🔙 Quay lại trang tải sách pdf ebook Giáo trình bút ngữ Tiếng Anh cao cấp 2 - Phần 1: Kỹ năng viết Ebooks Nhóm Zalo I NGUYÊN HỌC LIỆU OF FOREIGN LANGUAGES PARTMET OF ENGLISH NGUYỄN THỊ HỒNG HÀ - NGUYỄN THỊ THU HOÀI ENGLISH WRITTEN PROFICIENCY ADVANCED 2 PART 1 WRITING GIÁO TRÌNH BÚT NGỮ TIÉNG ANH CAO CẮP 2 PHẦN 1 KỸ NÀNG VIÉT C O U R S E B O O K Sách tặng III i l l NHÀ XUẤT BẢN ĐẠI HỌC THÁI NGUYÊN / NGUYÊN THỊ HÒNG HÀ, NGUYỄN THỊ THU HOÀI (Đồng chủ biên) GIÁO TRÌNH BÚT NGỮ TIÉNG ANH CAO CẤP 2 (Phần 1: Kĩ năng viết) NHÀ XUẤT BẢN ĐẠI HỌC THÁI NGUYÊN NĂM 2016 10-72 MÃ SỐ: ----------------- ĐHTN-2016 2 PART 1: DESCRIBING GRAPHS. CHARTS AND TABLES UNIT 1: INTRODUCTION TO GRAPHS, CHARTS AND TABLES LEAD-IN Activity 1: Study the table below, and then answer the questions. Immigrants to the United States, 1870* f = 10,000 immigrants Country of Origin Number of Immigrants Canada f t t f 1 China t 1 Germany tttttttttttt Great Britain ttttttttttl Ireland ft tttl Italy 1 Scandinavia t t t ‘ Selected Countries Source: H istorical Statistics o f the United States: Colonial T im es to 1970 1. What does each symbol of a person represent? 2. About how many immigrants from Great Britain came to the United States in 1870? 3. From which country did the largest group of immigrants arrive in 1870? 4. Using the blank table below, create a table based upon the information above. 3 / 1. Understanding the task This task asks you to describe some information presented in a visual format (graph, chart, or table). The MAIN features given in the graph, chart or table must be reported in your description. You must: • objectively describe the information given to you • avoid giving your opinion in the report • write in the appropriate formal style for each situation • organize your writing in a good standard manner • use appropriate language and ideas Sample task: The graph below gives information from a 2008 report about consumption of energy in the USA since 1980 with projections until 2030. Summarise the information by selecting and reporting the main features, and making comparisons where relevant. 4 U.S. Energy Consumption by Fud (1900-2030) History Projections Sample answer: The line graph shows energy consumption by fuel type in the United States from 1980-2008, with projected use until 2030. Overall, fossil fuels have been the dominant type and will continue this trend in to the future. Nuclear and renewable energy sources have represented a small but significant proportion o f total energy use and despite small projected gains; it is projected that they will continue doing so. Petrol and Oil command the biggest share with 35 quadrillion units (35q) in 1980, rising to approximately 40q in 2008 and this trend is set to continue with a projected value o f nearly 50q in 2030. In 1980 natural gas and coal came in second and third, with around 16q and 20q respectively. However, coal overtook natural gas in 1990 and despite some fluctuation, is set to be the second most used fuel in 2030 with just over 30q. It is predicted that natural gas will level o ff and remain relatively constant at about 25q. 5 Nuclear and the renewable energies all represented around 4q in 1980 and fluctuated up until 2008. It is speculated that nuclear energy will reach 10q by 2030 and solar/wind around 5q, with hydropower dropping and then remaining constant at approximately 2q. Activity 2: Read the sample report above and answer the following questions: 1. How many parts are there in the passage? 2. What is the main content of each part? 3. What tenses are mainly used in the sample report? Why? 2. Understanding charts or tables The first things you should do when you get the task: • read the question twice carefully • look at the chart or table very carefully until you are sure what it shows - and what it doesn’t show. There are three important things to look at in a bar chart or a line graph before you write: • The title of the chart - this will tell you what is being shown overall and it usually gives the time period that it represents (e.g. 1980-2000) • The titles of the vertical or horizontal axes - these will tell you what the units of measurement are (e.g. centimeters, kilos, euros...) and what groups are being compared. • The key or legend (if there is one) - this will tell you what groups or time periods are shown. [Tip: The titles and labels on the chart/table also give you useful vocabulary to use in your description] 6 Activity 3: Look at this chart and decide if the statements below are true (T) or false (F) according to the information shown, or if it is impossible to tell (I). Inflow of foreign workers into Australia 1992-2001 50 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 1. The chart shows how many Australians traveled abroad for work between 1992 and 2001. □ 2. The chart shows the numbers of workers immigrating into Australia between 1992 and 2001. □ 3. The total number of immigrants into Australia in 1992 was about 54 thousand. □ 4. The chart compares two types of foreign worker. □ 5. 40 percent of foreign workers who came to Australia in 1992 were permanent settlers. □ 6. The total number of permanent foreign workers in Australia in 1995 was about 34 thousand. □ 7. Just under 15 thousand temporary foreign workers entered Australia in 1992. □ 8. In 2001 fewer temporaiy workers arrived than workers who were permanent settlers. □ 7 Remember that you have to do the following when you first look at a table or a pie chart: • Check dates to see what the time period is • Check what the units of measurement are • Decide what the most important information is • Decide what details are not so important • Make comparisons between important figures • Round figures up or down when possible Activity 4: Look at the pie chart below and look fo r all the things in the list above. Immigrant labour force in Australia by region or country of birth. 1991 ■ Europe ■ Mia □ NewZeaianc □ Nbrth Africa and the M edle East • America □ Other 3. Using appropriate language Activity 5: Now complete the text with phrases, words and numbers from the box. 1991 a fifth a tenth four major it second largest smaller smallest the third largest three (x2) two third 8 The chart shows the different nationalities that made up the immigrant work force in Australia in 1..................It is clear from the chart that there were 2.................... main groups of workers: Europeans, Asians and New Zealanders. Only a relatively small number of workers were from other regions. The 3................ of foreign workers came from Europe. In fact, nearly 4................... of all immigrant workers were of European origin. The 5................. group of foreign workers in the labour force were Asians. They represented just under 6.................... of the immigrant labour force. New Zealanders, who made up almost 7.................... of the foreign work force in that year, were 8.................group. The number of workers from other nationalities was much 9...................... Workers from North Africa and the Middle East, for example, were only 10........................ per cent on the whole foreign labour force. The 11.................. nationality group, however, were Americans. These represented only 12................. per cent of all foreign workers in Australia in 1991. 4. Distinguishing static/dynamic charts and using suitable tenses The pie chart in the previous part (3) showed the situation at one point in time. This kind of chart is called static chart. When you describe a static chart you only need to use simple tenses (present simple or past simple, for example) Activity 6: Look again at the description you completed in the previous part (3) and underline all the verbs in past simple. The chart below compares the size of the immigrant workforce in Australia in 1991 with that of 2001. In other words, it shows change over time. This kind of chart is sometimes called a dynamic chart. To describe dynamic charts, you need to use a variety of tenses, such as: • simple past - Between 1991 and 2001, the population increased. • past perfect - By 2001, the population had increased. 9 Immigrant labour force in Australia by region or country of birth (1991-2001) 25 X □ Other ■ America 2 0 X 15X 13X 5 X □ North A/r ca □ New Zaa .and ■ Asia ■ Europe 1991 2001 Activity 7: Now complete the description o f the chart below by putting the verbs in the correct tense. The bar chart compares how the immigrant labour force in Australia 1.....................