pen0045 compiled online notes 1

8/10/2019 Pen0045 Compiled Online Notes 1

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CommunicativeENGLISH

ONLINE NOTES

PEN0045

PEN0045


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5E)er& da& I reind &se!+ that & innerand outer!i)es are /ased on the !a/ors o+ other en.living and dead. and that I $st exert &se!+ in order to give in the sae eas$re as I ha)ereceivedand a sti!! re*ei)ing"5 44 9A!/ert Einstein=

What is H"#"!#$

#wo or ore words that ha)e the sae so$nd or spe!!ing /$t di++er in eaning are *a!!edh"#"!#s" 0ords that are hoon&s are said to /e h"#"!#i&or h"#"!#"%s" Genera!!&.the ter hoon& re+ers /oth to hoophones 9words that are prono$n*ed the sae /$t ha)edi++erent eanings. s$*h as whi*h and wit*h= and to hoographs 9words that are spe!!ed thesae /$t ha)e di++erent eanings. s$*h as 5/ow &o$r head5 and 5tied in a /ow5=" Note that soedi*tionaries and text/oo,s de+ine and disting$ish these three ters in di++erent wa&s" 3oee($ate hoon&s on!& with hoophones 9words that so$nd the sae=" Others e($ate hoon&son!& with hoographs 9words that !oo, the sae="

Exap!es and o/ser)ations-

5#he reason that there is *on+$sion and a !a*, o+ *!arit& o)er hoon& is that it is *!ose!& re!atedto two other words. hoograph and hoophone" I sha!!. there+ore. de+ine these words +irst-

1= A homographis a word that is spe!t identi*a!!& to another word /$t none the !ess has adi++erent eaning and pro/a/!& a di++erent origin" Yo$ wi!! do$/t!ess /e anno&ed i+ &o$tear &o$r tro$sers whi!e *!i/ing o)er a +en*e" Indeed. &o$ a& /e so $pset that &o$ sheda tear" As &o$ *an see. @tear@ and @tear@ are spe!t identi*a!!&. /$t the& are prono$n*eddi++erent!& and ha)e entire!& di++erent eanings" #he& are good exap!es o+ a

hoograph" >an& hoographs are not e)en prono$n*ed di++erent!&" #h$s the word @hide@so$nds exa*t!& the sae whether &o$ are ta!,ing a/o$t the s,in o+ an ania!. a eas$reo+ !and or the )er/ eaning to *on*ea! or ,eep o$t o+ sight"

?= A homophone is a word that so$nds exa*t!& !i,e another word. /$t has a di++erenteaning and a di++erent spe!!ing" I+ &o$ stand on the stair and stare at the pi*t$re. &o$ha)e a good exap!e o+ a *o$p!e o+ hoophones" " " "

It is possi/!e +or a word to /e a hoograph or a hoophone" owe)er. whate)er the word a&/e. it is a!so. /& de+inition. a hoon&" In other words. homonym is a *on*ept$a! word thate/ra*es /oth hoographs and hoophones" " " " oon& is $st the *o!!e*ti)e no$n +or

hoograph and hoophone"5 44 9Da)id Rothwe!!. Di*tionar& o+ oon&s" 0ordsworth. ?88=

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1.' DERIVING MEANING OF WORDS FROM CONTE(T

Context$a! *!$es are s$rro$nding words. phrases. senten*es. ideas. and e)ents that he!p &o$ arri)e at theeanings o+ $n+ai!iar words" It is soeties possi/!e to wor, o$t the eanings o+ $n+ai!iar words /&ana!&sing the *ontext in whi*h the& o**$r" #here are se)era! +ors o+ *ontext$a! *!$es"

D)*i!iti"!sA de+inition is the ost dire*t wa& to pro)ide readers with a *!$e o+ what an $n+ai!iar word eans"0ords s$*h as that is, or, meaning, known as, is called, in other words, refers and is defined

are o+ten $sed to introd$*e de+inition.

Exap!e- In the !ast geoetr& *!ass. >r" Chin exp!ains that a p!ane +ig$re o+ six sides and < ang!es

is calleda h)+a"!"

In soe *ases. the de+inition is set o++ with dashes. /ra*,ets or *oas"

Exap!e- P$/!i* s*hoo!s are a!! /oth +ree and )a-itaia! a!! st$dents are *onsidered e($a! and!earn the sae ateria!"

E+a#/-)s

Exap!es are $sed to throw !ight on the eaning o+ a new word or ter" 0ords !i,e such as, including,for example andfor instances are $sed to introd$*e exap!es"

Exap!e- #he& went to do*tors +or treatent o+ a n$/er o+ s#/t"#ssuch as tiredness.heada*hes. sore throats and respirator& pro/!es"

S!"!#s

#he eaning o+ an $n+ai!iar word *an /e in+erred thro$gh the $se o+ a di++erent word or ter with asii!ar eaning"

Exap!e- #he +ai!& do*tor said that the edi*ation +or H$nes sister was inno*$o$s. that is. it washar!ess"

A!t"!#s

Another t&pe o+ *!$e *oes in the +or o+ anton&s or opposite expressions to the $n,nown word" 0ordor phrases s$*h as but, however, yet, nevertheless, while, rather than, although, whereas, despite, incontrast

are $sed to signa! the *ontrast"

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Exap!e- Bi!! is a!wa&s 0)s/"!0)!twhi!e his s$pposed +riend is a!wa&s -ihth)at)0"

1. S2IMMING AND SCANNING

3,iing and s*anning are two spe*i+i* speed4reading te*hni($es. whi*h ena/!e readers to*o)er a )ast ao$nt o+ ateria! and in+oration )er& rapid!&" #hese te*hni($es are sii!ar inpro*ess /$t di++erent in p$rpose" K$i*,!& %!oo,ing o)er' an arti*!e is neither s,iing nors*anning" Both te*hni($es re($ire spe*i+i* steps to /e +o!!owed"

S&a!!i!

In scanning. &o$ $s$a!!& ha)e a ($estion to. or soething spe*i+i* to !oo, +or" It ight /e a

te!ephone n$/er. a parti*$!ar ($otation in a /oo,. or s$pporting +a*ts to $se in a dis*$ssion &o$are ha)ing" 0hen &o$ s*an. &o$r goa! is to +ind $st the in+oration &o$ want and &o$ do notstart +ro the /eginning and read to the end"

#he steps in)o!)ed in the s&a!!i!pro*ess in*!$de-91= *he*,ing the organiation9?= +oring spe*i+i* ($estions9F= anti*ipating *!$e words9J= identi+&ing !i,e!& answer !o*ations9M= $sing a s&steati* pattern9


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1.5 DISTINGUISHING MAIN IDEAS FROM SUPPORTING DETAILS

I0)!ti*i! th) Mai! I0)a

One o+ the s,i!!s in reading is to /e a/!e to disting$ish /etween the ain ideas and the s$pporting

detai!s in a gi)en text" >ost Eng!ish writing is organied into paragraphs" A paragraph is a gro$po+ senten*es that are re!ated to ea*h other and dis*$ss a/o$t the sae idea" A good paragraph isade $p o+ senten*es that de)e!op a sing!e tho$ght" #hat tho$ght. is *a!!ed #ai! i0)a. a& /eexpressed in one or ore senten*es" #he ain idea is the s$ar& o+ the essentia! points o+ theparagraph and it ex*!$des detai!ed in+oration"

3oeties. the writer s$aries his or her ain idea in one senten*e *a!!ed the t"/i&s)!t)!&)" #he topi* senten*e is the one senten*e +ro the paragraph. whi*h states the ain ideaand exp!ains what the paragraph is a/o$t" #he topi* senten*e is o+ten the +irst senten*e o+ aparagraph" owe)er. soe writers pre+er to p$t the topi* senten*e as the !ast senten*e or in theidd!e o+ a paragraph"

Identi+&ing the ain idea o+ a text is one o+ the ost iportant reading strategies $sed /& goodreaders" Identi+&ing the ain idea he!ps readers to $nderstand and ree/er what the& ha)eread"

#he +o!!owing ($estions *an /e $sed as the *!$es to +ind the ain idea o+ a paragraph"

6Wh" " 4hat is th) /assa)7t)+t7ati&-) a8"%t$9

#he answer to this ($estion wi!! /e the t"/i&" #he topi* is the word or phrase that te!!s

what the reading is a/o$t"

6What 0")s th) 4it) 4a!t th) )a0)s t" 3!"4 a8"%t th) t"/i&$: #he answer to this ($estion is the #ai! i0)a"

I0)!ti*i! S%//"ti! D)tai-s


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On*e &o$ ha)e identi+ied the ain idea. &o$ need to !oo, +or the senten*es that the writers$pports. exp!ains or pro)es the ain idea" #hese senten*es are *a!!ed s%//"ti! 0)tai-s"3$pporting senten*es in the paragraph are added detai!s. reasons. exap!es. +a*ts. and ideas that

pro)e. exp!ain. s$pport. or gi)e exap!es to the ain idea"

#o identi+& s$pporting detai!s. +o!!ow these steps-

1; As3 "%s)-* th)


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In a paragraph. i+ the in+oration s$pports the a$thor@s p$rpose in the arg$ent. then. it is said to/e re!e)ant. whether or not the in+oration is tr$e" Con)erse!&. i+ the in+oration does not he!pthe a$thor@s p$rpose in the arg$ent. it is said to /e irre!e)ant"

E+a#/-) 1

#he patio is the ost p!easant p!a*e o$tside & ho$se to re!ax in"A" #he so+a is wonder+$!!& so+t and *o+orta/!e"B" #he tinted s$nroo+ a,es it /ea$ti+$! and *oo!"C" #he asine +!owers +ro the garden gi)e o++ a sweet s*ent"D" >& neigh/o$r o+ten adires & patio"

