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CHAPTER ONECHAPTER ONE

CLAUSE, SENTENCE,CLAUSE, SENTENCE,AND PHRASEAND PHRASE

In trying to understand what is written in an article, it is very important to know

where a sentence starts and where it ends.

CLAUSEA clause is a group of words containing a subject and a verb.

Example :

Seeds of two pumpkin fruits from two different infected plants were planted

and observed for disease transmission up to one-month old seedling.

The analysis :

Seeds of two pumpkin fruits from two different infected plants were planted SUBJECT VERBAL

and observed for disease transmission up to one-month old seedling.

SENTENCEA sentence may consist of one or more clauses.

Example :

Crude sap of infected pumpkin leaf samples was rubbed on the cotyledons of

healthy pumpkin seedlings for mechanical inoculation.

The analysis :

Crude sap of infected pumpkin leaf samples was rubbed on the cotyledons of SUBJECT1 VERBAL1 SUBJECT2

healthy pumpkin seedlings for mechanical inoculation. VERBAL2

PHRASETake Home Mid Exam 1

A phrase is a group of words lacking either a subject or a verb.

Some examples are :

Nominal Phrase

For insect transmission, five infective aphids were infected peer

seedling.

Verbal Phrase

Mosaic disease of pumpkin (Curcubita maxima) has been widely

distributed in South Sulawesi in recent years, and has previously been

reported from other places in Indonesia.

Adjectival Phrase

Infected plants produced abnormal flowers with undeveloped or

incompletely opened petals.

Adverbial Phrase

The research was conducted at the tissue culture laboratory,

Indonesian Center for Agricultural Biotechnology and Genetic

Resources Research and Development from February 2004 to

December 2005.

Take Home Mid Exam 2

Always REMEMBER that :Always REMEMBER that :a Clause : contains one subject + one verbala Phrase : does not contain a subject-verbal


CHAPTER TWOCHAPTER TWO

CONTEXTUAL REFERENCECONTEXTUAL REFERENCE

In both general and scientific English, words like WHO, WHOM, WHICH,

THAT, WHOSE, ABOUT, WHOM, TO WHICH, WHERE, WHEN, OF

WHOM, OF WHICH, and many more are used to refer to something that have

been said before, or to what is going to be said.

This example is refer to something that has been mentioned whereas :

The high water content indicated the high content of sucrose, organic acid, and

also amino acid which are essential for supporting the development of the

embryogenic calli to form somatic embryos.

The analysis :

are essential for supporting the development of the embryogenic calli to form somatic embryos.

This examples is refer to something that is going to be said :

This means that the calli should be transferred into different growth medium

containing IBA or NAA as suggested by Ibaraki and Kurata.

The analysis :

WHICH

THATThis means

the calli should be transferred into different growth medium containing IBA or NAA as suggested by Ibaraki and Kurata.


The high water content indicated the high content of sucrose, organic acid, and also amino acid

CHAPTERCHAPTER THREETHREE

DEFINITIONDEFINITIONANDAND

DESCRIPTIONDESCRIPTION

In writing an article on agriculture, anyway in writing any article, the writer

sometimes needs to define a term he is going to use throughout his article, and

he might even feel it necessary to define a process by describing the course of

action(s) it involves. In this chapter, you are shown how to make a fine

definition or description.

DEFINITIONDefining a part of plant involves three things, namely :

naming it,

stating the class it belong to,

describing its function.

Example :

Name : Pruatjan (Pimpinella pruatjan Molk.)

Class : a very important medicinal plant

Function : can be used as aphrodisiac, diuretic, and tonic materials

Definition :

Pruatjan (Pimpinella pruatjan Molk.) is a very important medicinal plant

that can be used as aphrodisiac, diuretic, and tonic materials.

Now assume that A = name; B = class; and C = function. Notice how

definitions using scientific English can be formulated A-B-C or as B-C-A.

A-B-Cis / aremay be

defined as


Now, let us take the example :

Pruatjan

(Pimpinella

pruatjan

Molk.)

a very

important

medicinal

plant

can be used as

aphrodisiac,

diuretic, and tonic

B-C-A

Now, let us take the example :

a very

important

medicinal

can be used as

aphrodisiac, diuretic,

and tonic materials.

Pruatjan

(Pimpinella

pruatjan

Molk.)

