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Academic English Preparation 3

Handbook

(Module 4)

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Academic English Preparation 3

Module 4 Handbook

Contents page

Welcome to the AEP3 Course at UEC Sydney .................................................................................................... 3

AEP3 Assessment ............................................................................................................................................... 3

AEP3 Module 4 Course Overview ....................................................................................................................... 5

AEP3 Module 4 Schedule ................................................................................................................................... 6

Learning Journal ................................................................................................................................................. 7

Discussion Essay ............................................................................................................................................... 10

In-text Referencing ........................................................................................................................................... 26

Paraphrasing ..................................................................................................................................................... 30

Discussion Essay Presentation Signposts ......................................................................................................... 33

Note-Taking ...................................................................................................................................................... 35

AEP3 Course Objectives and Performance Criteria .......................................................................................... 36

Assessment Criteria .......................................................................................................................................... 39

AEP3 Module 4 Grammar & Vocabulary Tests ................................................................................................. 43

Answers to Exercises ........................................................................................................................................ 44

UEC Sydney Marking Scheme ........................................................................................................................... 45

Level 5, 55 Market Street Sydney NSW 2000 AUSTRALIA

T: +61 2 9283 1088

study@uec.edu.au | www.uec.edu.au

Universal Education Centre Pty Ltd

CRICOS Provider Code 00053J

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Welcome to the AEP3 Course at UEC Sydney

We hope that you will find the AEP3 course both challenging and useful for your future study.

The AEP3 course at UEC Sydney is a demanding program of study that requires commitment. You should be prepared to spend a considerable amount of time outside class working on assignments. In addition, the course has the following requirements:

Attendance & Punctuality You are expected to have 100% attendance and to arrive on time for each class. If you are absent or late, you will lose marks from learning strategies.

Submitting Work & Plagiarism You must complete all assignments. If you submit assignments late, marks will be deducted from your assignments and in learning strategies. You must hand in your OWN work. Do not copy from books, the Internet or other students’ work. If you plagiarise, you will be given a warning and your assignment will not be marked.

AEP3 Organisation AEP3 is a 10 to 20 week course divided into four 5 week modules.

AEP3 (10 to 20 weeks)

Module 1 (5 weeks) Module 2 (5 weeks) Module 3 (5 weeks) Module 4 (5 weeks)

AEP3 Assessment AEP3 assessment has 5 tasks.

Task % of Overall Course Task % of Overall Course

Writing 30% Academic Listening 20%

Speaking 20% Learning Strategies 10%

Academic Reading 20%

Grading AEP3 tasks get the following grades:

Mark AEP3 Grade

<50% D

50% -64% C

65% -74% B

75% + A

Graduating To enter a university course requiring IELTS 6.0 you need to:

- Study 10 weeks of AEP3 - Get an overall B grade - Get a minimum C grade for each assessment task

To enter a university course requiring IELTS 6.5 you need to: - Study 10 weeks of AEP3 - Get an overall A grade - Get a minimum B grade for each assessment task

To enter a university course requiring IELTS 7.0 you need to: - Study 10 weeks of AEP3 - Get an overall A+ grade - Get a minimum A grade for each assessment task

Satisfactory Course Progress If you do not get the grade you need to graduate, you can do further AEP3 modules. If you repeat AEP3 modules, you need to get a higher grade than before. If you do not, you cannot

repeat further modules. If you start AEP3 but discontinue after the third week, you will be given a D grade. The academic progress of students who repeat will be monitored by their class teacher and the AEP co-

ordinator.

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AEP3 Module 4 Assessment Components

Task % of Module Task % of Module

Writing

- Discussion Essay

- Writing Test

- Grammar & Vocabulary

- Journal

10%

10%

5%

5%

Listening

Academic Listening

Note taking

15%

5%

Speaking

- Presentation

- Discussion

10%

10%

Learning Strategies

Participation, attendance, consultation, homework

10%

Reading

Academic Reading

Note taking

15%

5%

Course Materials Textbooks:

Academic Connections 4 Focus on IELTS

All materials used in the program are provided by UEC Sydney. In addition, you require a portfolio folder

It is also recommended that you have: a plastic sleeve for Handbook a memory stick to save assignments and homework tasks. an A4 notebook a vocabulary notebook access to an on-line dictionary eg. http://www.dictionary.com/

http://www.oxfordlearnersdictionaries.com/

Check it out!

uecaep.weebly.com

It has the:

AEP3 Handbooks

and links for:

- IELTS Practice - Reading - Academic Vocab - Grammar

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AEP3 Module 4 Course Overview

Skills Introduced & Practised 1. Writing a discussion essay 2. Participation in discussions 3. Critical thinking 4. Skim/ scan reading & reading for detail 5. Listening for gist and detail 6. Note taking 7. Using an online classroom 8. Negotiating with teachers

IT Skills 1. Word processing 2. PowerPoint

Tasks Assessed 1. A discussion essay 2. A discussion essay in-class test 3. A presentation 4. Participation in discussions 5. Critical thinking 6. Academic reading 7. Academic listening 8. Note taking- reading & listening 9. A PowerPoint presentation 10. Learning strategies

Grammar 1. Effect verbs 2. Topic sentence structures 3. Nominalisation 4. Cohesion 5. Conditionals 6. Cause & effect language 7. Referencing structures 8. Participle phrases 9. Future forms 10. Prepositions after nouns and adjectives 11. Dummy subjects 12. Prefixes

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AEP3 Module 4 Schedule

Note: This schedule is a guide only.

Week Time Monday Tuesday Wednesday Thursday Friday

1

8.45-10.15

Student Intake Writing intro Discussion Essay Reading Discussion Essay

10.30-12.00

Orientation Listening note taking

Discussion Essay Reading Discussion Essay

12.45-1.45

Course introduction

Computers- introduction to Moodle

Academic Listening

Computers Academic Reading

1.45-2.15

Consultation Consultation Consultation

2

8.45-10.15

Journal Academic Discussion

Discussion Essay Discussion Essay topics

Reading Grammar & Vocabulary Test

10.30-12.00

Discussion Essay Discussion Essay Discussion Essay Discussion Essay Timed writing

12.45-1.45

Academic Reading

Computers Academic Listening

Computers Academic Reading

1.45-2.15

Consultation Consultation Consultation

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8.45-10.15

Journal Academic Discussion

Practice Academic Reading Test

Presentation Skills Practice Academic Listening Test

Discussion Essay

10.30-12.00

Grammar & vocabulary

Listening Note taking

Discussion Essay Discussion Essay Discussion Essay

12.45-1.45

Academic Reading

Computers

Academic Listening

Computers Academic Listening

1.45-2.15

Consultation Essay Outline Due Consultation Consultation

4

8.45-10.15

Academic Discussion

Discussion Essay Grammar & vocabulary

Timed Writing Grammar & Vocabulary Test

10.30-12.00

Reading Note taking

Dictionary Skills Discussion Essay Discussion Essay Presentation Practice

12.45-1.45

Academic Reading

Computers Academic Reading Computers Academic Listening

1.45-2.15

Consultation Essay Due Consultation Consultation

5

8.45-10.15

Academic Discussion Assessment

Academic Listening Test

Presentations Presentations Reports

10.30-12.00

Academic Reading Test

Writing Test Presentations Presentations Reports

12.45-1.45

Reading Note taking Assessment

Computers Presentations Listening Note taking Assessment

Graduation

1.45-2.15

Consultation Consultation Consultation

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Learning Journal

A learning journal is a collection of your notes, observations, and thoughts over a period of study. Its

purpose is to improve your learning through writing and thinking about your learning experiences. Your

learning journal is personal and will reflect your personality and experiences.

Why use a learning journal?

To demonstrate how your learning is developing

To keep a record of your thoughts and ideas throughout your experiences of learning

To help you identify your strengths, weaknesses and preferences in learning

To help you engage with Australian behaviour customs and study methods

Essentially, a learning journal helps you to be reflective about your learning. This means that your learning

journal should not be a purely descriptive account of what you did but an opportunity to communicate your

thinking process: how and why you did what you did, and what you now think about what you did.

