TASK 8 - University Foundation Study Essay Writing - Teachers Book

7/29/2019 TASK 8 - University Foundation Study Essay Writing - Teachers Book

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,:::EssayWritingUnil | - o"rtnsorsanisedAt the end of this unit students houldbe able o:. understandmoreabout he requirements f

writingan academicessay;. oroducea clearoutline.Task 1 Basicprinciples fessaywritingLead n by askingstudents o discuss, n pairs, heirworst and best essay-writing xperience.Afterabrief ound-up, licitdifferent ypes of essayandwrite students' uggestions n the board.Thenaskstudents o compare he ideason the boardwiththe list n Task1. Ask students o work in smallgroups,sayingwhat he y understand ach ype ooe.

1.1 Small group workSe t hi s activity, skingstudents o underlinehewords n the essay itles hat helped hem dentifythe essay ype.You may need o spendsome im eclarifying he differentessay ypes in a plenarysessionat the end of the activitv.

1. 2Smallgroup workAnswers:a) introductionb) bodyc) conclusion

Title TypeUsing ou rpersonalexoerience, escribeapadicularly nterestingculturalencounter.

descriptive+ personalexpenence

What are the mainarquments or and aoainst argumenrthe implementation f veryhigh rates of taxation?Ho wgooddo you hinkthe author s at creatingthe characters n thisstory? Analyse hecharacterisation nd giveexamples.

evaluative analvtical

The most efficient orm oftransport s the train.Discuss.

evaluative

Using he statistics n theaccompanying able, writean analytical escriotionofthe rise n the numberofBritish ouseholds.

analytical+ descriptive

The EuropeanUnion salready ar too big.Discuss.argument

Learning languagesone of the best orms oleducational ctivity.Doyou agree?

evaluative argument

E0 Task:Teacher'sBook Module - Elsay Wriling


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1.3 Pairwork/smallgrouPworkIn order o preparehe way fo r the task,you couldcopy a shoft 'model' essayonto card (oneperpairlsmall roup), ut it up into paragraphs nd askthe pairs/groups o put the pieces nto the correctorder.The studentscould then use the essayas aconcreteexampleon which o base heirdiscussions f Exercise .3 questions.Encouragestudents o makenoteson theirdiscussions. heycan use hese n a plenary essionat the end of theactivity n which they feed back to the class.1 4 Individual work/PairworkAccordingo the needsof yourstudents, ou mightneedto pre-teach he following:

edit (apiece of writing);source material;to draft (aPiece of writing);proofread (aPiece of writing);paraphrase.

Ask students o complete he questionnairendthen compare heiranswerswith a partner's.Task 2 Analysing he essayquestion2.1 PairworkThisactivity ouldbe tackled n a numberof waysaccordingo the needsof yourstudents.You couldask pairsof students o explain he differences nmeaningbetween he instructionwords.Alternatively,ou couldus e he photocopiablevocabulary ri d below,copying he larger ersionon page72, an givingone card o eachstudent nyour class.Ask eachstudent o readhis/hefcardand look up any words they are unsureof. Then askthe students o stand up and move around heroom, eaching heirword to anothermemberof thegroup,who then reciprocates y teachinghis/herword.Whenbothstudentshave inishedexplaining,the pair swap cards and then each student ooks fora new partner o teach his/herword to.

ldentify Analyse Describe CommentnDescribetemsthatbelongoa particularcalegory.

Examinendetail ydividingp.ldentifyhemain oints

Givehemainfeatures,characteristicsor events.

ldentifyhemainssuesandgive ninformedoprnton.Gompare Discuss Evaluate ExemplifyDescribehemain lementsof two ormorethingso showhow hey resimilar.Possiblyexplainheconsequencesof hesimilarities.

Look t hemostmportantaspectsfsomethingnabalanceday,i.e.,advantagesanodisadvantages;forandagainst.

Assess owimpodantrusefulsomethings.It s ikelyoincludeothpositivendnegativennintc

Showwhatsomethingslike, singexampres.