A B Cwhich / that

is / aremay be

defined as

which / that

is / aremay be

defined asB C Awhich / that

which / that

is / aremay be

defined as

DESCRIPTIONProcesses can be explained by defining what happens during their course of

action, or by using a general statement.

Example :

Somatic embryogenesis is a regeneration process of somatic cells that

develop by division to form complete embryos analogous zygotic embryos.

in short :in short :

the paragraphs usually start with a definition.the definition is then explained in the following



CHAPTER FOURCHAPTER FOUR

IMPERSONAL PASSIVESIMPERSONAL PASSIVES

When the writer wants to bring into prominence the thing to which the action is

being done, he will use the passive in which the thing is put at the beginning of

the sentences.

Examine the following active and passive sentences, and note that the passive

sentences contain some form of the verb to be and past participle.

Generally, passive sentences in scientific writings are characterized by the lack

of a “by” phrase. This is assumed to be related to the fact that what is important

to the development in science is what has been found out and not so much who

found out.

Example :

ActiveActive We can use a unit called a soil profile to describe soils

PassivePassive A unit called a soil profile can be used to describe soils

ActiveActive When we wish to compare two soils, we examine their profiles

PassivePassive When we wish to compare two soils, their profiles are examined

ActiveActive We can define a soil as having an individual profile

Passive Passive The soil can be defined as having an individual profile

A unit called a soil profile can be used to describe soils. So when we wish to

compare two soils, their profiles are examined, and each soil can thus be defined

as having an individual profile.


CHAPTER FIVECHAPTER FIVE

PARALLEL STRUCTUREPARALLEL STRUCTUREANDAND

PAIRED CONJUNCTIONSPAIRED CONJUNCTIONS

PARALLEL STRUCTUREOne use of a conjunction is to connect words or phrases that have the same

grammatical function in a sentence. This use of conjunctions is called

PARALLEL STRUCTURE. The single conjunctions used in this pattern

are, among others, AND, BUT, OR, and NOR. They are also referred to as

coordinating conjunctions.

Example :

The cotyledons were inoculated by distilled water instead of crude sap.

The cotyledons were then washed from carborundum with distilled water

and inoculated pumpkin seedlings were kept in cages in a shaded place.

The analysis :

The cotyledons wereinoculated by distilled water instead of crude sap.

The cotyledons were then washed from carborundum with distilled water and inoculated pumpkin seedlings were kept in cages in a shaded place.

The activities are different. The actors in the two clauses are the same. The

clauses can be made into new sentence using a parallel structure. Remember

that because the actors are the same in the two clauses, the actor can only

be mentioned once in the new sentence.

The result will be :

AND


The cotyledons were inoculated by distilled water instead of crude sap and

then washed from carborundum with distilled water and inoculated pumpkin

seedlings were kept in cages in a shade place.

PAIRED CONJUNCTIONIn English, you can find paired conjunctions carrying the same function as

single ones.

Some example of paired conjunctions are : BOTH… AND…

NOT ONLY… BUT… ALSO

Example :

Both transmission methods, mechanical and aphid vector inoculations could

be used to transmit the mosaic disease to healthy pumpkin seedlings.


CHAPTER SIXCHAPTER SIX

Relationship showing timeRelationship showing time

In a procedure text, the description of processes makes use of words of phrases

such as first[ly], then, the next step, the next stage, subsequently, finally to

introduce each stage.

AFTER, BEFORE, WHEN, AS SOON AS, WHILESome examples are :

After

After 2 months in that acclimatization period, the covers were gradually

opened until the chambers were uncovered.

Before

However, sometimes root formation emerged before shoot elongation.

When

When 367 seeds of two fruits of infected pumpkins were planted, none of

the seedlings showed mosaic symptoms.

As soon as

As soon as the young shoot appears above the surface of the ground, then

it begin the process of photosynthesis.

While


High transmission rates up to 100% were found for mechanical

inoculation, while aphid transmission resulted in a low transmission rate.

UNTILExample :

Gas samples were collected every 4 days until 52 days of incubation.

THEN, DURING, THROUGHOUT, PRIOR TO, IFSome examples are :

Then

The explants should be planted on suitable medium to induce

embryogenic callus formation, then the calli must be transferred to a

regeneration medium to promote germination of the somatic embryos.