(change) between 1991 and 2001. The first thing to note is that the total number of immigrant workers 2.................(increase) over this period by about 200,000. However, there 3....................(be) other important changes in, the make up of the immigrant workforce. By 2001, for example, the number of European immigrant workers 4................. (fall) by almost 200,000. In contrast, the number of all other nationalities in the workforce 10 ..(rise). In 1991 the number of Asian workers, for instance, 5 (stand) at around 380,000. Ten years later, this figure 6 (go) up to over 580,000. 7 Some dynamic charts, like the one above, show a change in values from one time in the past to another time in the past. Other charts, however, may compare the past with the present. Occasionally, charts even show predictions about the future. In each case, you need to make sure that you are using correct verb tenses to describe the chart. For example, you could use ... • Present perfect: The price o f oil has risen by $0.10 every month since January. • Present perfect continuous: Average temperatures have been increasing since the beginning o f the century • Future perfect: The population will have reached sixty million by 2030. PRACTICE Exercise 1: Remember that it is important to use correct time phrases with the tense you are using. Choose the phrases which can go in the gaps (there may be more than one): 1.................... prices fell. A. In 2005 B. By 2005 C. After 2005 D. Since 2005 2...................... prices had fallen. A. In 2005 B. By 2005 C. After 2005 D. Since 2005 11 3.....................................prices have fallen. A. In 2005 B. By 2005 C. After 2005 D. Since 2005 4...........................prices have been falling. A. In 2005 B. By 2005 C. After 2005 D. Since 2005 5.......................prices will have fallen. A. In 2005 B. By 2005 C. After 2005 D. Since 2005 Exercise 2: Look at the chart below and complete the description with the correct verb tense. The chart 1.....................(show) the ratio of the population aged 65 and over to the labour force of twelve different countries, and how this 2................... (change) by 2020. It is clear from the chart that in 2000 some countries already had a ratio. In Italy, for example, the population aged 65 and over 3 (be) over 40% of the size of the working population. Hungary also 4................ (have) a high ratio in 2000. Its retired population was over 30% the size of its working population. However, the figure varied a lot between countries. In Turkey and Korea, for example, it 5................ (be) only just over 10%. The chart also 6................ (make) predictions about how this ratio 7............. (change) in the future. It is clear that all the countries 12 shown have an aging population. Hungary 8...............(have) the biggest change. By 2020 the ratio of retired people to workers 9 ............... (reach) almost 60%. This is an increase of almost 25%. Even in Korea the ratio 10................ (increase) to over 30% by 2020. Ratio of the population aged 65 and over to the labour force / / / / / / / / / V O* & Exercise 3: Paraphrase the following sentences. Example: The chart shows the participation by young people in sports by gender in Japan in 2007. => The bar chart demonstrates how young people In Japan participated in sports in terms o f gender in 2007 1) The bar chart below shows the percentage of people in Japan living alone by age and sex in 2007/2008. 2) The table below shows the consumer durables (telephone, refrigerator, etc.) owned in Britain from 1972 to 1983. 13 => 3) The line graph below gives information about the number of visitors to three London museums between June and September 2013. => .................................................................................................................. 4) The graph below shows the number of books read by men and women at Burnaby Public Libraiy from 2011 to 2014. => ................................................................................................. 5) The table describes the changes of people who went for international travel in 1990, 1995,2000 and 2005. (million). => ......................................................................................... 6) The pie chart below shows the main reasons why agricultural land becomes less productive. The table shows how these causes affected three regions of the world during the 1990s. => ....................................................................................... 7) The bar chart below shows the employment of all workers by gender and occupation in the UK in the year 2005. 14 8) The bar chart below shows the percentage of people in Great Britain living alone by age and sex in 2004/2005. => ............................................................................................... 9) The graphs below show the types of music albums purchased by people in Britain according to sex and age. => .................................................................................................... 10) The bar chart below shows the employment of all workers by gender and occupation in Japan in the year 2007. 15 UNIT 2: DESCRIBING LINE GRAPHS The language of change You may be asked to describe a graph which shows changes over a period o f time. To do this you need to use language expressing change and appropriate tenses. I. USING LANGUAGE OF CHANGE Activity 1: Underline the verb or verb phrase in each of the following sentences. Then match each sentence to a graph. You can use a graph more than once. Use a dictionary to help you if necessary. 1. Sales started at $3 million in 1990. .a. 2. From 1997 to 2000, sales fluctuated. 3. Sales reached a peak of 3 million in 2001. 4. Sales increased for two years then leveled off. 5. Sales declined between 1999 and 2003. 6. Sales dipped briefly in 2002, then recovered. 7. In 1990, sales stood at $25 million. 8. Sales overtook costs in 2003. in10»s 5 ■ * » 92 94 SO - 25------- 'Wv_ « W f t S T Far fewer.......................................................................... The average students reads fewer journal articles than the average junior lecturer. => The average junior lecturer............................................ The other students at the university do not read as many articles as the average PhD student. => The average PhD student................................................. Junior lecturers do not have as much time to read articles as those students who are researching for a PhD. => Those students who are researching for a P hD ........... V. DESCRIBING PROPORTIONS Activity 5: The phrases in the list are alternative ways o f describing proportions. Divide the list into four groups that each has similar meaning. Three quarters almost half one third 75 per cent one in three Nearly half 26 per cent 48 per cent about one in four 33 per cent Three out of four just under one half just over a quarter close to one half Activity 6: These adjective-noun collocations can also be used to describe proportions. Write the adjectives next to the correct meaning in the table. The vast majority a tiny minority a massive 85 per cent a modest twelve percent a hefty 85 percent a mere twelve per cent the overwhelming majority 31 Very big .................................. Very big (used before numbers) .................................. Very small .................................. Not very big (used before .................................. numbers) Activity 7: Rewrite sentences a-e, replacing the phrases in italics with an alternative expression. a. We see from the chart that 23 percent of students failed to finish their university degree. b. In 1990, nine out o f ten engineering students were male, but by 2000 this figure had fallen to exactly three quarters. c. In 1996, 34 per cent of science graduates went into the teaching profession but in 1970, the figure was just ten per cent. d. Exactly one half of the student population were members of the union in 2001, but five years later the figure was 64 per cent. e. Ninety-two per cent of people surveyed felt that mixed sex schools were preferable. PRACTICE Exercise 1: You should spend about 20 minutes on this task. The chart shows the number of visitors to a local cinema according to age in 2000. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. 