Professional Documents
Culture Documents
Unit 22
Non-publication websites …………………..... 2
Overview exercise ……………………………. 4
Website article …………………….……… 5
Close study exercise ……………………. 6
VOCABULARY ………………………............ 38
Academic Word List (AWL) 2 ..…............... 38
Academic Word List (AWL) 3 ..................... 39
PRESENTATIONS ……………………...… 40
Causal analysis …………………..........… 40
Oral checklist .......................................... 41
READING: Website articles
Websites are pages on the World Wide
Web that offer visitors a variety of content.
For example, there are personal websites,
such as blogs, which are set up by
individuals to provide a showcase for their
daily activities and their opinions. There
are company websites whose main purpose
is to market and sell their products.
Governments also set up websites to
inform citizens about the services they
provide. Most organizations and special-
interest groups also have their own
websites to keep the public informed and
to publicize their particular point of view;
examples include news organizations like
the BBC, environmentalist groups such as
WWF (opposite) and charity organizations
like Oxfam.
In this unit, we are concerned with non-publication websites, especially those set up by
special-interest organizations to fulfil their various aims. (Unit 3 will deal with periodical
publications.)
Given the huge variety of websites, it is difficult to describe a set of features that applies to
all of them—one might expect the BBC’s website to have a polished and professional
appearance whereas a website set up by a small group of activist protesters could have
numerous weaknesses.
In practice, the quality of most non-publication websites lies somewhere between the two
extremes. A typical website seldom undergoes the rigorous proofreading that an encyclopedia
or journal article would get so it may have the occasional grammatical or spelling error; its
Our example website article on the next page is on a site set up to publicize the deep-sea
exploration of the Mariana Trench, which is the deepest point on the Earth’s surface.
As you did with the encyclopedia article in unit 1, you should adopt a two-step approach to
the reading of website articles. First, think what you already know about the subject of the
article and skim and scan it quickly to understand its main ideas and its basic structure.
Second, read the article carefully for specific details.
Exercise 1: Overview
Answer the following questions:
Now skim and scan the article looking for answers to the following questions:
7. The page has seven links. What do you think you will get if you click on “THE SUB”?
8. What are: Deepsea Challenge, Deepsea Challenger, and Challenger Deep?
9. What is the title of the article? What sort of subjects will the article deal with?
10. What is the purpose of the “Editor’s note” (under the title)?
11. Who spoke the words (in quotation marks) just above the article?
12. According to the introductory paragraph, what attitude should divers have to deep-sea
exploration?
13. “There are a lot of ways to die” (introduction). How many are mentioned in the article?
14. In which ocean is the Mariana Trench located?
15. Compare the depth of the Mariana Trench with the height of Mount Everest.
16. How are the last three dangers different from the ones described earlier in the article?
17. What is a hydrothermal vent?
18. What do you think James Cameron is best known for?
19. When was this article written—before or after Cameron’s deep-sea dive?
“Worry is a good thing when you’re an explorer. It’s when you’re cavalier, when you take
risk for granted, that’s when you’re gonna get bit.” — James Cameron
PENETRATOR FAILURE
There’s a dead short someplace and one of
the pins in your electrical penetrator—the
device that feeds power and control signals
through the sphere wall—melts, causing
the penetrator to fail. The water jet erodes
FREEZING
If you get stuck on the bottom your weights don’t drop, and it’s a race between your life
support running out and freezing to death. But you’ve got 60 hours of scrubber and O2, so
freezing wins. Because the water outside is just above 0°C … ice water.
FIRE
Electrical fires can break out among all of the sub’s gadgets, and with O2 pumping into the
pilot sphere, fires can grow quickly. Although a fire extinguisher is stored in the sphere, it
may not be enough to extinguish a sizable fire.
VIEWPORT FAILURE
You’re looking out the viewport
when suddenly you see cracks
developing. The cracks quickly
web throughout the thick volume
of the acrylic, and it starts to give
way. Then BANG! The cork pops
and the sea hammers in like a
supersonic piston.
ADRIFT
Only one ascent weight drops
instead of both. So you ascend
close to the surface but not all the
way. Over the next ten hours a
two-knot midwater current takes
you 20 miles away, and the surface
crew has no idea where you are,
Figure 3 A comparison of heights because you’re not at the surface.
The “behind the scenes” information posted on the DEEPSEA CHALLENGE website
provides incredible insight into the types of challenges—and logistics—that go into planning
and executing an expedition of this size and scope. There are surprises everywhere—things
one might never have thought to consider on their own and the planning for which there are
few, if any, precedents. The work of the DEEPSEA CHALLENGE is an exercise for mystery-
and puzzle-loving minds. Three expedition risks that the DEEPSEA CHALLENGE team has
anticipated and addressed that might take non-divers by surprise are listed below.