What is reflective learning?

Reflective learning is a process that requires time and practice. It is also an active process: involving

thinking through issues yourself, asking questions and seeking out relevant information to aid your

understanding.

Reflection is an important skill to develop, and requires you to think about how you personally are relating

to what is happening on your course.

Guidelines for writing a journal entry

Think about a topic and write about it in different ways. Write one or two sentences on each of these areas

to form a paragraph or paragraphs.

1. Explain the importance of the event you want to describe

2. Describe what happened

3. Identify your feelings, or any problems and misunderstandings

4. Describe the outcome

5. Reflect on what you have learned from the experience

6. Consider what you will do in future, based on this experience

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Example

Read the following example of a student’s learning journal entry. Label the different sections with the labels in the box. Feelings Thinking Event Description Future

Learning AEP language is hard. Note taking skills are difficult for me in class.

One day, in class, we were asked to take notes of a lecture on the environment. At

first, I was confident about my work, but my teacher said ‘Jin, did you have a little

sleep?’ You should have taken notes on both sides of the page.’ It was a shock to me. I

didn’t sleep, but I realised I hadn’t understood many things in the lecture. I felt

disappointed in my ability.

When I studied in Korea, note taking was a copying job meant for students to write

down the notes that had been put up on the board by the teacher. No matter

whether the students could keep up with the teacher’s words or not, they could still

pass the exam as long as their notes matched those on the board because that was

what the exam would be about. In Australia, however, the situation is totally

different. Even though handouts are given at the lecture, students have to pay

attention and take notes in class as well because there will be more information given

by the teacher. Therefore, good note taking skills are very important in Australia. So

I must make my listening better so I can understand lectures at college when I get

there.

So, I think I need to do some more listening practice so I can improve my note taking

skills. I could do some on-line listenings at home or in the computer room. I think I

also must concentrate more doing a listening.

Learning Journal Requirements

You need a standard 48 page exercise book to use as a learning journal.

Write your name and class on the cover

Each journal entry should have a title and a date

Each journal entry should be a minimum of 1 exercise book page; however, quality is more

important than quantity.

Each week you will be given time in class to work on your journal

You need a minimum of one journal entry for each week (1-4) of the course (ie 4 entries min)

Your teacher will check your journal each week

Your journals must be handed in for assessment in week 5.

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Learning Journal Suggested Topics

Each week, choose a topic from the following list and write at least a page about it. A situation in Australia where you were able to speak English

Habits or customs of Australians you have seen or met

A learning situation in AEP that is different from in your country

A cultural or local event you have experienced in Australia

A way you have improved your listening skills

A way you have improved your reading skills

A way you have improved your writing skills

A way you have improved your speaking skills

A way you have improved your vocabulary skills

A group work experience in AEP

Working with other students in AEP

Your weaknesses and strengths in AEP and your plans for improvement

Areas of AEP you find difficult or frustrating

Areas of AEP you enjoy

The similarities and/or differences between learning style in Australia and in your country

How much study you do outside of class

How you plan your study time

You are expected to write about a learning or cultural experience in your learning journal. Please

don’t write about meeting your friends, going shopping, or problems catching the bus; your learning

journal is not a diary!

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Discussion Essay

Zoos – Prison or Ark? Discuss. Zoos are a common and popular feature of most large cities, but they have often been criticised for

their treatment of animals. On one side, supporters of zoos point to their educational value and their

role in preserving endangered species. On the other side, those who are against zoos believe that

they are cruel places that limit animals’ freedom and destroy animals’ natural instincts.

One argument that is given in support of zoos is their value as an educational tool. Because many

children are brought up in cities and have no contact with animals, zoos may provide their only

chance to see and learn about the importance of animals to the environment (Lookitt and Tutch

1995: 23). For example, many of the world’s foremost zoos provide comprehensive educational

programs which are designed to help children to appreciate the complexity and fragility of

ecosystems (Webb 1993). It is claimed that this ability of zoos to educate children and stimulate their

interest in nature makes them necessary in the modern world.

Another important aspect of

However, it is often felt that zoos are like prisons for animals. As Dr Barb Dwyer (1998: 56) points

out, the animals in many of the world’s zoos are kept in small cages with very little for them to do.

They are also often kept alone or in very small groups, which limits their chance to interact with

other similar animals. These factors can have negative effects on the animals’ behaviour and can lead

to conditions such as depression. Thus, it is argued the probability of animals being kept in such cruel

confinement makes it difficult for zoos to be justified.

A second argument against

To sum up, it can be seen that there are valid arguments both for and against zoos. On one hand,

they are educational and have valuable breeding programmes. On the other hand, they are cruel

places and lead to negative effects on animals’ instincts. On balance, though, the need to keep

species from extinction in a world of shrinking habitat makes zoos necessary.

References Dwyer, B. 1998, Give Them Life, Quay Books, New York. Kach, B. and Rellis, L. 2007, Bred and Breakfast, MacMillan, Sydney. Lookitt, R. and Tutch, S. 2010, Educating Animals, Pan Books, London. Maidem-Taem, I. 1999, Zoos and Don’ts, Pelican Books, Brisbane. Webb, S. 2010, Threads of Life, viewed on April 1, 2011, http://www.bongazoo.org.au/threadsoflife

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Discussion Essay Structure Working with a partner, put these structure headings in the correct order and copy the parts of the essay into the correct box.

Elaboration – explanation, examples (first body para)

General statement of essay topic

.

Opinion, recommendation

Main point of first body paragraph

Summary of main points

Preview of main points

Elaboration – explanation, examples (third body para)

Main point of third body paragraph

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Generic Features 1. Circle the verbs in the first two paragraphs. What tenses are used most often? Why? 2. Underline the main nouns. Do they have anything in common? Why? 3 Copy the main points from the introduction, body and conclusion.

Introduction Body paragraphs Conclusion

For

1. 1. 1.

2. 2. 2.

Against

1. 1. 1.

2. 2. 2.

4. Where did you find the information in the body paragraphs? 5. What other information is in the body paragraphs? How does it relate to the first sentence? 6. Signposts and linkers Copy the words and phrases used as signposts and linkers into the table. Group the words according to their function.

Additional information Contrast Reason

Can you add any more words and phrases to these groups?

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Paragraph Writing

1. A topic sentence has 2 parts: a main idea and a controlling idea. Look at this sentence from the zoos essay. Underline the main idea and the controlling idea.

One argument that is given in support of zoos is their value as an educational tool.

2. Look at body paragraph 2.

(i) What do you think the main idea will be? __________________________________________________________________________________

(ii) What do you think the controlling idea will be? __________________________________________________________________________________

(iii) Can you write the topic sentence? __________________________________________________________________________________

3. With your partner, can you think of some reasons to support the controlling idea? Make a list. _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

4. A paragraph has the following structure:

Main idea + controlling idea Supporting point 1 (to support the controlling idea)

Explanation/elaboration/example (of supporting point) Supporting point 2 (to support the controlling idea)

Explanation/elaboration/example (of supporting point)

Complete the paragraph plan by using 3 of the reasons from your answers to question 3 as your supporting points, and by then adding some explanations/elaboration/examples for clarification.