Task3 BrainstormingdeasExplain o the students hat once they haveunderstood he essay ask that has beenset, thenext stage s to brainstorm deason the topic of theessay.3.1 IndividualworkModel ree writ ing or yourstudentson the board,explaininghat theyshouldkeep heirpens/pencilson the paperat all imesand that hey shouldwritecontinuouslyor two minutes. ell hem hat hi s ispossibleas they are not expected o edit their ideasbu t simplywritewhatever omes nto heirheadsonthe topic of transporting oodsby road.When hestudentshavedone his,put them o work in smallgroups,comparingheir exts or similar deasorthemes.Havea briefplenary ession n whichyoucollectsome deason the board.3.2 Small group workLead n by askingstudents o shut heireyesandpicturea lorry n the middleof a town. Elicitwhetherthe image he studentssaw was a positiveone,e.g.,a lorrydeliveringmedicineso a hospital;negative ne ,e.g.,a lorrystuck n a traffic-jamwithblacksmokecomingout of its exhaust; r a moreneutralmage. ntroducehe topic of banning orriesfrom ownsand cities,askingstudents o think ofanythingha t comes nto heirheadson this opicand then sharing deaswith the restof theirgroup.Provide n OHTand pen or eachgroup f youwould ike he students o share heir deas n abriefplenary t the end of the task.

Task:Teacher'sEook Module - EssayWdting 5l


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a group.Task4 Organising our ideasBefore ettingExercise .1 ,ask students o work insmallgroupsanalysinghe question.Refer hestudents ack o Exercises1.1and 2.1 n Unit1.4.1 ndividualworkSet his activityas individual ork, explainingha tafter ive minutes he smallgroupswil l re-form oexchange deas.4.2 Small group workThisactivitywill probablygo better f you providestudentswith 41 paperand somepost-itnotes,on efor each dea.Thisallows he groups o move deasaround,before ixing heirpositionon th e Al paperan d connecting he ideas ogetherwith arrows.Allow 15-20 minutes or this step. Eachgroupshouldpresent ts essay-postern a plenary essionat the end of the activityand the essay-postersanthen orm a walldisolav.Possible uestions ou rstudentsmightaddressare:

a) Who suffers rom trafficcongestion?b) What problemsare caused by trafficcongestion?c) Whatare he possible olutions?d) What are he best solutions?e) Whyare hese he best solutions?f) Whichsolutions re not effective?Whv?

lf you feel somepeerevaluation ouldbe usefulatthis uncture, licitsome criteria or feedbackon theplans rom the groupand write hesecriteria n theboard.Provide ach smallgroupwith post-itnotesof a different olour o the first set and assign hemthe task of working ogether o evaluate nothersmallgroup'splan.Ask eachgroup o chooseonemember o act as a scribewho writes he group'scommentson th e oost-itnotesan d thensticksthem onto he relevant lan.

Unil ?-o",.insstartedAt the end of thisunitstudents i l l :o be betterequipped o startwritingan essay;o understand ow to writea thesisstatement;. have deason how to make he introductioninterestingor the reader.Task1 What o includeThe purposeof this ask s to encourage tudentsto select elevantnformation nd o prioritiseheselected nformation eforeorganisingt in a logicalway.1.1 Individualwork/small group workFirst,ask students o evaluatehe imporlance f thepoints ndividually nd then ask hem o discusstheir deas n smallgroups.Theremay be somevariationn answers, epending n theargumentstudentswish o pursue.

a) |b) U - this could be background nformation,but shouldnot take up a majorpartof the

| - the students houldbe encouragedo seethat it is not so much a list hat is reouired san evaluation f thesesolutions.U/Nl- the students houldbe encouragedocarryout researcho find supportingevidence. heyshouldprobablybroaden hescopeof th e essaybeyond heir mmediatesurroundings.g) | - argumentsor or against arious olutionsshould orm the mainbody of the essay.

