should never be
censored. (Unit One)
3. Solve the task whose topic is “Renewable energy”. (See Unit Two)
4. The one-page test you have written on the topic: My home country. (See Unit Three)
5. Your version of the ‘Stress’ text in Unit Four.
36
___________________________________________________________________________
UNIT FIVE: WRITTEN LANGUAGE and SPOKEN
LANGUAGE
________________________________________________________________________
Contents:
5.1. Introduction .....................................................................................................................38
5.2. Competences ....................................................................................................................38
5.3. Style and appropriateness 38
5.4. ‘Tentative’ style in academic writing 41
5.5. ‘I’ in formal writing 41
5.6. Summary 42
5.1. Introduction
This unit examines several characteristics of both written and spoken language.
The other issues dealt with here are style and appropriateness in academic writing
and the use of tentative language. The unit ends with a language practice section
which is meant to give students the chance to improve their knowledge of
grammar and vocabulary.
5.2. Competences
On completion of Unit Five students will understand the difference between
written and spoken texts and will be able to write texts while abiding by the rules
of appropriateness and style.
Study time for UNIT FIVE: 2 hours
5.3. Style and appropriateness

Written English in the same way as spoken English, may be formal or informal. The style of
writing that we are concerned with in this course is formal and mainly academic (other formal
styles are official and business).
37
The differences between written and spoken English can best be seen from a number of
examples. In general, informal spoken English contains a number of colloquialisms
(conversational expressions) that are inappropriate for formal written English. It is important
not to mix styles.
1 Written academic English will not normally contain the following:

(a) contractions (i.e. ‘it did not’ would be used instead of ‘it didn’t);
‘they have’ would be used and not “they’re”)
(b) hesitation fillers (i.e. er, um, well, you know…which might be common in spoken
languages are omitted.)
(c) familiar language that would not be appropriate in an academic context. For example:
(i) A number of phrasal or prepositional verbs are more suitable or appropriate in
an informal style, i.e.:
FORMAL INFORMAL
conduct carry out
discover find out
investigate look into
(ii) Personal pronouns I, you, we tend not to be used in more formal writing (except
in letters). Instead the style may be more impersonal. An introductory it or there
may begin sentences or even the impersonal pronoun one; passive tenses may
also be used.
Examples:
(a) Compare the following examples of letters (social English): the first very
informal, the second formal: both are replies to invitations. Clearly, the
relationship between the writer and the recipient will determine the style.
INFORMAL
Dear Fred,
Thanks a lot for the invitation, I’m afraid Sue is ill so we won’t be able to come.
See you soon.
All the best,
Tom
FORMAL
Dear Professor Smith,
Thank you very much for the kind invitation to dinner. I regret that my wife is ill
38
so that it will not be possible for us to come. I do hope, however, that I shall have
an opportunity of seeing you again in the near future.
Yours sincerely,
Tom Jackson
(b) Compare the following explanations or definitions of economics :the first
informal and spoken, the second formal and written (from an economics
textbook).
INFORMAL/SPOKEN
Economics?… Yes, well, um… economics is, I suppose, about people trying to…
let me see… match things that are scarce - you know - with things that they want,
… oh yes, and how these efforts have an effect on each other… through
exchange, I suppose.
FORMAL/WRITTEN
Economics is the social science that studies how people attempt to accommodate
scarcity to their wants and how these attempts interact through exchange.
The following sentences are mixed formal and informal. Write F (formal) or I
(informal) in the brackets after each sentence:
(a) The project will be completed next year. ( )
(b) I showed that his arguments did not hold water. ( )
(c) I wonder why he put up with those terrible conditions for so long. ( )
(d) Five more texts will be necessary before the experiment can be
concluded. ( )
(e) It is possible to consider the results from a different viewpoint. ( )
(f) It has been proved that the arguments so far are without foundation. ( )
(g) He’ll have to do another five tests before he can stop the experiment. ( )
(h) It is not clear why such terrible conditions were tolerated for so long. ( )
(i) There are a number of reasons why the questionnaire should be revised. (
)
(j) We’ll finish the job next year. ( )
39
5.4. ‘Tentative’ style in academic writing
A feature of written academic English is the need to be tentative (i.e. to indicate ‘less then one
hundred per cent certainty’). The purpose of such writing is to show that one is generalising or
desires to be cautious, or even that one might possibly be wrong (though it is not likely).
[NOTE: the four words in italics are examples of such language in use.]
The most usual ways of expressing tentativeness and caution are:
BASIC MEANING METHOD OF EXPRESSING BASIC MEANING
THROUGH THE VERB PHRASE THROUGH THE ADVERB
not definitely true appears to Apparently
seems to Seemingly
not definitely certain Tends to
(is) likely to (very) probably
may well
possible Might Maybe
May Perhaps
could Possibly
can
5.5. ‘I’ in formal writing