Coent- D is !"t )-)=a!t/e*a$se the in+oration does not he!p to esta/!ish the a$thor@s aio+ in+oring the reader that the patio is a p!easant p!a*e to re!ax in" In +a*t. &o$r neigh/o$r@sadiration has nothing to do with the p!easantness o+ the patio"

E+a#/-) '

In the +o!!owing *hoi*es. whi*h des*ription is not re!e)ant to the p$rpose o+ the writer

>arorie is a +ish !o)er"A" #here are pi*t$res o+ +ish on the wa!!B" In the roo &o$ see two /ea$ti+$! a($ari$s with !o)e!& +ish swiing in the"

C" >arorie *oo,s +antasti* +ish and *hips

D" On the /oo,she!+ is a /oo,. ishes o+ the 0or!d"

Coent- C is !"t )-)=a!t/e*a$se 5>arorie is a +ish !o)er5 eans that she !o)es to rear +ishand not that she *an *oo, +antasti* +ish and *hips"

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Predi*ting o$t*oes is another iportant reading s,i!! that &o$ need to aster" #his reading s,i!! a*t$a!!&he!ps &o$ to $nderstand the text /etter /& he!ping &o$ to anti*ipate or expe*t how the writer wo$!dde)e!op the ideas and anti*ipate what the *on*!$sion wo$!d /e"

Paragraphs or !arger readings present in+oration to s$pport a topi*. /$t the& do not a!wa&s state a!! thepossi/!e res$!ts o+ the e)ents the writer dis*$sses" Predi*ting o$t*oe is to a,e a reasona/!& a**$rateg$ess as to how the reading wi!! end"

CHAPTER '

GRAMMAR

'.1 WORD CLASSES PARTS OF SPEECH;

W"0 C-ass)s, a!so ,nown as /ats "* s/))&h. *onsist o+ eight parts-

o No$ns

o Ver/s

o Ade*ti)es

o Ad)er/s

o Prono$ns

o Prepositions

o Con$n*tions

o Intere*tions

0ord *!asses in*!$de nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjunctionsand interjections"

WORD CLASSES FUNCTIONS E(AMPLES

1" NOUN3 4 the nae o+ person. p!a*e. thing or idea /ea$t&

?" PRONOUN34 words $sed to ta,e the p!a*e o+ one orore no$ns

her

F" VERB34 the idea o+ /eing or a*tion in thesenten*e

/ea$ti+&

J" ADVERB3 4 words that odi+& )er/s. ade*ti)es oranother )er/s /ea$ti+$!!&

M" ADHEC#IVE34 words that des*ri/e or odi+& anotherperson or thing in the senten*e

/ea$ti+$!


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7" IN#ERHEC#ION34 words $sed to ex*!ai. protest or*oand

o$*h

$rrah (interjection)#here is (verb) a wide (adjective) se!e*tion (noun) o+ resta$rants (noun)to *hoose (verb)+ro" #he& (pronoun) ser)e (verb) the +reshest (adjective)sea+ood (noun)" Let$s (pronoun) tr& (verb) the one (noun) /eside (preposition) the hote! (noun)" Coe (verb)0a!, (verb)($i*,!& (adverb) I want (verb)to tr& (verb)soe *ra/s (noun)and (conjunction)shrips (noun)"

'.1 SUBECT VERB AGREEMENT

#here are an& graati*a! r$!es in Eng!ish" One o+ the ost /asi* wo$!d /e s$/e*t4)er/agreeent"#he /asi* prin*ip!e-

A s%8)&tis a person. ania! or thing that does a parti*$!ar a*tion" It is the doer"

A =)8is an a*tion or a*ti)it& that the s$/e*t or @doer@ does"

#he s$/e*t and )er/ in a senten*e wo$!d ha)e to @agree@ and *op!eent ea*h other to /egraati*a!!& *orre*t"

Exap!es-

1" E=)"!)has*op!eted his or her assignents"

?" S"#)o+ the /$ttons a)issing"

F" O!)o+ the /o&s isgoing to withdraw +ro this *o!!ege"

'.' VERB TENSES

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Si!%-a s%8)&tsneed si!%-a =)8s"P-%a- s%8)&tsneed /-%a- =)8s"


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Ver/ tenses are $sed to express tie" #here are three /asi* tense +ors in Eng!ish- the /)s)!t.the /ast. and the *%t%)"

a; Th) P)s)!t T)!s)s

#he present tenses are di)ided into +o$r *ategories-

i; Th) Si#/-) P)s)!t T)!s)

#his tense is $sed to ta!, a/o$t the +o!!owing-

repeated a*tions or ha/its"

Exap!es- I 0i=) to wor, e)er& da&"3he stasat hoe and &""3sdinner e)er& e)ening"

sit$ations whi*h are peranent

Exap!es- 0e -i=)in Cheras"#o 4"3sin Van*o$)er"

genera! tr$ths or +a*ts"

Exap!es- #he !ongest ri)er in >a!a&sia is 3$ngai Raang in 3arawa,"ind$s &"!si0)the *ow sa*red"

ii; Th) P)s)!t P")ssi=) T)!s) 7 P)s)!t C"!ti!%"%s T)!s)

#his tense is $sed to ta!, a/o$t the +o!!owing-

soething whi*h is in progress at the oent o+ spea,ing

Exap!es- 0here is Char!es e is #"4i!the !awn"Yo$ a& t$rn $p the radio" #he *hi!dren a) !"t st%0i!"

iii; Th) P)s)!t P)*)&t T)!s)

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3enten*es in this tense *onne*t the past with the present" #his tense is $sed to ta!, a/o$t the+o!!owing-

soething whi*h started in the past and *ontin$es $p to the present

Exap!es- I ha=) st%0i)0in 3pain +or eight onths" 9S 3he is sti!! st$d&ing in 3pain now="

Raan and Hane ha=) 8))!+riends +or twe!)e &ears" 9S #he& are sti!! +riends now="

things whi*h happened d$ring a period o+ tie that *ontin$es $p to the present

Exap!es- I ha=) 8a&3/a&3)0to E$rope and Indo*hina" 9S in & !i+e. $p to now=

0hat@s the s*ariest thing that hase)er ha//)!)0to &o$ 9S in &o$r !i+e. $p tonow=

i=; Th) P)s)!t P)*)&t C"!ti!%"%s T)!s)

3enten*es in this tense a!so *onne*t the past with the present" #he& o+ten ta!, a/o$t the+o!!owing-

soething whi*h started in the past and has /een in progress $p to the present

Exap!es- 3he has 8))! 4aiti!+or her parents +or two ho$rs"ow !ong ha=)&o$ 8))! 4"3i!in this *opan&

an a*tion whi*h has /een in progress $p to the re*ent past. espe*ia!!& i+ it has res$!ts in the

present

Exap!e- It has 8))! ai!i!" 9It is not raining now. /$t there are p$dd!es e)er&where"=

3o$r*e- Bea$ont. D" : Granger. C" 91;;7=" The Heinemann English Grammar: n !ntermediate "eference and #ractice $ook%Ox+ord-eineann"

8; Th) Past T)!s)s

#he past tenses are di)ided into the +o!!owing *ategories-

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i; Th) Si#/-) Past T)!s)

#his tense is $sed to ta!, a/o$t a*tions and sit$ations in the past"

Exap!es- I s4a#&esterda& e)ening"#he& 0i0!t "to Ph$,et d$ring the >a& ho!ida&s" #he& 4)!t to P$!a$Redang instead"

ii; Th) Past P")ssi=) T)!s) 7 Past C"!ti!%"%s T)!s)

#his tense ta!,s a/o$t an a*tion or sit$ation that had started. /$t had not +inished at a past tie"

Exap!es- 0e saw &o$ ta-3i! to Ha*,ie this orning"0ere &o$ /-ai! ho*,e& at


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i; Th) Si#/-) F%t%) T)!s)

#his tense is $sed +or the +o!!owing +$n*tions-

to a,e predi*tions a/o$t the +$t$re

Exap!es- #hat /ran*h !oo,s +!is&" It is "i! t"8)a3"It 4i-- ai!toda&" Loo, at how dar, the s,& is"

to ta!, a/o$t what we p!an to do in the +$t$re

Exap!es- #he roo !oo,s ess&" I 4i--&-)a!it $p"0e are "i! t" 3ingapore this wee,end"I sha-- " shopping this e)ening"

ii; Th) F%t%) P")ssi=) T)!s) 7 F%t%) C"!ti!%"%s T)!s)

#his tense is $sed to ta!, a/o$t soething that wi!! /e in progress at a tie in the +$t$re"

Exap!es- 0e-- 8) 4at&hi! a o)ie tonight"0hat 4i--the& 8) 0"i!toorrow orningDon@t *a!! hi in the e)enings" e 4i-- 8) s-))/i!.

iii; Th) F%t%) P)*)&t T)!s)

#his tense is $sed to ta!, a/o$t soething that wi!! /e *op!eted /& 9not !ater than= a *ertaintie in the +$t$re"

Exap!es- I-- ha=) *i!ish)0& hoewor, /& F"88" 0e *an eet then"#he& 4i-- ha=) -i=)0 in A$stra!ia +or three &ears next H$!&"

i=; Th) F%t%) P)*)&t P")ssi=) T)!s) 7 F%t%) P)*)&t C"!ti!%"%s T)!s)

#his tense is $sed to ta!, a/o$t a*tions /eing in progress o)er a period o+ tie that wi!! end in the+$t$re"

Exap!e- Anne and #iong oon 4i-- ha=) 8))! 4"3i!in 6$a!a Pi!ah +or three

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&ears when the& *oe /a*, to >e!a,a next H$ne"

3o$r*e- Bea$ont. D" : Granger. C" 91;;7=" The Heinemann English Grammar: n !ntermediate "eference and #ractice $ook%Ox+ord-eineann"

CHAPTER

WRITING

.1 SENTENCE PATTERNS

One o+ the ar,s o+ good writer is the a/i!it& to $se a )ariet& o+ senten*e t&pes" #he sip!e senten*e is aniportant weapon to ha)e in &o$r writing tas,. /$t it is !iited in the wa&s it *an /e $sed an in the o/s it*an per+or" Copo$nd and *op!ex senten*es gi)e &o$ additiona! a!ternati)es +or expressing ideas.$s$a!!& in ore pre*ise wa&s"

Si#/-) S)!t)!&)

A 3ip!e senten*e is a senten*e that has on!& one independent *!a$se" It expresses one idea on!&"

C"#/"%!0 S)!t)!&)

A *opo$nd senten*e is a senten*e that has ? or ore independent *!a$ses o+ genera!!& e($a! iportan*e"

Exap!e-

independent *!a$se 1 independent *!a$se ?