James Francis Cameron (born August 16, 1954) is filming and remote vehicle technologies. On March 26, 2012,
a Canadian film director, film producer, deep-sea Cameron reached the bottom of the Mariana Trench, the deepest part
explorer, screenwriter, visual artist and editor. His writing and of the ocean, in the Deepsea Challenger submersible
directing work includes Piranha II: The Spawning (1981), The
Terminator (1984), Aliens (1986), The Abyss (1989), Terminator 2:
Judgment Day (1991), True Lies (1994), Titanic (1997), Dark Angel
(2000–02), and Avatar (2009). In the time between making Titanic
and Avatar, Cameron spent several years creating many documentary
films (specifically underwater documentaries) and co-developed the
digital 3D Fusion Camera System. Described by a biographer as part-
scientist and part-artist, Cameron has also contributed to underwater
www.dictionary.com
There are a number of vocabulary items which explicitly express a causal relationship
between two or more items. This vocabulary includes nouns (such as cause, result,
effect, consequence), verbs (such as lead to, bring about, affect), and conjunctive
adverbs such as so, therefore, consequently). It should be remembered, however, that
these items are not interchangeable in every context; also, causal relationships can
often be expressed without explicit causal vocabulary.
Examples
•Antibiotics can sometimes cause unpleasant or dangerous side effects.
1. Because electrons have a negative charge, they are attracted to the positively
charged nucleus of the atom. (so)
2. It is easy to compress a gas owing to the wide distances separating gas molecules.
(a. for this reason) (b. because)
3. Plastic and rubber are used as insulators since they resist the flow of electricity.
(consequently)
4. Great climatic changes may have brought about the extinction of the dinosaurs.
(a. reason for) (b. result from)
5. The use of steel as a construction material is due to its high tensile strength. (since)
6. The weather was bad so the field trip was postponed. (due to)
1. _______________ the bad weather, the football match was called off.
2. Man’s activities in the Amazon have _________________ the destruction of the
rainforest.
3. The sand storm badly ____________________ driving conditions on the highway.
4. Road accidents are often the ___________________ speeding.
5. Road accidents are often _______________ speeding.
6. We missed the flight __________________ we had got stuck in a traffic jam.
7. Success in exams usually _____________________ studying hard.
8. Ali overslept. That was the _____________________ his missing the 7am class.
9. Many drivers reported problems with the brakes. _________________, over
200,000 new Toyota cars had to be checked.
10. Ali spent 3 months in the UK, which _______________ a big improvement in his
English.
11. The Moon has a big ____________________ the tides here on Earth.
12. There may be serious ___________________ for Earth ________________ global
warming.
13. He had to go back home for his textbook _______________ he was late for class.
14. _________________ he forgot his textbook, he was late for class.
15. Malaria is ___________________ by a mosquito bite.
16. A lack of effort __________________ the employee to lose his job.
17. Increased police patrols had the desired _________________: there were fewer
accidents.
18. ___________________ the investigation, three main problems were identified.
19. Eating fresh fruit and vegetables will have a positive _________________ your
health.
20. An accident _________________the discovery of penicillin about 100 years ago.
21. Fitness and good health ________________ regular exercise and a balanced diet.
22. The ___________________ his lateness was never explained.
23. Undersea earthquakes are the main _________________ tsunamis.
Causal Chains
In the examples above, the researcher took a particular situation and examined its
causes or its effects. Often, however, causal relationships are more complex. For
example, a particular situation may have a certain effect which is itself the cause of a
different effect. This effect may also be the cause of another effect. The primary cause
is still related to the ultimate effect, but indirectly. Relationships such as these can be
described as causal chains.
• Cheaper petroleum (Cause) means that industries can produce their goods
more cheaply (Effect).
• These cheaper production costs (Cause) result in lower consumer prices for the
goods produced (Effect).
• If consumer prices are low, and remain so (Cause), then inflation will also be
low (Effect).
A causal analysis can be extended almost indefinitely. The writer, for example, might
examine the cause of the "primary" cause (Why are petroleum prices falling?) and the
effects of the "last" effect (What is the effect of low inflation?).