1.2 ndividualworkInorder o helpstudents nderstandhe principles forderingnformation,t mightbe worthmodellinghefirst halfof an essayon the topic. Elicitwhichof theitemsmentionedn he ist n Exercise1.1wouldcome irstand why (e.9.,definition o that the writerestablishes ommongroundwith the reader,etc.).Elicitwhatwouldcome nextand why,and so on.Thenset he remainder f the askas individual ork.Ask students o compare heir answers n pairs.

c)e)

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2 Information athering1 Pairworkhe pairs o think of typesof information

o help hem n this ask,draw heiro the visuals.epending n availability,

booksnewspaper fticlesjournalarticleswebsitesdocumentaries

.2 ndiv idualworkexercise ffers he opportunityor students oheirstrengths nd weaknesses,o the

willvary rom student o student..3 Plenary

eplenaryprovides ou with the opportunityowhichskillsareasworryyourstudents hethis nformation ould providea rationaleremedialwork on areasof perceived

3 Arousing nterest:The ntroductiono Task 3 you couldphotocopyaof introductionso essayson topicswithyourstudentsare amiliar nd ask hem o

heir avouritentroduction, iving easonschoice.

.1 Individualwork/Pairworka)

.2 IndividualworUpairwork/plenaryhe studentsar ewrit ing, irculate nd correcty anguage rrors n theirwork.At the end of the

collectsomeexamples f first sentencesorthe essay opicson the board.Thenasko work rnpairs,drscussing hich irsthey preferand why. Elicitpreferences

nd reasons n a briefPlenarY.4 Writinga thesisstatement

lf yourstudentsare unfamiliar it h the notionof aontrollingdea,you shouldmodel he firstexamplen the board.

Answers:a)HOW he criminalusticesystem unctions nmy country.b)TheQUESTIONSeft unanswered y the BigBang Theory.") MO SOLUTIONSo copingwith sea-levelrISES:. educationon the effectsof sea-level isesr accurate orecastingof its hazards

4.2 ndiv idualworkDraw students'attention o the languagessuesrelated o the essayorganisation ignposting ection:a) Useof impersonal ubject,e.9.,Thisessaystartsby discussing ef ini t ionsf. . . (NOT l wi l lstart" . ' )b) Choicebetween aril//presentimple,e.9.,Thisessaywi l l i rs tout l ine. . .andhen t wi l ld iscuss. . . rThisessay irstout l rnes. . .andhen t discusses.. .c) Typical entence tructures, .9., n the firstsection,X is defined. prepositionalhrase+passive oice)or The essay irstdefinesX' ('Theessay'as subject+ activevoice)Ask students o use a varietyof structures ocompleteExercise .2 .4.3 IndividualworkModel his ask or your students, ossibly akingtwo different iewsaboutpossible olutionso theproblemsof trafficcongestion nd showinghow thedifferent iewswould result n differenthesisstatements. irculate nd correctyour students'work wherenecessary.4.4 IndividualworkReturn o the two examples ou modelled nExercise .3 and showyourstudentshow thesignposting tatementswoulddifferdue todifferencesn the thesisstatements. irculate ndcorrectyour students'work wherenecessary.Examole nswer:There s growing agreement that the way to controlthe congestion that ruins our towns and cities s totax the motorist. Ihis essaywill argue for the use ofvarioustaxation poticies o address he trafficcongestionproblem in Britain, using London andEdinburghas examples. t will first evaluatecongestion charging as one posslb/esolution, andthen discuss he effect of motorway olls.