Main idea + controlling idea

________________________________________________________________________________

Supporting point 1

________________________________________________________________________________

Explanation/elaboration/example

________________________________________________________________________________

Supporting point 2

________________________________________________________________________________

Explanation/elaboration/example

________________________________________________________________________________

Supporting point 3

________________________________________________________________________________

Explanation/elaboration/example

________________________________________________________________________________

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5. Now, with your partner join your ideas with some linking words to make a paragraph.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

6. Do the same for the fourth body paragraph. Main idea + controlling idea

________________________________________________________________________________

Supporting point 1

________________________________________________________________________________

Explanation/elaboration/example

________________________________________________________________________________

Supporting point 2

________________________________________________________________________________

Explanation/elaboration/example

________________________________________________________________________________

Supporting point 3

________________________________________________________________________________

Explanation/elaboration/example ________________________________________________________________________________

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Outline Model

Zoos- Prison or Ark? Introduction A) General information/background Zoos common & popular, but criticised B) Preview For 1. Educational Value 2. Preserve endangered species Against 1. Limit animals freedom 2. Destroy animals’ instincts Body A) For

I. Value as Educational tool Children in cities no contact animals- zoos chance to learn (Lookitt & Tutch 1995: 23) Zoos have educational programmes (Webb 1993) Ability to educate makes zoos necesary

II. Role in Breeding Programmes Animals endangered- hunting, habitat destruction. Zoos safe places for breeding

(Kach & Rellis 1992: 89) Reintroduction of Condor (Kach & Rellis 1992: 190)

B) Against

I. Like Prisons for Animals Small cages, little to do (Dwyer 1998: 56) Limited chance to interact.

Can depression (Dwyer 1998: 72)

II. Zoos Destroy Natural Abilities of Animals Zoos unnatural & badly affect instincts (Maidem-Taem 1999: 75) Animals lose ability to hunt & defend => can’t survive in wild

Conclusion A) Summary of main ideas

For 1. Educational value 2. Breeding programmes Against 1. Cruelty 2. Effect on instincts

B) Opinion Need to protect endangered species makes zoos necessary

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Zoos – Prison or Ark? Discuss. Zoos are a common and popular feature of most large cities, but they have often been criticised for

their treatment of animals. On one side, supporters of zoos point to their educational value and their

role in preserving endangered species. On the other side, those who are against zoos believe that

they are cruel places that limit animals’ freedom and destroy animals’ natural instincts.

One argument that is given in support of zoos is their value as an educational tool. Because many

children are brought up in cities and have no contact with animals, zoos may provide their only

chance to see and learn about the importance of animals to the environment (Lookitt and Tutch

1995: 23). For example, many of the world’s foremost zoos provide comprehensive educational

programs which are designed to help children to appreciate the complexity and fragility of

ecosystems (Webb 1993). It is claimed that this ability of zoos to educate children and stimulate their

interest in nature makes them necessary in the modern world.

Another important aspect of zoos is their role in captive breeding programmes. Many animals are

endangered because of hunting or habitat destruction. Without zoos providing a safe place for these

animals and ensuring genetic diversity, they might disappear completely (Kach and Rellis 1992: 89).

The successful reintroduction into the wild of the condor in California shows the value of these

programs (Kach and Rellis 1992: 190). Consequently, supporters of zoos say that the possibility of

such species being saved makes the continued work of zoos essential.

However, it is often felt that zoos are like prisons for animals. As Dr Barb Dwyer (1998: 56) points

out, the animals in many of the world’s zoos are kept in small cages with very little for them to do.

They are also often kept alone or in very small groups, which limits their chance to interact with

other similar animals. These factors can have negative effects on the animals’ behaviour and can lead

to conditions such as depression. Thus, it is argued the probability of animals being kept in such cruel

confinement makes it difficult to justify zoos.

A second argument against zoos is that they destroy the natural abilities of animals. The environment

of zoos is so unnatural that it badly affects the animals’ instincts. Because the animals are fed, they

lose their ability to hunt, and because they are kept safe, they are no longer able to properly defend

themselves from predators. These changes in behaviour mean that many zoo animals could not

survive in the wild, which often makes it impossible for them to be released into their natural

habitats (Maidem-Taem 1999: 75). Opponents therefore claim that this inability of animals ever to be

released makes the conservation work of zoos ineffective.

To sum up, it can be seen that there are valid arguments both for and against zoos. On one hand,

they are educational and have valuable breeding programmes. On the other hand, they are cruel

places and lead to negative effects on animals’ instincts. On balance, though, the need to keep

species from extinction in a world of shrinking habitat makes zoos necessary.

References Dwyer, B. 1998, Give Them Life, Quay Books, New York. Kach, B. and Rellis, L. 2007, Bred and Breakfast, MacMillan, Sydney. Lookitt, R. and Tutch, S. 2010, Educating Animals, Pan Books, London. Maidem-Taem, I. 1999, Zoos and Don’ts, Pelican Books, Brisbane. Webb, S. 2010, Threads of Life, viewed on April1, 2011, <http://www.bongazoo.org.au/threadsoflife>

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Writing about Advantages and Disadvantages Adapted from Meaning into Words,Upper Int U8, A. Doff, CUP 1984

You will hear a story about Tango, a small island in the South Pacific. Listen and answer the questions.

1. What effect did the drug have on people’s minds?

2. What effect did it have on the country’s economy, and why?

3. What did the government do, and why weren’t they successful?

4. What did the government do in the end, and why was this a better solution?

Listen again. Choosing verbs you hear from the list, write sentences which have the same meaning as those below. Begin with the words given.

allow stop make it easier

enable prevent make it more difficult

encourage discourage

force save

1. When they took the drug, it was more difficult for them to think rationally.

The drug…

2. When they took the drug, they didn’t worry about the future.

The drug...

3. When they took the drug, they were able to forget all their problems.

The drug...

4. When they took the drug, they could relax and enjoy themselves more easily.

The drug...

5. Although there was a shortage of food, people still wanted to take the drug.

Even the food shortage didn’t...

6. Because of the economic crisis, the Government had to take some decisive action.

The economic crisis...

7. After the new law was introduced, people still took the drug.

The new law didn’t...

8. After the new law was introduced, people wanted to take the drug even more.

The new law...

9. When the drug was exported, the islanders didn’t have to work more than one day a week.

Exporting the drug...

10. When the drug was exported, they were able to sit in the sun all day long.

This...

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Which verbs are followed by the grammatical patterns in the tables.

verb

someone to do something

verb

(for someone) to do something

verb

someone (from) doing something

someone from doing something

The Advantages and Disadvantages of the Drug of Tango

Insert words from the list into the essay.

means x2 cause allow able lead dilemma stops allow

The drugs of Tango have produced a ________ for the island. In economic terms, they have brought short-

term wealth, but their social impact has both benefits and drawbacks.

The economic advantages of the drug come from trade. By being _____ to sell such a popular commodity,

the island is able to earn a very high income. This is especially so, as they are the world’s only supplier. This

revenue will ______ the government to greatly improve the social infrastructure of the island.

Another advantage of the drug is the social benefits it brings. The drug collecting industry ______ that there

is full employment. This, coupled with the fact that the working week is only one day long, ______ the

populace have very low stress levels.

On the other hand, the trade in drugs may _____ to problems in the future. Other countries may become

unhappy with Tango’s export policy. If the drug begins to create problems abroad, it may be banned like

other drugs. This may ______ sudden economic collapse in Tango.

A further disadvantage of the drug is the effect it has on the people of the island. The drug _____ the user

thinking rationally. With long-term use, this state may continue indefinitely, bringing many social problems.

Also, at the moment, the people are able to work the one day a week necessary; however, the feeling of

relaxation may spread to seven days a week.

To sum up, we can see that Tango faces a difficult choice: take the financial benefits of a booming trade,

which will ______ fast social growth, or be wary of the possible future economic and social problems.

Although the present looks easy and tempting, the government of Tango should watch the future carefully.

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Discussion Essay Nominalisation

Modals and Effect Verbs Deduction / Speculation Modals

Must May Might Can Could

Ability Modals Can Could Be able to

Obligation / Necessity Modals

Must Have to Need to Should

Task 1 Look at the following sentences and their nominalised forms. With a partner, work out the rules for the different modal structures.