Clearly, the writer must decide where to begin and where to end his analysis—these
decisions depend on his purpose in analyzing the subject and on the needs of his
readers. In a causal chain, the analysis can trace a primary cause to its ultimate effect,
and vice versa. It is also possible to start an analysis at a significant point in the
middle of the chain, and then investigate both its causes and its effects. For instance,
in the example above, the writer could choose to start his analysis with "low
production costs"; he could then explain why production costs are low and what the
effects of low production costs are.
LOW
Causes PRODUCTION Effects
COSTS
Causal Circles
Most causes eventually lead to one final effect, at which point the analysis stops. In
some cases, however, the final effect is the cause of the primary cause: the causal
chain becomes a causal circle. When the overall effect is a negative one, this kind of
causal relationship is generally referred to as a vicious circle.
Body
The writer discusses his topic in the body of
Topic sentence:
It introduces the main idea of the the composition. Always read the composition
paragraph. question carefully as it may specify how many
causes or affects you should discuss, and
therefore how many paragraphs the body
Support: should consist of. For example, if the question
About 3 to 5 sentences that support requires you to discuss two reasons why
and explain the topic sentence. students withdraw from their courses, the
Definition, description, comparison,
classification, and so on.
body is likely to consist of two separate
paragraphs, each introduced by its own topic
sentence.
Having gathered sufficient evidence to support the causes and effects, the writer must
then arrange the information logically. There are a number of possible
arrangements. For example, when a particular situation has several causes, it is
appropriate to order them according to their importance. Other common strategies
include arranging the causes from possible to probable or from simple to complex.
When causal chains are involved, it is appropriate to use chronological order, starting
with the primary cause and proceeding step by step to the ultimate effect.
To be effective, an analysis must be coherent. The writer should make frequent use of
explicit causal analysis vocabulary: subordinators such as "because," "as" and "since"
are often used to connect clauses, while sentences and paragraphs can be connected
with adverbs such as "consequently," "therefore" and "thus." Other adverbs like "in
addition," "first" and "finally" are also commonly used to list the points of the
discussion.
Conclusion
In these cases, there are a number of meaningful ways to conclude the analysis. One
possibility is to look to the future; this would be suitable for a composition that, for
example, discusses the present effects of a problem. Another possibility is to advise
the reader on a course of action. A composition that analyzes possible (rather than
actual) causes of a problem could end by choosing the most likely cause. Another
particularly strong way to end is with a warning about future consequences or with a
possible solution to the problem whose causes or effects have been analyzed.
Example 1
Example 2
Example 4
Example 5
Finally, a third theory involves the dinosaurs' food supply. During the Cretaceous
Period, new kinds of plants appeared which herbivorous dinosaurs could not eat.
These animals eventually starved to death, and their gradual reduction in numbers
led directly to the death of the meat-eating dinosaurs which fed on them. This theory
is generally considered to be less probable than the other two.
Many scientists believe that no single theory completely explains why dinosaurs
died out. They suggest that a combination of events coincided to cause the eventual
extinction of these creatures, thus bringing to an end the Age of the Reptiles.
QUESTION:
Every semester a number of KFUPM students drop
one or more of their courses. Discuss two reasons why.
2. Spend a few minutes brainstorming the question noting down any ideas that occur
to you. The branching technique (below) is a useful method. Write the question in the
middle of your page and then jot down your ideas around it. Keep in mind all the time
that you are looking for two main reasons for dropping courses.
3. Having noted as many ideas as possible, study them carefully to see if you can
gather the ideas into two main groups (since the question calls for TWO reasons).
Delete any points that may be irrelevant or repeated. Then highlight the remaining
ideas using two colours to indicate the two main causes. In the example above, the
different ideas point to academic and personal reasons for dropping.
4. You must now think about arrangement. You have your two main ideas but which
should come first? Is one more important than the other? Does it matter which comes
first? Having decided on which reason to take first, in what order will you write the
supporting sentences? Is there an order of importance?
5. Next, write the composition. It should be between 250 and 300 words. Be sure to
have an introduction, a body consisting of two paragraphs (for the above question),
and an interesting conclusion. You must not only answer the question but clearly
address it, too, in the thesis statement, in your topic sentences and in key question
vocabulary. For other important considerations, refer again to the Revision Checklist
in unit 1. Finally, try and finish your composition at least five minutes before the end
of the class in order to give yourself some time to proofread your writing.
Reasons for Dropping Courses at KFUPM Don’t forget the title. It should clearly
describe the main idea of the
There are around 10,000 students at KFUPM and the composition. Note the capitalization.
vast majority of them complete their studies every
semester with few problems. However, a small number
of students are forced to withdraw early from one or Your introductory paragraph must
more courses. Their reasons for doing this tend to be have some relevant background and a
either academic or personal. clear thesis statement.