63ask: Teacher'sEook Module - EssayWriting


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5. 1 Smali group,workYou couldphotocopy he sentences f theintroduction nto card,one copy pe rsmallgroup,and ask he students o work in theirgroups o re-form the introductio n,Alternatively,ou could urn his activity ntoarunning ictation y cuttingup one copy of th esentences nd blu-tackinghe sentences nto onewall of yourclassroom. sk students o work inpairs,one playing he roleof runner nd he otherthat of scribe.Movea lineof desks o the far end ofthe classroom pposite he wallwith he sentenceson it. Ask the scribes o sit behind hesedesks.Clear he other urnitureo the sideof the room oprovidea clearpath for the runners.Give eachscribe ive strips of paper o write the five sentenceson. Tell he runners o run o the otherend of theroom, read a sentenceand memoriseas much of itas possible,ncludinghe punctuation, nd hen runback to their oartnerand dictate.The scribenotesdown he dictation. he runner eturns o memorisethe nextpart,and so on. Whenal l he sentenceshavebeenwritten down by the scribe, he pairshould organise he five sentences nto a general-specific ntroduction. he pairswho finishquickestcan hen compare he accuracy f theirdictationwith he sentences iven n the coursebook.Answers:

e), b), a),d), c)5.2 PairworkAnswers:

a) Statementse), b) and a) are generaland giveimportant ackground nformationo help hereaderunderstandhe contextof the oroblem.b) Statementc) is the thesis statement.The

essaywill ollow he orderoutlined n thethesisstatement nd willfocus on evaluatin gsolut ions.c) The body of the essaywill requireat least sixparagraphs s sentence ) lists our direct

oroblems nd two knock-onoroblems. heessaywill probablybe organised s aProblem-Solution-Evaluationext.

5.3 & 5.4 Individualwork/pairworkAsk students o apply he criteria n Exercise .3 othe introduction iven n Exercise .4 and makenotes n theircoursebooks.Answers:Your students houldnotice hat the thesisstatement ails o explain he focus of the essay,though t can be inferred hat he essaywill examinethe effectsof GM f oods on people'senvironmentand heirhealth.5. 5 Individualwork/pairworkTake n and correct he introductions. sk studentsto prepare corrected opy of their ntroductionsfor a peerevaluation ession n the next class.Encouragehe students o referback o the criterialisted n Exercise .3 o helpwith the taskofevaluatinghe introductions.

Unil 3 - rhebody r heessayAt the end of this unit studentswill:r havea clear dea how to structure he main paft

of an academicessay;o know how to plan and write effectiveparagraphs.

Task 1 Paragraph rganisation1. 1 Individualwork/plenaryAnswers:a) true

b)falsec) trued)false examples,iguresand statistics rethree ypesof supportingmaterial. hereareother ypes oo, depending n yourdiscipline.

e.9.,paraphrasing/quotingpinionsgiven nauthoritative ourcese) alse as notedabove,supportcan be giventhroughquotingotherauthorities, ut you carl

also paraphrasef) true

54 fask: Teacher'sBook ModuleB - EssayWriling


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work1 The irst episode n the Coca-Cola tory s animporlantpartof the riseof capitalismn the

UnitedSiates of America.Towards he end ofthe nineteenth entury,Americagraduallybegan o transform tself rom a nation offarmers o a city-based,ndustrialisedociety.The ndustrialevolution as epitomised ynew communications nd he arrival ndspreadof the railways. hi sproduceda newkind of capitalism, distinctive mericanvarietywhere he ethoscentred irmlyon theimageof individualmmigrant truggle. heworld of US businesswas on its wav.One of the most mportant hanges ha thelpedbusiness uccesswas populationgrowth.The American opulation lmostdoubled n sizebetween 880and 1910,largepartof which was new mmigrantsromEurooeand the restof the world.Successcame rom ambitionand hardwork andanybodycould make argeamountsof moneyprovided heyworkedhard enough.Helpedbythe successof some, mmigrantslocked othe USA.By 1890, herewerealready ver4,000Americanmillionaires nd AndrewCarnegie, ho had made a fortune romrailways nd iron and steel,was spreading he"Gospelof Wealth".Therewere,however, omedisadvantagesothe new business nvironment.n manypartsof the USA, herewas more han an elementof th e Wild West.Conmen, hievesandswindlers ame o the new owns hat wereappearing,ooking or suitable ictims.Asecondmajordisadvantage as that Cokewas originally patentmedicine nd onlyabout wo oercent of the medicines roducedeverbecamewell-known most nventors ndsalesmenailedmiserably. hirdly, lthoughlargeprofitscould be made rom all kindsofmedicines,manyof which oftencost almostnothing o produce,by the late 1880s hemarket or medicineswas alreadysaturated.Patentmedicines, herefore,were not an easycommercial rea o break nto.