Not all non-native users of English have the same view of the use of the first pronoun in
formal writings, as native writers seem to have.
British EAP teachers, for example, will be familiar with the ‘I’ dominated essay, where very
often ‘I’ is used to introduce those parts of the work that a student wishes to show off as
generalities thought up by the author - the ‘this is important I’, if you like. In the formal
writing of the native speakers however, there turns out to be a close association of ‘I’ with
‘although’ and tentative expressions like ‘tend to think’, ‘would be inclined to doubt’, etc. In
these contexts, ‘I’ seems t be used as a functional demur [objection, protest] - a very different
form that for which ‘overseas’ students use it.
Although ‘I’ is associated with other contexts too (for example, as a signpost - ‘I wish next to
consider…’), the exercise that follows concentrates on the tentative of demurring use of ‘I’.
40
Try to find and bring to class examples of varieties of ‘I’ that you can find in
written text in English. Let us discuss them in Tutorial Two.
5.6. Summary
The focus in Unit Five was on both written and spoken language. The other issues
dealt with here were style and appropriateness in academic writing and the use of
tentative language.

For questions 1-13, read the following details of booking conditions from a travel
brochure and use the information to complete the numbered gaps in the informal
note to a friend. Use no more than two words for each gap. The words which you
need do not occur in the booking conditions. The exercise begins with an example
(0).
Example: 0 = arrange
BOOKING CONDITIONS
1. Reservations
Reservations should be made through your travel agent, at least 14 d,ays in
advance. Late bookings, up to three days in advance, can be accepted but are
subject to availability of accommodation and flights. We suggest that late
bookings be. accompanied by full payment to expedite preparation of travel
documents.
2. Visas
Tour participants must ensure that they comply with all visa and health
requirements of countries they intend to
visit. If in doubt, tour participants are advised to consult their travel agent.
3. Amendments
Tour itineraries may be extended in duration and additional sightseeing tours
may be included. Please ask your travel agent for extra night rates and
Optional Tour prices. All modifications and extensions must be made at the
41
time of booking. Changes made after travel documents have been issued are
subject to an amendment fee of US $50. No changes can be made after
departure.
INFORMAL NOTE
Jane - Re: the holiday
I've been looking through the brochure agaIn and I think we'd better act fast. We
have to (0)…………… things through a travel agent, so l'll call in to Worldwide
Tours' tomorrow. As it's less than a (1) …………… before the departure date, it
all (2) …………… whether they can (3)…………… us hotels and flights for the
dates we want.
Apparently, at this late stage it's (4) …………… to pay the whole (5)
…………… rather than just the deposit, so they can get the tickets and things (6)
…………… as gulckly as possible.
The brochure says it's (7) ........... us to make sure we have all the (8) ……………
visas and injections. That's something I'll (9) …………… with the travel agent.
There's a note in the small print to say you can make the trrp a bit (10)
…………… if you want, and there are some extra sightseeing tours you can (11)
…………… do. We'd have to decide now, though, because they (12)
…………… an extra fee to change the tickets later and you can't make any
changes once the trip (13) ……………
Lyn
0 arrange (example)
1 fortnight
2 depends (on)
3 find/get
4 advisable/sensible/best
5 amount
6 ready/to us
7 up to
8 necessary
42
9 check (on)
10 longer
11 choose to
12 charge
13 has begun/started
43
___________________________________________________________________________
UNIT SIX: READERSHIP (A SENSE OF THE AUDIENCE)
___________________________________________________________________________
Contents
6.1. Introduction .....................................................................................................................45
6.2. Competences ....................................................................................................................45
6.3. Readership - a sense of the audience 45
6.4. Genre/register 47
6.5. Summary 47
6.1. Introduction
This unit examines the relationship between the reader and the writer of the
academic text in view of helping students consider a ‘sense of the audience’ and
therefore write in a way that is reader friendly. The other important issued dealt
with here are genre and register. The unit ends with a language practice section
which is meant to give students the chance to improve their knowledge of
grammar and vocabulary.
6.2. Competences
On completion of Unit Six students students will be able to take their in
consideration when they write academic texts. Students will also understand the
concepts of genre and register.
Study time for UNIT SIX: 2 hours.
6.3. Readership - a sense of the audience