Terminally ill patients may take their own lives. The possibility of terminally ill patients taking their own lives…

Genetically modified foods might cause illness. The possibility of GM foods causing illness…

Marijuana can lead to health problems. The possibility of marijuana leading to health problems…

The Internet must result in exposure to violence. The certainty of the Internet resulting in exposure to violence…

Many marijuana users cannot solve problems as well as nonusers. The inability of marijuana users to solve problems as well as nonusers…

Internet users are able to access pornographic material. The ability of Internet users to access pornographic material…

The government must ban handguns. The need for the government to ban handguns…

Doctors need to use any treatment that is successful. The necessity for doctors to use any treatment that is successful…

The medical profession should take advantage of all available techniques. The necessity for the medical profession to take advantage of all available techniques…

Complete the rules. 1. Deduction/ Speculation modals Change the modal to ____________________, add ____ and move to the __________ of the sentence. Add

______ and change the main verb to a __________.

2. Ability modals Change the modal to _____________________, add ____ and move to __________ of the sentence. Add

______ and change the main verb to __________.

3. Obligation/ Necessity modals

Change the modal/ effect verb to ___________________, add ____ and move to __________ of the

sentence. Add ______ and change the main verb to __________.

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Task 2 Nominalise the following sentences. Start by deciding if the sentences are deduction/speculation, ability, or obligation/necessity sentences. 1. Children are able to easily access handguns.

2. Scientists can simulate animal tests on computers.

3. Relatives might force elderly family members to end their lives.

4. Terminally ill people should have the right to end their own lives.

5. Marijuana should be legalised for medical use.

6. Poorer countries are able to trade more freely in a globalised business environment.

7. Globalisation could increase the exploitation of developing countries.

8. Alternative medicine cannot be used to treat trauma.

9. The government must protect children from the dangers of the Internet.

10. Cloned organs could be used in transplants.

Task 3 Complete the above sentences using modal verbs if required, effect verbs from the following list, and the information in the following sentences. Start by matching the sentences above with the endings below.

force enable encourage allow require

noun/ pronoun + infinitive

discourage stop prevent save

noun/ pronoun + from + -ing

make it more difficult make it necessary make it imperative make it essential make it easier

for + noun/ pronoun + infinitive

Eg. The possibility of marijuana leading to health problems may discourage the government from supporting legalisation. a. The government should allow stem cell research. b. The government should allow euthanasia. c. Governments need to change the existing laws. d. The government may have to carefully monitor cases of euthanasia. e. Scientists may not need to use animals in tests. f. Developing countries may boost their economies. g. Developing countries may not benefit from international trade. h. Children may use handguns inappropriately. i. Doctors have to perform surgery. j. The government may have to censor on-line content.

Now find some similar sentences in the zoos essay on page 16!

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Topic Sentence Structures for Discussion Essays Pros

-Supporters of -Those who support -Proponents of -Those who are in favour of

+ noun group (main idea)

-claim that -say that -believe that -suggest that

+ clause (controlling idea)

Eg. Proponents of zoos believe that zoos provide education for children.

-A/An -Another -Yet another -A second -A further

-advantage of -positive aspect of -argument for

+ noun group (main idea)

+ is that + is

+ clause (controlling idea) + noun group

-argument -point -advantage

-put forward by -advanced by -given by

-proponents of + noun grp (main idea) -supporters of + noun grp (main idea)

-is that + clause -is + noun group

Eg. Another argument for zoos is that they provide education for children. As second point advanced by supporters of zoos is their educational value for children.

Cons

-Opponents of -Those who are against -Those who are not in favour of

+ noun group (main idea)

claim that say that believe that suggest that

+ clause (controlling idea)

Eg. Those who are not in favour of zoos suggest that it is cruel to keep animals in captivity.

-A/An -Another -Yet another -A second -A further

-disadvantage of -negative aspect of -argument against -drawback of

+ noun group (main idea)

+ is that + is

+ clause (controlling idea) + noun group

-argument -point -disadvantage

+ put forward by + advanced by + given by

opponents of + noun grp (main idea)

+ is that + clause + is + noun group

Eg. A negative aspect of zoos is the cruelty of keeping animals in captivity. A further point given by opponents of zoos is that it is cruel to keep animals in captivity.

Group Writing Task With other students, write a discussion essay on the following topic:

What are the pros and cons of being a vegetarian?

Before writing your essay, write an outline.

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Social Issues Survey

Discuss the following questions:

1. Do you agree with euthanasia?

2. What problems have you had using the Internet?

3. Would you use medicines or cosmetics that had not been tested on animals?

4. Do you have the death penalty in your country? Do you agree with it?

5. Have you tried marijuana? Why or why not?

6. Have you ever used alternative medicine? Did it work?

7. Would you like to have a clone of yourself? What for?

8. What products from other countries are popular in your country?

Discussion Essay Topics Write a discussion essay on one of the topics below:

1. Discuss the benefits & drawbacks of the Internet? 2. What are the pros & cons of alternative medicine? 3. Discuss the benefits & drawbacks of euthanasia. 4. What are the arguments for and against animal testing? 5. What are the advantages and disadvantages of globalization? 6. Discuss the arguments for and against the death penalty? 7. What are the advantages and disadvantages of legalising marijuana? 8. Discuss the pros & cons of human cloning.

Citing and referencing You are expected to cite your sources of information in the body of your essay. That is, include at least six in-text references and no more than twelve. The bibliography should list at least three sources, one of which should be from a book. Your essay must be between 800 - 900 words. You are expected to hand in an outline, and copies of all your sources with your essay..

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Discussion Essay Outline

INTRODUCTION Background (Include idea of dilemma)

__________________________________________________________________________________

List of main ideas

Points for

1. __________________________________________________________________

2. __________________________________________________________________

Points against

1. __________________________________________________________________

2. __________________________________________________________________

FOR Body Paragraph 1 (include references) - Supporting Argument (controlling idea):

__________________________________________________________________________________

Explanation/

definition:__________________________________________________________________________

__________________________________________________________________________________

Evidence:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Example:___________________________________________________________________________

Body Paragraph 2 (include references) Supporting Argument (controlling idea):

__________________________________________________________________________________

Explanation/

definition:__________________________________________________________________________

__________________________________________________________________________________

Evidence:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Example:___________________________________________________________________________

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AGAINST Body Paragraph 3 (include references) - Supporting Argument (controlling idea):

__________________________________________________________________________________

Explanation/

definition:__________________________________________________________________________

__________________________________________________________________________________

Evidence:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Example:___________________________________________________________________________

Body Paragraph 4 (include references) Supporting Argument (controlling idea):

__________________________________________________________________________________

Explanation/

definition:__________________________________________________________________________

__________________________________________________________________________________

Evidence:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Example:___________________________________________________________________________

CONCLUSION Review of the main points

Points for

1. __________________________________________________________________

2. __________________________________________________________________

Points against

1. ________________________________________________________________

2. ________________________________________________________________

Opinion (for or

against?):__________________________________________________________________________

Recommendations:

(optional)__________________________________________________________________________

25

AE4 Discussion Essay Checklist Sources □ 3 sources minimum (1 must be a book) □ highlighted photocopies of information from sources- order and numbered according to your in-text references. □ only include sources you have used in your essay Referencing □ in-text references - minimum 6, maximum 12 □ bibliography (A-Z) Essay Outline □ mostly note form with references (authors name / website is enough) Essay – Title & Introduction (approx 100 words) □ title- the essay question is the title □ general background information □ preview Essay – Body Paragraphs 1, 2, 3 & 4 (approx 170 words each) □ topic sentence □ explanation / definition □ cause and effect evidence (nominalisation) □ example(s) □ referencing phrase (According to …….) Conclusion (approx 100 words) □ topic sentence □ restate preview points □ opinion Formatting Requirements □ title (size 16, bold) □ full name and page numbers in footer □ font (Times New Roman size 12 for essay) □ double spaced and justified □ 3cm margins □ word count

26

In-text Referencing

(Harvard System) Objective When you write an essay and include someone else’s ideas, you should immediately acknowledge this original source. This is called referencing and the description of the source you provide is called a reference. In this lesson, you will learn how to cite your sources of information using the In-text system, one of the more commonly used systems in Australia. You will learn how to briefly acknowledge each source within your text, and then build a reference list at the end of your document, giving the full details of the sources. Why should you reference? Referencing provides evidence that you have researched your topic thoroughly and have found sources that support your argument or the information you are providing in your document. Your document appears more authoritative. Referencing is an acknowledgement of another person’s intellectual work, which rightfully belongs to that person. If you use another person’s work without acknowledgement, it is called plagiarism. Plagiarism is the taking, using, and passing off as your own the ideas or words of another. When to reference You should reference if you:

quote (use their exact words) copy (use their figures, tables or structure) paraphrase (use their idea in your own words) summarise (give a brief account of their ideas)

How to reference You identify your source of information by making reference to it:

in the text of your essay (called in-text referencing) in a list at the end of your report or essay (called References).