32 V isitors to th e local cinem a according to age Exercise 2: The charts below give information on the ages of the populations of Yemen and Italy in 2000 and projections for 2050. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. YEMEN 0 -1 4 years 1 5 -M ywart [ ] SO* years 33 UNIT 5: DESCRIBING TABLES Tables compare data and may also show changes over time as well. They are often used when there is quite a lot o f information, so it is important to select the key features to describe. I. UNDERSTANDING THE DATA Activity 1: Read the Writing task below and look at the table. Answer these questions to help you understand the information given. 1. What two main areas does the table give figures for? 2. How is each main area subdivided? 3. What main difference do the figures show within each area? 4. How many years does the table deal with? 5. What are the main trends over time? 6. What kind of language can you use when describing the data? WRITING TASK 1 Applications Acceptances Year Men Women Men Women % of total 2000 3.400 900 550 150 15.5% 2001 3,200 800 600 200 20% 2002 2,750 750 580 170 21.4% You should spend about 20 minutes on this task. The table below gives figures fo r student applications and acceptances fo r UK university courses in the field o f tourism, transport and travel Write a report fo r a university lecturer describing the information given. 34 Write at least 150 words Student statistics for university courses in tourism, transport and travel, 2000-2002 II. ORGANISING THE DESCRIPTION You should try to group the information rather than describing every piece of data. Activity 2: Complete this paragraph outline for the Writing task in Activity 1. Paragraph 1: Introduce information Paragraph 2: Describe figures and trends related t o .............. Paragraph 3 :.......................................................... Paragraph 4: .......................................................... III. REWORDING THE INTRODUCTION Activity 3: Underline the most appropriate word(s) to complete this introduction to a sample answer. The table concerns university courses (1) in the field of/related to tourism, transport and travel in the UK. It shows (2) Jccrcascs/changcs/incrcascs in the (3) num bcrs/proportion/percentage of (4) applicants/male and female students applying for and being accepted on such courses (5) between/from 2000 and 2002. IV. DESCRIBING THE DATA Activity 4: A. Use the information in the table in the previous exercise to complete these sentences with a word or number. 35 1. In all three years, more ........................ applied for such courses th an ........................., although their numbers.......................... considerably, from 3,400 in 2000 to ......................in 2002. 2. Female .........................reached little more than a quarter of the figures for .......................... in 2000 and 2001, and they .........................to 750 in 2002. 3. Total applications.............................during the period. 4. Many more ......................... and ................................. applied for these courses than were accepted through the three years. 5. However, the .......................... of applications which were accepted .......................... from about 15% in 2000 to over ........................ in 2002, even though the total number .................... only slightly. 6. Many more ..........................were accepted than ..................... in all three years. 7. While total applications.............................. th e ........................ of those accepted..............................considerably. B. Now look back at your paragraph outline in Activity 2, and group the sentences into paragraphs 2, 3 and 4. C. Decide which o f the sequencers in the box below you could use to start each paragraph. Example: The table shows = start o f introduction Overall, Firstly, we can see that with regards to applications The table shows In terms o f acceptances, V. USING REFERENCE LINKS To link ideas in a text and avoid unnecessary repetition, writers use a variety ot reterence links. Activity 5: Find the words in italics in sentences 1-7 in Activity 4 and write down what each refers to. 36 1. such (courses). 2. their numbers.. 3. they............... 4. the period...... 5. these courses .. VI. USING QUANTIFIERS 6. the three years 7. Which............ 8. all three years . 9. Those............. Activity 6: In writing a report you’ll need to be careful using quantifiers - words like “much ”, “many ”, “some” etc. Put the words and expressions below into the correct group. a large amount a little a lot of a small amount a small number few fewer fewer andfewer less less and less many more most much no none of several the majority of Used with countable nouns (men, women, oars, hours etc) PRACTICE Exercise 1: Used with uncountable nouns (time, money, water etc) Used with both countable and uncountable nouns You should spend about 20 minutes on this task. The table above gives information about the use of different modes of transport in Shanghai in 1996, and one possible projection (high motorization scenario) for their use in 2020. 37 Write a report for a university lecturer describing the information below. Write at least 150 words Percentage of passenger kilometers by different modes of transport in Shanghai Mode of Transport 1996 2020 (projection) Walking 7% 3% Bicycle 27% 3% Scooter 12% 7% Bus 39% 22% Train - 13% Car 15% 52% Exercise 2: You should spend about 20 minutes on this task. The table shows the number of language learners who used different modes of learning English between the years 2000 and 2008. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. Modes of learning Years 2000 2004 2008 School 4,000 3,550 2,567 Online 1,567 2,534 5,067 Self-study 2,067 1,523 1,034 Private classes 2,526 2,344 1,456 38 UNIT 6: DEALING WITH A COMBINATION OF CHARTS/GRAPHS OR TABLES To deal with a combination o f charts/graphs or tables in one task, you also need to understand the data, organize the description and using appropriate language like coping with a single one. Besides, you need to specially focus on other skills such as comparing and classifying. I. DESCRIBING CHARTS OF THE SAME TYPE You will sometimes have to present information from more than one diagram OF THE SAME TYPE. Read the following advice. • Study each diagram so you are clear what information it contributes to the subject. • Look for ways of comparing data between diagrams as well as within diagrams. • Concentrate on describing the most significant information. It’s a good idea to highlight key information on each diagram. • Tiy not to use the exact words of the question. How else could you say between 1987 and 1997 or where people got news, for exam ple? Activity 1: A. Study the graphs below and answer the questions. 1. What is the main difference between the two graphs? 2. Which country does the data come from? 3. What do the figures on the bottom line indicate? 4. What are the two most popular activities for both sexes? 5. Which group is more likely to spend time reading, men or women? 39 6. Are there any activities which only appear on one of thgraphs? Participation ratos in popular leisure activities, by sex (Hn^laiul) M e n W o m e n vValctvhj tí K vis ¡on j v ,j;c r.n -j ^ «y.^inr< ) Spgndin$ l:ri? v.ttl friends fJroify l uteri-ng to m s * Si eccirg i !»■# wijf, tr.ends Stopping v — .4 » « d H k * - ' 1 ' $0’U * » c c is t H tjSuic f e * M r .■ m m m I ite^n.3 to n -tsc Re*dmf t : b ~ - 1 emaiftnc m m im m m ■&omg to1»>e : , - * w s = . - s r cMttTva !~ S 3 0 m > r - 3 > Gardennc Cioiofl to tfte anona Ptayifttf campy*» oam « Spirts p»e!ftst ■ ■! Internet emaiw» VisjM»3 musetiHts ^ 7 r . S i r ¿noodNe-'m B * i 20V -10*« 60% BO"» 100V O S 20? . 40" . 60" . S 3* . I 00‘ . B. Study the exam task and then complete the model answer bwriting NO MORE THAN THREE WORDS in each space. The graphs below give information on participation by men and women in various leisure activities. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. The two graphs 1.......................... the percentages of men and women who take part in certain leisure activities in 2......................... From the figures, we can see that watching TV is the 3..........................leisure activity for 4.................................. 8 in 10 men and women. Spending time with friends and family is the 5........................ most common leisure activity for both men 6...........................and women (82%). However, there are also some differences between the 7.......................... Men are more likely than women to 8..........................sport and exercise (58% compared with 43%) while women are more likely to spend their free time 9......................, with 40 three quarter doing so, compared with around 10......................of men. Similarly, women are more likely to engage in cultural activities 11.......................... reading (73%), compared with men (56%). 12......................, it seems there is general consistency between the sexes in their choice of leisure activities, despite some differences in individual rankings. Activity 2: Look at the bar charts and answer the following questions. The bar graphs show the number of minutes per day which K tV n adult couples in the US spend in shared activities, both on weekdays Hcajti so--* i and at the weekend. A comparison of the two graphs shows that overall couples spend significantly more time together at weekends (over three hours a day), than they do on weekdays (about two hours). Studying the graphs in more details, we can see that the most common shared activity for both periods is watching TV, which accounts for 51 minutes on weekdays and 64 minutes at weekends. The next most common shared activity is eating. Couples spend 27 minutes eating on weekdays and 41 minutes, about 50% longer, at weekends. The U boc*«1 »*»*• •nfe'UwmM rt! n»to~»ev.o'» & Cfu t )C in l.f'C+jd f'O 3nopp r»gj LI W e e k d n y To itf: Total 1»5 ratal* difference is even greater with the remaining activities, where couples are involved for at least twice as long at weekends as they are on weekdays. In conclusion, it is clear that weekends provide greater opportunities for couples to relax and enjoy each other’s company than weekdays do. 41 1. The introductory sentence is based on the heading for the bar graphs. a. What extra words have been added to the heading? b. What extra information is included and where does this come from? 2. What aspect does the writer focus on in the first paragraph? What word indicates this? 3. What aspect does the writer focus on in the second paragraph? What phrase indicates this? 4. How many activities are included in each graph? How many are named in the example answer? What phrase is used to refer the rest? 5. Underline all the comparative expressions. 6. What phrase is used to introduce the final sentence? 7. What three different ways are used to talk about what can be seen in the graph? H. DESCRIBING CHARTS OF DIFFERENT TYPES Sometimes, when there is more than one graph of DIFFERENT TYPES, how much detail should be included in your report passage? This depends really on how much detail there is in the question. There is usually a relationship between the two and you can bring in some comparison, but more than this is not necessary. To cope with this kind of task, you should describe the relevant and most important parts, or describe any comparisons or trends that can be made out. Also, you can compare and contrast between two different sets of data. If there is too much data presented, what can be done? • Do not describe all the data. • Spot the significant information: the highest point, the lowest point, etc. 42 • Classify the most important and significant detail that needs to be included, for example, developed countries and developing countries, motor vehicles and non-motor vehicles, etc. Activity 3: Sectoral Distribution of Employment and GDP, 2004 Services Natural resources % Industry % Trade, restaurant, hotels % Transport communie ation % Government % Others % Total % Employ in cm 77.4 3.6 4.9 1.6 8.7 3.8 100 GDP 19.2 15.4 31.7 8.4 12.5 7.4 100 Percentage of GDP The above table and graph give information about the gross domestic product (GDP) and employment sectors of a developing country. Write a report for a university lecturer describing the information shown below. 43 There are three possible versions for the description of the table and the graph. Version 1 : Describing the table and the graph separately. Version 2: Describing each sector in both the table. Version 3: Comparing and contrasting the different sectors in both the table and the graph Below are the three illustrative versions. Say which version is 1,2 or 3? Version The data shows the level of employment and GDP in different areas in a developing country. (Brief introduction) Looking first at employment in 2004, by far the most important sector was natural resources, with 77.4% of the workforce. This was followed by services (including trade, restaurants, hotels, transport, communication, and government), which totaled 15.2%. Finally, industrial workers were the fewest in this country at only 3.6%. (Employment) However, the GDP of this country had very different patterns. Most of the UDP came from the services sector. Although this showed a slow but steady decline in importance, it was still by far the main contributor to the economy in 2007 at about 55% of total GDP. (GDP - services) In contrast to its huge number of employees, natural resources was much less key in terms of GDP. In fact, its share fell from nearly i n % n QQítt to iin H p r ? n % onn7"> (GDP 2 - natural resources) 44 Finally, industry, in 1998 the smallest sector of the country’s wealth at only about 10%, steadily increased its contribution, actually overtaking natural resources by 2007. (GDP - industry) Version.......: The table shows the percentage of people employed in different sectors of the economy in 2004, and the percentage of GDP which they produced. The main economic sectors are natural resources, industry and services. The graph shows movements between 1998 and 2007. (Introduction includes paraphrase o f topic words, and general interpretations o f the table and graph) The table reveals that although 77.4% of the population worked in natural resources in 2004, they produced only 19.2% GDP. However, 3.6% of the population who worked in industry produced 15.4% of GDP, and 15.2% of those who worked in the services sector produced 58% of GDP. (Notable features o f the table) The graph shows that services as a percentage of GDP has been falling steadily. In 1998, natural resources provided more than 25% of GDP but this declined to less than 20% in 2007. Industry earned only about 10% o f G D P in 1998, but rose alm ost to 20% in 2007. (Summary o f information and trends in the graph) The table and the graph reveal that GDP is earned primarily by the services sector. (Concluding sentences) Version....... : The data show some economic indicators for the services, natural resources and industry sectors in a developing country. (Brief introduction) 45 Looking first at services, clearly this area contributed significantly more to GDP than the others, although it decreased slowly, from above 60% in 1998 to below that level in 2007. In 2004, services made up 58% of GDP (most of this - 37.1% - in terms of trade, restaurants and hotels), but comprised only 15.2% of the workforce. (First sector- services) In contrast, most people (77.4% in 2004) worked in natural resources, but this sector made only a small and decreasing contribution to the country’s GDP, which fell from about 27% to 18% between 1998 and 2007. (Second sector - natural resources) In terms of employment, the third sector, industry was easily the smallest at only 3.6% in 2004. However, over the time period in question, it gradually became more important in the nation’s economy, actually having a higher percentage of GDP (19%) than natural resources by 2007. (Third sector - industry) Activity 4: Look at the question and two descriptions. Say which one is strong, which is weak and why. The charts show information on life expectancy and average income (GNI) in six countries. Summarise the information and make comparisons where relevant. 46 L ife E x p ectan cy Men Women India 62 65 Japan 78 85 Germany 76 81 Malaysia 71 75 Brazil 66 74 Australia 78 83 100 80 60 40 20 0 Men Women ■ India ■ Japan □ Germany □ Malaysia ■ Brazil ■ Australia A verage Incom e: G ross N ational Incom e (G N I) GNI India 720 Japan 38980 Germany 34580 Malaysia 4960 Brazil 3640 Australia 32229 47 40000 35000 30000 25000 20000 15000 10000 5000 0 GNI US$ Model Answer 1 ■ India ■ Japan □ Germany □ Malaysia ■ Brazil ■ Australia The two diagrams compare average life expectancies for men and women and average personal income in six very different countries around the world. If we look at the first chart, we can see that overall, women live roughly five years longer than men in all the countries. At 85 years, women in Japan have the longest life expectancy, closely followed by Australian and German women (83 and 81 years respectively). Malaysians and Brazilians have a shorter life expectancy, and people in India have the lowest, with women only expecting to live to their mid-sixties. In chart two, w e can see there is a m assive difference in average incomes. Japanese, Germans and Australians all earn over $30,000 a year. The figures for Malaysia and Brazil are much lower, at around $5,000. In India, the average is only a few hundred dollars. In conclusion, it seems obvious that there is a strong link between a country's wealth and the health of its citizens. (161 words) Model Answer 2: The charts illustrate that information on life expectancy and average income (GNI) in six countries. 48 In chart one, India men is 65, women is 65. Japan men is 78, women is 85. Germany men is 76, women is 81. Malaysia men is 71, women is 75, Brazil man is 66, women is 74, Australia men is 78, women is 83. In chart 2, India is so poor. They do not have the economy or industry because there is farming and it is not developed. Japan is the number one because it makes the great things everybody wants to buy, like Sony Playstation 3. But maybe one day China will catch up and be the number one. In conclusion, we need to work hard to improve the economy in Taiwan, and the life expectancy. (133 words) PRACTICE Exercise 1: % Sources of world newt: results of survey: 1987-1997, UK 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 49 Sources of local news: results of survey: 1987-1997, UK 60 i>0 <10 30 ?0 10 Newspaper Radio !------,----- 1----- p-----1-----1----- 1------1------(----- 1----- 1 1987 1988 1989 1990 1991 199? 1993 1994 1996 1996 1997 You should spend about 20 minutes on this task. The graphs below show where people first got their news, both about the world and about local events, between 1987 and 1997. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. Exercise 2: 15000, Travel per person by car kilometres o& year Travel per p erson by b u t, train, metro and bike kikxnetres oer year ¡ 1 111 I I I ! ...........................I l l l l l l v \ \ \ X. V \ V V s . \ \ V * \ "Xt '■>*, "« v ^ x , * \ ’■ ^ V '%. ' * 50 so Commuting time minutes per day (all modes, both ways) <10 30 20 10 0 % % « X You should spend about 20 minutes on this task. The bar chart below give information on road transport in a number of European countries. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. 51 PART 2: ARGUMENTATIVE ESSAYS OVERVIEW L E A D - IN Imagine you have had a class discussion about the following question: ‘Should more people give up meat and become vegetarians?’ Read the view points (1-5) and match them to the reasons (A-E), as in the example. 1 Eating meat is bad for you J Jj 4 Meat is an essential part of our diet; we cannot do without il Q 2 There are many healthy and 5 Vegetarian food is often tasty alternatives available 0 boring and tasteless ( J 3 Eating meat is cruel to animals A Soy a beans and lentils arc delicious and are good sources «if protein. Meat provides ' us with the protein and vitamins that g > need. 52 Animals are kept in terrible conditions just so they can be killed and eaten. There aren't £ many vegetarian dishes that actually 1. What is an argumentative essay? An argumentative essay is a formal piece of writing (it can also be called a persuasive or opinion essay). It requires your opinion on a topic, which must be stated clearly, giving various viewpoints on the topic supported by reasons and/or examples. You should also include the opposing point of view in another paragraph. The primary objective is to persuade people to change beliefs that many of them do not want to change. Your essay must be written in formal style. You often see the following key words in the essay titles: 1. Statements: - .. . . Give your opinion on... 2. Wh-word questions: - To what extent / How far do you agree/think What is your opinion about...? 3. Yes, no- questions - ...agree or disagree? - Should....? - Is it necessary... ? 2. Formal style * This m eans you should use: * Passive voice, impersonal constructions (e.g. It is argued that...; It is a common belief that...) * A range of advanced vocabulary (verbs, adjectives, abstract nouns, ect) (e.g. heated debate concerning the controversial issue...) * Formal linking words/phrases (e.g. furthermore, however, nonetheless) * Complex sentences with a variety of links, dependant clauses, etc 53 (e.g. Although it is widely accepted that compulsory military service, which provides an army with abundant manpower, is beneficial to a country’s ability to defend itself, closer analysis o f military efficiency suggests that it is advanced weaponry which play’s a crucial role in...) S Inversion, especially in conditionals (e.g. Were this true, we would...; Never has this been more obvious...) • You should not use: * Short forms (e.g. I'm, I t’s) except when these are part of a quotation x Colloquial expressions, phrasal verbs, idioms (e.g. lots o f put up with, be over the moon about...) * Simplistic vocabulaiy (e.g. Experts say they think this is bad,...) * A series of short sentences (e.g. Many people think so. They are wrong.) * Simple linking words (e.g. and, but, so) except for variety. WRITING PROCESS ❖ Step 1: Stimulating and brainstorming ideas ❖ Step 2: Outlining ❖ Step 3: Developing ideas and writing the first draft ❖ Step 4: Editing and writing the final version WRITING TASK: In this unit, you will write a five paragraph argumentative essay about whether or not you think it should be legal to download or to share copyrighted material from the Internet. 54 STEP I. STIMULATING AND BRAINSTORMING IDEAS Everyday we are faced with ethical questions about what we think is right or wrong. In this unit you will express your opinion about whether or not it should be legal to download or share copyrighted property from the Internet. Exercise 1: Thinking about the topic A. Discuss the picture with a partner. • Who are the two characters in this picture? • What do you think is happening? • Do you think the young man is guilty of a crime? B. Make notes about the kinds of copyrighted property people download off the Internet and whether or not you think downloading should be legal. Then discuss in small groups. Exercise 2: Reading about the topic Many countries today are concerned about the ethics o f downloading and sharing movies off the Internet. The case o f Yoshihiro Inoune may make some people think twice before downloading copyrighted material off the Internet. 55 Read the article below. JAPANESE MAN FOUND GUILTY OF ONLINE MOVIE THEFT For the first time a Japanese court has found a man guilty of piracy and sentenced him to a year in jail. Yoshihiro Inoue, 42, downloaded movies from the Internet. He made copies of the movies A Beautiful Mind, and share them with others. This is considered a crime in the U.S., Japan, and most other countries in the world. Inoue’s case sets a precedent for anyone who distributes films illegally. His crime was stealing intellectual property. This kind of property, which is someone’s creative invention, is protected by copyright law. Today over eighty nations have copyright laws. These laws protect film makers, writers, photographers, and other innovative professionals. People who download and copy these works often do not understand or care about the financial loss to many of these artists. To protect artistic works within the U.S., the Copyright Act of 1976 was created. Most recently the Family Entertainment and Copyright Act of 2005 was signed into law. In addition, there are treaties and conventions to protect intellectual property between nations. One of these is the Universal Copyright Convention. Without these laws, piracy would go unchecked. Some of the many types of piracy include making DVDs, duplicating VHS tapes, using hand-held video cameras in movie theatres, and even receiving satellite signals without authorization. Yoshino Inoue is not the first person to steal intellectual property, but he is the first to be charged with a crime for doing so. The movie industry in Hollywood and Asia are particularly interested in this case because they have a lot to lose. For a number of years the recording industry has pursued anyone downloading music from the Internet. Now the movie industry is following their example because piracy costs them almost $3 billion each year. 56 A major film costs about $80 million - $55 million to make and $27 million to advertise and market. Although many people believe that the film industry makes enormous profits, almost half of all films do not earn enough money to pay back their investors. If people continue to download movies off the Internet instead of paying to see them, the movie industry will trouble surviving. * Japanese Man Jailed for Online Movie Piracy in Hollywood Crackdown. * Agence France Press, December 2004. Exercise 3: Understanding the article. Write T for true or F for false for each statement. 1............Inoue was an employee of a Hollywood studio. 2............ Copying movies is a crime in most countries. 3........................Fewer than eighty nations protect artistic works. 4.......... The recording industry started prosecuting pirates before the movie industry did. 5............These thefts could cost the movie industry almost $27 million a year. 6....................People who invest in movies always make money. Exercise 4: Responding to the article. Write your answers for each question in full sentences. Then discuss your answer with a partner. 1. Why was this arrest so important? 2. What is the function of the Universal Copyright Convention? 57 3. Why is the movie industry so afraid of downloading and sharing of films? 4. Do you think Yoshino Inoue should have gone to jail for internet piracy? Why? 5. What kind of punishment do you think should be used against people who commit Internet piracy? Exercise 5: Freewriting Write for ten to fifteen minutes on the topic below. Express yourself as well as you can. Don’t worry about mistakes. According to the movie industry, people who download and distribute copyrighted materials should go to jail. What do you think of the movie industry’s decision? • Do you think the law should intervene in these cases? 58 • How are new technologies making it so difficult to enforce the law or easy for people to break the law. • Do you think enforcement of the laws will be difficult? Exercise 6: Brainstorming ideas A. Review your freewriting exercise. Then, in a small group, discuss the following questions. Record your answers in a notebook. 1. What does private property mean to you? 2. What are some of the basic types of information found on the internet? 3. What information on the internet should be free to download? 4. What are some arguments against downloading artistic property from the Internet? 5. What are some arguments for downloading artistic property from the Internet? B. Have you changed your position as a result of the discussion? Review the information you have collected in your notebook. Underline any useful or interesting ideas. Cross out any ideas you do not want to use in your essay. Exercise 7: Brainstorming vocabulary A. Use the chart below to categorize the words and phrases. own a copyright commit a crime possession download share files break the rules program Law Property Computers Legal B. Think back to the vocabulary your group used in Exercise 1 above. Can you add any words to the charts above? 59 PRACTICE: Stimulating and brainstorming ideas for the following topic: 1. Although more and more people read news on the Internet, newspapers will remain the most important source of news. Do you agree or disagree? 2. Children learn best by observing the behaviour o f adults and copying it. What extent do you agree or disagree with this statement? STEP II. OUTLINING Before making an outline, study the organization of an argumentative essay below: ARGUMENTATIVE ORGANIZATION There are possible organization patterns as follows: 1. With a refutation Pattern 1 Pattern 2 Introduction PRO idea 1 PRO idea 2 CON(s) + Refutation(s) Conclusion Pattern 3 Introduction Introduction CON(s) + Reftjtation(s) PRO idea 1 PRO idea 2 Conclusion CON idea 1 ----> Refutation CON idea 2 — -> Refutation CON idea 3 ---- > Refutation Conclusion 60 Introduction • Background information gives a broader picture of the issue and why it is important. It can give details about the history of the people involved: what they want, and how it affects them, • The thesis statement clearly states the writer's point of view about the issue. Body Paragraphs • The topic sentence in each body paragraph presents one distinct reason for the writer's point of view stated in the thesis. • All supporting details in each paragraph must support the topic sentence. These details can be facts, examples, statistics, definitions, causes and effects, quotations, anecdotes, or questions. • The writer often presents an opposing opinion (a counter argument); however, the writer may then express some agreement with the opposing view (a concession), but will show evidence that the argument is stronger [a refutation). The counter-argument is often in body paragraph one or three. Conclusion • The conclusion restates the argument that appeared in the thesis. • It can end with a prediction, a warning, or other type of comment that reinforces the writers their viewpoint. • It may state the general issue in a broader context. 2. Without a refutation - One-sided arguments Note: In supporting- an opinion essay, you are asked to discuss one side of an issue i.e. you either agree or disagree with a certain statement. You do not have to give the opponent's view and offer a refutation. Pattern 4 Pattern 5 Introduction PRO idea 1 PRO idea 2 PRO idea 3 Conclusion Introduction CON idea 1 CON idea 2 CON idea 3 Conclusion 61 - Two-sided arguments (This type can also be called discussion essays) Pattern 6 Introduction PRO ideas CON ideas Conclusion An introduction of a discussion essay in which you present the topic, making a general remark about it without giving your opinion; A main body in which you present the points fo r and the points against, in separate paragraphs, supporting your arguments with details / examples; A conclusion which includes your opinion (e.g. In my opinion/view, I believe/ think, etc.) or a balanced summary of the topic. Note: PROS (agreement) and CONS (disagreement) Exercise 1: Reading a student essay Read the essay below. Answer these two questions: 1. Which pattern of organization does the essay follow? 2. What rules does the title refer to? Breaking the rules College and high school students often look for shortcuts to make their work easier. To achieve a good grade, students are sometimes tempted to cheat. One of the most frequent ways of cheating is to buy essays off the Internet. This may result in a good grade. However, to my way Qf thinking, plagiarism is irresponsible from a social and academic standpoint. Firstly, plagiarism is socially unacceptable. Students are expected by teachers and their classmate to do their own work. If a 62 student plagiarizes, he or she violates that trust. This may damage the relationship between the student and the teacher, as well as the relationship with classmates. I remember once when a student was discovered to have plagiarized his essay. We were mad that our classmate had lied to us. It was an embarrassment for everyone - the institution, the instructor and the student - to discover that he had been cheating all along. Secondly, plagiarism is also wrong because it is against academic policy. Even though buying essays and presenting as your own may save time initially, this practice is against university rules. In fact, universities have ways to prove if students have plagiarized. Instructors can use software that compares a student essay and material on the Internet. This way, instructors can detect if a particular essay was copied. The consequences are very serious. I remember when one of my classmates started buying essays to prove that he was an excellent student. After the final exam, our instructor found his essay on a website and the student was expelled. It is true that many students at community colleges have busy schedules and may have trouble completing their assignments on time. Some students may argue that because of their situation, they sometimes have no choice but to buy essays off the Internet. However, buying essays off the Internet should never be the solution. Instead, students might try to negotiate the deadline with the instructor. Furthermore, while writing may be a struggle for some students who feel that their writing is not good enough to receive an A, it is crucial that they do their own work. They may go to a writing center for help. Otherwise, if they plagiarize, they will not develop their own writing and critical thinking skills. As a result, they may not be prepared to pass the final exams. In the end, plagiarizing is harmful to a student’s own academic success. To sum up, I believe that university authorities should discourage plagiarism by making students more aware of the problems 63 it causes. Plagiarism damages classroom relationships. It also violates school policies and prevents students from realizing their own potential. If we do not stop plagiarism, many students will lose out on their education. Exercise 2: Analyzing the student essay A. Explore the ideas in the student essay above by answering the questions below in complete sentences. 