1. Why do people start smoking? What are some of the adverse effects?
2. Why have so many people signed up to social networking sites such as
Facebook and Twitter?
3. Explain why you chose your major.
4. Discuss reasons why English is the medium of instruction at KFUPM, and
give your opinion about this.
5. Explain why the University has a strict absence policy, and give your opinion
about it.
6. What do you consider to be the greatest invention or discovery of the twentieth
or twenty-first centuries? Discuss two reasons for your choice.
7. After leaving high school, some people choose to work and some choose to
continue studying. Give reasons for these choices.
8. What beneficial or adverse effects does television have?
9. Some teachers give lots of homework; some give little. Which do you prefer?
Give reasons for your answer.
10. Every year some students are caught cheating in exams or course work. Why
do they do it, and what should the consequences be?
11. Which would you prefer: a highly paid job with little free time or a low-paid
job with lots of free time? Give reasons for your choice.
12. You have now been at KFUPM for over a year. If you could make two
changes, what would they be? Explain your choices.
13. After graduating, some students prefer to go abroad to study for a Master’s.
Explain the good and bad effects of doing this.
14. Why are people living longer? Are there any bad effects of this for the
individual or society?
15. How would suddenly becoming very rich affect your life?
Introduction
A composition introduction typically
Background:
Description, definition, historical or
consists of a single paragraph. In this
theoretical detail, interesting or paragraph, the writer aims to do two
surprising fact, and so on. things: firstly, to provide the reader with
some brief interesting background about
the topic and, secondly, to state clearly
Thesis statement: and concisely the main idea of the
Precise, concise stating of the main idea.
composition; this is the thesis statement.
Background
Writers want their writing to be read and appreciated. They understand that the
introduction is an important part of any text because it is the part that the reader reads
first. A badly written, vague or dull opening will have a negative effect on the reader;
it may even deter him from reading further. Consequently, writers try to make the
opening of their introductions as clear and as interesting as the subject allows. The
principal aim of your writing is to inform your reader. However, always try to
communicate your information not only clearly but also in an interesting way.
The most suitable opening for an introduction is background information. The aim
of background information is to prepare the reader for the specific thesis statement
that follows immediately after it. It does this by providing a context into which the
thesis statement can be placed. For example, background information can provide a
definition if the topic is new to the reader or if the term has several different
meanings. It could also consist of a brief description, classification or partition of the
topic. Sometimes, it may be appropriate to give the reader some historical or
theoretical information or to provide him with an interesting or surprising fact that
will arouse his curiosity. The example below is the background part of an introduction
for a composition about the likely effects on the earth of increased atmospheric carbon
dioxide. It gives some brief historical and statistical background and a prediction:
These examples show how thesis statements tell the reader what the composition is
about and reflect the basic pattern of development that will be used in the
composition. For example, the first thesis statement above indicates a contrast-based
composition while the second is cause-based. The third indicates a process
description, the fourth is an extended definition and the last one reveals that the writer
is going to argue for his point of view on the topic of zoos. The thesis statement may
also indicate how many body paragraphs there will be. For example, the first thesis
statement above indicates three body paragraphs while the second one suggests two.
The thesis statement has four important features. First, it is concise, often consisting
of a single, short sentence. It is specific, dealing with a single, well-defined topic. It
has a limited scope, indicating a focus which can be dealt with adequately in the time
allowed. Finally, the thesis statement is precise, accurately identifying the main idea
that is discussed in the body of the composition.
The thesis statement is placed immediately after the background at the end of the
introduction. These two parts of the introduction are often connected in some way,
either grammatically or by the repetition of key words. The two introductory
paragraphs below have both background and a thesis statement. How have these two
elements been connected?
Writers usually vary the length of their paragraphs, within certain limits. Paragraphs
consisting of a single sentence are unusual; a well-formed paragraph should have a
topic sentence and at least one other sentence in order to provide adequate support for
the main idea. By contrast, extremely long paragraphs (200+ words) often have no
single clear idea or are irrelevant in parts.
Paragraphs make reading easier by breaking up the text into shorter, more manageable
chunks, each with its own separate main idea. To emphasize the fact that a paragraph
is a distinct unit, additional spacing is often included between them or the first
sentence of the paragraph is indented several spaces. Another important feature of a
paragraph is unity: every sentence must be relevant to the topic sentence given at the
start. The support sentences should also be ordered logically according to a plan.
Finally, writers try to link the sentences in a paragraph—and between paragraphs—
using a variety of methods such as pronoun reference, transition words and the
repetition of key vocabulary. (This is dealt with in unit 3.)