Another mportantaspect of the siory is thatthe world of medicinewas not advanced tthis ime. Nineteenth-centurymericandoctorswere not numerous, or were heyverygood (anaesthetics ere still to beinvented nd someof the primitivemethodsused by the medicalprofession ereterrifying, ill ingmorepatients han heysaved). hi swas the reasonwhy manypeopleturned o alternativeemedies,he so-calledpatentmedicines,o solve heir healthproblems.By the end of the century, herewere thousandsof cures on offer for everyimaginable ilment, rom he commoncold tomalaria, ll of whichrequired xtensiveadvertisingn newspapers nd publicplacesto promote heirsuperior aluesover heircompetitors.To conclude, t is not surprisingha t manywould-be ycoons were attractedby the risingnumbers f consumers, nd hat he fieldofpatentmedicineswas an attractivestaftingpoint or some. n 1869,Dr John Pemberton,Georgiapharmacist,had moved o Atlantasearchingo makehis oftuneby the discoveryof the perfectpatentcure. n 1886,after ongyearsof research, e inally aunched is newinvention.t was into his verycrowdedancover-competitivemarket hat Coca-Colawasto emergeas a highly uccessful roduct.

Task2 Linkingwords and phrases2.1 ndividualworkAnswers:Firstly= The irst episodeSecondly= Oneof the most mporlant hangesThirdly= Therewere,however, omedisadvantages

Fourthly Another mportant spectFinallY To conclude2.2 Individualwork/pairworkAnswers:Showing imilarity in the same wayComparing r contrasting on the other handAddingsomething equally mportant; anotherimportant aspectGiving easonsShowingcause and effect- as a result;therefore

Givingan example as shown by; for instance;l ikeTask:Teacher'sBook Module - EssayWriling E5


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the answers o the question,,, "t,.ilOaskstudentso add o the inkersn each

Task 3 The opic sentenceandsupportingsentences Unil 4-ru,nmariesand3.1 Pairwork

Answer:c)3. 2 Small group workAnswer:ExampleA is a better-formedparagraphbecause t develops he idea stated n the topicsentence.n contrast,ExampleB tends odigress rom the topic sentencestatement(challengesor incoming amilies)nto an

argument bout he human ightsof incomers.3.3 IndividualworkResponsesherewill vary. t is a good idea o takethis work in and check t.

conclusions

Task 4 Organising n essay

4.2,4,3 & 4.4 Pairwork/individualworkAfter he discussionask in Exercise .2 , heremaining wo exercisescould be set forhomework.

At the end of this unit he studentswill:. havea clear deaof how to finishan academicessaywith a successful onclusion.

Original Synonymlack ol insufficientconsequences impacttravellers commutersmajorpoint matnTocusdiscussed explored.1 Individual work/pairwork/small group work

Paragraph begins Topic OrderAnother mportantaspectofthe story s that the world ofmedicinewas not advancedatthis ime.

the worldofmedicine 4

Therewere,however,somedisadvantageso the newbusiness nvironment.disadvantagesto thebusinessenvironment

3

To conclude,t is notsurprising hat many would-betycoons were attractedby therising numbersof consumersand that the field of patentmedicineswas an attractivestartingpointfor some.

th e fieldofpatentmedicineswas anattractiveonefo r would-berycoonsOne of the most importantchanges hat helped businesssuccesswas populationgrowth.

populationgrowth 2

The first eoisode n the Coca-Cola story s an importantpartof the rise of capitalismn theUnitedStatesof America.

the rise ofcapitalism,l

Task 1 Restating he thesis1.1 PairworkAnswers:

1.2 Individualwork/pairworkPossible nswer:In conclusion,his essayhas argued hatinsufficientnvestmentn Britain's ublictransportsystemhas had a negative mpact oncommutersn this country.Task2 Organisinghe concludingparagraph2.1 Individual work/pairworkAsk students o do this ask ndividually nd hencompareanswerswith a partner.Answer:b), a), d), c), e)

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3 Finishwith aclear statement1 Pairworknswers:a) Fast ood and its impacton health n Britain.Possibleit le= Discusshe impactof fast

food on health n Britain.b) In a similar ein o the introduction,heconclusionstates hat fast food playsa role

in Britons'unhealthy ietaryhabits.Theconclusion dds he idea,however,hatincreased onsumption f fast food is aneffectof changes n lifestyleand it is thesethat underliehe development f anincreasinglynhealthy ritain.

.2 ndiv idualworkouldbe set for homework.

nswers:Advantages:You know he destination f youressay.Your conclusionmatches ou r hesisstatement.Disadvantages:As you are writ ing, ou may changeyourargument.f you forget o changeyourconclusion,t will not matchyour hesisstatement.

4 Lecturerexpectationsouldbe set for homework.t might

he basisof a tutorial f these eature n your

5-n""oemicstyteand registerthe end of this unit studentswill:be more amiliarwith the language f essaysandable o identify omeof the features f academicstyle;havepractised sing ormal,objectiveanguage.

1 Formalor informalregister?n by focusing he students'attention n theand eliciiing he differencesbetween heand nformal ituation.

1.1 & 1.2 Individualwork/pairworkAnswers:

1.3PairworkAnswers:a ) l s ) lb ) F h ) lc) F i) Fd ) r j ) |e ) F k ) lf ) I D FTask 2 Gautiousanguage2.1 ndiv idualworkAnswer:

Hedging anguage

Feature Informal/spokenexamples Formal/writtenexamplesUse ofcontractionsisn't,don't, eIc.

contractionsuseo, .9. ,which'd

full ormsused,e.9.,which,would

Useof fillersWell, ..er eIc. used,e.9.,weLum, . .er not usedUse of passivevotce activevoicepreferred,e.9.,you couldlook at howhuman beingsadaptthemselves othe environment,that's human

more requent,e.9., wo mainbranchesmay bedistinguished

lmpersonal ndobjective Non-use fpersonalpronouns, .9., ,'the reader s notmentionedPersonal ndsubjective Useof

personalpronouns, .9. ,fhrnk;addresseslisteneras youPunctuation Uses ntonation Usespunctuationlmpreciseranguage e.9.,some sorfof mix ofphysicalandsocialsciences

Avoidsimprecision

Conciseness Uses a clause oexpressan idea,e.9.,how theyinteract together

Prefers onciseforms,e.9.,nounphrases or anidea,e.g. heinterrelationofthese features

Task:Teacher'rBook MotluleB - EssayWriling 67


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appear o have arge numbersof internationalstudents.It could be argued hat, nsteadof cominghere, nternationaltudents houldstudy ntheirown country.This would seem o be a misapplication fgovernment olicy.To a certain extent, his may be true.Erlichman'sindings uggest hat he amountof independent tudy might be directlyrelated o higherperformanceevels.Evidencendicateshat inflationwill probablynot rise nextyear.The survey ends o indicate hat Englishschoolchildren re apparently ot in favouroflearningmore oreign anguages.Thereare undoubtedly ituationswhere hiswould seem o be the onlypossible olution.

Hedging feature Examplehedging erbs,e.9.,appear to be Somecolleges...aopearohave.. .Thiswouldseem o be...Erlichman'sindings uggest

. . . th iswould eem o be.. .The survey ends to indicatethat. . .Use of modal verbs Thiswouldseem o be.... . . th ismaybe rue.. .the amountof independentstudymightbe.. .Qualifying xpressions It couldbe argued hat...To a certain xtent,...Evidencendicateshat...Adjectivesand adverbs ...inflation ill probably otnse. .English choolchildrenreapparently ot in favour...There are undoubtedlysituations here......theonlypossible olution.