‘Texts are shaped as by the writers’ sense of the characteristics of their readers as they are by
the writer’s own characteristics. That is as true for a shopping list or a letter as it is for a
newspaper report or a novel’ (Goodman, K. S. (1985).
When writing a text, consider the following:
- writing for a real audience: impact on the writer’s performance;
44
- awareness of the reader’s previous knowledge;
- as a writer, try to become your own ‘best reader’
- make the readers perceive the relationship between you (as a writer) and
himself/herself (Why/What/How do you want him/her to read your text?);
- the skill of adapting writing to a particular readership is crucial in a number of
academic writing tasks such as the assignment, dissertation or thesis;
- take your reader into account without compromising your own integrity as
a writer.
To experience all of this first hand, look at the ‘To Do’ below and prepare to take part in the
activity in Tutorial Two.
Taking the reader into account.

a) Complete the form below for your own personality and write your name in
the bottom right-hand corner.
b) In our Tutorial Two your form will be collected by the tutor who will evaluate
it together with those of your group mates. Then you will receive someone
else’s form and you will not know their name. Have a look at this form to see
‘who’ the person is.
c) Write an extended paragraph on ‘Making notes during a lecture for a fellow
student who can not attend it’. Write your paragraph in such a way that it
reflects your feelings and will be acceptable to the person whose completed
form you have just read.
c) Your tutor will enxt pair you with your ‘reader’ and you have to let the
person (whose form you have read) read your writing and then discuss how
you took his/her personality into account.
MY PERSONALITY
Agnostic Believer
Deceitful Honest
Extrovert Introvert
Feminine Masculine
Balanced Paranoid
45
Intellectual Physical
Gregarious Private
Monogamous Promiscuous
Left Right
Realistic Romantic
Open Secretive
Jocular Serious
Relaxed Tense
Feeling Thinking
Progressive Traditional
6.4. Genre/register
Genre - various types of discourse (language specific to a certain community) e.g. literary
genre, folk genre, advertising, academic writing etc.
Dudley-Evans (1986) defines genre as ‘… a more or less standardised communicative event

with a goal or set of goals mutually understood by the participants in that event, and occurring
within a functional rather than social and personal setting’.
Register formal
informal
neutral (?)
6.5. Summary
The focus in this Unit was on the relationship between the reader and the writer of
the academic text in view of helping students consider a ‘sense of the audience’ and
therefore write in a way that is reader friendly. The other important issued dealt
with here were genre and register.

For questions 75-80, read through the following text and then choose from the
list A-J the best phrase given below it to fill each of the spaces. Write one letter
(A-J) in each space provided. Some of the suggested answers do not fit at all.
46
The exercise begins with an example (0).
Example: J
Migraine Headaches
Nearly everyone has had a headache at some time or another and if it is only
an occasional thing you won’t need to seek help from your doctor. The most
common type of headache, which affects 80 per cent of people at some stage of
their lives, is the tension headache (0) …
(1) It is now known that during an attack measurable changes take place in
chemicals in the body which are not seen in other types of headache.
(2) … In between attacks you feel completely well. The headaches usually last up
to three days and often affect only one side of the head. You feel sick and you
can’t stand bright lights. And when the attack is over many people feel totally
washed out.
Although there are five identifiable stages of a migraine attack, not everyone
experiences all of them, and no two people will have attacks of the same duration
frequency and severity.
(3) …
They can become more frequent and more severe for no apparent reason, or stop
for several months or even years.
Migraine seems to be caused by an inherited susceptibility, combined with a
response to certain internal and external factors (4) The triggers of a migraine
attack are many and varied, but most of them, in excess, can harm the body. For
example, lack of food: the body needs fuel and cannot go too long without it (5)
…
Although there is no absolute cure for migraine, it can be controlled
Discovering your own triggers and dealing with them can help you have fewer
attacks, and put you in control.
(6) …
From The Sunday Express Magazine
A Even within each person, attacks change with time.