In-Text Referencing When you cite (identify) references in your essay using the Harvard Style, you should include the following pieces of information.

Surname(s) of the author or authors Year of publication Pages numbers if appropriate (not for web pages).

Example: A table in a recent study shows the weekly totals for road accidents in 2003 (Smith & Brown 2003, p. 123).

If there is more than one author with that surname, include their initials as well. Example:

(Smith, L 1999, p. 45) If you are including the author's first name as part of you sentence, then put it in front. Example:

Leo Smith (1999, p. 45) argues that ...

27

Two ways of citing your reference There are two ways in which you can put your reference into your text.

1. Give prominence to the information

Example: It has been argued that the relative seriousness of the two kinds of compilation

error differs from situation to situation (Smith & Jones 2001, p. 45).

2. Give prominence to the author

Example: Smith and Jones (2001, p. 45) have argued that the relative seriousness of the two

kinds of compilation error differs from situation to situation.

Reporting words used to introduce a reference

according to shows writes indicates finds notes claims believes argues

If there is no author:

use the name of the organisation Example: (UNESCO 1999, p. 103)

If there is no author or organisation: use the title of the article or web page (in single quotation marks) Example:

(‘Moto Guzzi’ 2018) If there are several authors:

For two, enter both the surnames. Example: (Dark & Weatherhead 2003, p. 51).

If there are more than two authors

Enter the first surname only, followed by the expression et al. which means and others. Example: a book with authors K. Adams, R. Grose, and D. Leeson, published in 2003 would be cited as: (Adams et al. 2003, p. 22).

If there is no date.

If there is no way you can establish the publication date, then use 'nd' (no date). Example: (Frederick nd, p. 67)

In-Text Referencing Practice

There is a referencing practice available on-line at:

www.uecae.weebly.com

Your teacher will give you directions on what to do.

For further information see

The University of Wollongong referencing guide at: https://uow.libguides.com/refcite/uowharvard

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Reference List

The reference list is arranged alphabetically and placed at the end of your report or essay. It includes full details of all the sources that you cited in your text. It does not include any sources you read but did not cite in your text. The list will be alphabetical by author's surname, except where the author is unknown. In this case, the entry is by title. 'A', 'An' or 'The' are ignored in the listing. Do not use et al. in the reference list, write all authors’ names.

References to Books For a book, you should include the following pieces of information in the order given below.

all author’s surnames and initials year of publication title of book, in italics. Only use upper case for the first letter of the title and for proper

names in the title publisher place of publication

Examples Smith, J & Brown, F 2002, Road kill: the modern epidemic, Angus & Robertson, Sydney. Pollard, B 1995, ‘Palliative care’ in K Healey (ed) 1997 Euthanasia, The Spinney Press, Balmain.

In the last example, the author is responsible for only a part of the book being cited. Pollard has written an article which has then been collected by Healey. In this case, put the article or chapter title in single quotes, to distinguish it from the title of the book, which is in italics.

References to Magazines and Newspapers (Periodicals) For a magazine or newspaper article, include the following pieces of information in this order:

author’s surname(s) and initials. If not available, use title of article (in single quotation marks).

year of publication title of article (in single quotation marks) title magazine or newspaper (in italics) volume number (if applicable) issue number or dates

Examples Houde, S C 2002, 'Benefits of Globalisation', Journal of Economic Development, vol. 40, no. 6. 'Out of the shadows, into the world' 2004, The Economist, June 19-25.

References to World Wide Web pages For Web pages the following pieces of information should be present.

author –person or organisation If not available, use title of page (in single quotation marks)

date of last update title, in italics

publisher date of viewing URL (Internet address) in angle brackets

If the document title is hard to identify, then the title appearing in the title bar at the top of the screen may be used.

Examples Lee, I 2017, A research guide for students, viewed 16 July 2017, <http://www.aresearchguide.com> Bournemouth University 2017, Guide to citing Internet sources, Bournemouth University, viewed 27 Feb 2017, <http://www.bournemouth.ac.uk/library/using/guide_to_citing_internet_sourc.html>

‘Moto Guzzi’ 2017, Wikipedia, Wikimedia Foundation, viewed 18 July 2017, <https://en.wikipedia.org/wiki/Moto_Guzzi>

29

Exercise Six publications of various formats are described below.

1. Use the In-text referencing system to create a reference list. 2. For each publication, write an in-text reference with either

a) author’s name in brackets, eg. (Smith 2007, p. 20) or b) author’s name in the text, eg. According to Smith (2007, p. 27) …..

A book with the title: 'The Marijuana Debate’, with authors Ken Adams, Rachel Grose, and Doc Neeson, published in Frenchs Forest, NSW by Pearson Education Australia in 2003, page 53.

An article by The South Australian Voluntary Euthanasia Society, called 'Our right to choose', first published in 1988 but collected in a book edited by Kaye Healey, called 'Euthanasia' published in Balmain by The Spinney Press in 1997, page 13.

An article called 'Outta my dead hand!' published in 1993 in the magazine 'Huntin’, Fishin’, Shootin’', volume 70, number 4, page 252.

A Web page with the title 'Herbal Poisons', found at the address: http://www.quackbuster.com.au on 11 August 2017, with no date on it.

A Web page with the title ‘Dolly (sheep)’, found at the address: http://en.wikipedia.org/ wiki/Dolly_(sheep), on 9 June 2017, last modified on 1 March 2017.

A Web page with the title 'Cloning’, found at the address: http://en.wikipedia.org/wiki/Cloning on 9 June 2017, last modified on 12 March 2017.

Reference List

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

In-text References

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Paraphrasing A paraphrase is: your own version of essential information and ideas expressed by someone else, presented in a

new form. Paraphrasing is a valuable skill because... it helps you avoid using direct quotations. the mental process required for successful paraphrasing helps you to grasp the full meaning of

the original. Some examples to compare The original passage: Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final research paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers 1976 p. 46. A plagiarised version: Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes. Underline the parts which are the same as the original. A legitimate paraphrase: In essays students often quote excessively, failing to keep directly quoted material down to a desirable level of 10%. Since the problem usually originates during note taking, it is essential to minimize the material recorded word for word (Lester 1976 p. 46). Paraphrasing - Steps and Examples Step 1: Understand what you are reading. If you don't understand it, you can't paraphrase it correctly. That's guaranteed. Step 2: Think about the ideas, especially how the ideas may relate to your specific topic and write them down. Step 3: Not looking at the original, use your notes to write your paraphrase. Step 4: Look back at the original to see if you have changed the grammar and vocabulary. If not, change them. Step 5: Check to see if you have changed the meaning. If you have, make adjustments.

31

Original: Named for James Brady, the White House press secretary who was shot and wounded by John Hinckley Jr. during the attempted assassination of President Ronald Reagan in March 1981, the Brady Bill establishes a national waiting period and background check for the purchase of a handgun (Bender 1995 p. 137).

Phrases to avoid from the original are in bold:

Named for James Brady, the White House press secretary who was shot and wounded by John Hinckley Jr. during the attempted assassination of President Ronald Reagan in March 1981, the Brady Bill establishes a national waiting period and background check for the purchase of a handgun (Bender, 1995 p. 137).