Set exoressions

Task3 Register n use3.1 & 3.2 Individual work/pairworkAsk students o work through he task, comparewith a partnerand hen ookat the originalext inUnit3, Exercise .1 ogether.Possible nswers:A massivechange one which reallyhelpedbusiness was more oeoplearriving n the USATherewere two times as many peoplewho got

herebetween 1880 and 191 and lots of themcame from all sorts of differentplaces ikeEurope. f ypy wanted to be successfu/you hadto work really hard: however, ypu could get ichquickly if you did this. Lots of immigrants made itand becauseof this, lots morewannabemillionairesurned up ln fhe US.By 1890,America maybe had around 4,000 millionaires.One of the best was Andrew Carnegie,who Wtrich through trains and iron and sfee/. Hrsmessage was called the "Gospel of Wealth".

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3 Pairwork/individual worksk students o work in pairs o identifyanguage nd placeswherehedgingappropriate.

answer:A further kind of useful alternative uel iselectricity.At present, this would not seem to bea very efficient fuel, because he technology ssomewhat limited; however, t may be arguedthat recent advances n the production of electriccarscould make this a reality n the future. Carspowered with electricity tend to release ittle orno emissions,so fo maximise this benefit itwould be advisableto encourageconsumers toswitch to buying electric cars. Changingconsumerpreferencesmay take some time.

E - or,oetinesor he utureof this unit he studentswill:

understandhe editingand redrafting rocessesin essaywrit ing;havea clearerunderstandingf what ecturersexpect rom a pieceof academicwrit ing.

1 Things o rememberil lvary romstudento student.

2 Redrafting.1 Plenary

a) probablya minimumof twob) . relevance f the answer o the title;. logicalorganisation f ideas;

. substantiationf claims;o accurateparaphrasing;. adequate eferencing nd bibliography;r accurateanguage.

2.2 Pairworklsmal I group work/plenaryPossible nswers:Redrafting:things to work on: Gonsiderationsparagrapns r the right structure

r eachparagraphhas amain deao paragraphs re in theright ordergrammar . articles. sentencegrammar. word order. accurate inkwordslengthof essay respect he instructionsvocabulary accurateuse of technical

IETMSargumenl o evidence upports heclaimmade n aparagrapne the mainclaimssupportthe thesisstatementr the thesisstatement sechoed by the summarysentencen theconclusiono the argument s relevantto the question etsources . accuratequotations. accurateparaphrasingo adeouateand accuratereferencing. accurate ibliographyformal style . impersonal, bjectiveIOneo formalvocabulary, .9.,latinateo full ormsr avoidscolloouialismsan d diomaticanguage

Task 3 How to get a bettermark3.1 PairworkAs k students o discuss n pairs he answers o thistask.Answers:c) ,03.2 IndividualworUplenaryAsk students o make a note of theirown examples.Thenelicitsome of these n a briefplenary ession.

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Marking criteria Mark (%)ideasgenerallynot made clearand oftenirrelevant; eakparagraphs;mall angeof vocabulary; rammatical tructure sverv imited

40-49

ideasgenerally learbut not alwaysveryrelevant; ome lack of paragraphing;limited angeof vocabulary; imitedgrammatical tructureat times

50-59

lacks any satisfactory rganisation rdevelopmentof ideas;vocabularyusevery weak; unsatisfactory se ofgrammatical tructure; enerallyai ls omeet he requiredpassstandard

30-39

excellent ext organisation; learparagraphswith well-expresseddeas;wide rangeof vocabulary;good use ofgrammatical tructure

70+

good text organisationwith generallyrelevant deas;adequate angeofvocabularyand grammatical tructure60-69

Task4Amodelessay4.1 ndividualworkAnswers:

Essay title: Discuss he problemsassociatedwith urbanovercrowding nd evaluate ossiblesolutions.