B The same applies to lack of sleep.
47
C An attack is your body's way 6f1etting you know that you are pushing things a
little too far.
D Or the pain can be quite vague and may be present most of the day with little
change.
E Migraine, however, is something different.
F Remember, bad habits can be overcome.
G Others have times when they get as many as two attacks a week.
H Unlike tension headaches, migraine attacks do not occur daily.
I It is very rare to have an attack over the age of 40.
J Hunger, sleeping in or being overtired are other factors which can cause
headaches.

0 J (example)
1E 3C
2H 4B
3A 6F
48
___________________________________________________________________________
COURSE ASSESSMENT TWO
___________________________________________________________________________
________________________________________________________
Solve the following grammar and vocabulary tasks and submit your work on the meeting for
Tutorial Two:
Part 1
For questions 1-15, read the article below and then decide which word on page 86 best fits
each space. Circle the letter you choose for each question. The exercise begins with an
example (0).
Example = 0 = B
Talking rubbish
Lasanda Kurukulasuriya takes a Sri Lanka view of recycling
Reduce! Re-use! Recycle! The message hits Canadian (0) ... through all the media. As
newcomers from Sri Lanka, we compare the situation here with the one back home. We may
not be the most environmentally (1) ... citizens in the world but, compared with this, we do
not have a rubbish problem - yet.
Like many shoppers in Colombo, my partner Shahid and I used to have a cane basket we (2)
... with us to the market every week. No environmentalist could have (3) ... about it. There are
no supermarket (4) ... to push around. Most items - rice, flour, vegetables, biscuits - are
bought (5) ... or wrapped in newspaper. At (6) ... we would carry one plastic bag and a
reusable plastic tray for eggs.
When income (7) ... are low, people need to buy in small quantities. It is quite normal to ask
for a (8) ... envelope, two eggs or 100 grams of sugar. The (9) ... is that most shoppers in Sri
Lanka cannot afford the luxury waste. They re-use whatever they can and are loath to discard
bags, or boxes that can be (10) ... to other uses.
But in recent years Western-style supermarkets have begun to spring up in Colombo. They
hold out the (11) ... of a clean, efficient service to customers. A (12) ... of imported goods,
dressed up in layers of attractive, colourful (13) … beckons from the shelves. These are the
(14) … products that demand your attention on the TV advertisements.
(15) … with them, Sri Lanka, like so many other developing countries, may have imported a
problem that once never existed.
From The New Internationalist
49
0 A customers B consumers C clients D buyers
1 A qualified B concerned C worried D experienced
2 A took over B took away C took along D took up
3 A complained B criticised C disapproved D accused
4 A wheelbarrows B wagons C trolleys D carriages
5 A free B in pieces C bit by bit D loose
6 A maximum B most C highest D best
7 A rates B amounts C sizes D levels
8 A simple B singular C single D sole
9 A point B case C example D question
10 A made B set C given D put
11 A promise B advantage C evidence D sight
12 A set B range C store D band
13 A packets B packs C, packaging D padding
14 A very B just C similar D likely
15 A In addition B As well C Among D Along
Part 2
For questions 16-30, complete the following article by writing each missing word in the space
provided. Use only one word for each space. The exercise begins with an example (0).
Example = 0 = has
New £20 note to prevent forgeries
THE CENTRAL BANK (0) ………………. had to introduce a new £20 note to prevent (16)
………………. unintend,ed "privatisation" of the note printing business by forgers, the
Governor of the Central Bank, Mr. Maurice Doyle, said when he unveiled the note in Dublin
yesterday. It is (17)………………. introduced to combat the increasing banl\note forgery
which has come about in recent years (18) ………………. a result of developments (19)
………………. Photocopying and printing, he said. (20) ………………. with access to a high
quality colour photocopier and the correct paper (21) ………………. make a copy of the old
50
£20 note that was good enough tobe passed unnoticed (22) ………………. a crowded shop
counter, he added. Although forgery problems in Ireland are not comparable to (23)
………………. of the major international currencies, such as the dollar, the Irish £20 note has
some "close cousins", said Mr. Doyle.
The new note, which comes (24) …………… circulation on Monday, incorporates several
features that will make (25) ………………… harder to forge. It a watermark incorporating
the number 20 (26) ……………….. a silver security thread which shows when the note is
held up to the light. It also incorporates a hidden image of the letters IR, which can only (27)
…………….. seen when the note is tilted towards the light, and microprinting (28)
…………….. the front and reverse. The note also contains features that (29) ……………..
enable visually impaired people to recognise it, including a mark that can be felt (30)
……………….. the fingertips.
From The Irish Times
Part 3
In most lines of the following text there is one unnecessary word. It is either grammatically
incorrect or does not fit in with the sense of the text. For each numbered line 31-46, write the
unnecessary word in the spaces next to the question number below. Some lines are correct.
Indicate these lines with a tick (). The exercise begins with two examples (0).
Example = 0 = √
= lives
THANK GOD IT'S MONDAY