0e ate soe spaghetti. a!0we had *ho*o!ate *heese*a,e +or dessert"

1aria wor,s in pri)ate +ir"s$/e*t )er/

A sip!e senten*e has at !eastone s$/e*t and one )er/"

>aria and her sister wor, in a pri)ate +ir"? s$/e*ts

A sip!e senten*e *an ha)e a*opo$nd s$/e*t

>aria wor,s and st$dies part4tie in a pri)ate instit$tion"? )er/s

A sip!e senten*e *an ha)e a*opo$nd )er/


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independent *!a$se 1 independent *!a$se ?

La$ra eno&s dan*ing she *an dan*e +or ho$rs"

#here are F wa&s to oin the *!a$ses-

1" with a *oa +o!!owed /& a*oordinator

Coordinators: for, and, nor, but,

or, yet, so%

I wrote to her. /$t she did not rep!&"ind" C!a$seT *oordinator T ind" C!a$se

?" with a sei*o!on +o!!owed /& a

*on$n*ti)e ad)er/ and a *oaCommon conjunctive adverb:

however, besides, accordingly,

meanwhile, next, then, similarly,

also, furthermore, moreover,

nevertheless

I wrote to her howe)er . she did not rep!&"

ind" C!a$se T *on" Ad)er/. T ind" C!a$se

F" with a sei*o!on I write to her she did not rep!&"ind" C!a$se T ind" C!a$se

C"#/-)+ S)!t)!&)

A *op!ex senten*e is a senten*e that in*!$des one independent *!a$se and one 9or ore= s$/ordinate*!a$se9s=" #he ore iportant idea is p!a*ed in the independent *!a$se. and the !ess iportant idea isp!a*ed in the dependent *!a$se"

Exap!e-

independent *!a$se dependent *!a$se

3he is s,inn& a-th"%h sh) )ats a -"t%

independent *!a$se dependent *!a$se

A!! se*$rit& g$ards wi!! ha)e to $ndergo training i* th) 4ish t" )#ai! )#/-")0.

#here are F ,inds o+ s$/ordinate *!a$ses- ad)er/ ade*ti)e and no$n" A )ariet& o+ *onne*ting words a&/e $sed to oin these *!a$ses"

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A0=)8 0)/)!0)!t &-a%s)

#&pes o+ re!ationship

a= #ie4 a+ter. as. /e+ore. sin*e.$nti!. whene)er. when. whi!e

/= Ca$se or reason4 as. /e*a$se.sin*e. whereas

*= P$rpose or res$!t4 so that. that. inorder that

d= Condition4 a!tho$gh. tho$gh.e)en tho$gh. whi!e. $n!ess. i+.pro)ided

A+ter we ha)e +inished. we wi!! go +or a !ong)a*ation"

0e stopped /e*a$se the !ight was red"

3he sta&ed $p !ate so that she *an wat*h the !i)e

te!e*ast +oot/a!! at*h" A!tho$gh it was raining. we went to the gae

2dverb clause can appear either before or afterthe independent clause% !f it comes before the

independent clause, a comma follows it% !f it comes

after the independent clause, no comma is needed%

A0)&ti=) 0)/)!0)!t &-a%s)9re!ati)e Prono$ns=

a= Ania!s and things4 whi*h. that/= Peop!e4 who. who that*= P!a*e4 whered= Possessi)es4 whosee= Reason4 wh&. that+= #ie4 when

Last &ear we )a*ationed on the Red 3ea. whi*h

+eat$res ex*e!!ent s*$/a di)ing #he st$dent. who sits next to the President.

re*ei)es an award +or O)era!! Best 3t$dent"

& The ad'ective clause functions as an ad'ective: it

modifies a noun or a pronoun%

N"%! &-a%s)

Coon *onne*ti)e words-Reported spee*h that E/edded($estions how. i+. when. whether.wh&. and a!! other ($estion words"

Hohn said that we sho$!d a!! go +or the )a*ation

3$/" ) o/e*t

& dependent noun clause can function as either a

sub'ect or an ob'ect of the sentence%

C"#/"%!0C"#/-)+ S)!t)!&)

It is a *o/ination o+ two or ore independent *!a$ses and one 9or ore= dependent *!a$ses" >an&*o/inations are possi/!e. and their p$n*t$ation re($ires *are+$! attention"

Exap!e- dependent *!a$se independent *!a$se 1 independent *!a$se ?

A-th"%h 4) 4)) ti)0. we had to sta& $p ti!! Fa"" and st$d& +or o$r >atheati*sexaination"

independent *!a$se 1 independent *!a$se ? dependent *!a$se

17| P a g e


19/51

e had washed the dishes. /$t he had +orgotten to t$rn o++ the radio 8)*") h) -)*t this#"!i!"

I wanted to tra)e! a+ter I grad$ated +ro *o!!ege howe)er. I had to wor, iediate!&"

A+ter I grad$ated +ro *o!!ege. I wanted to tra)e!. /$t I had to go to wor, iediate!&"

I wanted to tra)e! a+ter I grad$ated +ro *o!!ege. /$t I had to go to wor, iediate!& /e*a$se I had to

s$pport & +ai!&"

.'THE PROCESS OF WRITING

or an& peop!e. writing is a pro*ess that in)o!)es the +o!!owing steps-1" Dis*o)ering a thesis 9o+ten thro$gh prewriting="?" De)e!oping so!id s$pport +or the thesis 9o+ten thro$gh ore prewriting="F" Organiing the thesis and s$pporting ateria! and writing it o$t in a +irst dra+t"J" Re)ising and then editing *are+$!!& to ens$re an e++e*ti)e. error4+ree paper"

I. PREWRITINGa= /rainstoring/= diagraing or *!$stering*= preparing a s*rat*h o$t!ined= +ree4writinge= +ora! o$t!ine

Bai!st"#i! generating ideas. $sing what. when. wh&. where. who. how

1;| P a g e

PREWRITING

4 identi+&ing thetopi* o+ interest

WHILEWRITING

4 dra+tingPOSTWRITING

- re)ising- editing

PROCESS OF WRITING


20/51

#o get ideas and sti$!ate &o$r tho$ghts. &o$ *an $se the strateg& o+ /rainstoring" Yo$ *an /rainstora!one or with a gro$p"

ere are soe g$ide!ines to +o!!ow when /rainstoring- Gi)e &o$rse!+ or the gro$p a !iited ao$nt o+ tie"

0rite down the word or phrase &o$ need to get ideas a/o$t"

0rite down a!! the possi/!e ideas that *oe to ind"

Do not organise &o$r points in an& wa&"

0hen tie is $p. !oo, o)er the ideas to see i+ an& *an /e gro$ped together"

Exap!e- VIDEO GAMESaddi*ti)e. +$n. tie *ons$ing. ore ex*iting than #V. /ad +or e&es. hoewor,. too )io!ent. expensi)e.ta,es tie awa&

Diaa##i! " C-%st)i! ind4apping $sing the )is$a! wa&C!$stering is another wa& o+ generating ideas" #o *!$ster &o$ a,e a )is$a! p!an o+ the *onne*tionsaong &o$r ideas"

Use the +o!!owing g$ide!ines +or *!$stering- 0rite &o$r topi* in the *enter o+ &o$r paper and *ir*!e it

Draw a !ine +ro the *ir*!e and write an idea re!ated to it" Cir*!e the idea And +ro it draw !ines and

write ideas re!ated to it" 6eep a,ing new *ir*!es and *onne*ting the /a*, to the ideas the& *ae+ro"

0hen &o$ ha)e no ore ideas. !oo, at &o$r *!$sters and de*ide whi*h ideas see ore iportant

Exap!e-

?8| P a g e

OBESITY

Lack ofambition

Effects

Low self-esteem

Healthproblems

Slow metabolicrate

HeredityLack of exercise

Overeating

HeredityTempted by TVadvertising of

jnk food

!sychologicalproblems Causes


21/51

ro this diagra. the writer *an de)e!op an essa& on the *a$ses or e++e*ts o+ o/esit&"

P)/ai! a s&at&h "%t-i!) 4 a p!an to a*hie)e a $ni+ied. s$pported : organised *oposition

In a s*rat*h o$t!ine &o$ thin, *are+$!!& a/o$t the point &o$ are a,ing. the s$pporting ites +or the point

and the order in whi*h &o$ wi!! arrange those ites" #he s*rat*h o$t!ine is a p!an or /!$eprint to he!p &o$a*hie)e a $ni+ied. s$pported. we!!4organised essa&"

0hen &o$ are p!anning a traditiona! essa& *onsisting o+ an introd$*tion. three s$pporting paragraphs. anda *on*!$sion. a@ s*rat*h o$t!ine is espe*ia!!& iportant" It a& /e on!& a +ew words. /$t it wi!! /e the+raewor, on whi*h &o$r who!e essa& wi!! /e /$i!t"

Exap!e-As Diane was wor,ing on her !ist o+ detai!s. she s$dden!& rea!ised what the p!an o+ her essa& *o$!d /e"3he *o$!d organise an& o+ her detai!s into one o+ three s$pporting gro$ps1= anno&an*es in going o$t?= too an& tepting sna*,s

F= noise /& other peop!e3he then went /a*, to her !ist. *rossed o$t ites that she now saw did not +it. and n$/ered the itesa**ording to the gro$p where the& +it" ere is what Diane did with her !ist

1 #ra++i* is /ad /etween & ho$se and theaterF Nois& patrons

Dont want to r$n into Here&F 6ids r$nning in ais!esF I@ *rowded into seats /etween strangers who p$sh e o++ ar rests1 Not eno$gh par,ing1 Par,ing !ot needs to /e expanded1 #oo an& pre)iews

Cant pa$se or +ast +orward as &o$ *an with the DVD1 Long !ines1 igh ti*,et pri*es? #oo an& teptations at sna*, stand

Coer*ia! +or +ood on the s*reen? Can prepare hea!th& sna*,s +or &se!+ at hoe? #$/s o+ pop*orn with /$tter

Cand& has a!wa&s /een & down+a!!