Ideas: Brady bill = named for White House press secretary James Brady Brady was shot during an assassination attempt on President Reagan Brady bill provisions = people who want to buy handguns have a waiting period and check on their backgrounds

Changing the order of ideas, grammar, and vocabulary: Bender (1995 p. 137) explains that people who want to buy handguns in the US now have a waiting period and a background check as a result of the Brady Bill. The bill was named after White House press secretary James Brady, who was wounded during an assassination attempt on President Reagan.

Notice how the grammar and vocabulary have been changed wherever possible in the paraphrase.

Exercise 1. Look at the following passage. Underline the phrases that you need to avoid.

Peterson believes the Brady bill trespasses on the rights of law-abiding citizens, and is therefore inconsistent with the Constitution, because it imposes a waiting period on exercising the right to own guns (Bender 1995 p. 137).

2. Now list the ideas that you will include.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

_______________________________________

3. Next, cover up the original and write a paraphrase.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

_________

4. Check for the underlined words, ideas, and a change in vocabulary and grammar.

5. Check the meaning of your work with the meaning of the model.

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Paraphrasing Exercise Directions: Write a paraphrase for the following passage. The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate. The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity (Cousteau 1990 p. 17). 1. Underline the phrases that you need to avoid. 2. List the ideas that you will include.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. Write a paraphrase.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

4. Check your work with the original.

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Discussion Essay Presentation Signposts Greeting and Introduction Good morning everyone. My name’s _______ . Introduce general topic And today I’d like to talk to/speak to you about _______ Focus questions But, before I begin/we start/we get under way, I’d just like to ask you a few questions… Introduce specific topic Today, we are going to look at _______. Outline _______ is a topic that has produced a great deal of debate.

First / first up, I’m going to explain the arguments put forward by supporters of_________. These

include ______, and ________.

Then, we’ll consider the opposing view. Those against ________ say that ___________ and that

_______.

And finally, we’ll weigh up the different opinions.

There’ll be time for / a chance to ask questions at the end.

OK, let’s get started.

Introducing new sections Now, it’s time to turn to the first argument for / advantage of ________. This is ______.

This brings us to the final advantage, which is ______.

I’d like now to consider the arguments against ________. – the first is ____.

OK, let’s look at the final disadvantage. This is ____.

Concluding So to sum up, today, we’ve looked at the arguments both for and against ________.

We’ve talked about the claims of supporters, such as, _____, and ______.

And we’ve seen the views of their opponents: _____, and _____.

After weighing up both sides, I think … (give an opinion about the topic and make a

recommendation)

Asking for questions This brings me to the end of my presentation, and I’d be happy to answer any questions you might have. Answering questions ____ has asked me …

I’m afraid I don’t have that information with me at the moment. If you’d like to see me later, I’ll see

what I can do for you.

Closing If there are no more questions, I’d just like to finish by saying how much I’ve enjoyed speaking with

you today. Thank you very much everyone.

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Post Presentation Reflection 1. During the presentation I felt: Reasons a. in control b. terrified c. confused 2. After my presentation I felt: Reasons a. satisfied b. disappointed c. exhausted 3. Four things I did well in my presentation __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

4. Four things I need to improve __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

5. What I’m going to do to make my next presentation better before my presentation __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

during my presentation __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

6. Two things other students did that I should borrow __________________________________________________________________________________

__________________________________________________________________________________

7. Two things other students did that I definitely shouldn’t copy. __________________________________________________________________________________

__________________________________________________________________________________

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Note-Taking Questions

1. When you were at university did you take notes? 2. What did you use your notes for?

Note-taking Techniques Include main ideas. Include important data such as figures & years. Include references. Use abbreviations and symbols. Try not to use ‘small’ words such as articles, prepositions & auxiliary verbs. Don’t write sentences. Use clear headings & sub-headings. Use indenting, underlining or highlighting for emphasis. Organise your notes clearly by using ‘white’ space. Write clearly.

Active Listening Note-taking Strategies Think about the content of the lecture before it begins. As you listen, identify areas you are unsure of. As you listen, think about your own opinion of the ideas in the lecture. Think of questions you can ask the lecturer.

1. What do these abbreviations mean? a) e.g. c) i.e.

b) etc. d) N.B.

2. What do these initials stand for? a) ILO c) OPEC

b) WHO d) UNESCO

3. What do these short forms mean? a) govt c) prob

b) Eng d) yr

4. Write a symbol next to each of the meanings below, and visa versa.

equal to/same as

≠

from … to/leads to/results in/causes

←

growth/increase

less than/fewer than

and/also/in addition/plus/positive

—

therefore/thus/so

∵

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AEP3 Course Objectives and Performance Criteria The primary objective of AEP3 is to prepare you for study at University level.

Objective 1: Can use a range of strategies, learning techniques and research skills to achieve tertiary study goals Performance Criteria

Use online learning platform (Moodle)

Do preparatory work for ‘flipped’ classes

Complete assignments in class and set as homework

Submit work on time

Is punctual

Work with other students in pairs and groups

Participate in class discussions

Use a range of self-assessment strategies

Identify own learning needs

Accommodate cultural differences that result in various learning styles

Use a range of learning aids

Use a range of organisational skills

Employ a range of learning strategies to achieve goals

Show evidence of a range of research skills. Objective 2: Can record information from an oral text Performance Criteria

Identify and record main points in note form

Use appropriate headings

Write notes that are later legible to the writer

Use appropriate abbreviations, key words and short phrases

Sequence notes coherently

Use vocabulary that is appropriate to the topic

Grammatical errors do not impede communication. Objective 3: Can record and summarise information from a written text Performance Criteria

Identify and record main points in note form

Use appropriate headings

Take notes from a written source related to set research assignment

Take notes in a logical order

Notes are in form of key words, short sentences and phrases

Use appropriate vocabulary and grammatical structures

Produce legible handwriting

Summarise main ideas of text in a short paragraph. Objective 4: Can write a report based on a chart and/or an analytical report Performance Criteria

Write a report which has appropriate structure, grammar and content

Structure reports with appropriate introduction, body and conclusion

Analyse chart information appropriately and draw reasonable conclusions

Use analysis structures cause/ effect, reason/ result, modality for speculation.

Structure text appropriately

Compose cohesive paragraphs using cohesive devices

Use present tense/present perfect simple

Use pronouns, articles and conjunctions to link ideas

Use specific vocabulary

Use logical connections (e.g. cause/effect, reason/result) and modality to express speculation.

37

Objective 5: Can write a discussion and/or an argument essay Performance Criteria

Write an essay which has appropriate structure (introduction/body/conclusion)

Research appropriate information from a variety of sources including books and the Internet

Incorporate relevant information , avoiding plagiarism

Paraphrase effectively

Use in-text referencing

Write a bibliography

Organise ideas logically

Use conjunctions to express logical connections between ideas

Present arguments for and against a point and support them with evidence

Reach conclusion based on evidence presented

Use appropriate tenses relevant to essay title/question

Use appropriate register/tenor

Use mostly accurate spelling and standard punctuation. Objective 6: Can deliver short oral academic seminars Performance Criteria

Present researched information orally

Use appropriate signposting for text

Deliver facts/statements or arguments clearly

Elaborate on topics in response to direct questions

Respond to questions appropriately

Use suitable vocabulary and grammatical forms

Use appropriate register

Use comprehensible pronunciation/ stress/intonation

Interact with audience and maintain their interest

Make eye contact

Use verbal checks/pauses to ensure audience understands

Integrate a PowerPoint display into presentation. Objective 7: Can take part in academic group discussion Performance Criteria

Identify the purpose of an oral academic exchange

Achieve the purpose of an academic exchange and obtain and give all essential information

Initiate, maintain and end a spoken exchange

Provide/request information as required

Propose solutions and negotiate

Explain circumstances, causes and consequences

Can take turns, interrupt, seek clarification, clarify and confirm as necessary

Can speak fluently and clearly. Objective 8: Can use a word processing program and a presentation program. Performance Criteria

Use a word processing program to produce an academic assignment

Use different fonts, sizes and text formatting to present text

Cut, copy and paste text within a document

Use the spell-checker to edit a document

Create a table

Start Microsoft PowerPoint program an open, name and save a file to the correct directory

Search and find files

Use key words to communicate content

Use slide colour scheme, font, animation and slide transition features to enhance presentation

Transfer text and graphics from the internet to a PowerPoint file.