0 The received wisdom is that our lives are more stressful than
0 those lives of any other age, that a combination of increased
31 workloads, job insecurity, the rapid social change and
32 unrelenting technological progress has been left us frazzled
33 and overburdened. But now it comes the backlash. A growing
34 band of academics, and doctors and psychologists believe that
35 stress is not always bad. They argue about that stress arousal-
36 where the body produces a burst of adrenalin - is not only
37 good for us, but fundamental to all our survival. In America,
51
38 this trend has become known as 'Thank God It's Monday',
39 in which employees will look forward to the exhilaration
40 of starting up another demanding working week. Nobody
41 is denying that the pressures of everyday existence but the
42 new breed of specialists warn that the current methods of
43 dealing with them which are inadequate and often dangerous.
44 Instead of trying to manage the stress of response with drugs
45 or relaxation techniques, we should really be exploiting it
46 and turning it over to our advantage, they argue.
From The Times
31 ........................ 35 ......................... 39 ......................... 43 .........................

32 ......................... 36 ......................... 40 ......................... 44 .........................
33 ......................... 37 ......................... 41 ........................ 45 ........................
34 ......................... 38 ......................... 42 ......................... 46 .........................
Part 4
For questions 47-61 read the two texts below. Use the words in the boxes to the right of the
texts, listed 47-61, to form a word that fits in the same numbered space in the text. The
Example = 0 = extinction
Surfing the Web for your Holiday (0) EXTINCT
The holiday brochure may be heading for (0) ... ,
according to Tony Bennett, the (47) ... of Britain's second
(47) CHAIR
largest travel agency, who this week (48) ... a new booking
system. He believes that in ten years' time, (49) ... will find (48) VEIL
out everything they need to know about trips by looking at
(49) HOLIDAY
computer screens. Among the benefits, Bennett says, will
be the end to grabbing (50) ... of brochures and then (50) ARM
spending hours trying to decide which holiday suits you
(51) COLOGY
best. And it will be (51) ... sounder, wasting less paper.
"Our computers will make people working in shops better (52) EQUIP
52
(52) ... to find the right holiday for customers:' Bennett
(53) DATE
said. "Evenually brochures will become (53) ... :'
Software Review
Do you find geography revision boring? Well, you shouldn't (54) EXTEND
any more with the CD Horn, Test for Success - (55) GEOGRAPHY
Geography. The program includes (54) ... multiple-choice
tests on five key subjects: (55) ... skills, places, physical (56) ENVIRONMENT
geography, human geography and (56) ... issues. Each (57) COMPANY
question is followed by four possible answers and many
are (57) ... by a diagram. When I answered a question (58) EXPLAIN
correctly, an (58) ... flashed up beneath it. These were
(59) INFORM
concise but (59) ... and are an excellent feature of a title
which neatly clears up (60) ... . There are three levels of (60) CONFUSE
difficulty, each with its own batch of questions. A very
(61) DEPRESS
useful, if potentially (61) ... , part of Test for Success was
the complete record it made of my results.
53
___________________________________________________________________________
UNIT SEVEN: FUNCTIONS OF THE WRITTEN TEXT:
DESCRIPTION (1)
___________________________________________________________________________
Contents:
7.1. Introduction .....................................................................................................................55
7.2. Competences ....................................................................................................................55
7.3. Describing process or procedure .....................................................................................55
7.4. Describing data from tables/charts 57
7.5. Geographical description 58
7.6. Structure and vocabulary aid 60
7.7. Summary 62
7.1. Introduction
This unit examines description as a function of the written text. This is the first
unit dedicated to description. Students are referred to the second part of the course
(semester two) for another view of description. The unit ends with a language
practice section which is meant to give students the chance to improve their
knowledge of grammar and vocabulary.
7.2. Competences
On completion of Unit Seven students will be able to use decription in
technical/scientific texts which deal with processes and procedures, various data
presented in tables and charts and geographic issues.
Study time for UNIT SEVEN: 2 hours
7.3. Describing process or procedure