?1| P a g e

"epression"iabetes

Hypertension

StrokeHeart

problems


22/51

1 >o)ie a& /e so!d o$tF Peop!e who@)e seen o)ie /e+ore ta!, a!ong with a*tors and gi)e awa& p!ot twistsF Peop!e *o$ghing and sneeing

Under the !ist. Diane was now a/!e to prepare her s*rat*h o$t!ine-

Going to the o)ies o++ers soe rea! pro/!es"

1" In*on)enien*e o+ going o$t?" #epting sna*,sF" Other o)iegoers

F))4iti! 4 to get the +!ow. whether it goes we!! with &o$. don@t ha)e to worr& a/o$t thegraar. ideas are ore iportant. read soething +irst. where $s$a!!& in diar&

ree4writing eans otting down in ro$gh senten*es or phrases e)er&thing that *oes to ind a/o$t apossi/!e topi*" 3ee i+ &o$ *an write nonstop +or ten in$tes or ore" Do not worr& a/o$t spe!!ing orp$n*t$ating *orre*t!&. a/o$t erasing ista,es. a/o$t organising ateria!. or a/o$t +inding exa*t words"Instead. exp!ore an idea /& p$tting down whate)er pops into &o$r ind"

F"#a- S)!t)!&); "%t-i!)

#hesis- I+ woen are e)er to /rea, thro$gh the g!ass *ei!ing in signi+i*ant n$/ers/$siness attit$des wi!! ha)e to *hange. parti*$!ar!& the de+inition o+ s$**ess+$!anageent st&!es"

0oen +a*e resistan*e +ro /oth en and woen in top anageent"A" 0oen are in a do$/!e /ind- the& are expe*ted to a*t !i,e en. /$t are *riti*ied when the&

do"B" 0oen a!so +a*e resistan*e +ro %($een /ees.' other woen who are a!read& exe*$ti)es"

1" K$een /ees +ee! that &o$nger woen sho$!d not ha)e it an& easier than the& did"?" K$een /ees inter+ere with wor,ing *onditions. ora!e. and prootions"

B$siness +a)o$rs a as*$!ine anageent st&!e o)er a +einine st&!e"A" A as*$!ine anageent st&!e is *hara*teried /& a i!itaristi* atosphere that +osters

*opetition"B" 0oen are not gi)en the option to exer*ise their own st&!e"C" 0hen woen iitate en. the& are s$/e*t to sex4ro!e stereost&ping and a!ienation"

1" Brown and Geis +o$nd stereot&ping in their st$d&"?" 0oan exe*$ti)es pass aro$nd a h$oro$s !ist o+ *hara*teristi*s o+ /$sinessen

)ers$s /$sinesswoen"F" Loden sa&s that woen are !ess e++e*ti)e when the& iitate en"

A +einine anageent st&!e $st /e a**oodated in /$siness i+ woen are to a,e it to the top"A" An inter)iew with a +ea!e anager i!!$strates a +einine st&!e o+ *o4operation and

parti*ipation"B" Powe!! ephasie that an androg&no$s anageent st&!e ta,e a**o$nt o+ /oth tas,s and

eotions"C" An androg&no$s st&!e o+ anageent wi!! he!p not on!& woen /$t /$siness itse!+"

??| P a g e


23/51

?F| P a g e


24/51

II. WHILE-WRITING

Da*ti!

A+ter &o$ ha)e de)e!oped soe ideas +or &o$r essa&. it is tie to start dra+ting or a*t$a!!& writing &o$ressa&"

irst. &o$ sho$!d dra+t the th)sis stat)#)!t" #he thesis stateent wi!! ha)e to te!! the reader the ainidea &o$ are dis*$ssing and &o$r approa*h to the ain idea" A thesis stateent *annot sip!& state what&o$ are going to do. +or exap!e. 5In this essa& I wi!! des*ri/e & /rother5" It sho$!d present &o$rapproa*h to the ain idea as in. 5>& /rother is /oth an a/itio$s and so*ia/!e *hara*ter5" ere thewords a/itio$s and energeti* wi!! /e the +o*$s o+ &o$r des*ription o+ &o$r /rother"

0ith the thesis stateent written. &o$r +o*$s on the s$/e*t wi!! /e *!ear" Yo$ wo$!d write oneparagraph on the a/itio$s aspe*t o+ &o$r /rother with s$pporting stateents and detai!s. and another

paragraph on the so*ia/!e *hara*ter o+ &o$r /rother with s$pporting stateents and detai!s"

#he +o!!owing are soe ($estions to thin, a/o$t as &o$ write &o$r dra+t-

0hat ,ind o+ s$pporting detai!s do I need

ow an& s$pporting detai!s do I ha)e to gi)e and how !ong the& ha)e to /e

ow do I a)oid o)er!apping s$pporting detai!s

As &o$ are writing &o$r +irst dra+t. ree/er these ($estions and *he*, and *hange senten*es that donot s$pport the ain idea *!ear!&"

III. POSTWRITING

A+ter the +irst dra+t. p!an to re)ise &o$r dra+t at !east one tie" Re)ising eans *hanging theorganisation or *ontent o+ the essa&. whi*h in*!$de editing" #he ($estions on the *he*,!ist /e!ow wi!!he!p &o$ to see i+ &o$r essa& is +o*$sed and we!! de)e!oped"

R)=isi"! Ch)&3-ist

#hesis 3tateent Does the thesis stateent state &o$r ain idea *!ear!& 9 =

Does the thesis stateent show &o$r approa*h or attit$deto the ain idea 9 =

Unit& Do the s$pporting detai!s and exap!es show the writer@s attit$de

toward the ain idea 9 = De)e!opent Are ore s$pporting detai!s needed 9 =

Is eno$gh e)iden*e pro)ided to s$pport the ain idea 9 =

Is the e)iden*e that is pro)ided *on)in*ing 9 = Coheren*e Are a!! the paragraphs !ogi*a!!& *onne*ted to ea*h other 9 =

Do the senten*es +!ow !ogi*a!!& one a+ter the other 9 =

Are transitions needed to a,e the senten*es *!earer 9 =

P$rpose Is the writer@s p$rpose *!ear 9 =

0hat did the writer want to *on)e& to the reader 9 =

?J| P a g e


25/51

. WRITING ANESSAY

An essa& is a +ora! *oposition and has three parts- the introd$*tion. /od& paragraphs and the*on*!$sion" Be!ow is the genera! str$*t$re +or a M4paragraph essa&. a!so ,nown as theone-three-oneessa&+orat

Witi! E**)&ti=) I!t"0%&ti"!

#he introd$*tor& paragraph genera!!& *onsists o+ two iportant *oponents" #he +irst *oponent is thetopi* o+ the essa&" It is iportant that the introd$*tor& paragraph /e interesting eno$gh to *apt$re thereaders attention and interest so the& wi!! *ontin$e to read the essa&" #he se*ond *oponent is the thesisstateent" #he thesis pro)ides the gist o+ the +o!!owing /od& paragraphs" It is $s$a!!& +o$nd at the end o+

the introd$*tor& paragraph"

I. G)!)a- Stat)#)!t

3tarting with a genera! stateent he!ps to grad$a!!& g$ide the reader to the thesis stateent"

#ra)e!!ing to a +oreign *o$ntr& is a!wa&s interesting. espe*ia!!& i+ it is a *o$ntr& that is *op!ete!&di++erent +ro &o$r own" Yo$ *an de!ight in tasting new +oods. seeing new sights. and !earning a/o$tdi++erent *$stos. soe o+ whi*h a& see )er& *$rio$s% I* "% 4)) t" =isit # &"%!t, *" i!sta!&),

?M| P a g e

I!t"0%&t" Paaa/h

#hesis 3tateent 9Centra! Idea=

B"0 Paaa/h 1

#opi* 3enten*e9Contro!!ing Idea 1=4 3$pporting Detai!s

B"0 Paaa/h '

#opi* 3enten*e9Contro!!ing Idea ?=4 3$pporting Detai!s

B"0 Paaa/h

#opi* 3enten*e9Contro!!ing Idea F=4 3$pporting Detai!s

C"!&-%0i! Paaa/h

3$ar& o+ >ain PointsC!osing Rear,s


26/51

"% 4"%-0 /"8a8- thi!3 that # /)"/-) ha=) s"#) =) sta!) &%st"#s, as th)s) th)) )+a#/-)s

4i-- i--%stat).

II. %)sti"!s3tarting with ($estions that prods the reader to start thin,ing a/o$t possi/!e answers"

0hat is !o)e ow do we ,now that we are rea!!& in !o)e 0hen we eet that spe*ia! person.how *an we te!! that o$r +ee!ings are gen$ine and not ere!& in+at$ation And. i+ the& are gen$ine. wi!!these +ee!ings !ast Lo)e. as we ,now. is di++i*$!t to de+ine" B$t ost peop!e agree that tr$e and !asting!o)e in)o!)es +ar ore than ere ph&si*a! attra*tion" L"=) i!="-=)s #%t%a- )s/)&t, th) 0)si) t" i=)ath) tha! ta3) a!0 th) *))-i! "* 8)i! &"#/-)t)- at )as) 4ith th) "th) /)s"!.