During

Distilled water (so ml per bottle) was added to flood the soil and the

bottle was tightly stoppered, therefore, there was an empty headspace of

70 ml in the bottle in which CH4 and other gases produced during the

incubation accumulated.

Throughout

Throughout the time that dormant seeds are inactive they use very little

air.

Prior to

They were indirectly transferred into media containing 2.0 ppm 2,4-D

and 0,3% casein hydrolysate prior to the IBA/NAA media.

If


This is important if we want to determine the soil characteristics that control CH4 production because not all soils contain sufficient carbon source.


CHAPTERCHAPTER SEVENSEVEN

Relationship showingRelationship showing CONSEQUENCECONSEQUENCE

The relationship showing cause and effect between two English clauses is

generally shown by conjunctions like consequently, therefore, thus, since, and

so, as a result, and hence.

The conjunctions showing a relationship of consequence can be divided into two

group depending on the type of clause it precedes. Study the following table.

BEGINNING A CAUSEBEGINNING A CAUSE CLAUSECLAUSE

BEGINNING A RESULTBEGINNING A RESULT CLAUSECLAUSE

assince

becauseif

due to the fact thatconsidering that

etc.

consequentlytherefore

thusand sohence

as a resultas a consequence

consequentlyetc.

Example :

The soil profile was shallow

The soil could not give the roots sufficient anchorage.

Analysis :

Cause clause : The soil profile was shallow

Result clause : The soil could not give the roots sufficient anchorage

Way oneThe soil profile was shallow, and so the soil not give the roots sufficient anchorage.


Way two As the soil profile was shallow, the soil not give the roots sufficient anchorage.

Way three The soil profile was shallow, therefore, the soil not give the roots sufficient anchorage.

Way four The soil profile was shallow. Therefore, the soil not give the roots sufficient anchorage.

Way five The soil profile was too shallow for the soil to give the roots sufficient anchorage.

Way six The soil profile was not deep enough for the soil not give the roots sufficient anchorage.

Way seven The soil could not give the roots sufficient anchorage because the soil profile was shallow.


CHAPTERCHAPTER EIGHTEIGHT

Relationship SHOWINGRelationship SHOWING OPPOSITIONOPPOSITION

Study the sentences below :

1. It was reported that organized structures resembling the early stages of

embryogenic calli were formed on medium containing 2,4-D.

2. These did not develop beyond the globular stage.

These two sentences can be joined into a new sentence by using a single or

paired conjunction showing opposition as shown in the seven ways below.

Analysis :

1It was reported that organized structures resembling the early

stages of embryogenic calli were formed on medium containing 2,4-

D, but these did not develop beyond the globular stage.

2

even though / Although / Though it was reported that organized

structures resembling the early stages of embryogenic calli were formed

on medium containing 2,4-D, these did not develop beyond the globular

stage.

3It was reported that organized structures resembling the early stages of

embryogenic calli were formed on medium containing 2,4-D, but these

did not develop anyway beyond the globular stage.

4It was reported that organized structures resembling the early stages of

embryogenic calli were formed on medium containing 2,4-D, but these

still did not develop beyond the globular stage.

5 It was reported that organized structures resembling the early stages of


embryogenic calli were formed on medium containing 2,4-D, yet these

still did not develop beyond the globular stage.

6

It was reported that organized structures resembling the early stages of

embryogenic calli were formed on medium containing 2,4-D.

Nevertheless / Nonetheless / However / On the other hand / In

contrast / On the contrary, these did not develop beyond the globular

stage.

7

It was reported that organized structures resembling the early stages of

embryogenic calli were formed on medium containing 2,4-D,

nevertheless / nonetheless / however / on the other hand / in

contrast / on the contrary, these did not develop beyond the globular

stage.


CHAPTER NINECHAPTER NINE

RELATIONSHIP SHOWINGRELATIONSHIP SHOWING EXAMPLIFICATIONEXAMPLIFICATION

Study the two sentences below :

1. A corresponding decrease in soil Eh indicates the depletion of subsequent

oxidants.

2. Nitrate is reduced to N2O and N2 in an Eh ranging between +250 to +350

mV.

These two sentences can be joined into a new sentence by using a single or

paired conjunction showing exemplification as shown in the four way below.