When we are describing a process or procedure, we often use the present passive tense (is/are
+ verb stem + -ed): this is a general description. When we report a particular procedure we
54
are concerned with only one particular occasion in the past: then we often use the past passive
tense (was/were + verb stem + -ed). A description that does not involve a process or
procedure is often written in the present simple active tense (verb stem + -s).
Sequence, or order, is important in both describing a process and reporting a procedure.
Read the following carefully. Note particular the verb forms that are used: some
of the present passive verb forms have been underlined. Read carefully through
the sentences again and underline any further verbs in the present passive tense.
HOW PAPER IS MADE
Paper is made from wood, and many of the world’s paper mills are found in those
countries, which have great forests - Canada, Sweden and Finland.
The trees are felled or cut down.
The branches and leaves are removed.
The trees are transported to the sawmill.
The bark is stripped from the trunks.
The trunks are sawn into logs.
They are conveyed to the paper mill.
They are placed in the shredder.
They are cut into small chips.

They are mixed with water and acid.
They are heated and crushed to a heavy pulp.
This pulp is cleaned.
It is also chemically bleached to whiten it.
It is passed through rollers to flatten it.
Sheets of wet paper are produced.
These sheets are pressed, dried and refined until the finished paper is produced.
When describing a process, sequence markers, e.g. first, then, next, finally… are often used.
Sometimes in order to avoid repeating a subject a relative pronoun and relative clause are
used.
55
Example
The bark is stripped from the trunks.
The trunks are sawn into logs.
becomes:
The bark is stripped from the trunks, which are sawn into logs.
Some of the sentences from the text have been joined together to form a
paragraph. Spaces have been left in the sentences. In the space write an
appropriate verb (and sometimes prepositions) and, if suitable, a relative
pronoun. Note the use of sequence markers in the text:
First, the logs_____________ in the shredder. Then they _________________

into small chips _______________ water and acid. Next they _____________ to
a heavy pulp __________________ .It _________ also
chemically____________________ to whiten it. After this, it _____________
rollers to flatten it. Then, sheets of wet paper ____________ . Finally, the water
__________ from the sheets ________ until the finished paper _____________.
7.4. Describing data from tables/charts
Look at the following table carefully.

Writing in English: Manchester University: March. 1973 (50 students)
% students Type of (average) (average)
writing frequency length
52 Essay 5 per term 2000 words
34 Report 2 per term 4000 words
14 Dissertation 1 per year 8000 words
12 Thesis 1 after 2-3 300-1000
years pages
A. The information in the table can be described (as an alternative to using the
table). Notice the construction of the following sentence:
52 % of the students wrote essays, of an average frequency of 5 per term, of

an average length of 2000 words.
56
B. Now read the following paragraph, which describes some of the information
contained in the table. Complete the spaces with information from the table.
In __________ a survey was conducted among ___________ overseas

postgraduate students at _________ .
The purpose of the survey was to discover the type,

___________and______________ of academic writing
that was expected of the students by their supervisors or tutors. __________ of

the students __________
reports, of an __________ 2 per term, ________________ average length

_________________.
C. Write a description of the information below. Write in a similar way to that above.
Writing in English: University of Newcastle upon Tyne: May, 1974 (45 students)
% students Type of writing (average) frequency (average) length
36% Essay 6 per term 2750 words
36% Report 5 per term 3750 words
7% Dissertation 1 per term 73 pages
7% Thesis 1 per term 100 pages
7.5. Geographical description

