TSIS+1+Principles+of+Economics+Word

8/13/2019 TSIS+1+Principles+of+Economics+Word

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ENG 101b English for Economists SIS -1 (Directions and guidelines) Compiled b S! "eshenga#ina

English for Economists$SIS 1

Listening practice for economics

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explore and examine the language of economics

develop listening skills integrated with the economic content enhance understanding of the economic issues

In order to reach the expected outcomes, the students must complete the listening tasks

independently and individually.

Directions isten to the lecture *+rinciples of Economics, (see audio file attachment) b +!

Na'aro a professor from .ni'ersit of California and complete the tas/s belo! irst

listen to the hole recording to define the topic and main ideas of the lecture!

$as/ 1! Make a glossary of economic terms (with definitions) used by the

professor in his presentation. se the sample below.

No $erm Definition

!. Economic (ad".) connected with the trade, industry and development of wealth of a

country, an area or a society# or connected with the economy of a

country or an area, or with the money that a society or an individual

has.

Deadline for submitting tas/ 1 (Glossar of economic terms) is ee/ 2

$hursda!

$as/ 2. Listen again, take notes of the main points and write a summary of the

lecture (about $%% words). &ead the input information below to write the summary.

Deadline for $as/ 2 ee/ 3 $hursda!

2!1! 'efinition.$he summar is

a shortened or condensed version, in the summary writers own words, of something he*she hasread#

a brief description of the main ideas in which details and repeated information

should be omitted.

2! 2! +he summary is characteried by

4re'it

- +he summarier must convey in as few words as possible the information

contained in the piece of writing and describe as accurately and briefly as

possible the substance or main ideas contained in a text.

- +he summary is naturally shorter than the original. It should be one third thelength of the original source ($-/%0 of the original)

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- +he summary is concerned with stating the ideas of someone else and

demonstrating the summariers understanding of them. It is intended to

highlight ob"ectively the main points of another writers work.

- +he summary does not include his*her opinion of the piece he*she is considering,

and it should not contain any statements unsupported by the text.

- +he summarier must use his*her own words without the temptation of

borrowing directly from the original. idelit

- +he summarier must represent the source accurately and comprehensively, with

as little of his*her own interpretation as possible, and they should not add their

own examples and explanations.

- +he summariers must make sure that all they say or write about the text is

factually correct.

Completeness

-+he summary should include important information from throughout the text, not "ust fromthe first paragraph.

- +he summary must be logically organied and chronologically ordered.

- +he summary must follow the recommended format.

2!2! Summar laout

+he summary should be organi#edso that others can understand the source or

evaluate the comprehension of it. 1ny summary must have

(a)! Introductor o'er'ieof the work being summaried which contains

the title of the text (lecture, article, extract, etc)#

the authors name#

the source from which the audio or printed text is taken (title of the

publication, where published, publisher, year of publication and page

information)

the thesis statement that conveys the central point of what the students are

summariing (the author2 message)

(b)!4od of the summar, which re-phrases and condenses the original piece

involves important data, but omits minor points#

contains one or more of the authors examples or illustrations#

does not include the summari#er5s on ideas andinterpretations6

*anguage 4o7,

The article under the headline; the text entitled

In his article (title) the author (name), orthe article by +suitable verb/phrase out of the

given below*. According to the author

*affirms, agrees, announces, answers, approves, argues, assures, believes, challenges, claims, comments, confirms,

criticizes, debates, decides, describes, determines, discusses, emphasizes, explains, highlights, informs, inquires, interprets,manifests, maes nown, notes, ob!ects, observes, offers, points out, predicts, proposes, reminds, resumes, reveals,

specifies, proposes, states, stresses, suggests, urges, voices, etc.


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achieves the smooth flow of ideas (coherence) between the preceding andsucceeding components of the summary bythe following means of

coordination and subordination

8ddition in addition, again, also, besides, moreover, once more, for instance

Contrast but, still, yet, however, although, in spite of, on the hand, on the one hand, on the

other hand, on the contrary, neverthelessCause and conse9uence as a result because, hence, in short, thus, therefore, as, so, consequently, in any

case

$ime afterwards, at the same time, shortly, meanwhile, soon, until, while, after, before

(c)! Conclusion

the summarier should conclude with a final statement reflecting the

significance of the article.

3! :o to summari#e

3!1! D% &ead the text that you have to summarie for general understanding.

&ead it again and answer the following 3uestions

(a). 4hat is the topic of the passage*thesis statement(s)5

(b). 4hat is the authors purpose in writing5 'oes the author describe something, analye a

problem, give information, state a personal opinion, give instructions for completing a task, or

compare different products or viewpoints5

6ind the general statements, which contain main ideas, and supportive statements for specific

details - explanations and examples that support the general statements.

7ay attention to the following mar/ers in the te7t (clues) you are reading because they willhelp you understand how the text is organied

"irst , then, finally

$e

7t

referen

ces

indicating how ideas are being developed

for instance, for example for illustrations and examples

but, nevertheless, yet, although, by contrast that introduce an idea that runs against what hasbeen said earlier

so, therefore, because, since, thus,

consequently

showing a cause and effect relationship betweenone idea and another

tosummarize, in other words that show the author s intention to sum up his*her

messageit is worth noting, it is important to note that indicating the relative importance of different

items

in other words, put differently, that is to say used to rephrase what has already been said

then , next, after , while, when. that express a time relationship

6ind the topic sentence of each paragraph.

8ighlight or circle key words, phrases and sentences.

*anguage bo7,

in brief, in short, in conclusion, in sum, to conclude, to sum up, to summarize.


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9ross out the less important details and unnecessary facts.

+ake a notebook page and divide it down the middle. 4rite the main points in the left handcolumn. In the right column summarie the point in a few sentences rephrasing, restructuring

and reducing the sentences from the text.

+hink about your biases for and against the ideas presented.

4rite a fair copy of your summary. If your teacher re3uests, entitle it. Make sure that theessence of the original has been reproduced in a distinctl different language.

1t a later point in your summary prove once again that you are summariing another

person2s work, e.g. the author also (states, argues, believes, etc)#

9ompare your summary with the original and cut out all non-essential points.

se as few words as possible to convey ma"or ideas. If you have taken a key word*phrasedirectly from the text, be sure to enclose it in 3uotation marks :.

;eep direct 3uotes to a minimum.

6inally, check for correct grammar, spelling and punctuation, and ask yourself if someonewho has not read the text would get a clear and correct idea of its contents by reading your

summary.

D%N5$

summarie as you read the text for the first time#

use minor points and repeated information#

include your own ideas, illustrations or interpretations#.

use such phrases as


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?ea/nesses= --

Brevity Compression to 30@ of the originalthe summary is concise, not wordy.

Length abo'e re3uired

b!ectivity >ummary writer2s abilityto understandgenerali#e detailsand paraphrase theauthor2s ideas well-expressed phrases,

sentences and paragraphs

+he summary is- notparaphrased#- with plagiari#edwords,

phrases, sentences#- ithout3uotation marks

"idelity Conceptuall=actuall correctIncludes main idea and supporting points

without summary writer2s ownexamples*explanations

6actually*conceptually distortedmissed concept or incorrect

interpretation of the text

#om$leteness aout up to the re9uirements Introduction ($-/ sentences)# ?ody (@-A sentences)# 9onclusion (!-$ sentences)

Aissed layout elements- text title and author2s name#- topic sentences- final sentence

%anguage Clear and smooth English- appropriate grammar,- relevant vocabulary,- correct spelling- punctuation.

Incorrectlanguage- grammar errors#- irrelevant*copied lexis#- misspelling of words#- wrong punctuation).

+he summary should have ade3uate handling of all these five categories*re3uirements.

If the student has only plusses (B), he*she gets 8 (B B B B B), or Cxcellent ()#

If he*she has more plusses than minuses, he*she gets 4(B B B B - ), or Dood (E)#

If there are more minuses than plusses, the student gets C(B B B - -), or 6air (/)#Cxtreme weakness in any one category could make the summary unsatisfactory F D or 7oor ($)!

Good luc/B

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TSIS+1+Principles+of+Economics+Word