Analysis :

1A corresponding decrease in soil Eh indicates the depletion of

subsequent oxidants. For example, nitrate is reduced to N2O and N2

in an Eh ranging between +250 to +350 mV.


subsequent oxidants, for example, nitrate is reduced to N2O and N2 in

an Eh ranging between +250 to +350 mV.


subsequent oxidants. For instance, nitrate is reduced to N2O and N2 in



subsequent oxidants, for instance, nitrate is reduced to N2O and N2 in



CHAPTER TENCHAPTER TEN

RELATIONSHIP SHOWINGRELATIONSHIP SHOWING EXPLANATIONEXPLANATION

Look at the following statements, and see how the paired conjunctions, such as

“that is to say”, “in other words”, “this indicated that”, and “this means

that” are used to express a relationship of explanation.

Example :

The proportion of preanthesis vegetative 15N redistributed to the grain with fast

development of water deficits was similar to that retained in the straw.

Less N was lost with rapid water deficit compared with slower development.

Analysis :

The proportion of preanthesis vegetative 15N redistributed to the grain with fast

development of water deficits was similar to that retained in the straw. That is

to say / in the other words / this indicated that / this means that less N was

lost with rapid water deficit compared with slower development.


CHAPTERCHAPTER ELEVENELEVEN

RELATIONSHIP SHOWINGRELATIONSHIP SHOWING ADDITION : REINFORCEMENT +ADDITION : REINFORCEMENT +

SIMILARITYSIMILARITY

There are instances in which the writer of an article wants to tell his readers that

some information needs to be added to the information he has stated earlier. In

adding the information, the writer may use :

Reinforcement, or

Similarity.

You will have a clearer understanding about the difference between the two if

you follow closely the explanations below.

ADDITION SHOWING REINFORCEMENTThe writer, in this case, tries to inform his readers that there is more to say

about the subject. There are more characteristics he can provide of the

subject. And to stress this, he reinforces the point he has made earlier about

the subject by adding more attributes / characteristics about the subject.

Example :

Quantification of nodule and root primordia inside the roots at an early stage

(5 days after inoculation), using a microscope with 60-time magnification,

gave more direct data compared to observation of the emerging nodules.

By using the rhizotron system, the intact roots can be easily released from

the soil matrix, and hence nodule primordia can be quantified from whole

root systems.

Analysis :

1Quantification of nodule and root primordia inside the roots at an

early stage (5 days after inoculation), using a microscope with 60-



time magnification, gave more direct data compared to observation

of the emerging nodules. In addition, by using the rhizotron system,

the intact roots can be easily released from the soil matrix, and

hence nodule primordia can be quantified from whole root systems.

2

Quantification of nodule and root primordia inside the roots at an early

stage (5 days after inoculation), using a microscope with 60-time

magnification, gave more direct data compared to observation of the

emerging nodules, in addition, by using the rhizotron system, the intact

roots can be easily released from the soil matrix, and hence nodule

primordia can be quantified from whole root systems.

3




emerging nodules. Moreover, by using the rhizotron system, the intact



4




emerging nodules, moreover, by using the rhizotron system, the intact



5 Quantification of nodule and root primordia inside the roots at an early



emerging nodules. Furthermore, by using the rhizotron system, the

intact roots can be easily released from the soil matrix, and hence

nodule primordia can be quantified from whole root systems.

6Quantification of nodule and root primordia inside the roots at an early



emerging nodules, futhermore, by using the rhizotron system, the

intact roots can be easily released from the soil matrix, and hence

nodule primordia can be quantified from whole root systems.

7




emerging nodules. Further, by using the rhizotron system, the intact



8




emerging nodules, further, by using the rhizotron system, the intact



9




emerging nodules, also, by using the rhizotron system, the intact roots

can be easily released from the soil matrix, and hence nodule primordia

can be quantified from whole root systems.

ADDITION SHOWING SIMILARITYThe writer, in this case, tries to inform his readers that there is more than one

subject having the same characteristic / attribute or property. And to realize

this, he provides his reader with additional information about the point he

has made earlier about the attribute by adding more subject bearing the same

attribute.


Example :

Fresh weight of calli induced from the leaves was higher (0.10-0.36 g)

than those from the petioles (0.08-0.18 g).

Dry weights of calli from the leaves were higher (0.01-0.03 g) than those

from the petioles (0.005-0.018 g).