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Objective 9: Can apply a range of listening skills relevant to academic contexts Performance Criteria

Predict information about an oral text

Use prior knowledge and personal experiences to help understand new information

Participate in discussions relating to prior knowledge and personal experiences

Note detail and specific information accurately from academic oral text types

Listen for sequential detail

Take notes in sequence

Produce written responses demonstrating an understanding of the overall meaning of academic oral text types

Respond to questions arising from academic oral text types

Interact and participate effectively in pair and group discussions arising from academic oral text types.

Objective 10: Can apply a range of academic reading skills Performance Criteria

Predict information about a text

Use prior knowledge and personal experiences to help assimilate new information

Participate in discussions relating to prior knowledge and personal experiences

Skim and scan for detail and specific information from a range of written text types relevant to academic study, identifying relevant information within set time limits

Adapt reading strategies to meet task requirements

Produce written responses demonstrating an understanding of the overall meaning of a range of academic written text types

Answer comprehension questions based on the intensive reading of an academic text type

Demonstrate the ability to differentiate fact from a writer’s opinion

Demonstrate the ability to predict content from headings and textual clues

Demonstrate the ability to predict the meaning of unknown words from context

Display knowledge of a text in a test taking situation

Demonstrate understanding of a text through student interaction and discussion

Personalise responses to an academic text. Objective 11: Can search and evaluate Internet sites for academic purposes Performance Criteria

Use a variety of search engines to locate information relevant to academic tasks

Select a variety of key words to narrow search

Skim search results to choose most appropriate, relevant sites/pages for research purposes

Locate source of web pages to ascertain its validity as academic source

Skim web pages to locate key relevant information

Critically evaluate relevant information

Incorporate relevant information into in a text

Reference Internet information appropriately.

39

Assessment Criteria

Writing Assessment- Discussion Essay

Gra

de

Task Achievement Organisation Grammar Vocabulary

Critical thinking Extent of evidence Relevance of information Logical order of ideas Depth of research Balance Objectivity Paraphrasing

Title Introduction General background Preview Paragraphs for Paragraphs against Topic sentences Support / explanation Linking Conclusion Opinion/recommendation In-text references Bibliography Page numbers + name in footer Formatting Word Count

Tenses Sentence structure Reason and result structures Cause and effect structures Nominalisation Complex forms Grammatical accuracy Paraphrasing grammar Punctuation

Expression of ideas Range of word choice Paraphrasing vocabulary Parts of speech Reason and result vocabulary Cause and effect vocabulary Transition signals Spelling

A+

25 All elements of content are relevant & extended. No more could reasonably be added. Extensive research is evident (if required). Critical thinking is considered and thoughtful. Paraphrasing very well managed.

25 Organisation is completed accurately

& with sophistication. Errors are rare.

25 Grammar is completed to a high level

& with sophistication. Complex

structures are handled well & errors

are very infrequent

25 Correct use of word choice word

forms and spelling. A wide and

sophisticated range of vocabulary is

used.

A

20 Content is relevant & complete. Little

more could be reasonably added.

sufficient

Appropriate research is evident (if required). Critical thinking is good Paraphrasing well managed.

20 Organisation completed with a high

level of accuracy. Some errors may

occur.

20 Grammar is completed to a high level.

Complex structures are used & errors

are infrequent

20 Mostly correct use of word choice,

word forms and spelling. Able to

express ideas fully. A good range of

vocabulary is used.

B

18 Most content is relevant but some parts could be more fully completed. Reasonable research is evident (if required). Critical thinking is shown. Paraphrasing may have occasional lapses. Task is correct length.

18 Organisation is completed with a

reasonable level of accuracy;

however, there are some errors.

18 Grammar is mostly accurate. Complex

structures are used but some errors

occur.

18 Vocabulary use is reasonable for

expressing ideas. Some errors with

word choice word forms and spelling.

C

15 Content is generally relevant. Some

parts could be completed more fully

& some may be inappropriate.

Research is limited. Critical thinking is limited. Paraphrasing has lapses.

15 Organisation is attempted but some

parts may be incomplete or

inaccurate.

15 Complex structures are attempted

but grammar errors occur often, and

may detract from the overall

message.

15 Vocabulary is somewhat limited for

expressing ideas. Errors with word

choice word forms and spelling are

frequent.

D

10 Some content is irrelevant or missing.

Research is inadequate. Critical thinking is inadequate. The task may be under length. Paraphrasing is insufficient.

10 Key elements are incomplete or

missing.

10 Complex structures are minimal and

grammar errors frequently occur.

Some parts are difficult to

understand.

10 Vocabulary is inadequate for

expressing many ideas clearly. There

are numerous errors with word

choice, word forms, and spelling

Total points: _____ /100 Grade: _____

40

Journal Assessment Assessment considers the following factors:

Ability to make critical observations

Ability to set & record learning goals

Ability to reflect on learning experiences

Ability to reflect on Australian customs & behaviour

Criteria Mark

Extended & thoughtful completion of all tasks. 5.0

Thoughtful completion of all tasks 4.0

Satisfactory completion of all tasks. 3.5

Some tasks incomplete. 3.0

Most tasks incomplete. 2.0

Not submitted 0

Note taking Assessment Assessment considers the following factors:

Include relevant details- names, figures, years

Organise clearly- headings, sub- headings,

Use emphasis- indenting, highlighting, underlining

Use note form- abbreviations and symbols, no sentences

Avoids direct copying

Criteria Mark

Extended & thoughtful completion of all tasks. 5.0

Thorough completion of all tasks 4.0

Satisfactory completion of all tasks. 3.5

Some tasks incomplete. 3.0

Most tasks incomplete. 2.0

Not submitted 0

41

Speaking Assessment Students are tested in groups of 3-4 students. Several days before the test, groups are assigned.

Groups are allocated by the teacher. Students are not able to choose their groups. Students are given

an individual mark.

Grading A+ -The student always demonstrates ability in this area all the time A -The student demonstrates ability in this area about 80% of the time. B -The student demonstrates ability in this area about 60% of the time. C -The student shows some ability in this area, but not consistently. D -The student does not demonstrate control over this objective. Frequent errors obscure communication.

A+ A B C D

Task Achievement

Identifies inconsistencies and ask for clarification

Responds appropriately and in a detailed manner

Can perform Core class speaking objectives

20 16 14 12 8

Grammar Uses clear sentences; errors rarely interfere with meaning

Incorporates a full range of grammatical forms, as appropriate

Easily constructs compound and complex sentences, as appropriate

20 16 14 12 8

Fluency Can produce lengthy sentences with ideas that flow well

Can easily sustain discussions on specific topics from authentic material 20 16 14 12 8

Pronunciation Pronunciation is clear and understandable

Stress and intonation patterns aid communication 20 16 14 12 8

Vocabulary Wide vocabulary range allows precision and details

Can use some idioms and collocations 20 16 14 12 8

Presentation Assessment Students are given an individual presentation assessment on a topic they have researched and

prepared. Depending on the task, the presentation is between 10 and 15 minutes and done

individually or in a group.

Grading A+ -The student always demonstrates ability in this area all the time A -The student demonstrates ability in this area about 80% of the time. B -The student demonstrates ability in this area about 60% of the time. C -The student shows some ability in this area, but not consistently. D -The student does not demonstrate control over this objective.

Frequent errors obscure communication.

