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EAW Week 8: Activities for Students
Activity 1 / Worksheet 1: Task 1
The following sentences form a text which refers to the classification charts in Activity 1
/Handout 1. However, except for the first sentence they are not in the most logical order. Work
with another student to try to agree on the best order for the numbered sentences, to form a
complete text which fits the organization of the classification charts.
There are two classes of sugars; natural sugars and processed sugars.
i. Fructose and glucose are difficult to buy on their own.
ii. Raw cane sugar, white sugar, and soft brown sugar are produced at different stages in the
refining process.
iii. The most widely consumed sugars are the end products of the process, the white sugars.
iv. Maple syrup, which is mostly sucrose and water is very popular in North America. In
Britain you can buy it in health food shops.
v. Soft brown sugar is made from either raw cane or white sugar, with molasses, treacle or
syrup added.
vi. Natural sugars are however, of little significance to the consumer compared with the
processed sugars.
vii. There are two types, Barbados and demerara.
viii. Honey is available in many forms which are all essentially the same, varying only in
flavor and price.
ix. Processed sugars can be classified according to the stage in the process at which they are
produced.
x. Raw cane sugar is an early stage in the process of making white sugar.
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Activity 1 : Classifying/categorizing
EAW Week 8: Activities for Students
Activity 1/Handout 1
Classification Charts
2
EAW Week 8: Activities for Students
Activity 1 / Handout 2: Using grammar in writing
When we classify, we arrange members of a group rather than parts relative to a whole. The table below shows some of the most common language used in sentences which have classification as their purpose.
1.
There are
Y
types
of X
: A, B and C
kinds . They are A, B and C
Theclasses
are A, B and Ccategories
2. X
consist of
Y
categories. These are A, B and C
classes
can be divided into kinds
: A, B and Ctypes
3. A, B and C are
classes
of Xkinds
types
categories
3
EAW Week 8: Activities for Students
Activity 1 / Worksheet 2: Task 2
The table below shows three types of headaches and their symptoms. Write a text classifying the headaches using the language in Handout 2.
High Blood Pressure Pain in forehead, sweating, anxiety, nausea, vomiting, confusion.
Allergy Pressure on both sides of head, on forehead and behind eyes, sneezing, watery eyes.
Sinus Frontal sinuses (forehead behind eyebrows): pain in forehead, temples, eyes; maxillary sinuses (cheekbones): pain in face, then forehead, upper jaw.
Example: There are three types of headaches.
1. ________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
4. ________________________________________________________________________
________________________________________________________________________
5. ________________________________________________________________________
________________________________________________________________________
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EAW Week 8: Activities for Students
Activity 2/Handout 1
Language
This isshownexemplifiedillustrated
by …
For example,For instance
…
A key experiment
shownexemplifiedillustrated
this …
This is shown by the following examples,The following are examples of this:The following is a case in point:
...
… is a case in point
… institutions such as The family …
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Activity 2: Giving examples
EAW Week 8: Activities for Students
Activity 2/Worksheet 1
Rhetorical functions in academic writing: Giving examples
In academic writing it is common to make generalizations. It is often useful to support these generalizations with examples.
Examples
Look at the way examples are given in the following texts.
Induced hazards arise from a multitude of incorrect decisions and actions that occur during the actual construction process. Some examples are: omission of protective features, physical arrangements that may cause unintentional worker contact with electrical energy sources, oxygen-deficient atmospheres created at the bottom of pits or shafts, lack of safety factors in structural strength, and flammable atmospheres.
Morgan was not interested in the terms but in the principles which they seemed to reveal when they were put together. For example, he would have been interested in the fact that the English word "uncle" can be used in speaking both of one's mother's brother and one's father's brother while in Swedish, for instance, two different words are used.
According to instinct theories, people are motivated to behave in certain ways because they are evolutionarily programmed to do so. An example of this in the animal world is seasonal migration. These animals do not learn to do this, it is instead an inborn pattern of behavior.
Fireworks can be dangerous. For a case in point, look at what happened to a standard six student who lost three of his fingers last August.
Mr. Aziz was also the most humble man I've ever met. This is exemplified by the fact that no one person knows about all of his achievements.
A key experiment shows this. A hole is made in the shell and a small cube of cells is carefully cut out from the posterior margin containing the polarizing region and grafted into the anterior margin of the limb bud of another embryo.