4.2 lndividualwork/pairworkAsk students o work through he questions n theirown and then compare heiranswerswith apaftner's.Answers:

a) The writer arouses nterest n the readerbyunderlininghe globalnatureand actuality fthe problem.b) The purposeof this essay s to identifysolutionso someof theseproblems f urbanovercrowding nd attempt o evaluateheirfeasibility.

4.3 ndividualworkThis ask ends tself o homework.Afterstudentshaveworkedon the task ndividually,hey shouldcomparenoteswith a Partner.

Answers:Paragraph1Topic sentence key words: Urbanovercrowding hasbecomea globalphenomenonSupport examplesand evidence:Riseofmegacities around20 millionpopulationimpoftant rend n last20 years,e.9.,NewYorkParagraph2Topic sentence key words: Reasons ormegacities' rowth:economicsecurity rimoroved ocialconditionsSupport examplesand evidence:Citiesdevelopas economic entres, .9.,post-2"dWWmegacities: ydney,Sao Paulo+ Frankfutt;Tokyo expanded n linewith the city'seconomicgrowthParagraph3Topic sentence key words: No. 1 problem=poverty+ inability f developing ountriesocope with highpopulation ensity n citiesSupport examplesand evidence:Ruralurbanmigration:ive n shanty ownson edgeofcity.Problems: nsanitaryivingconditions;infectious iseases.Vaccess o healthcare+educationParagraph4Topic sentence key words: Two mainsolutions: oth relocate rbanpopulation utsidecities.Support examplesand evidence: 1"'solutionresettlement, .g.,Shanghai ousingresettlement roject- successful social+economicbenefitsBUTnot addressproblemofurbansprawl.Paragraph5Topic sentence key words: 2"d olution=relocationof employers o ruralareasSuppoft examplesand evidence:e.9.,brownfield ites n ruralareasbecomebusinessparks successfuln Canada& UK BUT:1) requiresong-term nvestment y government

as peoplewillonly relocate f havebetterhousing, ducation,ransPoftetc.2) threat o ruralenvironment ccording oenvironmentalists.

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4.4Paiworn ,tAnswers:a) paragraphsl 2b) paragraphs4&5c) paragraph4.5 PairworkAnswers:suggestion hat long-termmeasureswould

benefit he lives of all city dwellersgeneralises bout the type of solutions hatwouldwork well, .e., ong-term nes

4.6 Individualwork/PairworkAsk students o work alone,underliningxamplesof assertive anguage irst.They shouldcomparewith a partnerand then work as a pair,addingcautious anguage o the text. Answerswill varyfrom pair to pair.lf you have a largeclass,you could givehalf thepairsa photocopyon OHT of the first half of thetext, and half a photocopyon OHT of the secondhalf of the text. When each pair has identifiedoverlyassertiveanguageand rewrittenusingcautiouslanguageon the OHT, he pairscould be askedtopresent heir new version o the class,explainingwhy the changeswere made.

Task 5 Writean essayoutline5.1 ndividualworkThis askcouldbe set or homework s studQntswouldbenefitromcarrying ut researchnorder osubstanliateheir laims.5.2 SmallgroupworkAskstudentso presentheiroutline lansn smallgroups.Encouragehe othergroupmembersogive eedback sing he set of criteria iven nTask5.

a)b)

fark: leacher'r Book Module.E Ertly Wrlllng 7l


13/13

ldentifyhemainssuesandgive n nformedopinion.

Examinendetail ydividingp. dentifyhemain oints.

Givehemaineatures,characteristicsrevents.

Show hat omethingslike, singxamples.

Assessow mportantorusefulomethings, tis ikelyo ncludeothpositivendnegativepoints.

Describehemainelementsf woor morethingso show ow heyare imilar.ossiblyexplainheconsequencesf hesimilarities.

Look t hemostimportantspectsfsomethingna balancedway,.e., dvantagesnddisadvantages;orandagainst.

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TASK 8 - University Foundation Study Essay Writing - Teachers Book