EAW Week 8: Activities for Students Activity 1 : Classifying/categorizing

Activity 1 / Worksheet 1:

Task 1

The following sentences form a text which refers to the classification charts in Activity 1 /Handout 1. However, except for the first sentence they are not in the most logical order. Work with another student to try to agree on the best order for the numbered sentences, to form a complete text which fits the organization of the classification charts.

There are two classes of sugars; natural sugars and processed sugars. i. ii. Fructose and glucose are difficult to buy on their own. Raw cane sugar, white sugar, and soft brown sugar are produced at different stages in the refining process. iii. iv. The most widely consumed sugars are the end products of the process, the white sugars. Maple syrup, which is mostly sucrose and water is very popular in North America. In Britain you can buy it in health food shops. v. Soft brown sugar is made from either raw cane or white sugar, with molasses, treacle or syrup added. vi. Natural sugars are however, of little significance to the consumer compared with the processed sugars. vii. viii. There are two types, Barbados and demerara. Honey is available in many forms which are all essentially the same, varying only in flavor and price. ix. Processed sugars can be classified according to the stage in the process at which they are produced. 1

EAW Week 8: Activities for Students x. Raw cane sugar is an early stage in the process of making white sugar.

Activity 1/Handout 1

Classification Charts

EAW Week 8: Activities for Students

Activity 1 / Handout 2: Using grammar in writing When we classify, we arrange members of a group rather than parts relative to a whole. The table below shows some of the most common language used in sentences which have classification as their purpose. There are 1. The Y types kinds classes categories consist of 2. X can be divided into classes 3. A, B and C are kinds types categories of X Y categories classes kinds types of X : A, B and C . They are A, B and C are A, B and C

. These are A, B and C

: A, B and C

EAW Week 8: Activities for Students

Activity 1 / Worksheet 2: Task 2 The table below shows three types of headaches and their symptoms. Write a text classifying the headaches using the language in Handout 2. High Blood Pressure Allergy Sinus Pain in forehead, sweating, anxiety, nausea, vomiting, confusion. Pressure on both sides of head, on forehead and behind eyes, sneezing, watery eyes. Frontal sinuses (forehead behind eyebrows): pain in forehead, temples, eyes; maxillary sinuses (cheekbones): pain in face, then forehead, upper jaw.

Example: There are three types of headaches.

1. _______________________________________________________________________ _ _______________________________________________________________________ _ 2. _______________________________________________________________________ _ _______________________________________________________________________ _ 3. _______________________________________________________________________ _ 4

EAW Week 8: Activities for Students _______________________________________________________________________ _ 4. _______________________________________________________________________ _ _______________________________________________________________________ _ 5. _______________________________________________________________________ _ _______________________________________________________________________ _

Activity 2: Giving examples

Activity 2/Handout 1

Language

This For example, For instance A key experiment

is

shown exemplified illustrated

by

shown exemplified illustrated

this

This is shown by the following examples, The following are examples of this: The following is a case in point:

... 5

EAW Week 8: Activities for Students

is a case in point institutions such as The family

Activity 2/Worksheet 1 Rhetorical functions in academic writing: Giving examples In academic writing it is common to make generalizations. It is often useful to support these generalizations with examples. Examples Look at the way examples are given in the following texts. Induced hazards arise from a multitude of incorrect decisions and actions that occur during the actual construction process. Some examples are: omission of protective features, physical arrangements that may cause unintentional worker contact with electrical energy sources, oxygendeficient atmospheres created at the bottom of pits or shafts, lack of safety factors in structural strength, and flammable atmospheres. Morgan was not interested in the terms but in the principles which they seemed to reveal when they were put together. For example, he would have been interested in the fact that the English word "uncle" can be used in speaking both of one's mother's brother and one's father's brother while in Swedish, for instance, two different words are used. According to instinct theories, people are motivated to behave in certain ways because they are evolutionarily programmed to do so. An example of this in the animal world is seasonal migration. These animals do not learn to do this, it is instead an inborn pattern of behavior. 6

EAW Week 8: Activities for Students

Fireworks can be dangerous. For a case in point, look at what happened to a standard six student who lost three of his fingers last August. Mr. Aziz was also the most humble man I've ever met. This is exemplified by the fact that no one person knows about all of his achievements. A key experiment shows this. A hole is made in the shell and a small cube of cells is carefully cut out from the posterior margin containing the polarizing region and grafted into the anterior margin of the limb bud of another embryo. In many other disciplines such as engineering and agriculture, researchers conduct experiments to test various techniques, assumptions, or products. These days, innovations have increased the functionality of the basic rice cooker. Fuzzy logic rice cookers, for example, have a computer chip embedded that allows for several customized cooking options: different programs for different kinds of rice or for different styles of cooking. Activity 3: Expressing degrees of certainty

Activity 3/Handout 1 Adverbs of Degree List The table below contains an alphabetical list of common single-word adverbs of degree. almost absolutely awfully* badly* barely completely decidedly deeply enough enormously entirely extremely Note: *informal fairly far fully greatly hardly highly how incredibly indeed intensely just least less little lots most much nearly perfectly positively practically pretty* purely quite rather really scarcely simply so somewhat strongly terribly* thoroughly too totally utterly very virtually well

EAW Week 8: Activities for Students

Activity 4: Describing graphs and charts Activity 4/Handout 1 Language Focus: Describing graphs and figures As you can see We can see chart, diagram, table, graph, figures, statistics, from in chart diagram table graph figures statistics Table 1 Figure 2 From the figures chart diagram we may can Table 1, Figure 2, Graph 3, shows, indicates, show, indicate, see conclude show estimate calculate infer ...

from the in

that ...

As you can see We can see

As

the

that ...

EAW Week 8: Activities for Students Describing change increased shot up grew rose declined by reduced decreased dropped fell slightly slowly gradually steadily markedly X declined dramatically reduced steeply decreased sharply dropped rapidly fell suddenly increased shot up grew rose X reached a peak. leveled off

...

Activity 4/ Handout 2

EAW Week 8: Activities for Students

Activity 4/ Handout 3 The Gender Gap Study the graph and the vocabulary below. Then complete the paragraphs on Activity 4/Worksheet 1 with the appropriate words. Some words may be used more than once. Be sure to put verbs in the simple past or present perfect tense. When you have finished, compare your answers with a partners. The Gender Gap
Womens hourly earnings as % of mens

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EAW Week 8: Activities for Students

Perce nt Sweden France 9 0 8 0 7 0 Britain USA 6 0 5 0

Japan

40 1967 70 75 80 85 90 92

Source: Blau and Kahn; ILO National Statistics

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EAW Week 8: Activities for Students

Activity 4/Handout 4

Adjectives
gradual slight steady sharp steep rise increase growth fall decrease decline

Nouns

Noun Phrase
a gradual rise

Verbs
to rise to go up to increase to grow to fall to go down to decrease to decline

Adverbs
slightly (a little) gradually (slowly) steadily (without changing) sharply (quickly) steeply

Verb Phrase
to rise slightly

Examples of sentences using the phrases above

1. There is a sharp increase in the number of female students enrolled at the public universities in Malaysia. 2. The increase in the price of petroleum has caused the prices of goods and services to go up. 3. The percentage of female smokers has gone up steadily throughout the world

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EAW Week 8: Activities for Students

Activity 4/Worksheet 1

The Gender Gap in Wages When men and women are paid unequal wages for the same job, we call this a gender wage gap. Since 1967 womens wages __________________ (1) in relation to mens wages, but in most countries women have not achieved complete equality in the workplace. The graph The Gender Gap shows this inequality by comparing statistics between the United States, Japan and three European countries near the end of the 20th century. Swedish women were paid wages most equal to men in 1992. Womens wages in Sweeden rose ______________ (2) from 1967 to 1980 to reach about 90 percent of mens wages. The figure then remained about the same until the 1990s. By comparison, the French figure did not ___________________ (3) as much as the Sweedish figure did between 1972 and 1976. French womens wages rose ____________________ (4) to only 80 percent of mens in 1990. In Britain, there was a ____________________ (5) _________________________ (6) in womens wages from 1970 to 1976. The figure leveled off at 10 percentage points below the French figure in 1990. Unlike Sweden and France, the United States saw almost no improvement in the wage gap before 1978, but in 1978 there was _________________ (7) _________________ (8) in U.S. wages for women. Yet in 1990 women still received no more than 70 percent of mens wages in the United States. In Japan, womens wages _____________ (9) until 1975. After 1978 they _______________ (10) steadily until 1990, when they were only 50 percent of mens wages. The statistics show that the gender wage is slowly narrowing in Europe and the United States. Sweden, in particular, gives women wages that are almost equal to mens . More research should be conducted to understand how to solve the gender wage gap.

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EAW Week 8: Activities for Students Look at The Gender Gap in Wages essay. Working with a partner, and writing in your own words, answer the following questions: 1. What is the main idea of the passage? 2. How do the statistics in the body support the main idea? 3. What conclusion is reached from these statistics? Activity 4 / Handout 5 1. Contrasting Verb Tenses

PAST Simple Past In 1960 fewer women than men graduated from college THE PRESENT PERFECT Present Perfect Since 1960 many more women have graduated from college

NOW Simple Present Today more women than men graduate from college.

The present perfect often describes an action that began in the past and continues into the present. Have + past participle More women have graduated since 1960. Some time expressions showing the need for the present perfect are: since 1960 for forty year in the past forty years THE SIMPLE PAST The simple past describes an action that happened in the past and is not continuing in the present. Some time expressions showing the need for the simple past are: in 1960 forty years ago at that time 14

EAW Week 8: Activities for Students THE SIMPLE PRESENT The simple present describes an action that happens in the present. Some time expressions showing the need for the simple present are: today now nowadays at present Activity 4 / Worksheet 2 Working with a partner, complete the following paragraphs by writing the verb in parentheses in the correct tense: present perfect, simple past, or simple present. According to U.S. Census Bureau information on annual earnings averages, since 1983 women have made (make) some progress in the workplace in most professions. The following statistics __________________ (2) (provide) data showing that recently more women ____________________ (3) (enter) the workforce, yet they still make less than men do. In the past 20 years the percentage of women in professional positions _______________ (4) (grow). For example, 46.8 percent of professional workers ______________ (5) (be) women in 1983, while 52 percent of these workers ______________ (6) (be) women in 1999. Although women participate more in the workforce than they _______________ (7) (do) in the past, they still make less money than men do. Professional women did not earn as much as their male counterparts did in 1999. Their average earnings _________________(8) (increase) only slightly between 1983 and 1999. Womens earnings ____________________(9) (be) 72.6 percent of professional mens in 1983 and increased to only 76.5 percent of mens in 1999. That means that for every dollar a male professional _____________________ (10) (receive) for his services in 1999, a woman received just over 75 cents. Although it is obvious that women ___________________ (11) (make) progress in the professional workforce since 1983, they are still paid less than men for the same job. Employers 15

EAW Week 8: Activities for Students must pay women wages equal to those of men for women to have full equality with men in the future.

Activity 4/Worksheet 3 2. Subject-Verb Agreement All verbs must agree in number with the subject nouns that they refer to. This includes nouns that show a quantity or percentage. Singular Subject The The The number proportion/percentage ratio Plural Subject The The percentages ratios of female students of degrees awarded of male graduates of female graduates of male to female graduates Third Person Singular Verb has fallen has increased is changing Third Person Plural Verb have changed are changing

Put a check ( ) over the correct sentences. If the subject and verb do not agree, cross out the incorrect verb tense and write the correct one above it. 1. The number of bachelors degrees awarded to women has increased. 2. The percentage of graduate degrees going to women has also changed. 3. The number of women receiving PhDs today are almost the same as the number of men receiving them. 4. The proportion of women receiving medical degrees has risen steadily.

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EAW Week 8: Activities for Students 5. In 1996 the ratio of female to male doctors were two to three. 6. Nevertheless, the proportion of women receiving medical degrees is rising steadily.

REFERENCE Cohen, R.F. & Miller , J. L. (2003). Reason to Write: Strategies for Success in Academic Writing. Oxford http://www.uefap.com/speaking/group/grouplan.htm#Classifying http://www.uefap.com/writing/function/examples.htm

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