However, most, if not all, of the compositions you write from now on will probably
require a formal ending of some kind. Sometimes, a single sentence is sufficient but,
on most occasions, you need to write a paragraph. As a general rule, the length of the
conclusion should balance the length of the introduction, and it should never be longer
than the body of the composition.
Conclusions are just as important as introductions. The conclusion is the last thing
that the reader sees and so it can strongly influence his impression of the entire
composition. However, the conclusion is seldom given the attention it deserves. Too
often, students pressed for time at the end of the composition are pressured into
writing the conclusion without considering either what it should contain or how it
should be expressed. The result is often repetitious, ungrammatical, irrelevant, and
boring; and it can spoil much of the good writing that has preceded it.
There are a number of ways to write a strong, meaningful conclusion which leaves the
reader with a positive impression. For example, compositions which discuss a
problem can end strongly with a possible solution to the problem or with a warning
about possible consequences if action is not taken. Many compositions which analyze
past or present developments can be ended satisfactorily with a look to the future.
Compositions which compare or contrast two systems or two procedures can be
concluded with a logical deduction about which is the better system or procedure. A
variety of compositions can be ended with a recommendation to the reader to follow
a certain course of action. In some kinds of argument, the writer can use the
conclusion to express his own opinion about the subject. Finally, many compositions
can be concluded quite satisfactorily by returning to something that was said in the
introduction (an echo); however, in such cases, care must be taken to avoid simple
repetition.
You can help to strengthen your conclusion by avoiding several weaknesses. First,
never introduce a new idea into the conclusion: all your main ideas should be
discussed in the body. Avoid concluding only with a simple summary of main ideas;
Below are two formal endings to two different compositions. One example below is
taken from a composition about the effect of increased atmospheric CO2; the other is
from a comparison between solar power and fossil fuel energy:
Exercise 1 Paragraphing
The four paragraphs below are in the
wrong order. Number them 1, 2, 3 and 4,
and answer the questions below.
Radiation from nuclear processes can of course be harmful to humans, but it can also bring
great benefits. As research into the applications of nuclear science and technology continues,
the world can expect to benefit even more in the future from radioactive isotopes.
Smoke alarms are one of the commonest commercial applications of radioactive isotopes.
Most smoke alarms use the isotope known as Americum–241. A tiny amount of this isotope
is placed in a small ionization chamber; decay of Am–241 then ionizes air molecules within
the chamber. Under the influence of a potential applied by a battery, these ions move across
the chamber, producing an electric current. However, if smoke particles get into the
chamber, the flow of ions is blocked and the current drops. This drop is detected by
electronic circuitry and an alarm then sounds.
Many elements have isotopes, which can be defined as nuclei that have the same number of
protons but a different number of neutrons. Some isotopes are unstable and give off
dangerous radioactivity. However, the radioactivity they give off can be used commercially
to benefit people. Two such commercial uses are in smoke alarms and food preservation.
However, expert systems have limitations. First, they cost a great deal of
money to develop and maintain properly. Also, they are unable to learn in
the same way that a human expert could. Instead, they need to be
constantly updated and "taught" as new knowledge becomes available.
Finally, while they are good at analyzing and solving specific problems
within a limited field, they are less effective than human experts in solving
problems that require either broad knowledge or subjective assessment.
Most of the writing you do in English 101 is likely to follow the five steps set out
below.
For compositions written in class under exam conditions, you will typically have
about 45 minutes to complete the first four steps above and so you could divide up
your time as follows:
• studying the question: about 2 to 3 minutes;
• discovering your information: about 5 minutes
• arranging the information (planning): about 2 to 3 minutes;
• writing your composition and proofreading it: about 30 minutes.
These are of course just recommendations as the precise allocation of time will vary
according to the task set. The fifth and final stage of the procedure—revision—could
be done out of class and submitted as either a hard or soft copy, according to your
teacher’s instructions.
Your teacher will assign you a question to answer in a composition that will probably
consist of four or five paragraphs: an introduction, two or three body paragraphs and a
conclusion.
Both direct questions and prompts may consist of more than one element such as
“Why do people start smoking and how can they stop?” or “Briefly describe the
symptoms of dyslexia and discuss how the disease can affect the sufferer’s life.” In
the last example, note how the word “briefly” indicates how much time you should
spend on this part of the question. Other questions may also stipulate how many
2. DISCOVER
There are two basic ways to discover the information you need: (a) from your own
knowledge and experience or (b) from a source provided by your teacher. In English
101, the former method, known as brainstorming, is the more likely one.