III. A!)&0"t)s

3tarting with an ane*dote or a /rie+ stor& a,es an essa& interesting and appea!ing" #he ane*dote sho$!d/e appea!ing and re!ated to &o$r thesis stateent"

Last wee,. a woan signing herse!+ %0ant the #r$th in 0estport' wrote to Ann Landers with a($estion she $st had to ha)e answered" %P!ease +ind o$t +or s$re.' she /egged the *o!$nist. %whether ornot Oprah 0in+re& has had a +a*e !i+t"' ort$nate!& +or >s" 0in+re&s pri)a*&. Ann Landers re+$sed toanswer the ($estion" B$t the in*ident dist$r/ed e" ow aw+$! it wo$!d /e to /e a *e!e/rit&. I tho$ght.and a!wa&s /e in the p$/!i* e&e" C)-)8iti)s -)a0 =) st)ss*%- -i=)s, *" !" #att) h"4 -a#""%s "/"4)*%- th) a), th) ha=) t"" -itt-) /i=a&, t"" #%&h /)ss%) a!0 !" sa*)t.

IV. %"tati"!

3tarting with a ($otation *an a,e &o$r introd$*tion !i)e!&" It *an /e a pop$!ar sa&ing or pro)er/. a*$rrent ad)ertising s!ogan. or a +a)o$rite expression $sed /& +riends or +ai!&"

%ish and )isitors'. wrote Benain ran,!in. %/egin to se!! a+ter three da&s'" Last s$er.when & sister and her +ai!& *ae to spend their two4wee, )a*ation with $s. I /e*ae *on)in*ed thatran,!in was right" A+ter on!& three da&s o+ their )isit. I 4as th""%h- si&3 "* # 8"th)i!-a49s"3)s, # sist)9s )!0-)ss &"#/-ai!ts a8"%t h) 8"ss, a!0 th)i &hi-0)!9s &"!sta!t i!=asi"! "* "%

/i=a&.

Th) Th)sis Stat)#)!t

In an essa&. the thesis stateent is the senten*e *ontaining the *entra! idea" It is the ost iportantsenten*e and is $s$a!!& the !ast senten*e in the introd$*tor& paragraph" A thesis stateent *onsists o+ atopi* and a *ontro!!ing idea +or the entire essa& and expresses an attit$de. opinion or idea a/o$t the topi*"

topic controlling ideasCe!e/rities !ead )er& stress+$! !i)es. +or no atterhow g!aoro$s or power+$! the& are. the& ha)e too !itt!e pri)a*&.

too $*h press$re andno sa+et&"

?


27/51

Exercise: (rite a thesis for each group of supporting statements%

1" #hesis-

a" irst I tried sip!& a)oiding the sna*, ais!e o+ the s$perar,et"/" #hen I started !iiting &se!+ to on!& +i)e $nits o+ an& gi)en sna*,s"*" ina!!&. in desperation. I /egan ,eeping the *e!!ophane /ag o+ sna*,s in a pad!o*,ed *$p/oard"

?" #hesis- a" #he ho!ida& *an /e )er& +rightening +or !itt!e *hi!dren"/" Chi!dren *an /e str$*, /& *ars whi!e wearing )ision4o/str$*ting as,s and

dar, *ost$es"*" #here are a!wa&s in*idents in)o!)ing dead!& treats- +r$its. *oo,ies. and *andies that *ontain raor

/!ades or e)en poison"

F" #hesis-

a" irst o+ a!! I was a t&pi*a! t&pe A persona!it&- anxio$s. ipatient. and hard4dri)ing"/" I a!so had a +ai!& histor& o+ re!ati)es with heart tro$/!e"*" >& $nhea!th& !i+est&!e. tho$gh. was pro/a/!& the aor +a*tor"

Witi! E**)&ti=) B"0 Paaa/hs

#he /od& paragraphs de)e!op the thesis stateent gi)en in the introd$*tion" Note that ea*h /od&paragraph sho$!d *ontain a topi* senten*e and it sho$!d re+er /a*, to the thesis stateent" At the saetie. th) t"/i& s)!t)!&)sho$!d *ontain a transition that wi!! hoo, a!! the F4/od& paragraph in the essa&"#he +$n*tion o+ /od& paragraphs is to exp!ain" I!!$strate dis*$ss or s$pport the thesis stateent"

D)=)-"/i! T"/i& S)!t)!&)s

#opi* 3enten*e S #ransition T #opi* T Contro!!ing Idea

irst o+ a!!. *e!e/rities dont ha)e the pri)a*& an ordinar& person has"

Be!ow is the exap!e o+ a thesis stateent and how it *an /e de)e!oped into topi* senten*es +or the /od&paragraph

#hesis 3tateent- Ce!e/rities !ead )er& stress+$! !i)es. +or no atter how g!aoro$s or power+$!the& are. the& ha)e too !itt!e pri)a*&. too $*h press$re and no sa+et&"

T"/i& S)!t)!&) 1- irst o+ a!!. *e!e/rities dont ha)e the pri)a*& an ordinar& person has"

T"/i& S)!t)!&) '- Other than pri)a*&. *e!e/rities are $nder *onstant press$re /& theirs$rro$ndings"

T"/i& S)!t)!&) - In addition to pri)a*& and press$re. *e!e/rities $st dea! with the stress o+/eing in *onstant danger"

?| P a g e


28/51

D)=)-"/i! th) 8"0 /aaa/hs

Contro!!ing Idea- No pri)a*&

3$pporting Point 1- persona! detai!s on againes3$pporting Detai! 1- !o)e !i+e3$pporting Detai! ?- +ai!& pro/!e

3$pporting Point ?- *hased /& photographers3$pporting Detai! 1- at hoe3$pporting Detai! ?- on the street

3$pporting Point 1- *annot do nora! things3$pporting Detai! 1- interr$pted /& +ans3$pporting Detai! ?- re($est o+ a$tographpi*t$re

irst o+ a!!. *e!e/rities dont ha)e the pri)a*& an ordinar& person has" #he ost persona! detai!s o+their !i)es are sp!ashed a!! o)er the +ront pages o+ the Nationa! En($irer and the G!o/e so that /oreds$perar,et shoppers *an read a/o$t %Britne& and er New Lo)e' or %Prin*ess Ds Deepest ear"' E)ena *e!e/rit&s +ai!& is ha$!ed into the spot!ight" A teenage sons arrest +or pot possession or a wi+esdrin,ing pro/!es /e*oes the s$/e*t o+ g!aring head!ines" Photographers ho$nd *e!e/rities at theirhoes. in resta$rants and on the street. hoping to get a pi*t$re o+ Henni+er Anniston in *$r!ers or Da)idBe*,ha in a +ist+ight" 0hen *e!e/rities tr& to do the things that nora! peop!e do. !i,e eat o$t or attend a+oot/a!! gae. the& r$n the ris, o+ /eing interr$pted /& tho$ght!ess a$tograph ho$nds or o//ed /&aggressi)e +ans"

M)th"0s "* Oa!ii! a! Essa

I. Ti#) O0)

#ie or *hrono!ogi*a! order sip!& eans that detai!s are !isted as the& o**$r in tie" irst this is donenext this a+ter that. this and so on"

#hesis- #o exer*ise s$**ess+$!!& &o$ sho$!d +o!!ow a sip!e p!an *onsisting o+ arranging the tie. a,ingpreparations. and waring $p proper!&"

a= #o /egin with. set aside a reg$!ar ho$r o+ exer*ise"/= Next. prepare +or &o$r exer*ise session"*= ina!!&. do a series o+ war4$p a*ti)ities"

II. E#/hati& O0)

Ephati* order is soeties des*ri/ed as sa)ing the /est ti!! !ast" It is a wa& to p$t ephasis on theost interesting or iportant detai! /& p!a*ing it in the !ast part o+ the paragraph or in the +ina! paragrapho+ an essa&" ina!!&. !ast o+ a!!. and ost iportant are t&pi*a! words or phrases showing ephasis"

#hesis- Ce!e/rities !ead )er& stress+$! !i)es. +or no atter how g!aoro$s or power+$! the& are. the& ha)etoo !itt!e pri)a*&. too $*h press$re and no sa+et&"

a= irst o+ a!!. *e!e/rities dont ha)e the pri)a*& an ordinar& person has"

?7| P a g e


29/51

/= Other than pri)a*&. *e!e/rities are $nder *onstant press$re /& their s$rro$ndings"*= >ost iportant than pri)a*& and press$re. *e!e/rities $st dea! with the stress o+ /eing in

*onstant danger"

D)=)-"/i! C"h))!t a!0 C"h)si=) Witi!

I. Ta!siti"!a- W"0s

#ransitions signa! the dire*tion o+ a writers tho$ght" #he& are !i,e the road signs that g$ide tra)e!!ers" Inthe /ox /e!ow are soe *oon transitions. gro$ped a**ording to the ,ind o+ signa! the& gi)e to readers"Note that *ertain words pro)ide ore than one signa!"

Addition signa!s One. +irst o+ a!!. se*ond. the third. a!so. next.another. and. in addition. oreo)er. +$rtherore.+ina!!&. !ast o+ a!!"