Analysis :

1

Fresh weight of calli induced from the leaves was higher (0.10-0.36

g) than those from the petioles (0.08-0.18 g). Similarly, dry weights

of calli from the leaves were higher (0.01-0.03 g) than those from

the petioles (0.005-0.018 g).

2


than those from the petioles (0.08-0.18 g). Likely, dry weights of calli

from the leaves were higher (0.01-0.03 g) than those from the petioles

(0.005-0.018 g).

3


than those from the petioles (0.08-0.18 g). In the same way, dry

weights of calli from the leaves were higher (0.01-0.03 g) than those

from the petioles (0.005-0.018 g).

4


than those from the petioles (0.08-0.18 g). Dry weights of calli from the

leaves were also higher (0.01-0.03 g) than those from the petioles

(0.005-0.018 g).


Reinforcement :Reinforcement :ONE SUBJECT → ONE ATTRIBUTES

Similarly :Similarly :ONE ATTRIBUTE →


CHAPTERCHAPTER TWELVETWELVE

RELATIONSHIP SHOWINGRELATIONSHIP SHOWING CONDITIONSCONDITIONS

In daily life, one may observe symptoms in the environment, based on which he

makes and diagnosis. These are all made in his head. When he wants to

communicate the symptoms he observed with other people he needs to

formulate the symptoms into a well-worded observation. Similarly counts for

the diagnosis made.

Some examples :

The waxes are microcrystalline, and the crystallines represent excluded

volumes for the diffusion of solutes and water because they are inaccessible.

Diffusion is restricted to amorphous regions and to crystal/cutin interfaces.

Still in his mind, he can make a DIAGNOSIS :

Diffusion in microcrystalline of solutes and water is one of the important.

O B S E R V A T I O NO B S E R V A T I O NSolutes and water is one of the important the result diffusion of microcrystalline

which is restricted to amorphous regions and to crystal/cutin interfaces.

C O N C L U T I O NC O N C L U T I O NThis show that diffusion is restricted to amorphous regions and to

crystal/cutin interfaces.

This is indicates that diffusion is restricted to amorphous regions and to


This is an indication that diffusion is restricted to amorphous regions and

to crystal/cutin interfaces.

This is a sign that diffusion is restricted to amorphous regions and to


This mean that diffusion is restricted to amorphous regions and to Take Home Mid Exam 25


We may include that diffusion is restricted to amorphous regions and to


So, diffusion is restricted to amorphous regions and to crystal/cutin

interfaces.

Therefore, diffusion is restricted to amorphous regions and to crystal/cutin

interfaces.

G E N E R A L I Z A T I O NG E N E R A L I Z A T I O NIf the waxes are microcrystalline, and the crystallites represent excluded

volumes for the diffusion of solutes and water, diffusion is restricted to

amorphous regions and to crystal/cutin interfaces.

When waxes are microcrystalline, and the crystallites represent excluded

volumes for the diffusion of solutes and water, diffusion is restricted to

amorphous regions and to crystal/cutin interfaces.

R E C O M M E N D A T I O NR E C O M M E N D A T I O NSolutes and water is one of the important the result diffusion of microcrystalline

which is restricted to amorphous regions and to crystal/cutin interfaces

This show that diffusion of microcrystalline because they are inaccessible

The deficiency should be corrected by diffusion such as solute and water

P R E D I C T I O NP R E D I C T I O NIf diffusion of microcrystalline because they are inaccessible

The deficiency should be corrected by diffusion such as solute and water

If diffusion of microcrystalline (will be) they are inaccessible

The deficiency can be corrected by diffusion (should be) restricted to

amorphous regions and to crystal/cutin interfaces


In order to correct this deficiency diffusion (should be) restricted to

amorphous regions and to crystal/cutin interfacesTake Home Mid Exam 26


In order to remedy this deficiency diffusion (can be reduced) restricted to

amorphous regions and to crystal/cutin interfaces

Always Keep in Mind !Always Keep in Mind !

the word IF is only used in making

GENERALIZATION +


CHAPTERCHAPTER THIRTEENTHIRTEEN

COMPARATIVE SENTENCESCOMPARATIVE SENTENCES

Comparative sentences are used to compare the characteristics of two or more

subjects. The attributes of the subjects are compared in several ways, some of

which are shown in the examples bellow.