1. Why do some students plagiarize? 2. How would you describe the writer’s personal feelings about people who plagiarize? What makes you say that? 3. What are the negative effects of plagiarizing on students’ learning skills? 4. Do you agree or disagree with the writer? Write your opinion and reasons below. 5. Did the writer influence your position? If so, which point influenced you the most? 64 B. Examine the organization of the essay by answering the questions below. Then compare your answer with a partner. 1. Circle background information. 2. Underline the thesis. Rewrite it in your own words. 3. What kind of supporting details are used in body paragraph 1 and 2? a. facts b. causes and effects c. statistics d. an anecdote 4. In body paragraph 3, the writer presents an opposing opinion. Rewrite it in your own words then identify the refutation. 5. How many reasons has the writer restated in the conclusion? Underline the reasons. RHETORICAL FOCUS Counter-Argument, Concession, and Refutation The goal of an argumentative essay is to convince the reader of the writer’s point of view. To make an argumentative essay strong, the 65 writer includes a counter-argument, a refutation and a concession. • The counter-argument is the writer’s opinion about the opposing point of view. It gives reasons why the writer’s point of view makes sense. By including the counter-argument, the writer shows an understanding of the opposing point of view. • In a concession the writer agrees that the opposing point of view is valid, but emphasizes how his or her argument is still stronger. • The refutation is the writer’s response to the counter argument. In the refutation, the writer shows why the counter argument is weak and his or her position is strong. The refutation may also address doubts the reader may have about the writer’s position. Look at the example below: Counter-argument (opposing ideas): Some students may argue that because o f their situation, they sometimes may have no choice but to buy essay off the Internet. Concession: I understand that students are under a lot o f pressure to produce well-written essays in order to pass their classes, but this does not justify plagiarism. Refutation: I f they plagiarize, they will not develop their own writing and critical thinking skills. As a result, they may not be prepared to pass the final exams. In the end, plagiarizing is harmful to a student’s own academic success. Exercise 5: Writing an outline Study the sample outline of the topic below: Should each town possess its own university? One example of an outline: Thesis: It is not a good idea to open a university in every town for some reasons. 66 Argument 1: staffing problems Support 1: lacking qualified teachers Support 2: lacking willingness to go Argument 2: financial difficulties Support 1: building facilities Support 2: providing services Counter-argument and Refutation Counter-argument: A university will contribute to economic and socio-cultural development of host town Refutation: A university wrestling with its own economic and socio-cultural problems cannot contribute to development of host town Review your brainstorming ideas and freewriting exercise. And use the chart to write an outline for an argumentative essay about whether or not you think it should be legal to download or share copyrighted material from the Internet. This outline follows organization pattern 1; however, it doesn’t matter if you prefer other patterns. Thesis statement:..................................................................... Argument 1: Support 1: Support 2: Argument 2: Support 1: 67 Support 2: Counter-argument and Refutation Counter-argument:......................... Refutation: STEP III. DEVELOPING IDEAS AND WRITING THE FIRST DRAFT Before writing the first draft for the in-class essay topic, you have to do some exercises focusing on different parts of an argumentative essay. INTRODUCTION There is an argument that exploring space is a waste of money and that there are more urgent needs to be addressed on earth, such as reducing poverty and preventing environmental destruction. However, I completely disagree with thừ opinion for two reasons. Background information: Thesis statement: Background information 68 Background information gives a broader picture of the issue and why it is important. It can give details about the history of the people involved: what they want, and how it affects them. How you write the background information in an argumentative essay is similar to that in other types of essay (cause-effect, comparison and contrast...) learnt in previous semesters. Thesis Statement - The thesis statement in an argumentative essay states clearly which side you are for (Except for the discussion essay, both sides must be clearly stated in the thesis statement): S Learning by doing is a better way to learn a language. S Beating children brutalizes parents, damages the parent-child relationship, and is completely unnecessary. S Smoking in public areas should be banned. S In my opinion, stem cell research should receive the full support o f our government. S For several reasons, which I will list bellow, I agree with those people who think that money is an indicator o f success. - A thesis statement often mentions the opposing point of view. Notice that the writer's opinion is expressed in the main (independent) clause, and the opposing point of view is normally put into a subordinate clause. SUBORDINATE CLAUSE Although there are certainly reasons to be cautious with stem cell research or any new technology, / believe that its potential benefits fa r outweigh its dangers. MAIN (INDEPENDENT) CLAUSE 69 LANGUAGE FOCUS Useful expressions fo r giving opinions To my mind/To my way o f thinking,... It is my (firm) belief/opinion/view/conviction (that)... In my opinion/view... I (firmly) believe... My opinion is that, I (definitely) feel/think that... I am (not) convinced that... I am inclined to believe that... I (do not) agree that/with... It seems/appears to me... It strikes me that... As far as I am concerned,... The use o f verbs in the thesis sentence: analyze, look at, examine, discuss, outline, consider, describe, focus on, decide Examples: I will outline some o f my objections to arranged marriages. I will discuss whether large families are better than smaller ones. In this essay, I will outline the arguments for and against sex education in schools. The omission o f "I": This essay looks at ideas in favour o f and against early marriage. The use o f strong voice: Sometimes you don't need a "will" or "going to". Your thesis statement is so strong that it is clear what your opinion is. Beating children brutalizes parents, damages the parent-child relationship, and is completely unnecessary. Exercise 1: I. Add an opposing point of view to each of the following thesis statements. If necessary, rewrite the part of the sentence that is given to you. The first one has been done for you as an example. 70 1. Doctors or family members should never be allowed to "pull the plug." Although some people believe that doctors and family members should never be allowed to "pull the plug." 1 believe that it is sometimes more humane to do so. 2. The sale of CDs with songs containing lyrics that degrade women should be prohibited. 3. Television is the worst invention of modem times. 4. Environmental protection laws go too far. 5. The advertising industiy performs many public services. 6. Choose your own topic. Then write a thesis statement that expresses both sides of the issue. II. For each topic, write a p ro (for) thesis statement and a con (against) thesis statement related to the topic. Example: Topic: Women in the military Pro thesis statement: In a society where women are chief executive officers of companies, leaders of nations, and families breadwinners, there is no reason why they should not play an active role in the military. Con thesis statement: Women should not be allowed to fight in the military because they do not have the strength or endurance required in combat. 1. Using animals in disease research 2. Space exploration 3. Smoking in public buildings III- Compare the three introductory paragraphs below. Which one is the best? Why? 71 I f countries are serious about solving traffic problems, they should tax private cars very heavily and use the money to provide free or very cheap rail travel. To what extend do you agree with the above? Introduction 1 Many nations are facing massive traffic congestion in their cities. This both makes travel difficult and causes environmental damage. In order to solve this problem, it is necessary to establish alternative transport systems such as railways. In my opinion, the best way to finance the development of public transport is to tax car drivers. Introduction 2 Motor cars were invented at the end of the last century and have developed greatly over the last 100 years. In many countries, families have two cars and sometimes even three. As there are so many cars on the road, there are often traffic jams on major roads. It can take hours to complete a short journey at peak times in some major cities. Many attempts have been made to solve the problems of bad traffic. These include limiting the times cars are allowed to drive in certain areas and making cars carry a certain number of passengers. These schemes have met with varying degrees of success. Introduction 3 Many people say that if countries are serious about solving traffic problems, they should tax private cars very heavily and use the money to provide free rail travel. IV. Choose 1 topic in part 1 to write the whole introduction (including the thesis statement already written). BODY (2-4 paragraphs) Body Paragraph 1 Topic sentence:_______________________________________ Supporting details:____________________________________ 72 Sample: Travelling by train has a lot o f advantages. y Topic sentence First o f all, it is comfortable as trains are spacious; therefore, there is plenty o f room to walk about. What is more, trains are convenient. For example, you do not have to take any food or f beverages with you because most trains have a restaurant. Finally, when you travel by train, you reach your destination fairly quickly. Supporting sentences Exercise 2: Read the body paragraphs of the sample essay again. Then, - circle the transition words and underline the topic sentences. - replace the transition words with other synonymous ones. LANGUAGE FOCUS Useful transition words To list Doints: The first reason is .... First o f all,/ To start with, The second reason is Secondly, The third reason i s ........ Thirdly, The third and most important reason is Finally, Another reason is .... On the other hand, .... On the contrary, The final reason is . One major advantage of, One major disadvantage o f A further advantage One point o f view in favor of/against 73 In the first place Last but not least White it is true to say that .... To add more points to the same topic: What is more Furthermore Also In addition to Besides Apart from this Apart from that To make contrasting points: On the other hand However In spite o f While Even though One can argue that Nevertheless Although Yet Despite It can be argued that But Counter-Argument, Concession, and Refutation Useful expressions fo r pointing out opposing arguments (CONs) Opponents/proponents/critics o f this idea claim/maintain that... Those who disagree/are against these ideas may say/assert that ... Some people may disagree with this idea. It is sometimes/often argued that... Useful expressions fo r stating specific reasons The put forward this idea because ... They claim that ... since ... • In a concession the writer agrees that the opposing point oview is valid, but emphasizes how his or her argument is still stronger. Useful expressions fo r signaling concession Granted, Indeed, It is a fa c t/ true that... 74 • The refutation is the writer’s response to the counter argument. In the refutation, the writer shows why the counter argument is weak and his or her position is strong. The refutation may also address doubts the reader may have about the writer’s position. Useful expressions for reaching the turning point However, But (in fact / as a matter offact / it is a fact that...) Yet (in fact / as a matter offact / it is a fact that...) Nevertheless, On the other hand, When refuting the opposing idea, we may use the following strategies • compromise but prove that their argument is not powerful enough: They have a point in thinking like that. To a certain extent they are right. These arguments seem to make sense.... These arguments have some validity, ... This is partly true, then again, ... Perhaps this is true, but it cannot be dented that... • completely disagree: After seeing this evidence, there is no way we can agree / I strongly disagree with what they say. Nothing could be further from the truth. • say that their argument is irrelevant to the topic: What we are discussing here is not what they are trying to prove. Their argument is irrelevant 75 Exercise 3: Write two or three supporting arguments for each thesis statement. These supporting arguments then can be the topic sentences of the body paragraph. Notice that two of the thesis statements state only the writer’s point of view, and two state both sides of the argument. 1. Censorship of the arts is always wrong. a. Freedom to express oneself is a fundamental right stated in the U.S. Bill o f Riehts. b. Public morality is relative - what is objectionable in some cultures is acceptable in others. c. Many masterpieces - books, sculptures, and paintings - would be banned. 2. Physical education classes teach children important skills that they need in life. a. b. c. 3. Violcncc in video gam es, m ovies, and television program s should be abandoned. a. b. c. 76 4. Engaged couples should be required to take marriage [preparation classes for one full year before their wedding. a. b. c. 5. Your own topic: a. b. c. Exercise 4: Study the thesis statement and the arguments (topic sentences for the body paragraphs) below. Then write supporting sentences for each argument (You can use facts, causes - effects, statistics or an anecdote (a story)). Young children are more negatively than positively affected by using a computer every day. a. Daily computer use can have negative effects on a child's social development. 77 b. The main concern about children usins computers is the >pe o f activities that attract them. c. (\our own idea) 3 Exercise 5: Counter-argument, concession and refutation I. Read the sample essay again. Which body paragraph gives a refutation of the counter-argument? II. Write R for each argument showing a refutation and C for each item showing concession. 1. Many people like the new technology of digital cameras. However, a number of artists like me feel that digital film is inferior to regular film. 2. Too many consumers think it is acceptable to use credit cards to buy more than they can afford. Unfortunately, if they continue to overspend year after year, they will become hopelessly in debt. 3. Large automobiles are popular in the United Sates, but they are using up our oil reserves, which are non-renewable. Therefore, only small cars should be produced. 4. Movie company outside of the U.S. use American music recorded in the 1940s and 1950s but believe that they should not have to pay for permission. This seems reasonable since this music has been around for such a long time. III. Read each statement below. Underline the counter argument. Circle the writer’s refutation. 1. Train travel may be inexpensive and relaxing; however, airplanes are a much more important means of transportation because they are fast and efficient. 2. Most people agree that a traditional home-cooked meal is best, but they have to admit that convenience and low cost is making fast food more popular with students. 79