A+ A B C D

Content and Visuals

Content is detailed and well explained

Focus is maintained

Extensive research is evident

Visuals are thoughtful, engaging and relevant

25 20 18 15 10

Grammar and Vocabulary

Uses clear sentences; errors rarely interfere with meaning

Incorporates a full range of grammatical forms, as appropriate

Easily constructs compound and complex sentences, as appropriate

Wide vocabulary range allows precision and details

Can use some idioms and collocations

Signpost language used accurately

25 20 18 15 10

Fluency and Pronunciation

Can produce lengthy sentences with ideas that flow well

Can easily sustain discussions on specific topics from authentic material

Pronunciation is clear and understandable

Stress and intonation patterns aid communication

25 20 18 15 10

Presentation Skills

Uses eye contact

Uses natural gestures

Engages with audience

Does not read presentation

25 20 18 15 10

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Learning Strategies Assessment Students are assessed on their overall learning strategies. These include:

Attendance and Punctuality (2 marks)

Class Participation (3 marks)

- Participation in group work, discussions, adherence to EOP Independent learning (2 marks)

- Preparation for ‘flipped’ classes, study for tests, completion of homework tasks and journal

Consultation with teachers (2 marks)

- Willingness to do independent work on areas of weakness Meeting deadlines (1 mark)

Attendance measurement:

AEP3 Reading & Listening Test Score Conversion Table

Raw score AEP3

weighted score

AEP3 grade Raw score AEP3

weighted score

AEP3 grade

4 19 7.5 C

5 20 8.3 C

6 1.8 D 21 9.0 C

7 2.0 D 22 9.3 C

8 2.3 D 23 9.8 B

9 2.8 D 24 10.5 B

10 3.0 D 25 10.8 B

11 3.5 D 26 11.3 A

12 3.8 D 27 11.5 A

13 4.3 D 28 11.8 A

14 4.5 D 29 12.0 A

15 5.3 D 30-32 12.8 A+

16 6.0 D 33-35 13.5 A+

17 6.8 D 36-37 14.3 A+

18 7.0 D 37+ 15.0 A+

Achieved 95-100% attendance throughout the AE course +2

Achieved 90-94% attendance throughout the course +1

Achieved 85-89% attendance throughout the course 0

Achieved 80-84% attendance throughout the course -1

AE Course attendance under 80% Automatically fail course

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AEP3 Module 4 Grammar & Vocabulary Tests Over the five weeks of the course you will need to complete the grammar and vocabulary exercises listed below IN YOUR OWN TIME. You should do the exercises in the suggested weeks as they have been scheduled to fit in with your written assignments. Every 2 weeks, your teachers will ask to see your progress and you will be tested on the units.

Module 4 Weeks 1 & 2 Grammar

Handbook: Discussion essay FOI: Units 16-17 Vocabulary Making Connections: Unit 4 Readings 1-2 FOI: p. 177.

Weeks 3 & 4 Grammar

Handbook: Discussion essay FOI: Units 18-19 Vocabulary Making Connections: Unit 4 Readings 3-4 FOI: p. 197.

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Answers to Exercises Nominalisation (page 20) The ability of children to easily access handguns may make it easier for/ may encourage them to use guns inappropriately. The possibility of scientists simulating animal tests on computers may make it unnecessary for them to use animals in tests. The possibility of relatives forcing elderly family members to end their lives may make it necessary for/ may force the government to carefully monitor cases of euthanasia. The need for terminally ill people to have the right to end their own lives makes it necessary for governments to allow euthanasia. The necessity for marijuana to be legalised for medical use makes it essential for governments to change the existing laws. The ability of poorer countries to trade more freely in a globalised business environment may make it easier for/ may enable them to boost their economies. The possibility of globalisation increasing the exploitation of developing countries may make it more difficult for them to benefit from international trade. The inability of alternative medicine to be used to treat trauma makes it essential for doctors to perform surgery. The need for the government to protect children from the dangers of the internet may make it necessary for/ may force them to censor on-line content. The possibility of cloned organs being used in transplants makes it necessary for the government to allow stem cell research. Referencing (page 29) Adams, K Grose, R and Neeson, D 2003, The Marijuana Debate, Pearson Education Australia, Frenchs Forest. ‘Cloning’ 2017, Wikipedia, Wikimedia Foundation, viewed 9 June 2017, <http://en.wikipedia.org/wiki/Cloning> ‘Dolly (sheep)’ 2017, Wikipedia, Wikimedia Foundation, viewed 9 June 2017, <http://en.wikipedia.org/ wiki/Dolly_(sheep)> ‘Herbal Poisons’ nd, quackbuster.com.au, viewed 11 August 2017, <http://www.quackbuster.com.au> 'Outta my dead hand!' 1993, Huntin’, Fishin’, Shootin’, vol. 70, no. 4. The South Australian Voluntary Euthanasia Society 1988, 'Our right to choose', in K Healey (ed.) 1997, Euthanasia, The Spinney Press, Balmain. (Adams et al. 2003, p. 53) Ken Adams et al. (2003, p. 53) believe that ….. ('Outta my dead hand!' 1993, p. 252) According to the article 'Outta my dead hand!' (1993, p. 252) ….. (‘Herbal Poisons’ nd) ‘Herbal Poisons’ (nd) claims that ….. (The South Australian Voluntary Euthanasia Society 1988, p. 13) The South Australian Voluntary Euthanasia Society (1988, p. 13) argues that ….. (‘Cloning’ 2017) According to the web page ‘Cloning’ (2017) ….. (‘Dolly (sheep)’) According to the web page ‘Dolly (sheep)’ ….. Paraphrasing (page 32) 1. The phrases to avoid are in bold. Peterson believes the Brady Bill trespasses on the rights of law-abiding citizens, and is therefore inconsistent with the Constitution, because it imposes a waiting period on exercising the right to own guns. (Bender, 1995, p. 137) 2. Ideas to include: This is Peterson's idea. The Brady Bill goes against citizens' rights. The Brady Bill doesn't fit the Constitution. People have a right to own guns. People shouldn't have to wait for their rights, such as the right to own a gun. 3. Model answer According to Peterson, people shouldn't have to wait for their rights, including the right to own a gun. Because the Brady Bill makes people wait to own a gun, it goes against citizens' rights and doesn't fit the Constitution. (Bender 1995, p. 137) Example Paraphrase According to Jacques Cousteau, (1990, p. 17) people’s actions are jeopardizing a delicate natural mechanism that controls the earth's climate. He fears that human activity could interfere with the balance between the sun, the source of the earth's heat, and the important source of cold from Antarctic waters that flow north and cool the oceans and atmosphere.

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UEC Sydney Marking Scheme

symbol meaning example

sp spelling error sp

suprise

noun V

missing noun noun

I work in the education V

verb V

missing verb verb

I want to V to business college

pron V

missing pronoun pron

She is V sister

rel pron V

missing relative pronoun rel pron

He teaches maths, V is my favourite subject.

art V

missing article art

He sat on V chair

aux V

missing auxiliary aux

Both of them V going home

prep V

missing preposition prep

He goes V school

conj V

missing conjunction conj

The flag is red, white V blue.

ww wrong word ww

The chair was happy

w prep wrong preposition w prep

I am on a hurry

w art wrong article w art

An economy is growing.

wf wrong form wf

It is an importance book

T wrong verb tense T

Yesterday I go shopping.

# number error

singular plural #

Many person went there

sv subject verb agreement sv

He like fish.

delete; not needed He gave to me a pen for my birthday

wo word order error wo

She has eyes blue

P start a new paragraph

p wrong punctuation p p

it is my friends book.

NS start a new sentence

? I don’t understand what you are trying to

say

[ ] needs rewording

TS no topic sentence /

think about your topic sentence

join up ideas

CS Comma Splice CS

I went home, I did some work.

RO Run On RO

I went home I did some work.

F Sentence fragment F

When I went to school.

U Paragraph Unity The text does not match the topic of the paragraph.

infml Informal word infml

There was a big increase.

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