#ie signa!s irst. then. next. a+ter. as. /e+ore. whi!e. eanwhi!e. soon. now.d$ring. +ina!!&

3pa*e signa!s Next to. a*ross. on the opposite side. to the !e+t. to the right.a/o)e. /e!ow. near. near/&

Change4o+4dire*tionsigna!s

B$t. howe)er. &et. in *ontrast. a!tho$gh. otherwise. sti!!. on the*ontrar&. on the other hand

I!!$stration signa!s or exap!e. +or instan*e. spe*i+i*a!!&. as an i!!$stration. on*e.s$*h as

Con*!$sion signa!s #here+ore. *onse($ent!&. th$s. then. as a res$!t. in s$ar&. to*on*!$de. !ast o+ a!!. +ina!!&

II. Ta!siti"!a- S)!t)!&)s

#ransitiona! or !in,ing senten*es are $sed /etween paragraphs to he!p tie together the s$pportingparagraphs in an essa&" #he& ena/!e the reader to o)e sooth!& and *!ear!& +ro the idea in oneparagraph to the idea in the next paragraph"

Th)sis stat)#)!t

0or,ing in a ango or*hard was dread+$!. as the wor, was ph&si*a!!& deanding. the pa& was eagreand. ost o+ a!!. the wor,ing *onditions were depressing"

Fist 8"0 /aaa/h

T" 8)i! 4ith,the o/ ade treendo$s deands on & strength and energ&" or eight ho$rs ada&"""

S)&"!0 8"0 /aaa/h

I! a00iti"! t" th) /hsi&a- 0)#a!0. I was paid the ini$ wage o+ that tie. whi*h wasthree ringgit an ho$r. p!$sQ

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Thi0 8"0 /aaa/h

B)si0)s th) -"4 /a. I was a/so!$te!& $pset a/o$t the wor,ing *onditions" >& s$per)isorQ

Witi! E**)&ti=) C"!&-%si"!s

Con*!$sions sho$!d /e /rie+" A +ew we!!4worded senten*es are ade($ate +or a short essa&"

E!0 4ith a s%##a a!0 a *i!a- &"##)!t

3oe peop!e drea o+ starring ro!es. their naes in !ights. and their pi*t$res on the *o)er o+#eople againe" I not one o+ the. tho$gh" A +ao$s person gi)es $p pri)ate !i+e. +ee!s press$red a!!the tie. and is ne)er *op!ete!& sa+e" 3o !et soeone e!se ha)e the *o)er stor&" Id rather !ead anordinar&. /$t *a!. !i+e than a stress4+i!!ed p$/!i* one"

E!0 4ith a )&"##)!0ati"!I+ peop!e stopped to thin, /e+ore a*($iring pets. there wo$!d /e +ewer instan*es o+ *r$e!t& to

ania!s" >an& ties. it is the peop!e who adopt pets witho$t *onsidering the expense and responsi/i!it&in)o!)ed who istreat and neg!e*t their ania!s" Pets are !i)ing *reat$res and the& do not deser)e to /ea*($ired as *are!ess!& as one wo$!d a*($ire a st$++ed to&"

As3 "!) " #")


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32/51

M"0)- Essa ';

H"4 t" 6F-%!3: a C-ass

It is easier to +ai! a *!ass than to pass it" #here are a +ew ha/its that ost +ai!ing st$dents ha)e in*oon" I+ &o$ rea!!& want to +!$n, o$t o+ a *!ass. a!! &o$ ha)e to do is pi*, $p a +ew o+ these /ad ha/its"Pro*rastination. !a*, o+ dis*ip!ine and !a*, o+ respe*t are three easiest wa&s %+!$n,ing' a *!ass"

irst o+ a!!. pro*rastinating he!ps $s de!a& o$r s$++erings" Yo$ $st need to wait $nti! the !astin$te to /egin wor,ing on hoewor, or assignent" Yo$ ha)e got a great *han*e o+ +ai!ing i+ &o$ tr& to*ra a onth@s worth o+ resear*h and writing into a +ew da&s or e)en ho$rs" Do not st$d& +or a test $nti!the night /e+ore" 3t$dents who get As and Bs $s$a!!& /egin st$d&ing as soon as the& +ind o$t a test is*oing" #he& start o$t /& reading o)er a!! their notes the +irst night or two. then start testing these!)eswith !itt!e pra*ti*e ($estions the& a,e $p"

#he next step is to +orget a/o$t /eing dis*ip!ined" Do not ,eep an assignent diar& or s*hed$!er"3t$dents who get As and Bs on their wor, $s$a!!& do so /e*a$se the& ha)e pes,& !itt!e reinders in theirs*hed$!ers that sa& things !i,e 5test in +i)e da&s5 or 5read *hapter F tonight5" Do not@t /other ta,ing notes/e*a$se the ere pro*ess o+ writing down the tea*her@s *oents wo$!d a,e soe o+ the ateria! sin,in. espe*ia!!& +or ta*ti!e and )is$a! !earners" It is iportant to i gnore a!! dire*tions" On!& s$**ess+$!st$dents /other with dire*tions" I+ &o$ are wor,ing on a aor proe*t and &o$ rea!!& want to +ai!. $stignore a!! that writing *a!!ed dire*tions" On!& high4a*hie)ing st$dents /other with the *orre*t APA +oraton papers and proo+4read their wor, /e+ore the& print it"

Last /$t not !east. ree/er to show !itt!e respe*t" Yo$ sho$!d o+ten +a!! as!eep in *!ass" It isa!wa&s eas& to spot the st$dents who get good grades" #he& are wide awa,e when the tea*her is ta!,ing orshowing exap!es on the /oard" Yo$ *an te!! that these st$dents ne)er wat*h #V or p!a& )ideo gaes

$nti! the wee ho$rs o+ the orning" Anno& the tea*her. *hew g$. do not pa& attention in *!ass. ta!, to&o$r +riends. s!eep or do whate)er &o$ *an to get on &o$r tea*her@s ner)es" It wi!! he!p a !ot when thetea*her is tr&ing to de*ide /etween two grades" I+ &o$ anno& the tea*her. he or she wi!! a!wa&s ,nowwhether to gi)e &o$ *redit +or &o$r e++ort"

In *on*!$sion. sip!& ta,e it eas&. +orget a/o$t dis*ip!ine and respe*t" 0hat is the point o+ goingto the +irst eeting o+ the *!ass sin*e the tea*her is on!& going to introd$*e the st$dents to the s$/e*t Asthe *!ass progresses. ree/er that s!eep is too sweet to ignore. so ,eep on s!eeping" #here is a!wa&sanother *!ass next wee," On the night /e+ore the exaination. sta& $p !ate and part& with &o$r +riends"#hen. d$ring the exaination. do what &o$ *an and then ta,e a nap" A+ter the res$!ts are anno$n*ed. it iseas& to p$t the /!ae on the tea*her and *!ai that he or she %+!$n,s' &o$ /e*a$se o+ persona! hatred"Now wasnt that eas&

Exercise: 6nderline the thesis statement and three topic sentences in the essay above%

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Loo, at how a paragraph exp!aining the +a*tor o+ !a*, o+ exer*ise ight /e de)e!oped-

Lack of exerciseis one of the ma'or factors contributing to obesity% (hen we eat we consume

energy measured as calories0% (hen we exercise, we expend energy or burn up calories% )or example,

when we run for an hour, we burn up approximately 72/ calories, depending on our body si8e% (hen the

number of calories we consume exceeds the number we burn up, the excess energy is stored in our body

in the form of fat% !f a person is inactive, it is more likely that he will not burn up all the calories

consumed, so obesity can result% 5oreover, studies have shown that inactivity can cause an obese person

to expend less energy during a certain activity than a non-obese person% This is because inactivity lowers

the basal energy rate the basic minimum rate at which the body burns up energy0% Therefore, if an obese

person and a non-obese person try to run one mile, the obese person unused to activity will expend less

energy because he has a lower basal energy rate%

St%&t%) "* a! E**)&t Essa

FJ| P a g e

#he thesis stateent in the introd$*tor&paragraph $st *!ear!& state themultiple effects of one cause"

EfectEssay

Restate the thesis stateent"3$arise the e++e*ts"Coent"Re*oend"

Present the effectsin the /od&paragraphs. s$pported with detai!s"

Introd$*tionIntrod$*tion

Con*!$sionCon*!$sion

E++e*t IIIE++e*t III

E++e*t IIE++e*t II

E++e*t IE++e*t I


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Exap!e- 0hat are the e++e*ts o+ ex*essi)e s$gar

T""th 0)&a

E+&)ssi=) &"!s%#/ti"! "* s%a H/)a&ti=it i! &hi-0)!

W)iht ai!

Note how the e++e*t o+ tooth de*a& is exp!ained in the +o!!owing paragraph-

9ne of the ma'or effects of eating too much sugar is high incidence of tooth decay% (hen we eat

something with sugar in it, particularly refined sugar, en8ymes in the saliva in the mouth begin to work

immediately to change that sugar into a type of carbohydrate% s one eats, particles of the sugary food

get lodged between the teeth and around the gums% s the food changes its chemical composition, the

resultant carbohydrate produces bacteria that begin to eat away at the enamel on the outside of our teeth%

This is actually the decaying of our teeth% 3ow, if this process happens each time we eat sugar, we can seethat eating excessive amounts of sugar causes more and more tooth decay% !t is true that some tooth decay

can be avoided with immediate brushing after eating, dislodging all the particles of food trapped in the

teeth% However, sweets are often eaten as snacks between meals and during the day, times when people

generally do not brush after eating% Therefore, the dangerous process of tooth decay is allowed to

continue%

D)=)-"/i! C"h))!t a!0 C"h)si=) Ca%s)E**)&t Essa

I" #ransitions in PhrasesA no$n $st +o!!ow ea*h transition in this gro$p" I+ the phrase *ontaining the transition *oes at the

/eginning o+ the senten*e. a *oa $s$a!!& +o!!ows it"

#he +o!!owing transitions indi*ate *a$se- ecause of the possi/i!it& o+ +eta! /rain daage. pregnant woen sho$!d not *ons$e a!*oho!"

!s a result ofexer*ising reg$!ar!&. a person *an hand!e stress /etter"

II" Expressions in 3enten*es#ransitions in this gro$p are )er/s that express *a$se or e++e*t"

#he +o!!owing transitiona! )er/s indi*ate *a$se- Preat$re aging o+ the s,in results fromtoo $*h expos$re to the s$n"

er +ear o+ roa*hes was caused by an ear!& *hi!dhood tra$a"

#he +o!!owing transitiona! )er/s indi*ate e++e*t- La*, o+ exer*ise *an causeo/esit&"

0a!,ing reg$!ar!& *an result inipro)ed hea!th"

III" Coordinating Con$n*tions as #ransitions#he *oordinating *on$n*tions so andfor are o+ten $sed as transitions"

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"o indi*ates a result# owe)er. it is soewhat *o!!o($ia! and is $s$a!!& a)oided in +ora! writing"$or indi*ates a causeand is ($ite +ora!" #he ongoose was prote*ted /& !aw. so it in*reased in n$/er rapid!&"

0e stopped at a resta$rant.for we had not eaten sin*e ear!& orning"

#ransitiona! Expressions /etween 3enten*es"#he transitions in this gro$p $s$a!!& "&&% 8)t4))! t4" &"#/-)t) s)!t)!&)s. #he& $st /epre*eded /& either a period or a sei*o!on" #he& *annot /e pre*eded /& a *oa. /$t a *oa o+ten+o!!ows the"

#he +o!!owing transitions indi*ate an e++e*t or res$!t- >atheati*s and s*ien*e tea*hers do not en*o$rage &o$ng gir!s to st$d& s*ien*e thus. there are not

an& +ea!e s*ientists" 3he per*ei)ed herse!+ as +at therefore. diets were $ns$**ess+$!"

It signi+i*ant!& red$*ed the rat pop$!ation" Conse%uently, daage the *ane +ie!ds was

red$*ed"

F


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Th) Ca%s)E**)&t Essa

Th) E**)&ts "* P)*)&ti"!is#

3oe peop!e $rge these!)es to /etter per+oran*e with s!ogans !i,e %Pra*ti*e a,es per+e*t"'owe)er. I a a per+e*tionist. and I ha)e to ree/er another s!ogan- %3oeties good is goodeno$gh"' I sta& awa& +ro pro)er/s that $rge per+e*tion" O)er the &ears. I ha)e noti*ed that the e++e*tso+ per+e*tionis are ost!& negati)e" Per+e*tionis a++e*ts & per+oran*e in high4press$re sit$ations.the speed o+ & wor,. and the wa& I see &se!+"

irst o+ a!!. & per+e*tionis a,es e anxio$s a/o$t high4press$re sit$ations" In s*hoo!. Iworr& a/o$t ta,ing tests" #he press$re is on /e*a$se there is no wa& to go /a*, or *hange &per+oran*e" As I enter the *!assroo on test da&. I +ee! & hands /e*oing *!a& and I worr& that Iwi!! +orget e)er&thing I ha)e st$died" 3o*ia!!&. I worr& when I wi!! /e dressed too *as$a!!& or too+ora!!&. that I wi!! +orget soeones nae. or that I wont /e a/!e to a,e sa!! ta!," Be+ore I et &

gir!+riends parents. I spent a wee, worr&ing a/o$t what I wo$!d sa& and how I wo$!d a*t" irstipressions *o$nt. and with & per+e*tionisti* nat$re. it was iportant to e to a,e a good ipression"

#r&ing to do things per+e*t!& o+ten eans thatI do not do the ($i*,!& eno$gh" On*e. &per+e*tionis e)en *ost e & s$er o/ at a *ar wash" On & +irst da&. I was iss$ed a t4shirt with as!ogan on the /a*,- %I+ &o$ *an read this. I o)ing too s!ow"' >& o/ was to detai! the *ars a+ter the&*ae o$t o+ the a$toated washer" I wo$!d wipe the water +ro the *ar and po!ish the t&res and ris.whi!e & partner. Grad&. *!eaned the inside o+ the windows. po!ished the dash. and )a*$$ed the seats"Grad& a!wa&s +inished /e+ore I did and had to he!p e with the ris and t&res" 0hen the anagertho$ght we werent wor,ing ($i*,!& eno$gh. he wo$!d &e!!. %$st!e it $p. g$&s' B$t. h$rr&ing eantthat dirt was !e+t on the ris. waterar,s on the *ar. and gre& strea,s on whitewa!!s. and &per+e*tionisti* nat$re shran, +ro doing !ess than & /est" I was +or*ed to t$rn in & t4shirt /e+ore the

onth was o)er"

Per+e*tionis a!so a,es e & own worst *riti*" I ,now that others do not see e as negati)e!&as I see &se!+" #o & tea*hers. I see !i,e a serio$s st$dent who $s$a!!& does we!!" #o & +riends anda*($aintan*es. I a a +$nn&. !i,ea/!e g$&. and to their parents. I a a we!!4annered &o$ng an" E)en& /oss at the *ar wash *o$!d not den& that I wor,ed hard" B$t. I see on!& & +ai!$res" I see the ($estionI issed on a test. not the ones I answered *orre*t!&" I noti*e & so*ia! /!$nders. not the ties when Ihand!e &se!+ we!!" Per+e*tionis agni+ies & +a$!ts and shrin,s & good ($a!ities" It eans that noatter how hard I tr& or how we!! I do. there is one person that I *an ne)er p!ease &se!+"

Per+e*tionis a++e*ts & per+oran*e in high4press$re sit$ations. the speed o+ & wor,. and thewa& I see &se!+" It a& /e tr$e that no/od& is per+e*t. /$t $n+ort$nate!&. that has not stopped e +ro

tr&ing"

Exercise: 6nderline the thesis statement and three topic sentences in the essay above%

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.> INFORMATION TRANSFER

Ta!s*)i! I!*"#ati"! *"# Li!)a t" N"!Li!)a T)+ts a!0 Vi&)V)sa

Li!)a t)+ts *oprise o+ in+oration presented in written +or !i,e essa&s. arti*!es.reports. et*"

Exap!e o+ a -i!)a t)+t-

N"!-i!)a t)+tson the other hand. *oprise /odies o+ in+oration presented in ore *reati)ewa&s" #he& in*!$de pi*t$res. graphs. diagras. ta/!es. *harts. aps or photographs"

Exap!e o+ a !"!-i!)a t)+t-3o$r*e- H" C" Li 9?881=" >UE# Co$rse/oo,.nd Ed%0%3$/ang Ha&a- P$sta,a 3arana 3dn Bhd"

F7| P a g e

#he graph shows the ana!&sis o+ the 3P> Eng!ish Lang$age res$!ts +or the

&ears ?888 to ?88F" It shows that the per*entage o+ passes has /een

in*reasing steadi!&. +ro a/o$t 7X in ?888 to ;MX in ?88F" #he in*reasing

trend in $a!it indi*ates that the standard o+ En !ish o+ the $ i!s is ettin


39/51

Linear texts are o+ten presented a!ongside non4!inear texts in newspaper reports. resear*h reports.ad)ertiseents. et*" #his is /e*a$se the !atter presents in+oration in ore a**essi/!e andattra*ti)e wa&s. and so *op!eents the +orer" en*e. it is iportant to ,now how to trans+er

in+oration +ro !inear texts to non4!inear texts. and )i*e4)ersa"

Witi! 8as)0 "! N"!-i!)a sti#%-i

Tas3 0)s&i/ti"!

Yo$ wi!! /e gi)en a non4!inear sti$!$ssti$!i 9eg graph*hart=" Yo$r tas, is to des*ri/e thein+oration gi)en in the sti$!$ssti$!i /& writing a 1M84?88 word report" Yo$ are not as,ed togi)e &o$r opinion"

What is 8)i! t)st)0 is "% a8i-it t"

o/e*ti)e!& des*ri/e the in+oration gi)en to &o$

*opare and *ontrast

report on an ipersona! topi* witho$t the $se o+ opinion

$se the !ang$age o+ graph*hart des*ription

G%i0)-i!)s *" a ""0 )/"t

D")s th) )/"t ha=) a s%ita8-) st%&t%)$

Does it ha)e an introd$*tion. /od& and *on*!$sion

Does it in*!$de *onne*ti)e words to a,e the writing *ohesi)e within senten*es andparagraphs

D")s th) )/"t %s) s%ita8-) a##a a!0 ="&a8%-a$

Does it in*!$de a )ariet& o+ senten*e str$*t$res

Does it in*!$de a range o+ appropriate )o*a/$!ar&

D")s th) )/"t #))t th) )


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Sa#/-) 1 D"%8-) Li!) Ga/h

Li!) a/hsare $sed to show a trend or pattern whi*h $s$a!!& ta,es p!a*e o)er a period o+ tie"It is iportant to !oo, at the o)era!! pattern on a !ine graph as we!! as the signi+i*ant +eat$res

within it"

Tas3

#he graph /e!ow *opares the rate o+ so,ing /etween en and woen in 3oe!and +ro1;


41/51


42/51

Sa#/-) ' Pi) Chats

Tas3

#he pie *harts /e!ow the per*entages o+ wor!d spending. wor!d pop$!ation and *ons$ption o+reso$r*es" 0rite a /rie+ report /& *oparing and *oenting on the patterns in the *harts" Yo$sho$!d write /etween 1M8 to ?88 words"

Sa#/-) a!s4)

Based on the gi)en pie *harts. ig$re 1 shows the rate o+ wor!d spending. ig$re ? showsthe per*entage o+ wor!d pop$!ation whi!e ig$re F shows the per*entage o+ *ons$ption o+reso$r*es" In ig$re 1. it *an /e seen that the highest per*entage o+ wor!d spending goes to%Other' with J8X" owe)er. detai!s o+ what other *o)ers are not pro)ided" #he se*ond highest