In many other disciplines such as engineering and agriculture, researchers conduct experiments to test various techniques, assumptions, or products.
These days, innovations have increased the functionality of the basic rice cooker. “Fuzzy logic” rice cookers, for example, have a computer chip embedded that allows for several customized cooking options: different programs for different kinds of rice or for different styles of cooking.
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EAW Week 8: Activities for Students
Activity 3/Handout 1
Adverbs of Degree List
The table below contains an alphabetical list of common single-word adverbs of degree.
almostabsolutelyawfully*badly*barelycompletelydecidedlydeeplyenoughenormouslyentirelyextremely
fairlyfar
fullygreatlyhardlyhighlyhowincrediblyindeedintenselyjust
leastlesslittlelotsmostmuchnearlyperfectlypositivelypracticallypretty*purely
quiteratherreallyscarcelysimply
sosomewhatstrongly
terribly*thoroughlytoototallyutterlyveryvirtuallywell
Note: *informal
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Activity 3: Expressing degrees of certaintyActivity 3: Expressing degrees of certainty
EAW Week 8: Activities for Students
Activity 4/Handout 1
Language Focus: Describing graphs and figures
As you can see from
inthe
chart,diagram,table,graph,figures,statistics,
...
We can see
that ...
As you can seefromin
Table 1,Figure 2,Graph 3,
. We can see
As the
chartdiagramtablegraph
shows,indicates, .
figuresstatistics
show,indicate,
From
Table 1Figure 2
wecan
may
seeconcludeshowestimatecalculateinfer
that ...
the
figureschartdiagram
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Activity 4: Describing graphs and charts
EAW Week 8: Activities for Students
Describing change
Activity 4/ Handout 2
9
X
increasedshot upgrewrose
by ...declinedreduceddecreaseddroppedfell
X
increasedshot upgrewrose
slightlyslowlygraduallysteadilymarkedlydramaticallysteeplysharplyrapidlysuddenly
declinedreduceddecreaseddroppedfell
Xreached a peak.leveled off
EAW Week 8: Activities for Students
Activity 4/ Handout 3
The Gender Gap
Study the graph and the vocabulary below. Then complete the paragraphs on Activity 4/Worksheet 1 with the appropriate words. Some words may be used more than once. Be sure to put verbs in the simple past or present perfect tense. When you have finished, compare your answers with a partner’s.
The Gender Gap
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EAW Week 8: Activities for Students
1967 70 75 80 85 90 92
Source: Blau and Kahn; ILO National Statistics
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Women’s hourly earnings as % of men’s
Percent
90
80
70
60
50
40
Japan
USA
Britain
France
Sweden
EAW Week 8: Activities for Students
Activity 4/Handout 4
Adjectives Nouns Noun Phrase
gradualslightsteadysharpsteep
riseincreasegrowthfalldecreasedecline
a gradual rise
Verbs Adverbs Verb Phrase
to riseto go upto increaseto grow
to fallto go downto decreaseto decline
slightly (a little)gradually (slowly)steadily (without changing)sharply (quickly)steeply
to rise slightly
Examples of sentences using the phrases above
1. There is a sharp increase in the number of female students enrolled at the public universities in Malaysia.
2. The increase in the price of petroleum has caused the prices of goods and services to go up.
3. The percentage of female smokers has gone up steadily throughout the world
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EAW Week 8: Activities for Students
Activity 4/Worksheet 1
The Gender Gap in Wages
When men and women are paid unequal wages for the same job, we call this a “gender
wage gap.” Since 1967 women’s wages __________________ (1) in relation to men’s wages,
but in most countries women have not achieved complete equality in the workplace. The graph
“The Gender Gap’ shows this inequality by comparing statistics between the United States,
Japan and three European countries near the end of the 20th century.
Swedish women were paid wages most equal to men in 1992. Women’s wages in
Sweeden rose ______________ (2) from 1967 to 1980 to reach about 90 percent of men’s
wages. The figure then remained about the same until the 1990s. By comparison, the French
figure did not ___________________ (3) as much as the Sweedish figure did between 1972 and
1976. French women’s wages rose ____________________ (4) to only 80 percent of men’s in
1990. In Britain, there was a ____________________ (5) _________________________ (6) in
women’s wages from 1970 to 1976. The figure leveled off at 10 percentage points below the
French figure in 1990. Unlike Sweden and France, the United States saw almost no
improvement in the wage gap before 1978, but in 1978 there was _________________ (7)
_________________ (8) in U.S. wages for women. Yet in 1990 women still received no more
than 70 percent of men’s wages in the United States. In Japan, women’s wages _____________
(9) until 1975. After 1978 they _______________ (10) steadily until 1990, when they were
only 50 percent of men’s wages.
The statistics show that the gender wage is slowly narrowing in Europe and the United
States. Sweden, in particular, gives women wages that are almost equal to men’s . More
research should be conducted to understand how to solve the gender wage gap.
Look at “The Gender Gap in Wages” essay. Working with a partner, and writing in your own
words, answer the following questions:
1. What is the main idea of the passage?
2. How do the statistics in the body support the main idea?13
EAW Week 8: Activities for Students
3. What conclusion is reached from these statistics?
Activity 4 / Handout 5
1. Contrasting Verb Tenses
PAST NOW
Simple Past Present Perfect Simple Present
In 1960 fewer women than men graduated from college
Since 1960 many more women have graduated from college
Today more women than men graduate from college.
THE PRESENT PERFECT
The present perfect often describes an action that began in the past and continues into the present.
Have + past participleMore women have graduated since 1960.
Some time expressions showing the need for the present perfect are:
since 1960for forty yearin the past forty years
THE SIMPLE PAST
The simple past describes an action that happened in the past and is not continuing in the present. Some time expressions showing the need for the simple past are:
in 1960forty years agoat that time
THE SIMPLE PRESENT
The simple present describes an action that happens in the present. Some time expressions showing the need for the simple present are:
todaynow
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EAW Week 8: Activities for Students
nowadaysat presentActivity 4 / Worksheet 2
Working with a partner, complete the following paragraphs by writing the verb in parentheses in the correct tense: present perfect, simple past, or simple present.
According to U.S. Census Bureau information on annual earnings averages, since 1983
women have made (make) some progress in the workplace in most professions. The
following statistics __________________ (2) (provide) data showing that recently more women
____________________ (3) (enter) the workforce, yet they still make less than men do.
In the past 20 years the percentage of women in professional positions _______________
(4) (grow). For example, 46.8 percent of professional workers ______________ (5) (be) women
in 1983, while 52 percent of these workers ______________ (6) (be) women in 1999. Although
women participate more in the workforce than they _______________ (7) (do) in the past, they
still make less money than men do. Professional women did not earn as much as their male
counterparts did in 1999. Their average earnings _________________(8) (increase) only
slightly between 1983 and 1999. Women’s earnings ____________________(9) (be) 72.6
percent of professional men’s in 1983 and increased to only 76.5 percent of men’s in 1999. That
means that for every dollar a male professional _____________________ (10) (receive) for his
services in 1999, a woman received just over 75 cents.
Although it is obvious that women ___________________ (11) (make) progress in the
professional workforce since 1983, they are still paid less than men for the same job. Employers
must pay women wages equal to those of men for women to have full equality with men in the
future.
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EAW Week 8: Activities for Students
Activity 4/Worksheet 3
2. Subject-Verb Agreement
All verbs must agree in number with the subject nouns that they refer to. This includes nouns that show a quantity or percentage.
Singular SubjectThird Person Singular Verb
The number of male graduates has fallen
The proportion/percentage of female graduates has increased
The ratio of male to female graduates is changing
Plural SubjectThird Person Plural Verb
The percentages of female students have changed
The ratios of degrees awarded are changing
Put a check (√ ) over the correct sentences. If the subject and verb do not agree, cross out the incorrect verb tense and write the correct one above it.
1. The number of bachelor’s degrees awarded to women has increased .
2. The percentage of graduate degrees going to women has also changed .
3. The number of women receiving PhD’s today are almost the same as the number of men receiving them.
4. The proportion of women receiving medical degrees has risen steadily.
5. In 1996 the ratio of female to male doctors were two to three.
6. Nevertheless, the proportion of women receiving medical degrees is rising steadily.
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√
EAW Week 8: Activities for Students
REFERENCE
Cohen, R.F. & Miller , J. L. (2003). Reason to Write: Strategies for Success in Academic Writing. Oxford
http://www.uefap.com/speaking/group/grouplan.htm#Classifying
http://www.uefap.com/writing/function/examples.htm
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