Read the following text carefully and then do the exercise below.
THE UNITED KINGDOM
Great Britain (G.B) is an island that lies off the north- west coast of Europe. The nearest
country is France which is 20 miles away and from which Great Britain is separated by the
English Channel. The Atlantic Ocean, to the west, and the North Sea, to the east surround the
island. It comprises the mainlands of England, Wales and Scotland, that is, three countries.
Scotland is in the north, while Wales is in the west. Ireland, which is also an island, lies off
the West Coast of Great Britain. It consists of Northern Ireland and the Irish Republic. Great
Britain together with Northern Ireland constitutes the United Kingdom (U.K.). Thus, the
United Kingdom is composed of four countries. The largest of these is England, which is
57
divided into 43 administrative countries. The capital city is London, which is situated in
south-east England.
The United Kingdom has a total area of over 94000 square miles. About 60% of the land area
is devoted to agriculture, about 20% are wasteland, moorland and mountains, about 12% is
devoted to urban development, and 8% is forest and woodland. The northern and western
regions of Great Britain, that is, Scotland and Wales, are mainly mountainous and hilly. Parts
of the north-east and centre of England also consist of mountains and hills.
Great Britain, or Britain as it is usually called, has a generally mild and temperate climate. It
is, however, subject to frequent changes. It has an average annual rainfall of a little over 40
inches (101,6 cm), while England alone ahs about 34 inches (85,4 cm).
In mid-1974 the estimated population of the United Kingdom was just under 56 million. The
density of population was approximately 594 people per square mile, but in England the
density was higher: there were 922 per square mile. In the United Kingdom English is the
language that is predominantly spoken. In Wales, however, Welsh is the first language of the
majority of the population in most of the western counties. It was spoken by just 20% of the
population of Wales in 1971. Both English and Welsh are official languages in Wales. In
Scotland only about 88 000 people in 1971 spoke in Scottish form of Gaelic.
Now, complete the following summary of the passage by using appropriate verb
forms in the spaces. Sometimes a preposition is needed as well.
Great Britain is an island that (1) ______________________ the Atlantic Ocean

and the North Sea. It (2)________________ the mainlands of England, Wales
and Scotland. Ireland (3) ______________ the West Coast of Great Britain. It (4)
____________Northern Ireland and the Irish Republic. The United Kingdom (5)
_________________ Britain together with Northern Ireland. The capital city is
London which (6) __________________south-east England.
In 1974 the population of the United Kingdom (7) ___________________ 56

million. The density of population (8) ___________________594 people per
58
square mile. In England there (9) ________________922 people per square mile.
In the United Kingdom English is the language which (10)
____________predominantly ________ . In Wales, Welsh (11)
____________20% of the population in 1971. In Scotland 88 000 people in 1971
(12) _______________ the Scottish form of Gaelic.
Next, write a description of Romania organised in a similar way to the

description of the United Kingdom. Write four short paragraphs on:
location
size and physical background
climate
population and language
If you do not know exact figures, guess or write in general terms. As far as
possible use the description of the United Kingdom as a guide. Make use of the
Structure and Vocabulary Aid, which follows to help you with your writing.
7.6. Structure and vocabulary aid
The following is meant to help you to write about your own country. You may need to use a
dictionary to understand some of the words:
ADMINISTRATIVE TERRAIN ADJECTIVES SEASONS
AREAS
Mountains Mountainous spring
Countries
Hills hilly summer
States
Plateaus flat autumn
Territories Forests wooded winter
Provinces
Jungles
Regions
Grasslands grassy
Countries
Plains flat
59
Prefectures Deserts flat
Districts
WEATHER COMPASS POINTS… ADJECTIVES
CLIMATE Freezing North Northern
Polar Cold North-east North-eastern
Maritime Dry East Eastern
Continental Mild South-east South-eastern
Temperate Windy South Southern
Mediterranean Humid South-west South-western
Arid Wet/rainy West Western
Desert Hot North-west
Tropical
Equatorial
N.B.
Compare: X has a mild climate X has mild weather
LOCATION (is situated/located… in/ to/on…)
e.g. X is the south of the country
X is to the north of Y
The north of the country is cold
on/near the equator
on/near the coast/sea
X is a neighbouring/adjacent country
inland
60
7.7. Summary
The focus in Unit SEVEN was on description as a function of the written text.
Description of processes and procedures, data in tables and charts and topics related
to geography were dealt with here.
For questions 1-15, read the article below and then decide which word in the list
below best fits each space. Circle the letter you choose for each question. The
Example: 0 = D
Oscar's Winning Performance
Two boats, engines paralysed, are drifting (0) ... towards rocks in a raging sea.
Gale-force winds are blowing as a distress message is relayed to the (I) .... The
west coast search-and-rescue helicopter takes off from Shannon; its (2) ... is Clew
Bay in County Mayo.
The terrified.crews on Sundancer and Heather Berry are only half a mile from
disaster when Hotel Oscar, the Irish Marine Emergency Service helicopter arrives
and the winch* crew (3) ... saving their lives. There's no (4) ... for the boats - the
conditions are too bad for that.
It's not easy to get the rescue line down on the rolling decks as the pilot, Captain
Al Lockey hovers directly (5) .... By the time the exhausted winchman has (6) ...
the two crew members of Heather Berry, the helicopter is running (7) ... on fuel.
The pair on Sundancer will have to be abandoned if (8) ... else is to survive.
For Captain Lackey, 25 years a helicopter pilot, this was the worst experience in
a distinguished (9) .... In fact, a change in wind direction was to (10) ...
Sundancer its horrible fate, much to the (11) ... of the rescue crew whose hearts
were breaking as they were forced to turn their backs and (12) ... for home.
Medals, it is said, should be given to those who have to (13) ... that.rnost painful
61
decision to say 'no'. Fortunately, most crews can and (14) ... say 'yes' in all
conditions and at all (15) ... of night and day.
From Cara magazine
*winch: a machine which is used to lift heavy objects or people who need to be
rescued