J?| P a g e

Figure 1 Figure 2

Figure 3


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*ategor& in whi*h peop!e spend ost o+ their in*oe 9?JX= on is +ood" #ransport and ho$singare the next aor expenses at 17X and 1?X respe*ti)e!&" On!&


44/51

#he graph shows the pre+erred !eis$re a*ti)ities o+ A$stra!ian *hi!dren aged M41J" O+ the18.888 *hi!dren that were inter)iewed. a!! the /o&s and gir!s stated that the& eno&ed wat*hingte!e)ision or )ideos d$ring their spare tie" In addition. the se*ond ost pop$!ar a*ti)it&.

attra*ting 78X o+ /o&s and eanwhi!e. on!& FMX o+ /o&s opted +or *reati)e pasties" Bi,e riding. on the otherhand. was a!ost as pop$!ar as e!e*troni* gaes aongst /o&s and. perhaps s$rprising!&. a!ost


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NUMBER OF VISITORS #i--i"!;

1;M ?88M

SOUTH 2OREAAPAN

CHINA

USA

BRITAIN

EUROPE

?";F"?8"F8"J8";1"1

;"11?"88"71"1?";J"M

T"ta- 7"7 F8"J

3ap!e answer-

#he gi)en !ine graph i!!$strates in+oration on the n$/er o+ o)erseas )isitors tra)e!ingto A$stra!ia whi!e the ta/!e pro)ides statisti*s showing the *o$ntries whose residents went toA$stra!ia /etween 1;M and ?88M"" O)era!!. one nota/!e trend sees to /e that A$stra!ia hassteadi!& /e*oe ore pop$!ar as a destination spot" Based on the !ine graph. it *an /e seen thatthere were ?8 i!!ion ore )isitors to A$stra!ia in ?88M *opared to 1;M" #his is a aorin*rease +ro 18 i!!ion in 1;M to F8 i!!ion within ?8 &ears"

As +or the n$/er o+ +oreign )isitors to A$stra!ia. in 1;M. there were on!& 7"7 i!!ion+oreign to$rists" #he !argest n$/er o+ )isitors *ae +ro Hapan with F"F i!!ion" #his is

+o!!owed /& 3o$th 6orea with ?"; i!!ion and E$rope with 1"1 i!!ion )isitors" #he !east n$/ero+ peop!e tra)e!ing to A$stra!ia is +ro China with on!& 8"F i!!ion )isitors" In ?88M. the n$/ero+ peop!e )isiting A$stra!ia grew in ea*h o+ these *o$ntries. /ringing the tota! to F8"J i!!ion" orexap!e. 1? i!!ion peop!e were +ro Hapan with an in*rease o+ 7" i!!ion in ?88M" Chinareained the !owest with on!& 8"7 i!!ion )isitors to A$stra!ia e)en tho$gh the +ig$re in*reasedwith an additiona! 8"M )isitors" In *on*!$sion. it *an /e seen that A$stra!ia has grown to /e*oe apop$!ar ho!ida& destination parti*$!ar!& aong the Hapanese and 3o$th 6oreans"

F" #") sa#/-)s, )*) t" htt/77444.i)-ts)+a#.!)t7i!0)+./h/$

"/ti"!J&"#K&"!t)!ttas3J&at)"s)&ti"!i0J@i0J'It)#i0J'

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http://www.ielts-exam.net/index.php?option=com_content&task=category&sectionid=7&id=20&Itemid=32http://www.ielts-exam.net/index.php?option=com_content&task=category&sectionid=7&id=20&Itemid=32http://www.ielts-exam.net/index.php?option=com_content&task=category&sectionid=7&id=20&Itemid=32http://www.ielts-exam.net/index.php?option=com_content&task=category&sectionid=7&id=20&Itemid=32


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CHAPTER 5

LISTENING SPEA2ING

5.1 LISTENING

H)ai!

#he )i/ration o+ so$nd wa)es on the eardr$s and the +iring o+ e!e*tro*hei*a! ip$!ses in the/rain"

List)!i!

Pa&ing *!ose attention to. and a,ing sense o+. what we hear"

A//)&iati=) List)!i!Listening +or p!eas$re or eno&ent"

E#/athi& List)!i!

Listening to pro)ide eotiona! s$pport +or the spea,er"

C"#/)h)!si=) List)!i!

Listening to $nderstand the essage o+ a spea,er"

Citi&a- List)!i!

Listening to e)a!$ate a essage +or p$rposes o+ a**epting or ree*ting it"

F"% Ca%s)s "* P"" List)!i!

Not *on*entrating Listening too hard H$ping to *on*!$sions

H"4 t" B)&"#) a B)tt) List)!)

#a,e !istening serio$s!& Resist distra*tions o*$s &o$r !istening De)e!op note4ta,ing s,i!!s

3$spend $dgent

A&ti=) List)!i! Gi)ing $ndi)ided attention in a gen$ine e++ort to $nderstand the spea,er9s=point o+ )iew"

F"&%s Y"% List)!i!

Listen +or ain ideas Listen +or spe*i+i* in+oration

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Listen +or *riti*a!!&

LISTENING S2ILLS

1. List)!i! *" #ai! i0)as the ain points o+ the passage or text

'. List)!i! *" s/)&i*i& i!*"#ati"! +o*$s and pa& attention to parti*$!arwordsphrases

4 !isten +or spe*i+i* in+oration

. N"t)ta3i! 4 ot down the re!e)ant in+oration

4 !ea)e o$t the irre!e)ant detai!s5. S%##aisi! 4 shorten the in+oration that &o$ hear

4 get the gistgenera! idea o+ the text4 !ea)e o$t exap!es

>. Paa/hasi! 4 state the in+oration /& $sing &o$r ownwords

4 $se sip!e words

?. I!*))!&i!70a4i! &"!&-%si"!s 4 a,ing a *on*!$sionopinion /ased on the

+a*ts gi)en4 to ded$*e what has /een said /& the

spea,er4 the in+oration is not gi)en dire*t!&4 +o*$s on the tonestressintonationwordsspo,en /& the spea,er

@. P)0i&ti! "%t&"#)s 4 to +ore*astexpe*t what is going to happen

next4 the a/i!it& to anti*ipate he!ps &o$ to$nderstand the in+oration /etter

. I0)!ti*i! "-)s a!0 attit%0)s 4 to interpret the attit$de and intention o+

the spea,er4 to g$ess the *onne*tion /etween spea,ers

. List)!i! &iti&a-- 4 to interpret and e)a!$ate what the& ha)eheard

4 to re*ognise the +a*ts o+ what has /eensaid

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5.' SPEA2ING

E)er&one spea,s" 3pea,ing ta,es p!a*e e)er& where and has /e*oe a part o+ o$r dai!&a*ti)ities" It is an a*ti)it& $sed /& peop!e to *o$ni*ate with others" 0hen one spea,s. he orshe intera*ts and $ses the !ang$age to express his or her ideas. +ee!ings and tho$ghts" e or shea!so shares in+oration with others thro$gh *o$ni*ation" #o /e*oe a +!$ent Eng!ish spea,er.&o$ $st st$d& and aster reading. !istening. and spea,ing" #hen it wi!! ena/!e st$dents toparti*ipate in so*ia! and a*adei* *ontexts s$*h as in *on)ersations. dis*$ssion andpresentations"

#he +o!!owing *o$ni*ation s,i!!s are ephasied-

1" A**$ra*&

Using graati*a!!& *orre*t !ang$age Using *orre*t pron$n*iation. stress and intonation

?" !$en*& 3pea,ing with *on+iden*e and +!$en*&

F" Appropria*& Using !ang$age appropriate +or the intended p$rpose and a$dien*e Using )aried )o*a/$!ar& and expressions Using )aried senten*e str$*t$res

J" Coheren*e and *ohesion De)e!oping and organiing ideas Using appropriate ar,ers and !in,ing de)i*es Using anaphora appropriate!& together with other *ohesi)e de)i*es

M" Use o+ !ang$age De+ining. des*ri/ing. exp!aining Coparing and *ontrasting

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C!assi+&ing Gi)ing reasons Gi)ing opinions

Expressing re!ationships >a,ing agreeent and re*oendations Expressing agreeent and disagreeent 3ee,ing *!ari+i*ation As,ing and gi)ing in+oration Pers$ading Drawing *on*!$sions 3tating and $sti+&ing points o+ )iew Presenting an arg$ent


50/51

SUMMARY !R SPEA"ING

SPEA"ING

IN#I$I#UALPRESEN%A%I

!N

GR!UP#ISCUSSI

!N

&'(i&'t

ey)o*s an+

*ases

E(a-o*ate

,ointsan+

,*esent

Initiatean+

maintain a

+iscussion

Ma.esu&&estio

ns an+/ustiy

c'oices

#ea( )it'inte**u,tio

ns

!*&anisei+eas

E1,*essa&*eement

o*+isa&*eem

ent

As. o*an+ &ivec(a*i2cati

on

Conce

ocus

'at is

ui*e

3Givee1am,(es

3S,ea.incom,(etesentences3Lin.i+easusin&t*ansitionma*.e*s

3Giveyou*o,inion

s3Pic.u, *om)'atot'e*ssay3Ma.esu*eyou.no)you*,oints

)e((

3Usea,,*o,*iate

,'*ases3Rea+mo*e to)i+enyou*.no)(e+&e3Su,,o*tyou*+ecisiono*c'oices

)it'*easons

3Stay ont*ac. oto,ic

Concent*ate an+(isten

3Ma.e su*ea(( you*,oints a*e*e(evant

3e ,o(iteyet 2*mP*esentyou*,ointsc(ea*(y

3Usea,,*o,*iate,'*ases

3Lea'o) en++iscuon,*o,

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Give*easons

3As.any )o*+

#E END

pen0045 compiled online notes 1

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