When brainstorming a topic, it is advisable to jot down the ideas as they occur to you.
There are many ways to do this but one common method is known as branching. With
this method you write your question, or questions, in the middle of your page and use
branching lines to record the ideas you think of. See the example below:
Diet choices:
eating too much fatty food
not enough fruit and vegetables
Background: increasing eating more than you need
global problem. eating out in restaurants, esp. fast food
Develops over a long snacking, comfort eating
period often learned in families when growing up
Depending on the composition question you get, it is possible that you may be able to
discover your ideas in a few minutes of concentrated thought. On other occasions,
especially for more difficult topics, the ideas may have been discussed in a previous
class. At this stage, it is enough just to get your ideas down on paper, but always keep
an eye on the clock for classroom writing.
3. PLAN
Having noted down the points which answer the question you have been set, you
should now spend a couple of minutes arranging them into a logical order. For
classroom compositions, time is short so you will almost certainly not have time to
4. WRITE
Having carefully read the question, gathered the information needed to answer it and
spent some time considering the order in which you will present it, it is time to
commit your ideas to paper. Written under examination conditions in the classroom,
this piece of writing is essentially a first draft, and your teacher will take this into
consideration when assigning a grade to it. (You will have time later to revise your
work with the help of your teacher’s feedback.)
While writing your composition, it is important to keep in mind that you must achieve
two goals: answer the question and address the question. Answering the question
involves constant reference to the question wording itself to make sure you are
providing information that is both relevant and in sufficient detail.
Addressing the question means you must refer specifically to the given question in the
composition itself. This is done initially in the introduction’s thesis statement and then
in the topic sentences of each body paragraph. For example, if a composition question
says, “Discuss three ways in which individuals can help reduce global warming,” a
thesis statement could address the question with “Three ways that ordinary people can
make a positive impact on global warming are by their choice of car, turning off
electrical appliances and planting as many trees as they can.” Each of these points is
then addressed specifically in turn in a topic sentence such as “Energy-efficient
vehicles such as electric or hybrid cars are the best choice for the environment.” The
rest of the paragraph provides the support.
5. REVISE
After collecting your composition, your teacher will grade it, add some helpful
comments (perhaps using a Marking Checklist), and return it to you so you can revise
it. Revisions are generally done at home and may be submitted to your teacher either
as a hard copy or online through Blackboard. At the teacher’s discretion, a small part
of the overall composition grade may be assigned to the revision.
By contrast, revising is a major stage in the writing process. It gives the writer the
opportunity to rethink all aspects of his first draft and to make big changes if needed.
Your teacher will have indicated on your script a number of areas that need
improvement. Apart from basic language use and mechanical errors like spelling, his
comments may also reveal more serious problems such as an incomplete or irrelevant
answer, faulty organization and weak or missing topic sentences. It is your
responsibility to correct these errors as well as any other errors you spot that your
teacher has not marked. He will not have identified every single error for you.
If your first draft was particularly good—so that only a few minor changes to the first
draft are necessary—your teacher may allow you to write the few necessary
corrections on the first draft itself. In all other cases, you should always make the
revision on a new sheet of paper. When you have finished revising, staple the
revision, the original corrected draft and the question together, and submit everything
to your instructor on or before the appointed day. If he only requires a soft copy
revision, then submit it online through Blackboard.
Do not rush to make your revision as soon as the first draft is returned to you. By
waiting a couple of days before looking at the first draft, you will approach the task of
revising in a more detached and more objective frame of mind. This should make it
easier to spot weaknesses and make a fresh approach.
Do not focus only on sentence-level and mechanical errors. A thorough revision
requires you to look at all aspects of the first draft including major ones such as
unity, overall relevance, and adequate support for main ideas. If your first draft was
When revising, it may help you to refer to the Revision Checklist below. Ask your
teacher if you are unsure about any of these revision points.
A Revision Checklist
Composition
• Does the composition as a whole answer the question that you were given?
• Is the question that you were given clearly addressed in the composition?
• Is the composition appropriate to your audience? (e.g. level of information?)
• Have you used an appropriate method of development, such as "comparison"
or “definition”?
• Does the composition "feel" complete?
• Is the composition neat and well-formatted?
Paragraphs
• Does the introductory paragraph have appropriate background information?
• Does the introductory paragraph contain a specific thesis statement that clearly and
concisely expresses the purpose (main idea) of the composition?
• Does every paragraph in the body have a topic sentence and support?
• Is every paragraph in the body relevant to the purpose of the composition, as
expressed in the thesis statement?