0 D (example)
1A 5A 9D 13 D
2B 6B 10 A 14 B
3D 7A 11 C 15 C
4C 8B 12 C
62
REFERENCES
Brookes, A. and Grundy, P. (1990). Writing for Study Purposes. A teacher’s guide to
developing individual writing skills. Cambridge: CUP
Goodman, K. S. (1985). Transactional- psycholinguistic model: unity in reading. In H.
Singer and R.B. Ruddell (eds.)
Hedge, T. (1988). Writing. Oxford: OUP
Jordan, R.R. (1980). Academic Writing Course. London: Collins
Mandel, S. (1987). Effective Presentation Skills .New York: Kogan Page
63

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UNIVERSITATEA TRANSILVANIA DIN BRAȘOV

Centrul de Învăţământ la Distanţă

CURS PRACTIC DE ENGLEZĂ

AUTOR: Gabriela CUSEN

ANUL II, SEM. I

CURS PRACTIC DE ENGLEZĂ

ANUL II, SEM. I

UNIT ONE: THE WRITING PROCESS

UNIT TWO: ORGANISING A WRITTEN TEXT (1)

2.6. Language practice............................................................................................................21

UNIT THREE: ORGANISING A WRITTEN TEXT (2)

UNIT FOUR: ORGANISING A WRITTEN TEXT (3)

COURSE ASSESSMENT ONE .............................................................................................37

UNIT FIVE: ORGANISING A WRITTEN TEXT (4) OARE????

UNIT SIX: READERSHIP (A SENSE OF THE AUDIENCE)

COURSE ASSESSMENT TWO.............................................................................................50

UNIT SEVEN: FUNCTIONS OF THE WRITTEN TEXT: DESCRIPTION (1)

Course study time

Cause for Alarm?

From The Independent on Sunday

16 little more than a desk, a calculator, some specialy ruled

17 accountancy paper and a few referrence books. Others, like

18 freelance journalists cannot manage without at least one

19 electronic or electric typewriter, fax facillities and a couple of

20 phones, plus an answering machine. Some find they cannot keep

21 up with the workload without a home computor. It needs only

22 a little imagination to convert a room into a workplace and

23 etablish instant electronic links with clients or a head office

24 hundreds' of miles away. Streamlining has become an art form

25 as manufacturers realising the need for compactness, have

26 produced space-saving equipment. Secretaries may not be

27 redundant but men and woman working from home quickly

29 filing systems no longer need to be a bulky, four drawer cabinet.

30 An entire world of information can be stored - and retrieved -

31 in a matter of moments from a single disk hardy the size of a saucer.

16 ......................... 20 ......................... 24 ......................... 28 . ........................

32 ........................ 37 ......................... 42 .........................

Study time for UNIT ONE: 2 hours

1.4. Writing and rewriting

TOPIC: A childhood memory

MAKING MIND MAPS

USING A DIAGRAM OF IDEAS

a) Prepare to contribute arguments for and against the suggested topic.

CORRECTING YOUR OWN WORK

0 A play B be C take D have

2 A meets B opposes C forces D faces

3 A edge B start C limit D end

5 A enable B help C allow D assist

6 A preserve B conserve C revive D survive

7 A greed B interest C care D concern

8 A with B by C for D from

9 A feet B claws C paws D toes

10 A with B by C for D from

11 A publicity B periodical C publication D reference

12 A imposed B impressed C persuaded D admired

13 A symbol B title C trademark D nickname

14 A beginning B preparatory C original D introductory

To check your answers, here is the key to this task:

2.6. Language practice 21

Study time for UNIT TWO: 2 hours

2.3. Structuring paragraphs

2.4. Reformulating a paragraph

2.6. Language practice

First, the logs_ in the shredder. Then they _____

In a survey was conducted among _ overseas