The table below shows mechanical and aphid vector transmission of the

pumpkin mosaic virus

Example :

InoculationInoculation MethodMethod

no. of inoculatedno. of inoculated pumpkin seedlingspumpkin seedlings

no. of infectedno. of infected pumpkin seedlingspumpkin seedlings

mechanical 18 18

aphids 20 6

control 19 0

Analysis :

m e c h a n i c a lm e c h a n i c a lThe nominal of Mechanical in inoculated pumpkin seedlings is same with

in a heavy clay soil.

a p h i d sa p h i d sThe nominal of Aphids in inoculated pumpkin seedlings is higher than

that in infected pumpkin seedlings.

The nominal of Aphids in infected pumpkin seedlings is lower than that in

inoculated pumpkin seedlings.

The Aphids content of inoculated pumpkin seedlings is higher than that in

infected pumpkin seedlings.Take Home Mid Exam 28

The Aphids content of infected pumpkin seedlings is lower than that in


Inoculated pumpkin seedlings have a higher Aphids content than infected

pumpkin seedlings.

Infected pumpkin seedlings have a lower Aphids content than inoculated

pumpkin seedlings.

The Aphids content of inoculated pumpkin seedlings is 20 whereas that of

infected pumpkin seedlings is 6.

The Aphids content of infected pumpkin seedlings is 6 whereas that of

inoculated pumpkin seedlings is 20.

c o n t r o lc o n t r o lThe nominal of control in inoculated pumpkin seedlings is higher than

that in infected pumpkin seedlings.

The nominal of control in infected pumpkin seedlings is lower than that in


The control content of inoculated pumpkin seedlings is higher than that in

infected pumpkin seedlings.

The control content of infected pumpkin seedlings is lower than that in


Inoculated pumpkin seedlings have higher control content than infected

pumpkin seedlings.

Infected pumpkin seedlings have lower control content than inoculated

pumpkin seedlings.

The control content of inoculated pumpkin seedlings is 19 whereas that of

infected pumpkin seedlings is 0.

The control content of infected pumpkin seedlings is 0 whereas that of

inoculated pumpkin seedlings is 19.


CHAPTERCHAPTER FOURTEENFOURTEEN

FACTS AND FIGURESFACTS AND FIGURES

DEALING WITH NUMBERSIn presenting a study result to an audience, the speaker normally makes use

of number. For speakers of English as a foreign language, there are matters

dealing with numbers that have to be taken into consideration. Some of them

will be discussed in this chapter in detail.

1 The use of the word AND in numbers occurs only between

hundreds and tens. Therefore, we say

For example :

three hundred and twenty for 320

one thousand two hundred and thirty for 1230

However, there is a difference between British and American English in the

way the numbers are spoken. American English does not use AND between

hundreds and tens.

Thus it would be :

three hundred - twenty for 320

one thousand two hundred - thirty for 1230

In delivering his speech, the speaker is advised to use only one English type

throughout his presentation.

2 A number of hundreds or thousands is never spoken in the plural

form.

We do not say :

three hundreds (and) twenty for 320Take Home Mid Exam 30

one thousand two hundreds (and) thirty for 1230

But we must say :

three hundred (and) twenty for 320

one thousand two hundred (and) thirty for 1230

3 Decimals are indicated by a point (.), and not by a comma (,).

Numbers after decimals are spoken separately.

We do not say :

ninety-one point ninety-two for 91.92

three point one hundred eighty-nine for 3.189

But we must say :

ninety-one point nine two for 91.92

three point one eight nine for 3.189

Millions and thousands are indicated by a comma (,).

For example :

six hundred fifty four million three hundred twenty one thousand for

654,321,000

A zero following a decimal point is spoken as O, the same as the letter of the

alphabet.

We do not say :

thirty-one point zero three for 31.03

five point zero three one for 5.031

But we must say :

thirty-one point o three for 31.03

five point o three one for 5.031

4 Percentages (%) are spoken as percent with the stress on the

second syllable.Take Home Mid Exam 31

We must say :

twenty-one percent for 21 %

twenty-one point three percent for 21.3 %

twenty-one point o four percent for 21.04 %

5 When expressing totals we can say the following.

For examples :

She is a rich woman because she have much money totaled 234.5

million in 2020.

She is a rich woman because she have much money came to 234.5

million in 2020.

She is a rich woman because she have much money stood at 234.5

million in 2020.

She is a rich woman because she have much money was 234.5 million

in 2020.

6 Fractions are spoken like this :

five sixths for 56

six sevenths for 67

7 Spoken currencies come AFTER the figure.

For example :

$2.69 : two dollar sixty-nine

two dollar sixty-nine cents

Rp 125 : one hundred-twenty five rupiahs

8 Mathematical symbols are read like the following :

SYMBOLSYMBOL SPOKENSPOKENTake Home Mid Exam 32

5 + 3 five plus three

7 - 3 seven minus three

5 x 7 five times seven

10 : 2 ten divided by two

75seven to the power of fiveseven to the fifth powerseven raised to the fifth power

103 ten cubed

√9 the square root of nine3√125 the cube root of one hundred-twenty five

3 + 3 = 6 three e plus three equals six

X > Z X is more than ZX is greater than Z

W < Y W is less than YW is smaller than Y

A ≥ B A is more than or equals BA is greater than or equals B

E ≤ F E is less than or equals FE is smaller than or equals F

9 Approximations are particularly useful when describing graphs

which are not designed to give exact information but rather to show an

overall picture.

1 Rates and ratios are usually spoken or written as follows.

For example :

The Java has a population density of 200 inhabitants per square kilometer,

while that of Sumatra is only 50 per square kilometer.

USING SIGNALSIn presenting our idea(s) we may use signal to tell our readers or listeners

what we are going to say or write next.


The sample picture can see in attachment, Regeneration of Pimpinella

pruatjan Through Somatic Embryogenesis, page 63, figure 1.

Analysis :

PRESENTATIONPRESENTATION TYPE OFTYPE OF SIGNALSSIGNALS

Good afternoon, ladies and gentlemen. GreetingsToday, I’m going to talk about fresh weight of 1 month calli of pruatjan from several medium formulations.

Introducing the presentation

First of all, let’s look at media planting. Sequencing.Referring to media.

As you can see from the bar graph, leaves weight on media D is higher than leaves weight on media B.

Inviting to focus on the visual.

Now, if we turn to another media, we can see that petioles weight on media O is lower than petioles weight on media L.

Sequencing.Changing the topic to another media.

Finally, let’s look at leaves weight on media M. that is highest weight overall.

Sequencing.Changing the topic to another media.

In conclusion, we can see that every media give different weight on leaves or petioles. Concluding.

Well, that is all I would like to say about fresh weight of 1 month calli pruatjan from several medium formulations.

Closing.

Any comments? Or inquiries? Eliciting questions.

DESCRIBING TRENDSThere are common expressions used to describe trends, upward or

downward movements which may be very great or only very slight. Some of

the most common expressions used to describe trends are :

PURPOSEPURPOSE EXPRESSIONSEXPRESSIONSto indicate upward movement

noun form verb forma risean increase

to riseto increase


a b c

d

-a climba jump

to go upto climbto jump

to indicate downward movement

noun form verb forma falla dropa declinea decrease

to fallto dropto declineto decrease

to indicated stability and fluctuation

a. to level out, to level offb. to remain stablec. to fluctuated. to reach a peak

d

a b c

Intensifiers and softeners can be expressed in sentences like the following :

Sales were slightly lowerSales dropped slightlyThere was a slight drop in sales

Productivity was dramatically higherThere was a dramatic increase in productivityProductivity rose dramatically

PURPOSEPURPOSE INTENSIFIERS /INTENSIFIERS / SOFTENERSSOFTENERS

A difference / change of fractionally higher

in the second quarter

in the Jatiroto plant last month


less than 5%fractionally lowermarginally highermarginally lower

A difference / change ofbetween 5% and 10%

slightly higherslightly lower

A difference / change ofbetween 10% and 50%

somewhat highersomewhat lower

A difference / change of50%

considerably higherconsiderably lowersubstantially highersubstantially lower

A difference / change of>50%

a great deal higher / lowerfar higher / lowermuch higher / lowerdramatically higher / lower

Preposition are also used in the context of trends. Note the following

examples :

The percentage rose from 60% to 80%

The figure fell from 80 to 60

The figure fell by 20

There was a fall of 20


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