• Is the supporting information in every paragraph relevant and sufficient?
• Is the flow of information between paragraphs smooth and logical?
• Does the concluding paragraph, if there is one, contribute something useful?
Sentences
• Is there sentence variety? (sentence lengths, sentence openers, sentence types)
• Is the flow of information between sentences smooth and logical?
• Have you proofread the composition for such major errors as faulty subject–verb
agreement, sentence fragments, and fused sentences?
• Have you proofread the composition for minor errors involving spelling,
punctuation, prepositions and parallel structure?
Diction
• Do the words you use show an appropriate level of formality?
• Have you defined technical terms when necessary?
• Have you avoided wordiness and needless repetition?
• Have you used specific, concrete vocabulary when appropriate?
• Have you used your own words and avoided source wording (if a source was used)?
pr3 Ag1
The reason of the failure of both experiments were unclear but
N1
scientists believe it was due to faulty equipments.
AGREEMENT (Ag)
Ag1: Subject - Verb: Only one of the experiments were successful.
Ag2: Pronoun-antecedent: We were given three choices but nobody liked any of it.
VERBS (V)
V1: Wrong tense: Man first land on the moon in 1969.
V2: Wrong form: The new equipment was took immediately to the lab.
V3: Wrong/missing helper: They are just arrived. This is the letter which sent yesterday.
V4: Active <—>Passive: The newspaper publishes every day.
V5: Missing verb: The reason he got A+ because of all his hard work.
NOUNS (N)
N1: Make singular / uncountable:: We needed some informations before deciding.
N2: Make plural / countable: Several device were used in the experiment.
VOCABULARY (voc)
voc1: Wrong word: The plane flows from Dammam airport every Friday.
voc2: Missing word: In spite the bad weather, they went out for a walk.
voc3: Omit word: The exam was more easier than expected.
voc4: Wrong form: He worked as hardly as he could. His speak lasted 25 minutes.
ARTICLES (A)
A1: Use an article: The bad weather was other cause of the cancellation.
A2: Don’t use an article: The hard work is the key to success.
A3: Use a different article: That’s a main reason he took the job.
PUNCTUATION (P)
P1: Use punctuation: An atom usually consists of three elements protons, neutrons and electrons.
P2: Don’t use punctuation: He turned off the light; and went home.
P3: Use different punctuation: He asked if the student had done his homework?
PREPOSITIONS (pr)
pr1: Use a preposition: They walked the town centre.
pr2: Don’t use a preposition: His illness affected on his exam results.
pr3: Use a different preposition: The distance was short so we all went by foot.
ww SV
The reason of the failure of both experiments were unclear but
C/UN
scientists believe it was due to faulty equipments.
AGREEMENT
SV: Subject - Verb: Ali drive to work. There was ten students in the class.
PR: Pronoun-referent: We were given three choices but nobody liked any of it.
VERBS
t: Wrong tense: Man first land on the moon in 1969.
wfv: Wrong form verb: The new equipment was took immediately to the lab.
NOUNS
C/UN: Make singular / uncountable: We needed some informations before deciding.
S/P: Make plural / countable: Several device were used in the experiment.
VOCABULARY
ww: Wrong word: The plane flows from Dammam airport every Friday.
˄: Missing word: They want spend next summer in Europe. It was more expensive the Toyota.
[ ]: Omit word: The exam was more easier than expected.
wwf: Wrong word form: He worked as hardly as he could. His speak lasted 25 minutes.
PUNCTUATION
p An atom usually consists of three elements protons, neutrons and electrons.
SPELLING
sp: Spelling mistake: There are tow resons for the error.
Clarity
?? Not clear/rewrite Heart disease is caused by food and cholesterol.
For nonnative speakers, the most common subject–verb agreement error involves
omitting the "s" ending on the third-person singular of the present simple tense.
Careful proofreading can usually eliminate this error. However, there are occasions
when the choice of a verb form to agree with the subject may require some thought,
even for native speakers. The following examples illustrate four problem areas.
Words between the subject and the verb. Words, phrases and clauses that come
between the subject and its verb do not have any effect on subject–verb agreement.
However, they do sometimes make it harder for the writer to identify the real subject
of the verb:
Verbs that end with an “s” or “z” sound. Verbs such as "decrease," "reduce" and
"devise" are a special case. The presence of the “s” or “z” sound at the end of the base
form often traps learners into omitting the third-person singular "s" ending in the
present tense. Special care is needed when proofreading to ensure that the necessary
"s" ending is present:
The temperature rises in summer and decreases in winter.
Irradiation produces food that is free of bacteria, yeast, and molds.
Just as the subject must always agree with its verb in number and person (“I go” but
“He goes”), so must the pronoun always agree with its antecedent in number, person,
and gender.
• Marie Curie was the first person to win two Nobel Prizes for her
work in both physics and chemistry.
• Volta invented the battery in 1800. The original device he invented
consisted of alternate disks of silver and zinc.
• A gas molecule moves about in a random fashion colliding with the
walls of its container and with other molecules.
• There will be adverse effects of ozone depletion, but scientists
cannot predict them yet with certainty.
• By the time he was 16, Ali could already run 100m in 12 seconds.
Because expository writing on technical and scientific topics generally deals with the
objective rather than the subjective world, the pronouns and adjectives used tend to be
third-person ("it," "its," "they," "their," and so on.) rather than first- or second-person
("I," "my," "we," "us," "you," etc.). When proofreading, writers need to pay particular
attention to pronoun–antecedent agreement in the third person, where the commonest
error is to use a singular instead of a plural pronoun, or vice versa, as exemplified in
the incorrect sentences below:
* Gases behave differently from liquids and solids because its molecules
are much farther apart.
* One problem with coal is the adverse effect that their combustion has
on both people and the environment.
* Active solar heating systems are available, but consumers seldom
choose it because of its high cost.
1. The number of people using the internet are increasing every day.
2. The committee was asked to give their decision immediately but it refused.
3. The increased presence in the atmosphere of pollutant gases like CO2 are closely
connected with the increasing number of cars on the road.
4. Although Antoine Becquerel invented the first photovoltaic cell, they were
never used in his lifetime.
5. The scientific community has to establish clear guidelines about how their
scientific discoveries should be used by society.
6. Every member of the club, including the manager and all the administrators, were
asked to give their opinion about the new plans.
7. The twin rotor-blades of a helicopter rotate in opposite directions allowing them
to fly smoothly in any kind of flying conditions.
8. Each of the radioactive substances was placed in a special container to prevent
their harmful radiation from leaking out into the environment.
9. One of the latest developments for helping deaf people to speak are computers
which display sounds as colored shapes of varying sizes.
10. We all know that the sun rise in the east and sets in the west but not everyone
know why.
11. Because of its tiny size, protons can only be viewed through an electron
microscope.
The table below might help you choose the correct pronoun or adjective form:
PRONOUNS ADJECTIVES
Personal Personal Possessive
Singular subject object
1st person I me mine my
2nd person you you yours your
3rd person he, she, it him, her, it his, hers, its his, her, its
Plural
st
1 person we us ours our
2nd person you you yours your
3rd person they them theirs their
94. journal
95. maintenance
Order of speakers
As a general rule, it is advisable not to follow ID number order when drawing up the schedule
of speakers so students should be allowed to draw lots and leave it to chance. Speakers need
at least a week’s notice to prepare their presentation. Presentations can be done individually,
in pairs, or in groups as long as the students all do an equal amount of preparation and speak
for roughly the same amount of time.
There is some scope for pair or group work with causal analysis. Two students, for example,
could be assigned a problem for which they must discuss the causes and the effects; where
feasible, a third student could discuss the solutions. A natural disaster such as a tsunami
would be suitable for all three aspects. It is not necessary for students to speak on the theme.
Organization
In their presentations, students should first of all identify themselves and then identify the
topic they are going to speak about. Presentations that deal with causal analysis can closely
follow the structure of a written composition with, for example, the discussion of causes, then
effects, then possibly solutions (if a particular problem is involved).
Delivery
Does the student give his presentation within the set time limits?
Does he introduce himself and identify the topic?
Does he show clear divisions between different parts of his speech?
Does he speak loudly, slowly and clearly enough to be easily understood?
Does he pronounce his words, especially key words, correctly?
Does he use grammar correctly?
Does his voice sound natural and relaxed?
Does he sound interested and enthusiastic?
Is his delivery confident and authoritative?
Does he occasionally use Arabic without realising it (shismuh)?
Does he have any voice mannerisms that need eliminating (coughs, “okay?”, “errr”, “right”)?
Is he dependent on reading his presentation?
Does any memorisation sound unnatural?
Does he position himself correctly at the front of the class?
Does he move and make appropriate gestures that support his speech?
Does he maintain eye contact with his audience?
Does he end his speech effectively?
A marking sheet
A simple marking sheet is given below. Teachers are free to modify it or use their own.
Presentation topic:
1. Delivery:
2. Body language:
3. Content:
4. Organization:
5. Overall impression: