Refining Academic English Skills ESL 204 ,2022-2023 academic year [2022-2023 ed.]

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ESL 204 Refining Academic English Skills

Refining Academic English Skills

ESL 204 Academic Year 2022-2023

Refining Academic English Skills Contents Unit 1: THE PURSUIT OF HAPPINESS Overview........................................................................................................................................................... .3 Reading and Vocabulary Building-What is Happiness? ............................................................. .5 Reading and Vocabulary Building-Does Money Buy Greater Happiness? ......................... .10 Reading and Vocabulary Building-Braces Won't Make You Happy, but Bacon Will ...... .16 Reading and Vocabulary Building-Strategy Practice .................................................................. .24 Language Building-Diagnostic Activity............................................................................................. .30 Language Building-Review of Coordination and Parallel Structure ..................................... .31 Language Building-Review of Clauses, Phrases, and Sentence Problems .......................... .42 Language Building-Adverb Clauses .................................................................................................... .46 Language Building-Reference Charts of Connecting Words & Transitions ....................... .49 Text Building-Paraphrasing .................................................................................................................. .55 Text Building-Summarizing................................................................................................................... .67 Supplemental Reading-What is the Evolutionary Purpose of Happiness? ....................... .78 Supplemental Reading-Refute of Happiness ................................................................................ .80 Supplemental Reading-What Makes a Good Life (video transcript) ................................... .82

Unit 2: CONSUMER BEHAVIOUR AND MARKETING Overview......................................................................................................................................................... .85 Reading and Vocabulary Building-Consumer Behaviour.. ..................................................... .87 Reading and Vocabulary Building-Influencing the Consumer ............................................. .98 Reading and Vocabulary Building-Sensory Perception and Marketing ........................... .107 Reading and Vocabulary Building-Perspectives on the Self.. ................................................ .118 Reading and Vocabulary Building-Brand Loyalty and Brand Equity ................................. .127 Reading and Vocabulary Building-The Negative Consequences of Branding ................ .130 Language Building-Review of Nouns and Determiners ........................................................... .134 Language Building-Adjective Clauses .............................................................................................. .148 Language Building-Sentence Combination Strategies .............................................................. .164 Supplemental Reading-Liquid Gold ................................................................................................. .166 Supplemental Reading-Against Advertising ................................................................................. .168 Supplemental Reading-How Companies Learn Your Secrets ................................................ .171 Supplemental Reading-What Isn't For Sale .................................................................................. . 174

Unit 3: OUR FOOD AND OUR HEAL TH Overview........................................................................................................................................................... .177 Reading and Vocabulary Building-Street Food ............................................................................. .179 Reading and Vocabulary Building-Can Organic Farming Save Us All? ................................ .189 Reading and Vocabulary Building-It's the Calories ..................................................................... .201 Reading and Vocabulary Building-The Slow Food Movement ............................................... .212 Reading and Vocabulary Building-How Industrial Food Contributes to the Climate Crisis . 218 Language Building-Gerunds and Infinitives ................................................................................... . 220 Language Building-Connectives to Give Examples and to Continue an Idea .................... . 231

1

Unit 3: OUR FOOD AND OUR HEALTH

(continued)

Text Building-Writing Thesis Statements .................................................................................. . 234 Text Building-Writing Outlines ..................................................................................................... .246 Text Building-Writing Well-Constructed Paragraphs ............................................................ . 251 Text Building-In-Text References Using APA ............................................................................ .261 Text Building-APA Citation Style .................................................................................................. .263 Text Building-Taking Notes from Source Readings ................................................................ .271 Text Building-Sample Essay: The Price of Convenience ....................................................... .274 Supplemental Reading-The Deadly Noodle ............................................................................... . 278 Supplemental Reading-Death by Sugar ...................................................................................... . 280 Supplemental Reading-Ultra-Processed Food Linked to Early Death .............................. .283 Supplemental Reading-Cooked: A History of Transformation ............................................ . 285 Supplemental Reading-Using Genetically Engineered Crops in Food Production: Pro and Con Arguments .. . 288 Supplemental Reading-Feeding the World-and Saving It .................................................. . 290 Supplemental Reading-How to Feed Nine Billion ................................................................... . 293

Unit 4: USE AND ABUSE OF NATURAL RESOURCES Overview .................................................................................................................................................. .297 Reading and Vocabulary Building-Water for Sale ................................................................... .298 Reading and Vocabulary Building-The Aral Sea-An Environmental Disaster ............. . 309 Reading and Vocabulary Building-International Conflict Over Natural Resources ...... . 321 Reading and Vocabulary Building-Strategy Practice .............................................................. . 330 Language Building-Expressing Relationships Between Ideas ............................................. .332 Text Building-Silent Spring ............................................................................................................. . 351 Text Building-Coherence and Structure ..................................................................................... .374 Text Building-Introductions, Conclusions, and Titles ............................................................ .390 Text Building-Sample Essay ........................................................................................................... .402 Supplemental Reading-World is Facing a National Resources Crisis ................................ .406 Supplemental Reading-Global Resources: Abuse, Scarcity, and Insecurity .................... . 408 Supplemental Reading-Aral Sea Recovery? ............................................................................... .413 Supplemental Reading-Scraping Bottom ................................................................................... .416 Supplemental Reading-Water Contamination Concerns Linger for Shale Gas ............... .420 Supplemental Reading-What You Need to Know About Fracking in Canada ................. . 422

Unit 5: POVERTY AND ECONOMIC INEQUALITY Overview .................................................................................................................................................. .425 Reading and Text Building-Can Extreme Poverty Be Eliminated? ..................................... .426 Text Building-Sample Essay: The Dark Side of Social Media ............................................... . 437 Language Building -Reduced Adjective Clauses ....................................................................... . 440 Language Building -Reduced Adverb Clauses ........................................................................... . 445 Language Building -Conditionals ................................................................................................. .454 Supplemental Reading- It Is Expensive to Be Poor ................................................................. .478 Supplemental Reading-It's Not a Lack of Self-Control That Keeps People Poor ............ .480 Supplemental Reading-What Happens When the Poor Receive a Stipend? .................... .483 Supplemental Reading-Universal Basic Income: Its Pros and Cons .................................. .485 Supplemental Reading - Micro credit Lending: Small Loans; big payback .................... .488 Supplemental Reading-Reducing Poverty through Employment ....................................... .490 Supplemental Reading-For Child Poverty, Family Structure Still Matters ...................... . 492 Suoolemental Readin£-Is Greed Good? ....................................................................................... . 495 Supplemental Reading-Five Reasons Why Donating to the Poor Makes Them More Poor ............... .497

2

Unit 1: The Pursuit of Happiness

Ill Iii

The Pursuit of Happiness Many academic writing assignments at university require students to respond to course readings and use information from these readings to support their ideas. In this unit, you will analyze several readings and a talk on the theme of happiness. You will work closely with both vocabulary and sentence structure to paraphrase selected excerpts and write a summary of a text. In the course of this unit, you will: •

practice using particular features of your dictionary to deepen your understanding of vocabulary encountered in unit readings

•

review problems with parallelism and coordination in sentence structure

•

improve sentence variety through the use of adverbial clauses

•

use different reading techniques to help you process information

•

review and practice strategies for paraphrasing information from source texts

•

learn the basic principles of summary writing

•

write a summary on the theme of happiness

3

Unit 1: The Pursuit of Happiness

Happiness Level: Biology, Policies, or Behaviour? The Happiness Research Institute in Denmark is an independent institute whose mission is to inform decision makers of the causes and effects of human happiness with the aim to improve the quality oflife for citizens around the world. Let's look at how happiness is measured. People's happiness level is a complicated result of social relationships, sense of purpose, genetics, age, employment status, absolute and relative income, social comparisons, selfesteem, aspirations, health status, autonomy, consumption pattern, civil status, and time use to name a few. Generally, three categories influence the happiness level of people: (1) those we cannot change (biology), (2) those we can change over time (policies), and (3) those we can change tomorrow (behaviour). The Happiness Research Institute focuses on policies and behaviour. Ifwe look at the importance of policies for our cognitive dimension of well-being (overall life satisfaction), which often form the basis for international happiness rankings, we can currently explain 75% of the variance between the 150+ countries in the World Happiness Report with factors that are influenced by policies such as health, freedom to make life choices, GDP per capita, good governance, and behaviour such as social support and altruism. Usually, the Nordic countries top the rankings with Denmark often in the lead, while countries like Syria, Afghanistan, and Burundi are rated as being among the least happy. It is important to stress that most happiness rankings are based on averages. If Denmark is

called the happiest country in the world, it is because Danes have the highest average score compared to the other countries in the study. It does not mean that a country like Denmark is a utopia or that no Danes are unhappy. It just means that the Danish average is relatively higher. It can also be said that according to this rating scale Denmark is the least unhappy country in the world. Later in this unit, we will look at the World Happiness Rankings 201 7 in more detail. Adapted from: https: //www.happinessresearchinstitute.com/ https://www.happinessresearchinstitute.com/whyaresomepeop lehappier

4

Unit 1: The Pursuit of Happiness

What is Happiness? Quotes from Famous People Around the World

"When one door of happiness closes, another opens; but often we look so long at the closed door that we do not see the one which has been opened for us." -Helen Keller, 1880-1968, deaf and blind American writer

"There is no duty we so much underrate as the duty of being happy. By being happy, we sow anonymous benefits upon the world." -Robert Louis Stevenson, 1850-1894, Scottish writer of Treasure Island and Strange Case of Dr. Jekyll and Mr. Hyde

"Happiness in intelligent people is the rarest thing I know." -Ernest Hemingway, 1899-1961, American writer of The Old Man and the Sea and For Whom the Bell Tolls

"Happiness is good health and a bad memory." -Ingrid Bergman, 1915-1982, Swedish actress in the film Casablanca

"Happiness is a warm puppy." -Charles Schulz, 1922-2000, American cartoonist, created the comic strip Peanuts starring Charlie Brown and his dog Snoopy

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Unit 1: The Pursuit of Happiness

"Happiness consists more in small conveniences or pleasures that occur every day, than in great pieces of good fortune that happen but seldom to a man in the course of his life." -Benjamin Franklin, 1706-1790, one of the founding fathers of the U.S., helped draft the Declaration of Independence and the Constitution

"If only we'd stop trying to be happy

we'd have a pretty good time." -Edith Wharton, 1862-193 7, American novelist, was the first woman to win the Pulitzer Prize for literature in 1921 for The Age ofInnocence

"Happiness is when what you think, what you say, and what you do are in harmony." -Mahatma Gandhi, 1869-1948, Indian civil rights leader

"Unbroken happiness is a bore; it should have ups and downs." -Moliere, 1622-1673, French playwright and actor known for Tartuffe

Discussion Questions In groups, discuss the following questions. 1. Which quote is your favourite, and why? 2. Choose a quote that best reflects your perspective of happiness. Explain why you chose this quote using examples from your life. 3. Choose another quote and explain what it means considering the person who said it. 4. What does Robert Frost's quote mean? Explain using a real-life example. 5. How could someone like Helen Keller be positive about happiness? 6. Write your own quote about happiness and share it with your classmates.

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Unit 1: The Pursuit of Happiness

Happiness Questionnaire Below is a list of statements about happiness. Indicate how strongly you agree or disagree with each statement by placing a checkmark (D) in the appropriate box. When finished, discuss your answers with a classmate.

1. People are happier today than at any time in history. 2. Satisfaction with one's work is the most important determinant of a erson's level of ha iness. 3. People who live in rural areas are happier than people who live in big cities. 4. Happiness is found in savouring the small pleasures and conveniences of daily life. 5. People in developed countries are happier than people in developing countries. 6. Without the ups and downs, life would be boring. 7. Religion is a major source of unhappiness in the world. 8. Happy people accept what they cannot change. 9. Happiness is a spiritual state of being. 10. You need to put much effort into achieving happiness. 11. People who are realistic about the world are rarely happy. 12. People with more choices in life are happier.

What is your greatest source of happiness? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

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Unit 1: The Pursuit of Happiness

World Happiness Rankings 2017 The most recent World Happiness Report, published in March 201 7, ranks the happiness of 155 countries.

Go to the following source to see the country rankings: Helliwell, J., Layard, R., & Sachs, J. (2017). World Happiness Report 2017, New York: Sustainable Development Solutions Network. Retrieved from http://worldhappiness.report/ Go to the video below to watch a short introduction of the World Happiness Report: https://youtu. be/Se2gffKp 1I w

The study considered important variables such as freedom, generosity, health, social support, income, and trustworthy governments. Here are some examples of questions citizens were asked: •

Freedom: Are you satisfied or dissatisfied with your freedom to choose what you do with your life?

•

Generosity: Have you donated money to a charity in the past month?

•

Social support: If you were in trouble, do you have relatives or friends you can count on to help you whenever you need them, or not?

•

Trustworthy governance/Corruption perception: Is corruption widespread through the government or not? Is corruption widespread within businesses or not?

The top ten "happy" countries in 2017: 1. Norway 2. Denmark 3. Iceland 4. Switzerland 5. Finland 6. the Netherlands 7. Canada 8. New Zealand 9. Australia 10. Sweden

8

Unit 1: The Pursuit of Happiness

Discussion Questions In groups, discuss the following questions. 1. Why do you think most Scandinavian countries are at the top of the list? 2. The six aspects considered when making the world ranking were freedom, generosity, health, social support, income, and trustworthy governance. Why do you think these six factors were chosen? 3. Of the six aspects, which one do you consider to be the most important for your home country, and why? 4. Of the six aspects, which one do you consider to be the most important for your own happiness, and why? 5. Canada ranks 7th . Suggest some reasons why Canadians are rated as being so happy.

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Unit 1: The Pursuit of Happiness READING ONE

GETTING STARTED Discuss the following questions with your classmates.

•

• • •

Looking back to your childhood, was there ever something that you desperately wanted to have and finally got (as a gift or as a purchase)? What was it, and how old were you? Describe how you felt when you received it. Later in life, as a teenager or adult, think of a major purchase in your life. What was it, and why did you want it so badly? When did you get it? In both cases, how long did intense feelings of happiness last? Do you feel the same way now about getting what you wanted? Do you know anyone who seems naturally happy most of the time? What about someone who always appears sad, even when good things happen? What do you think makes that person almost constantly happy (or sad)?

DOES MONEY BUY GREATER HAPPINESS?

(D Over the last few years, a difficult economic recession has required many Americans to cut back on unnecessary purchases and leisure activities. The term "stay-cation" has cropped up in many Facebook communications. People are staying at home instead of traveling, to get the relaxation benefits without the expense. Despite the feeling of sacrifice, Americans may be learning important lessons about living in a way that brings greater happiness. a) The expression "Money can't buy happiness" is an extremely hard maxim for many to accept. Americans seem to think that if we could just make more money, then we would be happier. The problem is that we tend to overestimate both the happiness associated with good things and the negative feelings associated with life's bad things. @ The truth is that people are adaptable and resilient. If there is an annoying light fixture flickering overhead, at first we think it will drive us crazy, but soon we barely notice it. Or we are able to tune out annoying noise (traffic outside our window or our children playing nearby) and focus on the task at hand. People habituate easily to distracting stimuli

in the environment and are able to focus on important things like school, work, or a conversation with a friend. Indeed, we habituate to most circumstances of our lives, whether good or bad, in a relatively short period and maintain a somewhat consistent level of happiness over time. @ While it's true that people get a surge of happiness when they make a big purchase or experience a change in life circumstances like starting a new job - they soon generally return to their original state of happiness. There are two primary factors that researchers use to explain this phenomenon. First, there is a strong genetic basis to happiness that determines a person's happiness "set point." We must think of this genetic set point as being like the thermostat in our homes. After the temperature in the house rises (or happiness increases), the heat turns off until the house cools down to the temperature set on the thermostat (the happiness set point). In happiness terms, this "cooling off" process is referred to as "hedonic adaptation," the second factor in adapting to life circumstances. @ People adapt to hedonic pleasures in

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10

Unit 1: The Pursuit of Happiness that each person's body will tend to maintain (again, a set point), which is often higher than we'd like. In order to lose weight, we must make lifestyle changes to diet and activity levels. Analogously, this same type of intentional activity can increase happiness above the natural set point. The activities that promote happiness are those we have resorted to during the recession because we haven't had as much disposable income as usual, such as staying at home for game or movie nights with family and friends. @ The No. 1 predictor of happiness across studies and cultures is good relationships. Spending time with the people we care about increases positive feelings while building social support that we can call on in times of need (such as a friend to bring us chicken soup when we're sick). This investment in close relationships may have happened out of the necessity of the recession, but could result in unanticipated long-term benefits. @ If buying material goods doesn't increase happiness, how can we maximize the benefits of the expendable income we do have? We now know that we will quickly habituate to a large purchase. To offset the tendency to adjust to the positive feelings generated by getting something new, we can make frequent small purchases, such as flowers or a new shirt, instead. @ There is evidence that spending money on experiences can increase happiness. Having a picnic or taking a vacation allows us to increase happiness through several mechanisms. First, a shared experience with family or friends can increase the social bonds that are robustly associated with happiness. @ Second, savoring the experience in the moment and reminiscing about it afterward are both associated with increased happiness. We often look back at our experiences with "rose-colored glasses," remembering the positive about the time and the people who shared it with us. Having positive illusions (within reason), rather than dwelling on the negative, is also associated with being happier.

their lives and return to their baseline level of happiness. This relationship also holds true for society at large, as demonstrated by what's called the "progress paradox": Despite significant progress and economic growth over the past 50 years, happiness levels have remained relatively constant or declined. (J) The good news is that the genetic basis of happiness accounts for about only 50 percent of people's happiness levels. However, the things that we think would make us happy such as more money, a bigger house, a newer car, or the latest electronic gadget - really don't contribute that much to happiness. Taken together, the circumstances of life, including wealth, marriage, health, attractiveness, and education level, account for only 10 percent of our happiness because we habituate to our circumstances. Big changes quickly become a normal part of life, and we return to our happiness set point. @ There are a few qualifications to the general rule that money doesn't buy happiness. Money is related to happiness when people do not have enough money to meet basic needs for food, shelter, and clothing and still have a little left over for nonessentials. But a new study by Nobel Prize winner Daniel Kahneman at Princeton University identified $75,000 (depending upon where you live) as the income above which the relationship between happiness and income basically disappears. More income does not translate to being happier. Another qualification to the moneydoesn't-buy-happiness idea is that there are multiple ways of viewing happiness. Having a higher income is not related to the momentby-moment positive feelings we associate with happiness; however, it does increase people's overall satisfaction with their lives or view of themselves as successful. @) Thus, if about 50 percent of happiness is explained by our genes and 10 percent by our life circumstances, what accounts for the remaining 40 percent? Researchers are starting to view happiness as similar to weight loss. There is a genetic basis for the weight

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Unit 1: The Pursuit of Happiness @ Finally, being grateful for what we have (good friends, our health, etc.}, even during difficult economic times, increases happiness. Taking the time to count our blessings and to realize that, while we may not have it as good as we used to, we have it a lot better than most people in the world-that can put things into perspective. @ The bottom line: The things we think will make us happy do not make us as happy as we would think. So the question is, will we go back to our old spending habits after

economic recovery? Or will we take to heart the lessons we've learned during this recession, making permanent changes in how we spend our time and money that may ultimately increase happiness? Source: Schiffrin, H. (2010, October 12}. Does money buy greater happiness? Montreal Gazette, p. A21.

AFTER READING

1. According to the text, what determines our level of happiness in life? Complete the chart below.

2. In your own words, explain what a person's happiness "set point" is.

12

Unit 1: The Pursuit of Happiness

3. Which of the following three statements illustrates the process of hedonic adaptation discussed in the text? a) "Tonight is the graduation ceremony, and I'll receive my Bachelor of Commerce degree from Concordia. I've worked so hard, and the day is finally here. I'm so excited, and my parents are so proud!" b) "After dieting and exercising for six months, I lost weight and am back to my goal of a size 8. I've been enjoying wearing my favourite jeans again. But now I think I'd look amazing ifI could get down to a size 6, so I'm going to start working out even harder." c) "I was so sad when my grandmother passed away, but I'm so grateful to her for leaving me the money I need to go on to graduate school. Her gift will change my life." 4. Without using your dictionary, look at the context in Paragraph 14 and try to explain the meaning of the expression "rose-colored glasses." 5. Based on the information in the text, who is likely to experience more lasting happiness after an unexpected life event? Why? Mei Lin and her husband James are corporate lawyers with two young children. Their high-rise condominium in Toronto is very small for a growing family, and it's hard to have the children play outside as much as they'd like. Mei Lin's parents have sold a profitable business and would like to buy her the home she's always dreamed of: a 6bedroom house with a huge yard and a swimming pool, close to downtown. Mei Lin, James and the kids will move in next month.

Nicholas is 70 years old and is retired from his job. It's a struggle to get by on his pension; he has to turn down the heat in his apartment during cold winters to make sure he has enough money to pay his rent, and he hasn't travelled outside of Quebec for 5 years. Last week, he won the second prize in Lato-Quebec's "Grande vie" lottery: the prize is $25,000 per year for the rest of his life.

6. According to the research described in the article, what are three actions you can take that are likely to increase your happiness?

7. In your opinion, how much control do you have over your own happiness?

13

Unit 1: The Pursuit of Happiness

PARAPHRASING PRACTICE As you've learned, a good paraphrase gives the same ideas and information as the original text but in different words; while the length of the paraphrase is usually similar to that of the original, the grammar and vocabulary are your own. Technical vocabulary is often the same because there might not be any other way to say it. The source of the information in the paraphrase must always be given. When paraphrasing, use a variety of reporting verbs to introduce an author's ideas. EXERCISE 1

Compare the two paraphrases below. Which one (A or B) most closely matches the criteria for a good paraphrase? Why? Original text: Having a higher income is not related to the moment-by-moment positive

feelings we associate with happiness; however, it does increase people's overall satisfaction with their lives or view of themselves of successful. Paraphrase A:

The pleasure we feel during happy moments is not directly linked to having more money, but earning more enhances our general sense of wellbeing and accomplishment (Schiffrin, 2010).

Paraphrase B:

Having more money is not linked to the positive feelings we consider to be happiness; nevertheless, it has been proven that it increases our overall satisfaction with our lives and our successes (Holly Schiffrin, "Does Money Buy Greater Happiness?").

EXERCISE 2

The sentences below come from the article "Does Money Buy Greater Happiness?" Some (not all) of the sentences have technical vocabulary or other terms or expressions that may not need to be changed in a paraphrase. With a partner, underline the word(s) that you think can remain unchanged. 1.

Over the last few years, a difficult economic recession has required many Americans to cut back on unnecessary purchases and leisure activities. (paragraph 1)

2.

The term "stay-cation" has cropped up in many Facebook communications. (paragraph 1)

3.

We must think of this genetic set point as being like the thermostat in our homes. (paragraph 5)

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Unit 1: The Pursuit of Happiness 4.

Despite significant progress and economic growth over the past 50 years, happiness levels have remained relatively constant or declined. (paragraph 6)

5.

The activities that promote happiness are those we have resorted to during the recession because we haven't had as much disposable income as usual, such as staying at home for game or movie nights with family and friends. (paragraph JO)

6.

Second, savoring the experience in the moment and reminiscing about it afterward are both associated with increased happiness. (paragraph 14)

EXERCISE 3

Write paraphrases of these three ideas from "Does Money Buy Greater Happiness?" on the lines below.

1. The problem is that we tend to overestimate both the happiness associated with good things and the negative feelings associated with bad things.

2. While it's true that people get a surge of happiness when they make a big purchase or experience a change in life circumstances, they soon generally return to their original state of happiness.

3. As demonstrated by the "progress paradox," despite significant progress and economic growth over the past 50 years, happiness levels have remained relatively constant or declined.

15

Unit 1: The Pursuit of Happiness READING TWO Before reading, preview the questions on the right and answer them as you read.

BRACES WON'T MAKE YOU HAPPY, BUT BACON WILL When University of California psychologist Sonja Lyubomirsky summarized the

1. Who is being

research on what determines happiness in a pie chart, she found that

made happier:

circumstances - our jobs, families, and social lives - account for a surprisingly slim

the visitor or the person

slice of the happiness pie: only 10 per cent.

visited?

Genetics accounts for roughly 50 per cent. But the rest - 40 per cent - must include behavioural and mental strategies, Dr. Lyubomirsky says.

2. Using an

The psychologist has investigated potential happiness boosters in a number of

online resource,

experiments and found that routinely committing acts of kindness, such as visiting a

dictionary, or

nursing home, can make people happier. Counting their blessings once a week in a gratitude journal also increased people's satisfaction with their lives.

thesaurus, find two words that could be used

Are there behaviours that contribute to being miserable? Dr. Lyubomirsky is

here instead of

studying whether brooding over problems plays a role in chronic unhappiness.

"brooding", but give the same meaning.

You can't buy it

The happiest people have good mental health and strong social relationships, according to a study done by Ed Diener and Martin Seligman, two American

3. In the subheading

researchers who studied the most contented 10 per cent of college students.

"You can't buy

Dr. Diener, a psychology professor at the University of Illinois, says there are no

it", what is "i!"?

simple prescriptions for more happiness. Money isn't the answer: Once people have enough to meet their basic needs,

4. Why does being unhappy

acquiring more doesn't make them happier. But intimate, loving relationships are very important, as are activities that we enjoy and value, he says.

often last longer than being happy?

There isn't a scientific consensus on whether we can make ourselves happier, Dr. Diener says. As for what makes us unhappy, he has found it can take years for people to recover from losing a spouse or a job.

5. In the subheading " ...

... but you can earn it

but you can

Exercise is an important component of a happy life, say researchers in the

earn it", what

Netherlands who studied 8,000 people 18 to 65 years old, including 162 pairs of

does "earn"

identical twins.

mean?

16

Unit 1: The Pursuit of Happiness They found that people of all ages who exercise regularly were more satisfied with their lives than those who didn't. The work of the researchers adds to a growing body of evidence that even moderate exercise can help to beat the blues. Exercise can help people cope with stress and can also produce endorphins, the human body's natural painkillers.

6. If one piece of

Vaccination by chocolate

three minutes of

chocolate or

Happiness can boost your immune system, says Angela Clow, a professor of psychophysiology at Westminster University in London.

music brighten me up, what will eight pieces

There are plenty of studies that show chronic stress can depress the immune

of chocolate or

system, but Prof. Claw's work shows that even the simple pleasures of smelling

24 minutes of

chocolate or listening to music increase the antibodies in saliva that protect the

music do?

body from invaders. Other experiments have shown that happier people have lower levels of the stress hormone cortisol in their saliva and lower levels of a protein in blood that can cause heart problems.

7. Why might it

be The older the better

advantageous

Nora Ephron may feel bad about the wrinkles on her neck, but there is no strong

for us to be

evidence that the physical changes that accompany aging make us miserable. In fact, we may be hardwired to feel happier as we age.

happier, the older we get?

Leanne Williams, an associate professor in psychological medicine at the University

8. What does

of Sydney in Australia, found that emotional stability improves as we become

the author

elderly. She is now investigating whether this is related to physical changes in the

mean when she

brain.

says we are

There are signs it may be. One of her experiments showed older people are better than teens at picking happy faces in a series of photos, while the adolescents were

"hard-wired"? 9. Why should

better at identifying people with a frightened look.

adolescents - so

Prof. Williams also found that when elderly volunteers looked at pictures of people

typically not

with fearful expressions, a part of their brain that appears to inhibit fear and other

cautious - be

strong emotions was more active.

better at identifying frightened

Crooked smile still a smile

people?

Having straight teeth doesn't make you happy, according to a 20-year British study. In 1981, researchers at the University of Manchester interviewed children who wore braces and kids who didn't but could have benefited from orthodontic

17

Unit 1: The Pursuit of Happiness

treatment. By the time they were 30, those who had had their teeth straightened

10. Did the

weren't any happier and didn't have better self-esteem than those with crooked

"kids" get

teeth. But those who had suffered through braces were more satisfied with the way

interviewed once (1981) or

their teeth looked.

twice (again, 30 years later)?

Works for us

High-fat comfort foods such as chips or ice cream may actually make people feel

11. Why dowe

happier, research with happiness-ratings suggests.

get braces: to

Margaret Morris, a professor of pharmacology at the University of New South Wales in Australia, found that stressed rats that had been separated from their mothers at birth got less pleasure from a sugary drink than a control group.

make our teeth straight or to feel better about ourselves?

But when they were fed a high-fat diet, the stressed-out rats started loving the sugar water as much as the normal animals. Dr. Morris says eating junk food

12. Does the

probably made them feel better, as seems to be the case with humans.

section "Works for us" act as a conclusion or

Source:

does it provide

Mcilroy, A. (2009, April 3). Braces won't make you happy, but bacon will. The Globe

and Mail. Retrieved from http://www.theglobeandmail.com/life/braces-wont-

new information?

make-you-happy-but-bacon-will/article1087784/

AFTER READING

1. As The Globe and Mail is a newspaper, this text appears in newspaper format with each "paragraph" written as a single sentence. Work in pairs or small groups. a. First, number the 26 separate sentences. b. Second, change paragraphing so that each paragraph has a single main idea with perhaps 5-7 paragraphs in total. Indicate with boxes or horizontal lines where your new paragraphs start and end. If you disagree as to where paragraphs begin, explain your reasoning to your partner(s). Use the following clues to help you in making new paragraphs: 1. 11. 111.

a paragraph beginning with "But"? one beginning with a pronoun like "They"? one beginning with "The researchers"?

1v. same verb tense?

v. same person speaking?

18

Unit 1: The Pursuit of Happiness

c. Now with fewer paragraphs (5-7 total), this makes the text vastly easier to understand, as we will not have 26 separate "main ideas". 2. Now, summarize the text. What should be included? Strike out (strike out) unnecessary detail. Note: The content has been "batched" into four sets. University of California psychologist Sonja Lyubomirsky circumstances

jobs, families, social lives

mental strategies a nursing home miserable

brooding over

genetics

10%

potential happiness boosters counting our blessings

what determines happiness behavioural strategies acts of kindness

experiments

satisfaction with our lives

behaviours

prescriptions for happiness enjoy and value job

happy?

Dr. Diener/ psychology professor/ University of Illinois can't buy it

intimate, loving relationships

no scientific consensus how to make us happy happy

happy

no simple

activities that we

unhappy~ losing spouse/

Netherlands study (8,000 people/ identical twins)

cope with stress~ endorphins (natural painkillers) system

being

chronically unhappy

mental health/ social relationships? mental health/ social college students (study)

visiting

boosted immune

Angela Clow/ psychophysiology professor/ Westminster University/ London depressed immune system

increased antibodies (saliva)

chronic

pleasures (smelling chocolate/ listening to music)

saliva cortisol levels

heart problems

Nora Ephron

hardwired to feel happier as we age

Leanne Williams/ psychological medicine professor/ University of Sydney/ Australia

A)

increased age, B) emotional stability, C) physical changes in brain (A= B = C? A & B cause C? A & C cause B?) straight teeth

identifying happy/ frightened faces wearing braces

older brains inhibit fear/ strong emotions

happy/ self esteem

high-fat comfort foods

Morris/ pharmacology professor/ University of New South Wales/ Australia rats/ pleasure/ sugary drinks/ high-fat

feel better

19

Margaret

study, stressed

Unit 1: The Pursuit of Happiness

VIDEO

WHAT MAKES A GOOD LIFE? LESSONS FROM THE LONGEST STUDY ON HAPPINESS By Robert Waldinger

November 2015, TED Talk BEFORE YOU LISTEN

In small groups, discuss the following two questions: 1.

What are your most important life goals?

2. List 5 qualities or circumstances that you consider important for making a good life in the column on the left. Then rank these in order of importance in the column on the right (with 1 being most important).

20

Unit 1: The Pursuit of Happiness

WHILE YOU LISTEN

You will watch a TED talk given by Robert Waldinger, a renowned psychiatrist and professor at Harvard Medical School, about a study on adult happiness. You can access the talk here: https://www.ted.com/talks/robert_ waldinger_ what_makes_a_good_ life_lessons_from_the_longest_st udy _on_happiness

Before listening, review Charts I and 2 below to get an idea of the points to listen for. While listening, fill in Chart I as the information is given. Chart I. Name of study

Length of study

Country/City

Year started

Participants (#)

Participants (background)

After listening, fill in Chart 2. Chart 2. Pre-study preparation

How was the study conducted?

The central ingredient contributing to happiness

Three significant lessons learned about this central ingredient of happiness

Studies can be longitudinal or cross-sectional. Look up these terms in a dictionary, if necessary. What kind of study is this one? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Explain.

21

Unit 1: The Pursuit of Happiness VOCABULARY- GUESSING MEANING FROM CONTEXT

When reading a text, it's not always possible (and not a good idea) to look up every word you do not understand. Leaming to guess meaning from context is an important skill to improve reading comprehension. By carefully looking at the words surrounding the difficult word in a sentence, you can often understand its meaning, keep your reading uninterrupted, and improve your vocabulary, with minimum effort. Try guessing the meaning of the words in italics in the left column. You may have to read more than the provided excerpt in order to get a better sense of context. Fill in the other two columns.

Context Some of our octogenarian couples could bicker with each other day in and day out ... (9:03) What we'd really like is a quick fix, something we can get that' II make our lives good and keep them that way. (10:00) What might leaning in to relationships even look like (11 :20) ... It might be ... reaching out to that family member who you have not spoken to in years, because those all too common family feuds take a terrible toll on the people who hold the grudges. (11 :30)

Your guess

Create a sentence with the word or phrase

To bicker means

A quick fix means

A family feud means

To take a toll on means

To hold a grudge means

22

Unit 1: The Pursuit of Happiness DISCUSSION

1.

Was there anything about this study that surprised you?

2.

Was there anything that you could have predicted?

3. Do you consider this study to be complete? a.

If yes, why?

b. If no, why not? Are there any other details you would like to know? 4. Is there another topic that you think might warrant such a long-term study? 5. Are any of the findings in this study similar to those presented in the other readings on Happiness in Unit I? WRITING PRACTICE EXERCISE 4

Write a paraphrase of the following passage (2:24): Studies like this are exceedingly rare. Almost all projects of this kind fall apart within a decade because too many people drop out of the study, or funding for the research dries up, or the researchers get distracted, or they die, and nobody moves the ball further down the field.

EXERCISE 5

Write a 250-300-word summary of the information from the video using your notes from Charts I and 2.

23

Unit 1: The Pursuit of Happiness

Strategy Practice USING YOUR DICTIONARY-Example Sentences as Writing Models

In order to use academic words correctly and effectively in your own writing, you should pay close attention to how the words are used in context. Notice how words are used in the texts you read, and consult your dictionary often. Dictionaries often give one or more example sentences for a word entry to help learners understand a word's meaning, usage, and placement in a sentence. These example sentences provide you with good models for your own writing. Suppose you are writing a sentence that contains one of the target words in this book, and you know your sentence needs improvement. You could look the word up in a dictionary and scan the entry for a model sentence. Based on the dictionary's model sentence, you could rephrase, reorder, and correct the words in your sentence to create a better sentence. Below is an example of how one English language learner used a dictionary model sentence to improve a sentence with the word cease. Poor sentence: Celebration of the holiday long ago cease. Dictionary model:

By noon the rain had ceased. Better sentence: Long ago, celebration of the holiday had ceased.

PRACTICING YOUR DICTIONARY SKILLS Below are eight example sentences from the Longman Advanced American Dictionary. Use these dictionary models to write sentences of your own for each of the target words in bold. Try to imitate some of the word order, usage, and phrasing of the models. The first two sentences have been done for you.

l. The soldiers developed leprosy subsequent to leaving the army. The child developed an allergy subsequent to playing with the cat.

2. Cather's novel has been made into a beautiful, albeit slow-paced, musical. The story conveyed a somewhat humorous, albeit tragic:, tone. 3. A clause in the contract states when payment must be made.

24

Unit 1: The Pursuit of Happiness 4. What is happening in California corresponds to what happened in New England in June.

5. He redesigned the process, thereby saving the company thousands of dollars.

6. There is a higher incidence of suicide among women than men. 7. Music should be an integral part of children's education. 8. The youngest player in the league has far exceeded his coaches' expectations.

STRATEGY -Using the Keyword Technique One of the most effective ways to remember words is the keyword technique. Language researchers have found that it is more effective than many other strategies, such as rote repetition, using synonyms, and placing words in a meaningful sentence. Of course you will not be able to use it for every word, but it is a useful strategy worth learning.

The initial step is finding a word in your first language that sounds like the second language word you want to remember. If you are a German speaker learning the English word clog ("wooden shoe"), you might use the German word klage ("complain") as the keyword. The next step is to make a mental image combining the two concepts ("complaining" and "shoe"). You might think of a Dutch girl complaining that the store sent her wooden clogs that are too big.

These a

oo b·

When you hear the word clog, it will trigger the keyword image, which will allow you to access the meaning of shoe from the image. Be creative when making a keyword image; the more unusual the image, the more likely you are to remember it. Now select several words from this unit and try using the keyword technique with them.

25

Unit 1: The Pursuit of Happiness WORD KNOWLEDGE-Academic Words and Do, Make, and Take

The basic verbs do, make, and take are used with hundreds of other words, including academic words. Examples include make a purchase and take medicine. Often, more than one of these basic verbs can be used with an academic word, although each combination has a different meaning: • The company decided to do a survey to determine how well their new product might sell. (meaning: "ask people for their opinions") • The archaeologists decided to make a survey of the area to see if the ancient Roman settlement they were looking for existed below the surface. (meaning: "make a physical examination") However, in most cases a particular one of the verbs do, make, or take is preferred: • The author did a brief draft of her essay while riding the train. • A member of the audience raised her hand to indicate that she wished to make a comment. • The politician took the objectives of the protesters seriously. For each sentence, decide which of the verbs do, make, or take is most appropriate and write it in the blank. The first one has been done for you. 1. Companies who

make investments in their employees' training have a much better chance of retaining their skilled workers.

2. They decided to _________ the scenic route home even though it was a little longei: 3. After college, many young people may initially work at jobs that do not

require a college degree. This _________ interpreting graduate employment statistics rather tricky. 4. The small no-frills airlines _ _ _ _ _ _ _ _ a different approach to flying than their larger competitors, and many are increasingly successful. 5. A good education enables people to _________ a contribution to society. 6. After collecting wind tunnel data, the engineer was ready to

_________ a preliminary design of the new car's shape. 7. The company designed the new building in the winter, but hoped to

_________ the construction during the summer when the weather was favorable. 8. Many cities encourage people to _________ public transportation instead of driving. 9. The chair asked the secretary to _________ a brief summary of the main points of the meeting. 10. People who always _________ the easy option may find themselves missing out on many opportunities.

26

Unit 1: The Pursuit of Happiness

Strategy Practice USING YOUR DICTIONARY -Pronunciation and stress Words in the same family may have different pronunciations according to their part of speech. Take the words reveal and revelation, for example. The second syllable in the verb reveal has a long e sound, whereas the second syllable in revelation has a schwa sound. This change is caused by the addition of the suffix -tion. When certain suffixes are added to words, they can cause the stress to shift to the syllable immediately preceding the suffix. Phonetic spellings within a dictionary contain specific marks to show you which syllables are stressed. You need to check your dictionary's key or explanatory notes on pronunciation to understand the particular marks it uses to indicate stress. Normally, dictionaries place a mark (such as a heavy line or an accent) before or after the syllable that receives the main stress. If a word has two stressed syllables, the dictionary will use a different mark to show you which one receives the secondary stress. Below is an example of a phonetic spelling from LAAD (the Longman Advanced American Dictionary). Notice the marks LAAD places before syllables 'to indicate the main and secondary stresses in coincide. Compare this method with the one in your own dictionary. __.._-main stress

Example: co•in•cide

/ 1koum'sa1d/

secondary stress~

PRACTICING YOUR DICTIONARY SKILLS Complete the table below by writing the phonetic spelling of each word in the box below it. Use your dictionary to help you. Notice the pronunciation patterns you see across the word families. One row has been done for you.

1.

Verb

Noun

deduce

deduction

2.

X

Adjective

Adverb

X

X

X

X

empiricism

empirical

inclination

inclined

empirically

X 3.

incline

X X

4.

reveal

revelation

revealing

revealingly

/n'vil/

/, rcv~'lc1f:1n/

/n'vihIJ/

n'vihIJli

27

Unit 1: The Pursuit of Happiness Use a dictionary to identify the syllable that receives the main stress in each word in the table below. Underline the syllable that receives the main stress. The verb and noun columns in the first row have been done for you. Verb

Noun

Adjective

Adverb

1.

coincide

coincidence

coincidental

coincidentally

2.

conceptualize

concept

conceptual

conceptually

3.

philosophize

philosophy

philosophical

philosophically

4.

specify

specifics

specific

specifically

STRATEGY -Vocabulary Learning Strategy Questionnaire There are many diverse vocabulary learning strategies. Here is a list of strategies you can use to increase your word knowledge. Talk with a partner and discuss the value of each strategy. Indicate whether you currently use the strategy. If you do not, discuss whether it is potentially worth trying in the future.

U = I currently use this strategy. P = I don't use this strategy now, but I think it has the potential to help me. X = I don't think this strategy is appropriate for me.

STRATEGIES FOR DISCOVERING A NEW WORD'S MEANING Analyzing a word's part of speech Analyzing a word's affixes and roots Checking whether a word is related to a word in my mother tongue Guessing meaning from textual context Using a bilingual dictionary Using a monolingual dictionary Asking your teacher for the meaning Asking classmates for the meaning

u u u

p

X

p

X

p

X

u u u u u

p

X

p

X

p

X

p

X

p

X

STRATEGIES FOR CONSOLIDATING I DEEPENING KNOWLEDGE OF A WORD ONCE IT HAS BEEN ENCOUNTERED Making a mental image of the word's meaning Associating the word with related words (cat: dog, bird, horse) Relating the word to its synonyms and antonyms (gigantic: huge, tiny) Using word maps/mind maps Using the word in sentences Saying the word aloud when studying it Studying the spelling of the word

u u u u u u u

p

X

p

X

p

X

p

X

p

X

p

X

p

X

(Continued)

28

Unit 1: The Pursuit of Happiness

u u

p

X

p

X

Using grids to study collocation

u

p

X

Saying the word aloud many times when learning it

X

Writing the word many times when learning it

u u

p p

X

Using word cards

u

p

X

Listening to a tape of word lists

u

p

X

Putting English labels on physical objects (taping a bookshelflabel on the bookshelf)

u

p

X

Keeping a vocabulary notebook

u

p

X

Using English language media (songs, movies, newscasts, etc.)

u

p

X

Testing oneself to measure progress in learning vocabulary

u u

p

X

p

X

Paraphrasing the word's meaning Using physical action when studying the word (waving your hand when studying the word wave)

Continuing to study words over a period of time WORD KNOWLEDGE-Collocation Partners

We have seen how academic words collocate with particular words. Many words collocate with more than one academic word. In the sentences below, all of the academic words in bold collocate with the word business: Their business investment proved to be very profitable. The city required a business license before the new store could open. The business ethics of the salesman were called into question when he knowingly sold defective merchandise. My business colleague was just awarded the Manager of the Year award.

The grid below includes four verbs and four nouns that are regularly used to discuss or report research. Although every combination is possible, some of these words form common collocation partnerships, whlle others do not. Work with a partner. Combine your knowledge of these words to identify the word pairs that form common collocation partnerships. In the grid below, write a(+) sign for the common collocation pairs. The first word assemble has been done for you.

assemble

information

data

+

+

a report

figures

compile quote reveal

Now check your answers. Make a note of any collocation pairs that are new for you.

29

Unit 1: The Pursuit of Happiness

COHERENCE: FROM SENTENCE TO TEXT Tokyo's Train Pushers In the Tokyo subway system, people are hired to push passengers in order to help them board the train during rush hour. They are known as train pushers.

Combine the sentences in each group into one sentence. The resultant seven sentences should form a paragraph describing a scene in a Tokyo subway station.

1.

The rumbling grows louder.

1.

2. The rumbling is from the tunnel. 3. The train pulls into the station. 4. The train is like a giant snake. 5.

Its wheels grind to slow down.

5.

The station speaker comes to life. 2. It urges people to stay behind the line. 3. The line is yellow. 4. It urges people to let passengers disembark first. 1.

6.

1.

2. 3. 4.

1. Most of the people are commuters. 2. They are dressed for a day in the office. 3. People press forward. 4. They press excitedly. 5. They press to squeeze into the train. 1.

1.

2. 3.

The door attempts to close.

2. The subway car is bulging at the door. 3. A man looks docile. 4. A man leaps into the crowd. 5.

Two pushers move over quickly.

2. Two pushers are in dark red uniforms. 3. They push the man with their hands. 4. Their hands are gloved.

His arm and briefcase are stuck outside.

30

They shove in arms, umbrellas, and handbag straps. They push and shove to allow the door to close. All the passengers are crammed inside. A whistle is blown. The train starts. The train heads to the next station. There is another batch of passengers at the next station. They will struggle to get into the train. The train pushers will help.

Unit 1: The Pursuit of Happiness

PRETEST Check your understanding of coordination and parallel structure. Put a check ( that are correct. 1.

next to the sentences

The passage discusses the American value of independence, it also points out other common values.

2.

The results of racism can never be anything except negative, unfairness, and unjust.

3.

The business world provides financial rewards, and people tend to pursue these rather than the emotional rewards that friends and family provide.

4.

Simon loves English literature, but he wants to take three English classes next semester.

5.

Not only smoking damages your lungs, but it also decreases bone density.

6.

People make promises, yet they do not always keep them.

EDITING FOCUS By using coordination, a writer gives equal importance to two or more ideas. Coordinating conjunctions join two or more similar grammatical parts such as words, phrases, or clauses. Different coordinating conjunctions show the relationship between the parts. In the following example, notice how the conjunction but joins two independent clauses and at the same time shows the contrast between them. Engineers use math extensively, but they need good language skills, too. As a writer and editor, you must select the appropriate coordinating conjunction for the meaning you wish to convey, and make sure it is in the right place in the sentence.

31

Unit 1: The Pursuit of Happiness

Forming Sentences with Coordinating and Correlative Conjunctions 1. Coordinating conjunctions include: and, but, so, or, nor,yet,Jor

Correlative, or paired conjunctions, include: both ... and, not only ... bw also, either ... or, neither . .. nor

2. Coordinating and correlative conjunctions join: • words l\liasis and Yiiri fled the war in Armenia.

The book was neither well-written nor interesting. • phrases They are glad to be out of their country but are still proud of their homeland.

Both the students who won the awards and the teachers who taught them were there. • dependent clauses

If you are good and if we have enough time, we will stop and get ice cream. • independent clauses They had to leave their country, for they had no future there.

Yesterday it not only rained, but it also snowed. 3. When two independent clauses are joined with a coordinating or correlative conjunction, a comma goes before the conjunction. No comma is needed when two phrases or words are joined. Comma

Students can develop these skills in classes, or the skills can be learned through on-the-job training. Not only is James an excellent teacher, but he is also a talented guitar player.

No comma Computer scientists and engineers need strong problem-solving skills. Both lunch and dinner will be served at the conference. Strong problem-solving skills are important but are not the only necessary skills.

Neither the campus bookstore nor the one downtown has the book I need.

32

Unit 1: The Pursuit of Happiness Tip Coordinating conjunctions show the relationship between two or more sentence parts, so these conjunctions generally appear between sentence parts rather than at the beginning of a sentence. Avoid beginning a sentence with a coordinating conjunction. Preferred

Election volunteers can mail campaign literature, or they can telephone registered voters.

Less formal

Election volunteers can mail campaign literature. Or they can telephone registered voters.

Preferred

We arrived at the sale late, so we missed the best deals.

Less formal

We arrived at the sale late. So we missed the best deals.

4. In sentences with correlative conjunctions, the subject that is closer to the verb determines if the verb is singular or plural. Not only my best friend, but my parents are also here. Not only my parents, but my best friend is also here.

5. Use coordinating conjunctions as one way to avoid run-on sentences and comma splice errors. Run-on

The unemployment rate decreased last month 200,000 jobs were added in the workplace.

Comma splice

The unemployment rate decreased last month, 200,000 jobs were added in the workplace.

Correct sentence

The unemployment rate decreased last month, and 200,000 jobs were added in the workplace.

6. Coordinating conjunctions cannot be combined with other conjunctions within the same sentence. Incorrect

Although the union signed a new contract, but not all of the members are happy.

Correct

The union signed a new contract, but not all of the members are happy.

33

Unit 1: The Pursuit of Happiness

USING COORDINATING AND CORRELATIVE CONJUNCTIONS 1. Each coordinating conjunction has a different use. Coordinating Conjunction

Use

Example

and

to add information

Daniela is going downtown to meet a friend and to hear a lecture.

but

to show contrast

The downtown area will be crowded, but Daniela really wants to hear the lecture.

or

to give a choice

Daniela hasn't decided if she is going to drive herself or take the bus.

yet

to show contrast

Daniela sees her friend frequently, yet she still looks forward to their conversations.

so

to show a result

Max is a foreign language major, so he will take French and Italian classes this year.

to show a reason

tor

Juan is taking classes in four different departments, for he has not decided on his major yet.

NOTE: The conjunction for means because, but it is not used very often to express this meaning. The preferred connector is because. 2. Use paired or correlative conjunctions rather than coordinating conjunctions to add emphasis to the parts being joined or to express a choice. To add emphasis use both ... and or not only ... but also. Both solar and wind energy are alternatives to o.il and coal. Computer hackers not only slow business but also damage computer systems. To emphasize that both are negative use neither . .. nor. Neither men nor women prefer newspapers to television news. To express a choice use either ... or. He wants a computer made by either Dell or Compaq.

Tip Since that is not a coordinating conjunction, it cannot be "Used in the same way as and, but, so, or, nor,yet, orfor. The council meeting will be televised, so all citizens can watch the debate. The council meeting will be televised, and all citizens can watch the debate

NOT The council meeting will be televised, that all citizens can watch the debate.

34

Unit 1: The Pursuit of Happiness

Self Check 1 Correct the errors in coordination. 1. We worked all night, so we didn't meet our deadline. 2. I finished the coffee, it was bitter. 3. My study group worked hard, that we finished the project early. 4. The lake was closed due to contamination but people were still walking along the shoreline. 5. Neither my sister nor my parents is here.

PARALLEL STRUCTURE 1. When you join words, phrases, or clauses with coordinating conjunctions, they must be parallel. That is, they must be the same grammatical structure. Russian cosmonauts, American astronauts, and private citizens are now traveling to the International Space Station, (nouns)

They are finishing their experiments and (are) leaving for home soon. (verbs) Their experiments in space are expensive but important for advancing our knowledge. (adjectives) The astronauts try to exercise or to work out on a treadmill every day while they are in space. (infinitives) Working, eating, and sleeping side by side in such a small space requires cooperation. (gerunds)

The results of their experiments will be used in many industries, in a variety of ways, and for years to come. (prepositional phrases) Astronauts train for possible emergencies at the Space Station, but fortunately, they have never had to use this training. (clauses)

NOTE: When you write more than two parallel items, use commas to separate them. The comma before the conjunction is optional but often preferred in academic and literary writing,

It is difficult to work, study, and take care of small children at the same time.

35

Unit 1: The Pursuit of Happiness

2. \Vhen words, phrases, or clauses are joined with the paired conjunctions 11ot only ... but also, both ... and, either . .. or, or neither .. . 11or, they must be parallel in form. noun

noun

I

I

Not only ranchers but also farmers are affected economically by government policies. noun

I

noun

I

17

Both Jenny and Judy play water polo. verb phrase

verb phrase

We will either see a movie or go out to dinner tonight. adjective

I

adjective

I

17

My son was neither anxious nor upset at the doctor's office. 3. When using the paired conjunction not only ... but also to connect independent clauses, the word order is inverted if the sentence begins with not only. For verbs other than be, you must add an auxiliary verb after not only.

Regular word order

Debbie not only likes to swim, but she also likes to run.

Inverted word order

Not only does Debbie like to swim, but she also likes to run.

Regular word order

There is not only an apricot tree in the yard, but there is also a plum tree.

Inverted word order

Not only is there an apricot tree in the yard, but there is also a plum tree.

Self Check 2 Correct the errors in parallel structure. 1. Vicki has improved her writing by learning grammar rules, and she edits carefully. 2. Ms. Lee is searching for a new job and moves to a new house at the same time. 3. My best friend is good at listening, thinking deeply about a problem, and he always gives good advice. 4. My roommate was neither anxious nor relaxing the night before her exams. 5. I will either study painting or sculpture.

36

Unit 1: The Pursuit of Happiness

EDITING PRACTICE

o

Exercise 13. Put a check next to the sentences that use coordination and parallel structure correctly. Correct the sentences that have errors. 1. Both tea and coffee are popular beverages throughout the world. 2.

Neither the play is entertaining nor funny.

3.

Unaffordable medical care keeps people away from the doctor they become sicker and medical costs increase.

__ 4.

My grandmother taught me lessons such as being generous with others and being satisfied with what I have.

5.

Mr. Bustillo was very well prepared for the speech, so he didn't do a very good job.

6.

Civil rights groups are not afraid to stand up for their beliefs and to challenge those who might disagree with them.

__ 7.

The current generation of students cannot imagine working in a traditional nine to five job and having only two weeks of vacation each year.

8.

Sissela loves science. So she is going to major in biology.

9.

Children learn a lot from storytelling important life lessons are taught in an entertaining manner.

__ 10. The antique photograph illustrates the struggle, sacrifice, and hardship that past generations experienced. __ 11. When I received my diploma, my parents looked at me and smile. __ 12. Next winter Nasim wants an unforgettable vacation like helicopter skiing in Canada. Or snow camping on a glacier in New Zealand.

D

Exercise 14. Read the following paragraph. Complete the paragraph with the correct coordinating conjunction.

37

Unit 1: The Pursuit of Happiness

Over the last decade _ _ _ _ _ _ two, the development of self-esteem has become a popular 1. or I and

topic. It has even become an industry with thousands of books, websites, seminars, _ _ _ _ _ dollars devoted to the building of self-esteem. Some of these sources tell people to 2. or: and

visualize success, to recite affirmations, _ _ _ _ _ to heal wounds from the past. 3. and i but

Conventional wisdom teaches that in order to be successful we cannot have too much selfdoubt. In other words, we must develop a sense of our own worth before we can experience success. This may sound logical, - - - - - some people question this approach to the 4. but t and

development of self-esteem. They wonder which comes first, self-esteem _ _ _ _ _ success. 5. and; or

Another point of view is that people must first experience success before they can develop selfesteem, _ _ _ _ _ they will not be able to feel good about themselves without feeling 6. yet ; tor

successful. It's difficult to feel positive about ourselves before we achieve success, _ _ _ __ 1. so l or

it is necessary to take risks in order to gain self-worth. The anxiety we feel due to self-doubt can be positive if used in the correct way. If someone has a fear of flying, public speaking, _ _ _ _ _ taking a new job, he or she should do it in order to get over the fear and to build 8. yet! or

self-esteem. It is also necessary to have goals, - - - - - when feelings of doubt begin to get 9.

so: but

in the way, the direction - - - - - goal is still clear. Regardless of the approach one takes to 10. for/ or

gain ittmost agree that self-esteem is necessary for a productive and successful life.

38

Unit 1: The Pursuit of Happiness

o

Exercise 15. In the following essay, the underlined sentences have errors in coordinating conjunctions or parallel structure. Write your corrections above each underlined sentence. Power is the control or influence that individuals or groups hold over each other. This influence can be exerted in various ways. The authority a parent holds over a child, the physical force one person has over another, the influence large countries have over smaller ones, and the will our minds have over our bodies are all examples of power. (1) Power is even evident when love is involved individuals behave against their will simply to please their loved ones. In addition, by making one group feel inferior, another group may be able to exert its power. (2) Power is an interesting phenomenon that doesn't always have to be used in a negative

way, it is an influence that people should use wisely. An interesting thing happened to me when I was a seni~r in high school. (3) I knew my

parents had authority over me I didn't fully realize the influence of their love until it was time to select a college. (4) I had been working hard for four years in order to be accepted at a particular college, yet I was thrilled when my acceptance letter arrived. When my parents realized that I would really be moving and living hundreds of miles from home, they strongly encouraged me to select another university closer to our city. (5) Although I had worked, dream, and hope to attend my first choice university, I almost gave up that dream for my parents. (6) Their love was a strong influence over me. But I knew what I wanted. (7) Not only I was strong enough to stand up against their power, but I was also able to rationally explain my decision. Both my parents and I now know I made the right decision by leaving home, but it has been difficult for my parents to see their influence decreasing in my life. (8) The various forms of power are interesting to observe and learning from. There is nothing worse than to see any form of power used in an unproductive way.

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Unit 1: The Pursuit of Happiness

The following paragraph has ten errors in the formal use of coordination and parallel structure. Find and correct the errors. People need to have their own personal space. Even though humans are social animals, they need a place where they can get away from others, feel safe, and to be in charge. This personal space may be a neighborhood, a home, or a room. Or even half of a room! Our space is apparent to others because we personalize it. One of the reasons we feel secure in our space is because our personal possessions surround us. Studies show that people with more belongings around them feel more attached to a particular spot, and this is especially obvious in dormitories where personal space is at a minimum. Both possessions mark where a person's territory ends and the next person's begins. Students bring personal items such as computers, pictures, stereos, and stuffed animals from home their new space will feel familiar to them. I have done this, too. I define my personal space but help others know who I am by putting up posters of Michael Jordan. When people come into my room, they will see my love of basketball, that I admire Michael Jordan. Not only I brought my basketball posters, but I also have basketballs, basketball shoes, basketball jerseys, basketball magazines, and everything else related to basketball on my half of the dorm room. I brought all these belongings from home, yet now I feel half of the dorm room is my own. This has helped me feel secure during my first months in a new environment. My roommate has personalized his side of the room by hooking up all his electronic equipment. His stereo, CDs, VCR, DVD player, and TV define his strong interest in technology. If we drive down any street or walk into any home, we can easily see the variety of ways in which people personalize their space but this human need is even more obvious in the confined space of a dormitory room. We all like to believe we are unique but we all share a universal trait that is surprisingly strong-all humans need a space that they can call their own.

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Unit 1: The Pursuit of Happiness

TENSES, COORDINATION, AND PARALLEL STRUCTURE

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Exercise 17. Edit carefully for errors in verb tense, coordination, and parallel structure. There are ten errors in the following paragraph. Should I live at home and commute to campus or should I move into the on-campus dormitory? This question runs through the minds of many students as they prepared to enter college. There are definitely benefits to both living situations. Many parents encourage their children to live on campus so the children can experience freedom, friendship, and the responsible of being on their own. Other parents might encourage their children to live on campus so that their children learn to fully appreciate home but all of its comforts. On the other hand, many parents would prefer that their college-age children commute. This option costs less money, keeps children under the parents' control, and students have more time to study and less time to worry about cooking, cleaning, and laundry. When I made this decision, there were several factors that influence me to live on campus rather than commuting from home. I knew one of the advantages will be meeting other students easily. Other factors that influenced me were the convenience of not having to hunt for a parking space each morning and not having to wake up early only to sit in traffic. However, I have a good friend who lives very close to campus, yet he commutes every day. Not only he has breakfast prepared for him every morning, but he also has a lot of spending money because he isn't paying dorm fees. However, he has made fewer new friends, and he doesn't attend as many parties as I do. Overall, no living situation was perfect. When students make decisions about where they will live the next year, they should realize that there will be both positive and negative aspects to any choice they make.

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Unit 1: The Pursuit of Happiness

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Cotnposition Skills Sentence Parts Clauses A clause is a group of words that contains both a subject and a predicate (a verb). There are two kinds of clauses: independent clauses, which can stand alone, and dependent clauses, which cannot stand alone. An independent clause can start with a capital letter and end with ending punctuation, such as a period or question mark. A dependent clause contains a subject and a predicate (verb), but it must be connected to an independent clause. It cannot stand alone, usually because it includes a subordinating conjunction.

Independent Clause SUBJECT

PREDICATE

An extreme sport

usually seems very dangerous.

SUBJECT

PREDICATE

Bungee jumping and hang gliding

often are called extreme sports.

Dependent Clause SUBORDINATING CONJUNCTION

SUBJECT

PREDICATE

Because

these sports

involve extreme speed and heights

While

the competition

was taking place

Phrases A phrase is a group of words that is not a complete sentence. It may have a subject or a verb but not both. Some phrases, such as prepositional phrases, have neither a subject nor a verb. Phrases should never stand alone in a paragraph. in the speedboat the rock climber's equipment an extreme sport was taking place

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Unit 1: The Pursuit of Happiness

EXERCISE

13.

Read each group of words. Write IC if the group of words is an independent clause. Write DC if ifis a dependent clause. Write P if the group of words is a phrase. Add capital letters and a period to any independent clauses.

1. _ _ _ _ some athletes like the adrenaline rush of competition

2. _ _ _ _ team sports help to improve one's ability to cooperate 3, _ _ _ _ when your teammates can rely on you 4. _ _ _ _ although she is very brave

5, _ _ _ _ she is nervous about jumping out of a plane with a parachute 6. _ _ _ _ competing against your own personal best

7. _ _ _ _ when he last participated 8. _ _ _ _ the most important victory of her professional career

Fragments A sentence fragment is a dependent clause or a phrase that is treated as if it were a sentence. It is considered a serious writing error. If the fragment is a phrase, it can be corrected by adding a subject or a predicate. If the fragment is a dependent clause, it can be made into an independent clause or connected to one. 1NcoRREcT

When he started working as a veterinarian.

coRRECT

He started working as a veterinarian.

coRRECT

When he started working as a veterinarian, he was surprised by the number of exotic animals that people brought to him.

1NcoRRECT

To see many'reptiles and birds in one day.

coRRECT

To see many reptiles and birds in one day was not unusual.

coRRECT

He was amazed to see many reptiles and birds in one day.

1NcoRREcT

Because she had allergies to cats and dogs.

coRRECT

She had allergies to cats and dogs.

coRRECT

One owner kept pet lizards because she had allergies to cats and dogs.

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Unit 1: The Pursuit of Happiness

EXERCISE 14. EDITING Underline the four fragments in this paragraph. Rewrite the paragraph to correct the fragments. Ensure that each fragment has a subject and a predicate by making it into an independent clause or connecting it to an independent clause.

When choosing an animal companion, people have many more choices than ever before. While dogs and cats are still the most popular pets in the United States. Fish and birds are becoming more prevalent. Turtles and lizards can make good pets too. If you like reptiles. Snakes are a little less well-liked. Maybe because of their undeserved reputation for being slimy. Ferrets are becoming much more common. They are playful and easy to care for. Ferrets do have a strong odor. Which can be disturbing to some owners.

Run-On Sentences and Comma Splices A run-on sentence is two or more independent clauses written as one sentence. A comma splice is two independent clauses incorrectly connected by only a comma. These are considered serious writing errors because they make it very difficult for the reader to understand the relationships between the clauses. They can be corrected by: • making each independent clause into a separate sentence with a capital letter and a period; • adding a coordinating conjunction (and, but, so, or, nor,for, yet) and a comma; • changing the comma to a semicolon or adding a semicolon; • changing one of the independent clauses to a dependent clause by adding a subordinating conjunction. RUN-ON SENTENCE CORRECT

He studied piano as a child he has forgotten everything he learned. He studied piano as a child. He has forgotten everything he learned.

coRREcT

He studied piano as a child, but he has forgotten everything he learned.

coRRECT

He studied piano as a child; he has forgotten everything he learned.

coRRECT

Although he studied piano as a child, he has forgotten everything he learned.

coMMA SPLICE

It was fun to be in a band, it took hard work to be successful.

yet it took hard work to be successful.

coRRECT

It was fun to be in a band,

coRRECT

It was fun to be in a band; however, it took hard work to be successful.

coRRECT

While it was fun to be in a band, it took hard work to be successful.

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Unit 1: The Pursuit of Happiness

:: ; ·;:;{CISE

15. EDITING

Underline the two run-on sentences and two comma splices in this paragraph. Rewrite the paragraph to correct the run-on sentences and comma splices. Use the proper connecting words and/or the correct punctuation.

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Unit 1: The Pursuit of Happiness

.J

Exercise 18. Warm-up.

cc hart 1 1)

The words m oold are adverb clauses. What do you notice about their sentence placement and punctuation? 1. 2. 3. 4.

He closed the window when it got windy. Because it got windy, he closed the window. Even though it was windy, he opened the window. Would you please close the window if it gets windy?

Adverb clauses are used to show relationships between ideas. They show relationships of time, cause and effect, contrast, and condition. adverb clause

In (a) and (b): when the phone rang is an adverb clause of time. Examples (a) and (b) have the same meaning.

main clause

(a) When the phone rang. the baby woke up.

PUNCTUATION:

(b) The baby woke up when the phone rang.

When an adverb clause precedes a main clause, as in (a), a comma is used to separate the clauses. When the adverb clause follows, as in (b), usually no comma is used.

(c) Because he was sleepy. he went to bed. (d) He went to bed because he was sleepy.

In (c) and (d), because introduces an adverb clause that shows a cause-and-effect relationship.

(e)

Adverb clauses are dependent clauses. They cannot stand alone as a sentence in written English. They must be connected to a main (or independent) clause.

INCORRECT PUNCTUATION:

When we were in New York. We saw several plays.

(f)

INCORRECT PUNCTUATION:

He went to bed. Because he was sleepy.

Summary list of words used to introduce adverb clauses* TIME

after before when while as as soon as since until

by the time (that) once as/so long as whenever every time (that) the first time (that) the last time (that) the next time (that)

CAUSE AND EFFECT

CONTRAST

CONDITION

because now that since

even though although though

if

DIRECT CONTRAST

while

*Words that introduce adverb clauses are called "subordinating conjunctions."

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unless only if whether or not even if in case

Unit 1: The Pursuit of Happiness

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Exercise 19. Looking at grammar.

(Chart 1-1)

Check 1• ..L_ 2. _ 3. _ 4. _ 5. _ 6. _

tne sentences that are grammatically complete and contain the correct punctuation. I woke up. When the door slammed. I woke up. When the door slammed. I woke up when the door slammed. When the door slammed, I woke up. The door slammed. I woke up.

7. 8. 9. 10. 11.

As soon as you finish dinner, you will need to pick up Andy at work. The first time I saw you at the school dance last February. Every time the phone rings and I answer it. We won,t know the results until the doctor calls. We got something to eat. After we went to the movie,

_ _ _ _ _

Exercise 20. Looking at grammar.

(Chart 1-1)

Underline the adverb clauses. Add punctuation and capitalization as necessary. Do not add or delete any words.

w 1. ,when Abder was in New York, he stayed with his cousins. 2. we went inside when it began to rain 3. it began to rain we went inside 4. when it began to rain we went inside 5. when the mail comes my assistant opens it 6. my assistant opens the mail when it comes 7. the mail comes around ten o,clock every morning my assistant opens it

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Exercise 21. Looldng at grammar.

(Chart 1-1)

Add punctuauon and capitalization as necessary. Do not add or delete any words. 1. As soon as the rain began the children wanted to go outdoors they love to play outside in the warm summer rain I used to do the same thing when I was a child. 2. I had a cup of tea before I left for work this morning but I didn't have anything to eat I rarely eat breakfast. 3. When Jack and his wife go on vacation they have to drive or take the train because his wife is afraid of flying.

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Unit 1: The Pursuit of Happiness

4. After Ellen gets home from work she likes to read the newspaper she follows the same routine every day after work as soon as she gets home she changes her clothes gets a snack and a drink and sits down in her favorite chair to read the newspaper in peace and quiet she usually has about half an hour to read the paper before her husband arrives home. 5. When you speak to someone who is hard of hearing you do not have to shout it is important to face the person directly and speak clearly my elderly father is hard of hearing but he can understand me when I look directly at him and say each word clearly. 6. Jane wears contact lenses because she is near-sighted without them, she can't see from one end of a basketball court to the other when one of her contacts popped out during a recent game both teams stopped playing and searched the floor for the lens.

Add the word(s) in parentheses to the correct place in each sentence. Add commas and capitalization as necessary. while 1. Anya listened to some music she was working at her computer. (while)

2. I go to bed I always brush my teeth. (before) 3. I was a child I've been interested in butterflies. (ever since) 4. I'm going to meet some friends I leave class today. (after) 5. People speak English too fast Oscar can't catch the meaning. (when) 6. The teacher speaks too fast Oscar is going to ask her to slow down. (the next time)

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Unit 1: The Pursuit of Happiness

Charts of Connecting Words and Transition Signals Coordinating Words Coordinating conjunctions Coordinating conjunctions connect grammatically equal elements. Coordinating conjunctions are sometimes called the "Fan Boys" conjunctions-For, And, Nor, But, Or, Yet, So.

Conjunction

Function

Example

for

Connects a reason to a result

I am a little hungry, for I didn't eat breakfast this morning.

and

Connects equal similar ideas

John likes to fish and hunt.

nor

Connects two negative sentences

She does not eat meat, nor does she drink milk.

but

Connects equal different ideas

I like to eat fish but not to catch them.

or

Connects two equal choices

Do you prefer coffee or tea?

yet

Connects equal contrasting ideas

It is sunny yet cold.

so

Connects a result to a reason

I did not eat breakfast this morning, so I am a little hungry.

Paired (correlative) conjunctions Correlative conjunctions are always in pairs. Like coordinating conjunctions, they connect grammatically equal elements.

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Unit 1: The Pursuit of Happiness

Conjunction Pairs

Example

both ... and

Both San Francisco and Sydney have beautiful harbors.

not only ... but also

Japanese food is not only delicious to eat but also beautiful to look at.

either ... or

Bring either a raincoat or an umbrella when you visit Seattle.

neither ... nor

My grandfather could neither read nor write, but he was a very wise person.

whether ... or

The newlyweds could not decide whether to live with her parents or to rent an apartment.

Subordinating Words A subordinating word is the first word in a dependent clause. Common subordinating words include the following.

Subordinating Conjunctions for Adverb Clauses Time (When?) after

After we ate lunch, we decided to go shopping.

as, just as

Just as we left the house, it started to rain.

as long as

We waited as long as we could.

as soon as

As soon as the front door closed, I looked for my house key.

before

I thought I had put it in my coat pocket before we left.

since

I have not locked myself out of the house since I was 10 years old.

until

Until I was almost 12, my mother pinned the key to my coat.

when

When I turned 12, my mother let me keep the key in my pocket.

whenever

I usually put the key in the same place whenever I come home.

while

While I searched for the key, it rained harder and harder.

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Unit 1: The Pursuit of Happiness Charts of Connecting Words and Transition Signals

Subordinating Conjunction§ for Adverb Clau§e§ (continued) Place {Where?) where

I like to shop where prices are low.

wherever

I try to shop wherever there is a sale.

anywhere

You can find bargains anywhere you shop.

everywhere

I use my credit card everywhere I shop.

Manner (How?) as, just as

I love to get flowers(,) as most women do.*

as if

You look as if you didn't sleep at all last night.

as though

She acts as though she doesn't know us.

Distance (How far? How near? How close?) as + adverb + as

We will hike as far as we can before it turns dark. The child sat as close as she could to her mother. The child sat as close to her mother as she could.

Frequency (How often?) as often as

I call my parents as often as I can.

Reagon (Why?) as

I can't take evening classes{,) as I work at night.*

because

I can't take evening classes because I work at night.

since

I can't take evening classes since I work at night.

Purpoge (For what purpoge7) so that

Many people emigrate so that their children can have a better life.

in order that

Many people emigrate in order that their children can have a better life.

Result (With what result?) so + adjective + that

I was so tired last night that I fell asleep at dinner.

so+ adverb+ that

She talks so softly that the other students cannot hear her.

such a(n) + noun+ that

It was such an easy test that most of the students got A's.

so much/many/ little/few+ noun+ that

He is taking so many classes that he has no time to sleep.

•!•This is an exception

llJ

the usual rule for commas. Many writers use a comma before as.

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Unit 1: The Pursuit of Happiness

Charts of Connecting Words and Transition Signals

Subordinating Conjunctions for A.dverb Clauses (continued) Condition (Under what condition?) if

We will not go hiking if it rains.

unless

We will not go hiking unless the weather is perfect.

Partial contrast although

I love my brother although we disagree about almost everything.

even though

I love my brother even though we disagree about almost everything.

though

I love my brother though we disagree about almost everything.

Contrast (Direct opposites) while

My brother likes classical music, while I prefer hard rock.

whereas

He dresses conservatively, whereas I like to be a little shocking.

Subordinating Words for A.djective Clauses To refer to people who, whom, whose, that (informal)

People who live in glass houses should not throw stones. My parents did not approve of the man whom my sister married. An orphan is a child whose parents are dead.

To refer to animals and things which

My new computer, which I bought yesterday, stopped working today.

that

Yesterday I received an e-mail that I did not understand.

To refer to a time or a place when

Thanksgiving is a time when families travel great distances to be together.

where

An orphanage is a place where orphans live.

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Unit 1: The Pursuit of Happiness

Subordinating words for noun clauses That Claugeg that

Do. you belive that there is life in outer space?

rr/Whether Claugeg whether

I can't remember whether I locked the door.

whether or not

whether or not I locked the door.

whether ... or not

whether I locked the door or not.

I can't remember if I locked the door.

if

if I locked the door or not.

if ... or not

auegfion Clau!le!I who, whoever, whom

Whoever arrives at the bus station first should buy the

tickets. which, what, where

Do you know where the bus station is?

when, why, how

We should ask when the bus arrives.

how much, how many

Do not worry about how much they cost.

how long, how often, etc.

He didn't care how long he had to wait.

Notice that some subordinating conjunctions can introduce different kinds of dependent clauses. That can introduce either noun clauses or adjective clauses, and where can introduce either a noun, an adjective, or an adverb clause. It normally is not important to know the kind of clause. I can't remember where I put the house key. (noun clause; direct object of remember) It's not in the place where I usually put it. (adjective clause; tells which place) I always put it where I will see it when I go out the front door. (adverb clause; tells where I put it)

Conjunctive Adverbs Conjunctive adverbs can appear at the beginning, in the middle, or at the end of one independent clause, but we often use them to connect two independent clauses. Remember to put a semicolon before and a comma after the conjunctive adverb if an independent clause follows.

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Unit 1: The Pursuit of Happiness

Conjunctive J\dverb

Examples To add a similar idea

also besides furthermore in addition moreover

Community colleges offer preparation for many jobs; also, they prepare students to transfer to four-year colleges or universities. ; besides, ; furthermore, ; in addition, ; moreover,

To add an unexpected or surprising continuation however nevertheless nonetheless still

The cost of attending a community college is low; however, many students need financial aid. ; nevertheless, ; nonetheless, ; still,

To add a complete contrast in contrast on the other hand

Most community colleges do not have dormitories; in contrast, most four-year colleges do. ; on the other hand,

To add a result as a result consequently therefore thus

Native and nonnative English speakers have different needs; as a result, most schools provide separate classes for each group. ; consequently, ; therefore, ; thus,

To m.t ideas in order of time meanwhile

Police kept people away from the scene of the accident; meanwhile, ambulance workers tried to pull victims out of the wreck.

afterward

The workers put five injured people into an ambulance; afterward, they found another victim. ; then, ; subsequently,

then subsequently

To give an example for example for instance

Colors can have different meanings; for example, white is the color of weddings in some cultures and of funerals in others. ; for instance,

To show similarities similarly likewise

Hawaii has sunshine and friendly people; similarly, Mexico's weather is sunny and its people hospitable. ; likewise,

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Unit 1: The Pursuit of Happiness

Examples

Conjunctive Adverb

To indicate "the first statement is not true; the second statement is true" instead on the contrary rather

The medicine did not make him feel better; instead, it made him feel worse. ; on the contrary, ; rather,

instead (meaning "as a substitute")

They had planned to go to Hawaii on their honeymoon; instead, they went to Mexico.

To give another possibiliq, alternatively on the other hand

You can live in a dorm on campus; on the other hand, you can rent a room with a family off campus. ; alternatively,

otherwise (meaning "if not")

Students must take final exams; otherwise, they will receive a grade of Incomplete.

To add an explanation in other words that is

Some cultures are matriarchal; in other words, the mothers are the head of the family. ; that is,

To make a stronger statement indeed in fact

Mangoes are a very common fruit; indeed, people eat more mangoes than any other fruit in the world. ; in fact,

Transition Signals Transition Signals and Conjunctive Adverbs

Coordinating Conjunctions and Paired Conjunctions

Subordinating Conjunctions

Others: Adjectives, Prepositions, Verbs

To list ideas in order of time first, ... first of all, ... second, ... third, ... next, ... then ... after that, ... meanwhile, ... in the meantime, ... finally, ... i'1St, ... last of all, ... subsequently, ...

before after until when while as soon as since

55

the first (reason, cause, step, etc.) the second ... the third ... another ... the last ... the final ...

Unit 1: The Pursuit of Happiness

To list ideas in order of importance first, ... first of all, ... first and foremost, . . . second, ... more important, ... most important, ... more significantly, ... most significantly, ... above all, ... most of all, ...

the first . . . (reason, cause, step, etc.) an additional ... the second ... another ... a more important {reason, cause, step, etc.) the most important ... the most significant ... the best/the worst ...

To add a similar or equal idea also, ... besides, ... furthermore, ... in addition, ... moreover, ... too as well

and

another ... (reason, cause, step, etc.) a second ... an additional ... a final ... as well as

both ... and not only ... but also

To add an opposite idea however, ... on the other hand, nevertheless, ... nonetheless, ... still, ...

...

although even though though

but yet

despite in spite of

To explain or r:estate an idea in other words, ... in particular, ... (more) specifically, ... that is, ...

To make a gtronger statement indeed, ... in fact, ...

To give another possibility alternatively, ... on the other hand, otherwise, ...

...

or either ... or whether ... or

To give an example for example, for instance,

...

such as an example of to exemplify

...

To express an opinion to believe (that) to feel {that) to think (that)

according to ... in my opinion, ... in my view, ...

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Unit 1: The Pursuit of Happiness

To give a reason for this reason, . . .

for

because

as a result of because of due to

To give a result accordingly, ... as a consequence, as a result, ... consequently, ... for these reasons, hence, ... therefore, ... thus, ...

the cause of the reason for to cause to result (in) to have an effect on to affect

so

...

...

To add a conclu!lion all in all, ... in brief, ... in short, ... to conclude, ... to summarize, ... in conclusion, ... in summary, ... for these reasons,

... To show similarities

likewise, similarly, also

... ...

and both ... and not only ... but also neither ... nor

alike, like, just like as, just as as well as well as compared with or to in comparison with or to to be similar (to) too

To show differences however, ... in contrast, ... instead, ... on the contrary, ... on the other hand, ... rather, ...

instead of

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Unit 1: The Pursuit of Happiness

Writing Conclusions - Expressions to Avoid At last, ... At the end, ... As a conclusion ... In sum, ... Last but not least, ...

Paraphrasing After you have done an open reading of a source, one strategy for further exploring the ideas you have read about is to paraphrase them to show you understand what they mean. A paraphrase is a restatement of another person's ideas using our own words. When we describe something we have heard, w~ often repeat the same idea but use different words. For example, if you hear the TV announcer say, "There is an 80% chance of rain tomorrow," you may tell a friend, "It will probably rain tomorrow." This last statement is a paraphrase. You can use this same way of repeating ideas using other words when you paraphrase in writing. Repeating the author's ideas in your own words shows that you truly comprehend the original idea. The paraphrasing skills that you learn now as you explore your theme will also be useful later when you integrate ideas from the articles into your paper.

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Unit 1: The Pursuit of Happiness

Three Criteria for a Good Paraphrase 1. A good paraphrase has the same meaning as the original.

• All main ideas included. • No new ideas added. 2. A good paraphrase is different enough from the original to be considered your own writing.

• Changes grammar and vocabulary as much as possible. 3. A good paraphrase refers directly to (or cites) the original source.

• Include the name of the author and/or the name of the source. Example: Original:

As the chain [McDonald's] expanded nationwide in the mid-1960s, it sought to cut labor costs, reduce the number of suppliers, and ensure that its fries tasted the same at every restaurant. -Schlosser, Eric, "Why McDonald's Fries Taste So Good" 2002

Paraphrase: Schlosser (2002) writes that while McDonald's spread all over the country during the 1960s, the company tried to spend less on its workers, get its supplies from fewer sources, and guarantee that its French fries always tasted the same.

Now You Try The following is an original sentence and two paraphrases of the sentence. One of the paraphrases is well done. The other does not meet all the criteria for a good paraphrase. Decide which of the two paraphrases is weak. Identify which of the criteria is missing. Original:

Many of the doctors taking part in the survey on assisted suicide doubted whether they could decide if a patient had less than six months to live. -"The Anguish of Doctors" 1996

Paraphrase 1: According to a survey on assisted suicide in The Anguish of Doctors (1996), many doctors disagree with assisted suicide because they can't know when a patient will die. Does the paraphrase meet all three criteria? Yes

No

(circle one)

If no, what is the problem? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

Paraphrase 2:

In a survey on assisted suicide in "The Anguish of Doctors" (1996), many doctors were not sure they could always know whether a patient would die within six months.

Does the paraphrase meet all three criteria? Yes No

(circle one)

If no, what is the problem? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

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Unit 1: The Pursuit of Happiness

Paraphrasing Techniques Below are two ways to approach paraphrasing: • "tell the idea to a friend" method • chunking method

Tell a Friend Method One effective way to paraphrase is to focus on the meaning of the passage and find a completely new way to explain it. The Tell a Friend method works well in this situation. 1. Read the original and concentrate on what it means. 2. Cover the original so that you cannot see it. 3. Imagine you are talking to a good friend. How would you explain this

idea to your friend? Write down your explanation. 4. Go back and reread the original to see if it means the same as your

paraphrase. Example:

Original:

Leadership by birth order apparently holds for both genders. Studies have found that female executives are much more likely to be firstborns than later-borns. -Koselka, Rita and Shook, Carrie, "Born to Rebel? Or Born to Conserve?" 1997

Paraphrase:

Not only firstborn men, but also firstborn women are more likely to be executives than people who are later born (Koselka & Shook, 1997).

• Notice that while the key ideas from the original are included in the paraphrase, the structure of the paraphrase is very different.

Now You Try Using the proverbs below, practice the Tell a Friend method of paraphrasing. Example:

Proverb: Paraphrase:

Don't cry over spilled milk. When something bad happens that you can't control, it doesn't help to get upset.

1. With a partner, choose one of the proverbs below and use the Tell a

Friend method to write a paraphrase of it. • All work and no play make Jack a dull boy. • All that glitters is not gold. • The squeaky wheel gets the oil. Write your paraphrase here. _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

2. Find a new partner and tell that person your paraphrase. Have your

partner guess which proverb you're paraphrasing.

60

Unit 1: The Pursuit of Happiness

Chunking Method Another way to paraphrase is to divide the original into groups of words1 or "chunks," and concentrate on explaining the meaning of each chunk. This can be especially helpful when you are working with longer passages. Here's how chunking works. 1. Read the original passage several times to develop a basic

understanding of the ideas. 2. Divide the passage into chunks by underlining main ideas.

• As you divide the passage, focus on phrases rather than on individual words. 3. Explain each chunk using your own words. 4. Combine these explanations into one or more sentences to create a

paraphrase. • As you combine these chunks, you will need to think about how the ideas are related to each other. • It is okay to rearrange these chunks into a new order for your paraphrase. In the two examples below, the original sentences are divided into chunks. Each chunk is then explained in a new way. Finally, the chunks are combined to form a paraphrase. Example 1:

Original:

As the chain, [McDonald's] expanded nationwide, in the Chunk #1

mid-1960s, it sought to cut labor costs, reduce the number of Chunk #3

Chunk #2

suppliers, and ensure that its fries tasted the same at every Chunk#4

restaurant. McDonald's began switching to frozen French Chunk#5

fries in 1966-and few customers noticed the difference. Chunk#6

Nevertheless, the change had a profound effect on the nation's Chunk#7

agriculture and diet. -Schlosser, Eric, "Why McDonald's Fries Taste Chunk #8

So Good" 2002

61

Unit 1: The Pursuit of Happiness Rewordings of chunks: 1. 2. 3. 4. 5. 6. 7. 8.

McDonald's spread all over the countty during the 1960s. The company tried to spend less on its workers. It got its supplies from fewer sources. It wanted to guarantee that its French fries always tasted the same. The company started using frozen French fries. Not many people realized the change had been made. But using frozen fries ultimately had a big influence. It influenced U.S. farming and eating habits.

Paraphrase:

Schlosser (2002) writes that while McDonald's spread all over Chunk #I

the country during the 1960s, the company tried to spend less Chunk #2

on its workers, get its supplies from fewer sources, and Chunk #3

guarantee that its French fries always tasted the same. When Chunk #4

the company started using frozen French fries, not many Chunk #5

people realized the change had been made, but _µsing frozen Chunk #6

fries ultimately had a big influence on U.S. farming and Chunk #7

Chunk #8

eating habits. Example 2:

This example shows a paraphrase in which the chunks have been arranged in an order that is different from the original. Original:

There is an element of sacrifice and obligation: women are Chunk #1

expected to make many things secondary once the husband Chunk #2

comes along, to devote their energies to him and his house Chunk #3

and the building of another family Unit. __;,Wark, Penny, "What Does Life Tell Us About Love?" 2003

62

Unit 1: The Pursuit of Happiness Explanation of chunks: l. Women must give up time and energy for themselves. 2. After women get married 3. Women are expected to focus on taking care of their husband, home,

and children. Paraphrase:

After they get married, women must give up time and energy Chunk#l

Chunk #1

for themselves because they· are expected to focus on taking Chunk#3

care of their husband, home, and children (Wark, 2003).

Now You Try A. Use the Chunking method to paraphrase this sentence.

Original:

Often procrastination stems from a real or imagined fear or worry that is focused not so much on the thing you are avoiding, but its potential consequences. -Moore, Rebecca; Baker, Barbara; Packer, Arnold, "Coping With Procrastination" 1997

1. How would you divide this sentence into smaller chunks? Underline

each chunk. • As you divide the sentence into chunks, remember to focus on phrases rather than on single words. 2. Explain the meaning of each chunk using your own words.

a.------------------------b. - - - - - - - - - - - - - - - - - - - - - - - - c. - - - - - - - - - - - - - - - - - - - - - - - - 3. Using your explanations, write a paraphrase of the original sentence.

• It is okay to arrange the chunks in a different order than they appear in the original sentence. As you put the chunks together, remember to consider how they are related to each other.

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Unit 1: The Pursuit of Happiness

Activities to Practice Paraphrasing To practice paraphrasing, do one or more of the following activities.

~~-----~_.;;;;.._ ______ ______________ ~,1v 1 Identifying Problems in Paraphrases _:,_

;;t

Below are several paraphrases that have been created using the Chunking method. By yourself or With a partner, read the orjginal sentences and then evaluate the paraphrases using the criteria for a good paraphrase on Circle OK or Not OK and give an explanation.

p*

Original:

1.

The United States leads the world in its belief in Chunk #2

Chunk #I

Chunk #l

romantic love-86 percent of American college Chunk #5

Chunk #4

Chunk#&

students say they would not marry without love. Chunk #7

Chunk #8

-Levine, Robert, "Is Love a Luxury?" 1993

Paraphrase:

America is ahead in the world in its faith in dreamy love-three quarters of U.S. students in college declared they don't want to marry without being in love (Levine, 1993).

OK

NotOK

Explanation _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

Original:

2.

Countries are likely to indulge in romance if they are Chunk #1

wealthy and value individualism over the community. Chunk #1

Chunk #3

-Levine, Robert, "Is Lave a Lzauryr 1993

Paraphrase 1:

Rich, individual countries are more likely to think love is important (Levine, 1993).

OK

Not OK

Explanation _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

Paraphrase 2: OK

Countries that are rich and value individualism are more likely to believe in romantic love (Levine, 1993).

Not OI
·,

-'· ·,:j,f~>j

10

product or service.

Influences on Consumer Behaviour To understand consumer behaviour, marketers draw

15

• Psychological influences 20

heavily on the fields of psychology and sociology. The result is a focus on four major influences on consumer behaviour: psychological, personal, social

and cultural. By identifying the four influences that are most active, marketers try to explain consumer choices and predict future purchasing behaviour: include an individual's motivations, perceptions. ability to

learn and attitudes. • Personal influences include lifestyle, personality, economic status and life-cycle stage.

• Social influences include family, opinion leaders (people whose opinions are sought by others) and reference groups such as friends, co-workers and professional associates.

• Cultural influences include culture (the "way of living" that distinguishes one large 25

30

group from another), subculture (smaller groups, such as ethnic groups. with shared values) and social class (the cultural ranking of groups according to criteria such as background, occupation and income). Although these factors can have a strong impact on a consumer's choices, their effect on actual purchases is sometimes weak or negligible. Some consumers, for example, exhibit high brand loyalty-they regularly purchase products because they·are satisfied with their performance. Such people (for example, users of Craftsman tools) are less subject to influence and stick with preferred brands. On the other hand, the clothes you wear and the food you eat often reflect social and psychological influences on your consuming behaviour. Griffin, R.W., Ebert, R.J., Starke, F.A., & Lang, M.D. (2011). Understanding marketing processes and consumer behaviour. In Business (5th ed., pp. 494-495). Toronto, ON: Pearson Education Canada.

87

Unit 2: Consumer Behavior and Marketing .~\-'.< -: ~~7!7:;7'.1-~-'7:f'0f'.-~1:"'(771~-~~--':;_-~ , :'J '----~·-:: >:·-· ·

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8. When columns one and two are complete, check your information with a classmate. Then, return to your notes from Gearing Up and, in column three, list the influences that you discussed, classifying them according to type. ;_ ,·:r·. .

notice~ matt~~se s,~r:it~nc~~ lis.t .items,. ~ow take ? ~l?sedook

rathoV\lth~•~;ms,ar~h~t~9,< , . , ,{./ ;

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j, _In the first sentence, each:item .•.is a one~word adjective .used to describe the type• ofinfluenc:e/(psychological,persona(social, cultural);and all erid)n~a/. You.may also have noticed that the way this list is written creates a structure .that helps·. the reader seethe similarity .of the ·listed lite This!:·'··_ -:·-:· .. _:_ ·: _,_. ·-: :.. _•. :_. ; __ ;: :-: ;> .·, •.:_ :· ", ,, -'. :.-,,.· >: · -,: ·-'.:· . -_ :-· _ .·:·. :•-; :•;;--/,' ::- _-._ -__._., :- ___'.ci ,., _ :;·- .>:· :_; , , -.. •·_,-,\,.::~_-- _ ··:>-:_·,-_-_ ,:',~ (,try to improve .the parallel structure the seryt~nFe l:>y making all the items:·. ·· .

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items

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k ..·... Example: Personal influences include lifestyle preference, personality type, · .. 1·: · .· .

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l>' . ·...•,.. .· .-. ...... . .. . _.·., .· .. -. . . ·. ·· ·.- . • ..·.• .· ,. -" ... : I· "fhe sentenc~ now has improved parallel structure, makirig it eas.ier t':) .under-. · r; -stand and giving it asrriooth~r rhythm.< : · . ,. , . ,. t ' . . .. . ,s thit!ead· tQ. effective essa")lwriting. It focuses ori. the first tivo ste11s fo ,vriting a )Olid.:essay; ad varidng a thesis and supporting it with specific evidf..'nce. You YVill le~:frn how to narrow a subject, write a stro ng th esis statement; and then defend you'r thesis statement with specific and adequate details;

STEP 1: BEGIN VViTH A PO INT OR T HESI S Und ersta nd ing Th esis Statements · In Chapter 1, you learned that dfective essays are based upon a thesis statement or main point that a writenvishes toexpress.This central idea isusually p resented in an essay's introductory paragraph. A good thesis statemen t does t,vq tliipg{atleast First, it tells readers an essay's topic. Second\ it presents the wri ter's attit-µ_de, o pi nion, idea, or vieivpoint about that topic. By showing what aspects a topic wiUbe,pursued, it, therefo re, contro ls the

of

content of an essay. ConsidCr thq_ follq\/Vi'pg;lhesis statement: _ Owning a pet has several important. benefits.

241

Unit 3: Our Food and Our Health In this thesis statement, the topic is owning a pet; the writer's main point or viewpoint is that owning a pet has several important benefits. Readers know immediately that the essay to follow will discuss only these benefits and why they are important.

Activity For each thesis statement below, single-underline the topic and double-underline the viewpoint that the writer wishes to express about the topic.

Examples Hiphop culture is artistically important for three main reasons. I

The Internet has led to new kinds of frustration in everyday life. 1. The college cafeteria would be greatly improved if several changes were made.

2. Celebrities often make poor role models because of the way they dress, talk, and behave. · 3. My first night as a security guard turned out to be one of the most frightening experiences of my life. 4. Canada's one-tier health care system is superior to the U.S. system in terms of cost, equity, and efficiency. 5. Reality shows have changed network television in three ways. 6. Stress in the fast-food workplace has led to serious physical, psychological, and emotional problems for employees. 7. Canadian advertisers target young people to market fashion, personal electronics, and beer. 8. Living in downtown Thunder Bay has certain advantages over living in the suburbs. 9. Before moving away from home, every person should have mastered certain key life skills. I 0. Independently owned stores are preferable to chain stores for a variety of reasons.

Writing a Good Thesis Statement I Now that you see how thesis statements work, you can prepare to write your own. Occasionally, you may be assigned an "essay-size topic," but more often you will be given a general subject or asked to choose a topic for your essay. In these writing situations, try the techniques that follow. First, follow your interests. Perhaps the truest writing rules are, "Write about what interests you," and "Write about what you know." When you write with interest and understanding about your topic, your energy flows through to your words, and your confidence helps you to relax and concentrate on expressing your ideas. Second, do some research. You may be asked to write on subjects about which you have little experience or knowledge. Before working out a reasonable topic for such assignments, you should carry out some research to find and explore your area

242

Unit 3: Our Food and Our Health of interest. Third, to write a good thesis, regardless of the topic, you must find an "angle," a limited aspect of your subject that is neither too broad nor too narrow. Suppose, for example, that an instructor asks you to write an essay about the Internet. A subject like the Internet is just too large to cover in a five-hundred word essay. What you need to do, then, is limit your subject, as the box below demonstrates. Narrow it down until you have a thesis that you can deal with specifically in five hundred words or so. In the box that follows are ( 1) several general subjects, (2) limited versions of those general subjects (or topics), and (3) thesis statements about the limited subjects.

General Subject

Limited Subjectffopic

Thesis (Limited Subjectffopic + One Viewpoint on It)

The Internet

E-mail

E-mail is a great way to stay in touch with friends.

Family

Older sister

My older sister helped me overcome my shyness.

,ti

Television

Cable stations

Cable stations offer more interesting kinds of programs than network TV.

College

Studying postsecondary English

Studying post-secondary English is very different from taking high school English.

Sports

Players' salaries

High players' salaries are bad for the game, anger the fans, and distort the values children are developing.

Activity 1 Sometimes a subject must go through several stages before it is narrow enough to write about. What follows are four lists reflecting several stages that writers went through in moving from a general subject to a narrow thesis statement. Number the stages in each list from 1 to 5, with 1 indicating the most general stage and 5 marking the thesis. List 1

List 2

_ _ Teachers

_ _ Bicycles

_ ·_

_ _ Dangers of bike riding

Education

_ _ Math teacher

_ _ Recreation

_ _ My high school math teacher was peculiar sometimes.

_ _ Recreational vehicles

_ _ High school math teacher

243

_ _ Bike riding in the city is a dangerous activity.

Unit 3: Our Food and Our Health List 3

List4

_ _ Retail companies

_ _ Camping

_ _ Supermarket

_ _ First camping trip

_ _ Dealing ·Mith customers

_ _ Summer ·vacation

_ _ Working in a supermarket

_ _ First camping trips can be disastrous experiences.

_ _ Student workers must learn how to handle unpleasant supermarket customers. ®

_ _ Vacations

Activity 2 Write TN in the space next to the two statements that are too narrow to be developed in an essay. Write TB in the space next to the two statements that are too broad to be covered in an essay: Then, in the spaces provided, revise each too-narrow statement and each too-broad statement to make .them each an effective thesis statement. 1. The way Western society treats elderly people is unbelievable.

2. Up to 70 per cent of teenage marriages end in divorce.

3. Action must be taken against drugs.

4. I failed my microbiology course.

Writing a Good Thesis Statement II The thesis statement, for a brief essay, should express your point clearly in a single sentence. However, this is not as easy as it seems, and there are some common mistakes that may undermine your chances of writing an effective essay. One mistake is to simply announce a topic rather than present a viewpoint on it. A second mistake is to write a thesis that is too broad, and a third is to write a thesis that is too narrow. A fourth error is to write a thesis containing more than one idea. Here are some guidelines for avoiding such mistakes and writing good thesis statements:

1

Write statements with a viewpoint, not announcements. The subject of this essay will be soccer fans. We will discuss closings of Vancouver high schools. Video-gaming is the concern of this essay.

In this first group, the sentences are not thesis statements but simply announcements of a topic. Each sentence is also redundant. In other words, readers do not need to

244

Unit 3: Our Food and Our Health

be told, "The subject is .... " Most important, sentences such as "The subject of this essay will be skateboarding" do not make any point about their subject. The following sentences, based on those above, represent effective thesis statements. Soccer fans are the most loyal sports fans of all. The possible closing of some Vancouver high schools is cause for concern. Players develop some useful skills from time spent on video-gaming.

2

Avoid broad, general statements. Disease has shaped human history. Insects are fascinating creatures. Since the beginning of time, men and women have been very different.

In the above examples, each statement is too broad to be supported adequately in a five-hundred word essay. Thesis statements that begin with phrases like, "All over the world ... " or "People everywhere ... " belong to this category. The following sentences, based on the topics above, represent effective thesis statements. Plane travel has made local diseases global problems. Strength, organization, and communication make ants one of nature's most successfu I insects. Men and women are often treated very differently in entry-level positions.

3

Avoid statements of fact that require no support. There are no speed bumps in the west end of Kitchener. Since 2007, Wolfville, Nova Scotia, no longer hosts the Atlantic Theatre Festival. Students bring phones to classes.

In this third group, there is no room in any of the three statements for support to be given. For instance, "There are no speed bumps in the west end of Kitchener" is a simple fact that does not present a viewpoint or require any support. Such a statement is sometimes called a "dead-end" statement. Remember, a thesis statement must be broad enough to require support in an essay. The following sentences, based on those above, represent successful thesis statements. Speed bumps should be installed in the west end of Kitchener for several reasons. Wolfvil le, Nova Scotia's Atlantic Theatre Festival finally closed down for a number of reasons. Students' phones are unnecessary distractions during classes.

4

Make sure statements develop only one idea. One of the most serious problems affecting young people today is bullying, and it is time more kids learned the value of helping others. Studying with others has several benefits, but it also has drawbacks and can be difficult to schedule. The "baby boom" generation has had many advantages, but it also faces many problems.

245

Unit 3: Our Food and Our Health In this fourth group, each statement contains more than one idea. For instance, "One of the most serious problems affecting young people today is bullying, and it is time more kids learned the value of helping people" clearly has two separate ideas ("One of the most serious problems affecting young people today is bullying" and "it is time more kids learned the value ofhelping others"). Remember, the point of an essay is to communicate a single main idea to readers. The following sentences, based on each of the examples above, represent more effective thesis statements. One of the most serious problems affecting young people today is bullying. Studying with others has s'everal benefits. The "baby boom" generation has enjoyed many advantages. Ifft

Activity 1 Write A beside the statement in each pair that is an announcement rather than a thesis statement. vyrite OK beside the statement that is a clear, limited point that could be developed in an essay. 1. a. This essay will discuss the people you meet in exercise class. b. The kinds of workout clothes worn in most aerobics classes identify "jocks," "strugglers," and "shopping fanatics." 2. a. Step-parents may make mistakes in the process of trying to win the respect

and affection of their stepchildren. b. My thesis in this essay is relationships between step-parents and stepchildren. ri

Activity 2 Write TNbeside the statement in each pair that is too narrow to be developed in an essay. Write OK beside the statement that is a clear, limited point. 1. a. I hasi squash, tomatoes, and corn in my garden last summer.

b. Vegetable gardening can be a frustrating hobby. 2. a. The main road into our town is lined with fast-food outlets. b. For several reasons, the number of fast-food chain outlets should not be allowed to dominate main roads.

,,, Activity .3 Write TB beside the statement in each pair that is too broad to be developed in an ·essay.Write OK beside the statement that is a clear, limited point. 1. a. In many ways, sports are an important part of Canadian life.

b. Widespread gambling in some Canadian cities has changed people's lives for the worse. 2. a. Toy ads on television teach children to be greedy, competitive, and snobbish. b. Advertising has bad effects on all of society.

246

Unit 3: Our Food and Our Health Activity 4 Write 2 beside the statement in each pair that contains more than one idea. Write OKbeside the statement that is a clear, limited point. 1. a. Working with old people changes stereotyped ideas about the elderly.

b. My life has moved in new directions since the rewarding job I had working with older people last summer. 2. a. Some of the most ent~rtaining ads on television today are those on the cable shopping stations. b. Although ads on cable shopping stations are often misleading, they can still be very entertaining.

247

Unit 3: Our Food and Our Health

Criteria for a Useful Outline 1. It begins with the thesis statement.

2. It includes a phrase to explain each supporting point. 3. It includes a notation of where you will use each piece of supporting evidence. As you begin to write, you may discover that you will discard some of the information or that you need to look for more evidence to support certain points. As you work, you may change the outline, rearranging the order or adding or deleting sections. Since the outline is a tool for your own use, write it in any way that works for you. The following are three methods that other writers have found useful.

Three Outlining Methods TRADITIONAL OUTLINE In this outline, the notations, such as Markoff, p. 1 and NPR, p. 14 refer to the sources the writer plans to use. The note "personal" in parentheses reminds the writer she will use a personal anecdote, a kind of undocumented evidence. The note "summarize article" means that the writer will use a brief summary of this whole article as evidence here, rather than just paraphrasing a sentence or two. Notes like these help make your outline more effective by reminding you in detail how you plan to use your notes. I. Thesis Statement: Compared with other inventions, the Internet has changed our styles of communication and led to more freedom for individuals. II. Comparison with other inventions

A. TV My friends and I often discuss TV (personal example)

B. Phone My family used to use the phone to keep in touch (personal example) Ill. Styles of communication A. Less time than with old methods of communicating

I. Less time with people a. Markoff, p. 1 (evidence from source)

b. My family uses phone less (personal example) 2. Less time with TV a. Markoff, p. 2 (evidence from source)

248

Unit 3: Our Food and Our Health B. New ways of communicating I. Chat rooms a. NPR, p. 14 (evidence froin source) b. My experience in chat rooms (personaLexample). 2. Helps with some jobs a. NPR, p. 6 (evidence from source) b. Economist, p. 2 (evidence from source) IV. More freedom for individuals A. Ordinary people have opportunities I. Romero (summarize whole article)

B. More democracy 2. Economist, p. 1 (evidence from source)

CLUSTER OUTLINE A cluster outline includes all the same information that a traditional outline does, but is written as connected circles rather than in the linear form of the traditional outline. Cluster Outline

used t hone to ouch (person

Romano (summarize whole article)

)

Thesis statement: Compared with other inventions, the Internet has changed our styles of communication

and led to more freedom for individuals.

249

Unit 3: Our Food and Our Health GRID OUTLINE Like the other outlining methods, a grid outline includes the thesis, supporting points, sub-points, and evidence. Information is organized as a chart, which offers a visualyerspective-ofyour ideas, just as a cluster does, while keeping some of the more structured elements of a traditional outline. ..

Grid Outline Thesis: Maintaining a strong family identity and promoting cross-generational communication are two reasons why heritage language programs should

be encouraged. Supporting Points

Sub-points

Evidence

1. Encourage young people to learn about

A. Culture

Wilson, p. 56; Tam, p. 12

B. Family

Grandpa story; Tam, p.13

A. Communication in family

Peterson, p. 8; Hiang, p. 35

B. Stronger family connection

Wilson, p. 51; Family trip

their family's culture and history.

2. Better communication between generations

·

-··-- - .ACTIVITIES TO PRACTICE OUTLINING : To practice outlining, do one or both of the following activities. Blank outlining grids are available on the Sourcework website at http:/ /esl.hmco.com/students.

ACTIVITY O Outlining a Paper Working with a partner, read one of the student research papers in the Appendix. on page 209, or on the Sourcework website. ·use one of the outlining methods described and prepare an outline of the paper. ACTMTY f) Filling in a Detailed Outline To complete this activity, select a representative thesis statement created by one of your. classmates or by the whole class. 1. Focusing on one supporting point at a time from the thesis statement, look through your sources or notes to identify two to three pieces of evidence you could use to support each main idea in the thesis.

2. Write the evidence you have selected for each supporting point so that the whole class can see it.

250

Unit 3: Our Food and Our Health

_,,.,z ~tc' We11 - Constructe d Paragrap hs With your outline, supporting evidence, and thesis statement prepared, you are ready to write your guided ·research paper. While your paragraphs may vary in the amount of evidence from sources they contain and their purpose, the basic structure will be similar. The three qualities listed offer a simple guideline of what you\. paragraphs should include.

Three Qualities of a Well-Constructed Paragraph 1. A topic sentence written in the writer's own words. 2. Evidence to support the topic sentence, usually taken from an outside

source. 3. A brief conclusion and/or transition to the next paragraph.

Example of a Well-Constructed Paragraph Topic sentence

-----4 The value of independence is one reason why young and old people become isolated from each other.

Explanation of topic sentence with supporting evidence

Being independent is an important quality of life for most Americans. Since childhood, people have been taught to be independent The notion continues through their lives until they become old. Margaret Mead (1971) an American anthropologist writes in her article, "Grandparents Have Copped Out," that old people don't want to be a burden to their children so they try to live their lives independently. That is, old people do not want to interfere with their children's lives. Young people also believe their lives will be better without their parents as coqstant companions.

Concluding sentence - - - Consequently, communication between the generations is limited and isolation gradually occurs. NOTE: The sentences in this example paragraph have been separated for clarity. The sentences in your paragraphs should flow together, without separation.

To write a well-constructed paragraph, we must pay special attention to the topic sentence, prepare evidence for the paragraph, and smoothly integrate the evidence into our writing. These three aspects of writing a paragraph are discussed in the following sections.

251

Unit 3: Our Food and Our Health Writing Topic Sentences for Paragraphs Topic sentences for your paragraphs come from the supporting points in your thesis and outline. A good topic sentence has three characteristics.

Characteristics of an Effective Topic Sentence • It has a logical' conne.ction to the focus in the thesis statement. • It repeats the focus idea. • It repeats one of the supporting points in the thesis but says it differently. To study these characteristics in detail, look at the thesis statement for the example paragraph above about communication problems between young and old people.

Thesis statement: Emphasis on individualism, loss of focus on extended families, and overscheduled lifestyles are three reasons for the generation gap between young and old people. First Supporting Point

The supporting points we can extract from the thesis tell us that the first part of this paper will be about how individualism can create distance between young and old people. Therefore, the topic sentence for the first section might be something like this: The value. of independence is one reason why young and old people become isolated from each other. • Note that the topic sentence is connected to a supporting point, but does not repeat the same words. In the example above, "the value of independence" is another way of saying "emphasis on individualism," and "young and old people become isolated from each other" is another way to say the "generation gap." There IU'e many ways to write a .good topic sentence that expresses the idea in the supporting point without being repetitious. Equally good topic sentences for the first point in the example thesis would be: Fear of appearing too dependent can cause older people to limit their interaction with their children. Valuing their independent lifestyles causes adult children and their parents to lose contact with each other. Second Supporting Point

A topic sentence for the second section of the paper on the loss of extended families might be: The change in family .structure from extended families to nuclear families has resulted in less connection between generations.

252

Unit 3: Our Food and Our Health Third Supporting Point For the third section of the paper-overscheduled lifestyles-the topic sentence could be: A third cause of the generation gap is the lack of time that family members have to spend with each other.

Now You Try For each thesis statement, decide whether the topic sentences contain the characteristics of an effective topic sentence: • Does it have a logical connection to the focus? • Does it repeat the focus of the thesis? • Does it repeat the supporting point idea using a different way of saying it? 1. Thesis statement: The negative effects of the Internet can be defined as

a deterioration in courtesy while communicating and an isolation from other people.

Topic sentences: a. The decrease in politeness is common knowledge to those who work in network communication.

Is this topic sentence appropriate? If not, what is the problem?

b. People who use the Internet are lacking one of the most important things human beings need: connection to other people. Is this topic sentence appropriate? If not, what is the problem?

2. Thes/1!; statement: Exposure to violence, an inadequate rating system,

and too little parental supervision are three reasons why children shouldn't play video games.

Topic sentences:

a. Children in the United States love to play video games. Is this topic sentence appropriate? If not, what is the problem?

b.- Unclear standards for evaluating video games is another reason why children should avoid video games. Is this topic sentence appropriate? If not, what is the problem?

c. Too little parental supervision is a third reason children shouldn't

play video games. Is this topic sentence appropriate? If not, what is the problem?

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Unit 3: Our Food and Our Health Activities to Practice Writing Topic Sentences To practice writing topic sentences, do one or more of the following activities.

Identifying Topic Sentences 1. Select one of the model essays . 2. Find the thesis statell\ent in the introduction of the essay. Highlight

the focus of the thesis with one color. Highlight the overview of supporting points using a different color for each point. 3. In the body of the essay, highlight the topic sentence for each supporting point using the same color you used in the thesis statement. 4. Analyze these topic sentences by answering the following questions: • Are the topic sentences for supporting points organized in the same order as they appear in the thesis statement? • Do the topic sentences repeat the focus idea from the thesis statement? • Does each topic sentence repeat a supporting point idea? If yes, does the writer say the idea differently? ~\1Y

l

Writing Topic Sentences

1::-------------------------------For each thesis statement, write topic sentences to introduce the main sections of the paper. Use separate paper. 1. Alcohol addiction can lead to mental, physical, and social problems. 2. Social expectations, moral beliefs, and consideration of alcohol as a

drug are three differences between American and Japanese attitudes toward alcohol. 3. Drinking behavior can be divided into three categories: social drinking, problem drinking, and alcoholism. 4. Quitting a bad habit requires four steps: acknowledging the problem, brainstorming solutions, devising a plan to quit, and, most difficult of alt monitoring yourself as you follow the plan. 5. Although some people worry that lowering the drinking age will result ,in alcohol abuse and increased traffic accidents, the legal drinking age should be 18 because it is consistent with other adult rights and responsibilities.

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BUILDING YOUR PAPER Write Topic Sentences Working from your detailed __outline, write a topic sentence for each supporting point you will include in your guided research paper. Be sure each topic sentence has a logical connection to the focus in your thes\s. Remember that while it is important to repeat the ideas from the thesis, you need a different way of saying each point.

~, . Ev,"d ence to Use .1n Paragrap hs ittr Prepanng

Using Quotations and Paraphrases The examples here show how a quotation and a paraphrase of the same piece of evidence differ. Examples:

Original excerpt from source to be used as evidence: To behave aggressively is no longer considered unfeminine and unattractive. Girl characters are expected to be assertive and achievement-oriented. -Hopkins, Susan, "Barn! Crash! Kapow! Girls are Heroes Now"

Quotation of this excerpt: According to Hopkins (n.d., p. 13), "To behave aggressively is no longer considered unfeminine and unattractive. Girl characters are expected to be assertive and achievement-oriented."

Paraphrase of this excerpt: According to Hopkins (n.d.), females in movies and books today are often hard-driving and ambitious; unlike in the past, it is now socially acceptable for women to act boldly and forcefully.

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Using Quotations We use direct quotations in· only a few cirrumstances: • When the original is written in poetic language or provides a unique image as in this description of the differences between a woman and her Chinese grandmother: "The difference between (my grandmother's and my) feet reminds me of the incredible ~stqry we hold between us like living bookends. We stand like sentries at either side of a vast gulf." -Wu, Janet, "'Homework Bound 11

• When the original was spoken or written by a famous person and is generally recognizable as a famous saying. For example, we would never try to paraphrase the beginning of President Abraham Lincoln's.Gettysburg Address: "Fourscore and seven years ago our nation brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal."

Using Paraphrases Much more often, we paraphrase evidence from sources. In some cultures, it's considered acceptable or even good taste to copy from the writings of experts or classical authors. However, in Western academic culture, writing someone else's ideas or words as if they were your own without acknowledging the original author is called plagiarism and is considered very dishonorable behavior. In the academic environment at colleges and universities, copying someone else's work can result in a failing grade and possible expulsion. In public life too, plagiarism is a serious offense; people have lost jobs or have had to pay thousands of dollars in damages when they were convicted of plagiarism. You'll need to paraphrase almost all the pieces of evidence you plan to use. You wiil also need to document, or acknowledge, the original author. This means that you include the author's name and/or the article's name when you mention the piece in your paper. This is not difficult to do, but it is very important. It lets the reader know you are presenting someone else's information. Referring to the original author helps to establish your honesty and reliability as a writer and is expected in academic writing in American universities. \ Using the techniques described in Chapter 1, you can paraphrase the information you plan to use as supporting evidence. Recall that a good paraphrase meets these criteria:

• It means the same as the original no new ideas are added no important ideas are deleted • It differs enough from the original to be considered your own writing • It refers to the original

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Unit 3: Our Food and Our Health INTRODUCING THE EVIDENCE Once you have decided whether to paraphrase or quote each piece of evidence, you need to frame it, or introduce it, telling where it comes from. • Include the author's last name every time you use evidence from your sources. • The source title is optional. Include the title the first time you introduce a source, if you think it is important for the reader to know. • A description of how to formally document and cite your sources is given Here are some formats for introducing your source. 1. Format choices when you know the name of the author.

Article: Choice 1:

Jim Clark College Success [In the article, •college Success"] Clark (2010) writes that students should study two hours for every hour in class.

Pre11ositional · Phrase w /title (optional)

Subje.ct ·Author & date

Verb simple . present

In the article, "College Success,·

Clark (2010)

writes

OR

In "College Success,•

257

Noun dause (that+ full sentence) • paraphrase or quotation .·.• present tense . . that students should study two hours for every hour in class.

Unit 3: Our Food and Our Health

Choice 2:

According to Clark (2010), [in "College Success;') students should study two hours for every hour in class.

Prepositional Phrase w/author & date

FuU sentence Prepositional Phrase w/ title (optional}.. . .·_ ..... :d~~i:~p:hrase.m:J}uotatii}n••··:• --.

According to Clark (2010),

in "College Success;'

Choice 3:

-subi'ett::,;,;-: Author&'.

.

'

.

'•,

~" .,'·

,

: .: • .

,.

·:. _•i

: -- /:,: ):;.; ;-·,that students should study two hours for every hour in class.

2. Format when you don't know the name of the author

When you don't know the name of the author, use the article title. situation, the article title is the subject of the sentence. .

.

· EXAMPLES

In this

.

·

The article "College Survival Tips" (2007) recommends that students prepare a daily schedule.

Sub_iect Articktitle & date The article "College Survival Tips" (2007)

Verb _- simple present recommends

se;11te11ce) _ -~- paraphrase or quote that students prepare a daily schedule.

OR

____.......,_~----

"College Survival Tips" (2007)

1\. ____ .,.,.

Sometimes it is useful to include information about the author ifhe or she is an expert on the topic. Do this only the first time you use a_ source.

258

Unit 3: Our Food and Our Health .

EXAMPLES Clark (2010), director of the College Success program at Winston University, writes that students should study two hours for every hour in class

Subject Author & date Clark (2010),

Noun Phrase director of the College Success program at Winston University,

full

Verb simple present

Noun Clause (that+ sentence) • present tense

wri{es

that students should study two hours for every hour in class.

Common Verbs for Introducing Evidence The verb you choose when introducing evidence can give the reader a clue about your opinion of the information.

If you have a neutral stance towards the evidence, use these verbs: writes states Clark (201 O)

remarks

that students should study two hours for every hour in class.

explains notes

You can signal your disagreement or doubt about a piece of information by using one of these verbs: argues Clark (2010)

claims

that students should study two hours for every hour in class.

suggests

In this situation, after you have presented the idea, the reader will likely expect

you to provide a contrasting opinion. Clark (2010) argues that students should study two hours for every hour in ·c1ass. On the other hand, other experts in the field state that too much studying causes student burnout and stress.

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Unit 3: Our Food and Our Health To present information from a study, use one ot these verbs: found Clark's (2010) research on successful college students

.

showed

that students who study two or more hours for every hour in class are more likely to earn a GPA of 3.0 or higher.

demonstrated

For more information on how to present your opinion or controversial , information in your writing, visit the Sourcework website at http://esl.hmco.com/students.

CONNECTING THE EVIDENCE TO THE TOPIC SENTENCE Finally, you complete the integration process by connecting each paraphrase or quotation with the flow of your own writing. Explain why you are using each piece of evidence and what links it to the topic sentence of the paragraph. This is · similar to what you would do in a conversation. If the person you are talking to asked, "Why are you telling me this fact?" you would explain where you found the fact and why you think it is important. You can provide the connecting explanation before the evidence, after the evidence, or in both places.

at

A more extended look the example paragraph from the paper on communication between younger and older people mentioned on page 79 reveals how the writer smoothly integrnted the evidence into her writing. EXAMPLE OF A PARAGRAPH WITH INTEGRATED EVIDENCE

Topic sentence:

The value of independence is one reason why young and old people become isolated from each other.

Connecting explanation: Being independent is an important quality of life for most Americans. Since childhood, people have been taught to be independent and the notion continues through their old age.

Evidence:

Margaret Mead (1971 ), an anthropologist, writes in her article, #Grandparents Have Copped Out,"that old people don't want to be a burden to their children so they try to live their Jives independently.

Connecting explanation:

In other words, old people do not want to interfere with their children's lives. Young people also believe their lives will be better without their parents as constant companions and advisors.

Concluding sentence:

Consequently, communication between the generations is limited and isolation gradually occurs.

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STYLE FOR REFERENCING SOURCES USING APA

IN-TEXT REFERENCES When writing an essay, properly reference where the information comes from following APA guidelines. At the end of each essay include a reference list of the sources you've used. In the text, the purpose of proper referencing is so that the reader can refer to the reference list and find where the ideas originated. You have the option of employing either of the two techniques for referencing citations. The first involves putting the author's name in the structure of the text and putting the date of publication in parentheses either at the end of the sentence or directly after the author's name. The following examples come from an academic paper which uses ideas from the articles in Unit 2 of your coursebook: Roberts (1998) points out that marketers need to target categories of the population on aspects beyond simply age and even consumer attitudes. Bamossy and Askegard (2002) stress that how well a product meets, or doesn't meet, its function is not necessarily as important as that product's meaning to the consumer.

By choosing this option, you underscore the researcher; in the second option the ideas are primarily focused on. In this technique, you insert the author's name and year of publication at the end of the sentence(s). Notice this method in the following sentence, also from the articles in Unit 2: Some of the most successful companies are those which exploit a unique approach to marketing their product (Roberts, 1998). While, in some instances, local culture can be weakened by the ever-increasing globalisation of products, it would be incorrect to say that local cultures are not thriving (Bamossy & Askegard, 2002).

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QUOTATIONS When you choose to include a direct quotation from the original source you must indicate precisely where this came from by including the page number. If the excerpt is fewer than 40 words, incorporate it into your paragraph using quotation marks. For example, again from the readings in Unit 2: Marketers claim that deceptive practices work against their business interests, pointing out that "because such practices harm a company's business in the long run, they simply aren't sustainable" (Armstrong, Kotler, Cunningham, & Mitchell, 2012, as cited in Refining Academic English Skills: ESL204, p. 134).

If the quotation is more than forty words, employ the block quotation style without using quotation marks. For example, if I chose to use a quote of more than 40 words from the Unit 2 readings: The seemingly natural process of comparing ourselves with our peers and judging one's relative social standing has been studied in many aspects. Unsurprisingly, marketing campaigns add to this human tendency. Marketing communications can influence a consumer's level of self-esteem. Exposure to marketing can trigger a process of social comparison, in which a person tries to evaluate his or her self by comparing it to the people shown in advertising images. This form of comparison appears to be a basic human motive (Solomon, White, & Dahl, 2014, as cited in Refining Academic English Skills: ESL204, p. 127).

In addition to the guidelines for citing courses that appear on the following pages, you can also access Concordia Libraries' website for help with citing source material correctly using several different style guides including and in addition to APA. You can find their citation guides here: http://library.concordia.ca/help/citing/

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APA (American Psychological Association) citation style is used in many publications, particularly in social and behavioural sciences. The following APA formats for writing in-text citations and references lists are some of the most common forms you will need for academic writing. You can find complete guidelines for APA citation style in the Publication Manual of the American Psychological Association, Sixth Edition.

Every time you use a statistic, idea, image, or creative work that is not your own, you are required to acknowledge your source with a citation in the text-an in-text citation. Each in-text citation should match a corresponding entry in the reference list at the end of the essay.

! u~Iess marked with

APA in-text citations should include the author's or authors' surname(s) and the i year of publication, separated by a comma, in parentheses after the cited informa! tion. If a source has no date, use the letters n.d. in the parentheses instead.

l an asterisk(*), the ! examples throughout the ! i appendix refer to texts I !~r..i~d_i~ th is book~

_J

Surname and year: (Casanave, 2002) Source with no date: ("El Nifio," n.d.) For direct quotations, include page numbers, preceded by p or pp, a period, and a space. The APA manual also recommends, but does not require, that paraphrased information include page numbers. Page numbers only: (pp.118-119) Source and page numbers: (Morton, Storch, & Thompson, 2015, p. 9)

Authors Inclusion of the Author's Name in the Citation Phrase If you include the name of the author in the citation phrase, it is not necessary to repeat it in the following parentheses. Casanave (2002) suggests that academic writing is like a game and writers need to learn the rules of the game to succeed. If the name of the author is not part of the citation phrase, include it in the following parentheses. It has been suggested that academic writing is like a game and writers need

to learn the rules of the game to succeed (Casanave, 2002).

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Unit 3: Our Food and Our Health More Than One Author If two authors' names are included in a citation phrase, join them with and; if they appear in parenthese§, join them'Nith an ampersand (&). Richards and Stedman (2016) discuss the issue of delegation and control in autonomous cars. Delegation and control in autonomous cars are key safety concepts to consider (Richards & Stedman, 2016). For sources with three to five authors, list them all the first time the source is cited. Further citations should include the first author only and et al. (not italicized). First citation: Marshall, Zhou, Gervan, and Wiebe (2012) analyze the factors that relate to first-year university students' sense of belonging in a Canadian university. Next citation: Sense of belonging is clearly an important aspect of student success to consider during the first year of higher education (Marshall et al., 2012). For sources with six or more authors, write the name of the first author followed by et al. in all citations. *Aman et al. (2015) review the health and environmental safety of solar energy systems.

No Author For sources that do not have an author, cite the title of the work. For short works, for example, journal articles and book chapters, place the title in quotation marks. For longer works, such as books, use italics. If a work has a long title, you may shorten it in parentheses. *In "Brexit and Parliament, Questions of Sovereignty" (2016), the complex interrelationships between the UK and European parliaments are discussed in terms of competing views of sovereignty. *The complex interrelationships between the UK and European parliaments have been discussed in terms of competing views of sovereignty ("Brexit and Parliament," 2016).

Multiple Sources in a Citation When you include two or more sources in an in-text citation, order the authors (or titles of works with no author) alphabetically, and separate them with semicolons. A number of studies in recent years have analyzed paraphrasing, patchwriting, and plagiarism (Badge & Scott, 2009; Bailey & Challen, 2015; Ellery, 2008; Harwood & Petric, 2012).

Print Sources Multiple Works by the Same Author If you cite more than one work by the same author and published in the same year, differentiate the works by adding the letters a, b, c, etc., after the year. The letters refer to the alphabetical order in which the reference list entries appear. *Canagarajah (2013a) discusses individual choices, power relations, and agency in intercultural communication.

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APPINDIX 2 APA CITATION STYLE

433

Unit 3: Our Food and Our Health If you cite more than one work by the same author but published in different years, separate the years of the works with commas. The history of homeopathy in Germany and its central role in the development of the double-blind control trial is discussed by Stolberg (1999, 2006).

The Nuremberg salt test of 1835 played a central role in the history of homeopathy in Germany and the development of the double-blind control trial (Stolberg, 1999. 2006). Secondary Sources If you are citing a source that you read about elsewhere, without having read the original work, begin the in-text citation with the phrase as cited in. Spady argues that post-secondary students' social integration is informed by a social system (the campus) and the sum of its parts (as cited in Marshall et al., 2012). Citing Multiple Pages Use the following formats to cite information from multiple pages of the same work. Consecutive pages: Marshall et aL (2012) address critiques that have been made of Spady's (1971) model of student integration (pp. 118-119). Non-consecutive pages: Marshall et al. (2012) consider the critiques that various authors have made of Tinto's (1975) model of student retention (pp. 119., 134),

Direct Quotations Direct Quotations of Fewer Than 40 Words Direct quotations of fewer than 40 words should be integrated grammatically into sentences and enclosed in quotation marks. Page numbers should be provided in parentheses immediately after the quotation. If the quotation appears at the end of a sentence, place the final punctuation mark outside the parentheses. In their conclusion, Morton, Storch, and Thompson (2015) highlight "the unpredictable and unexpected practices contributing to the students' progress as academic writers" (p. 9).

Writing teachers need to become more aware of the "unpredictable and unexpected practices contributing to the students' progress as academic writers" (Morton, Storch, & Thompson, 2015, p. 9). Punctuation from the original text, for example, question marks, should remain within the quotation marks; punctuation that you add should be placed outside the quotation marks. Original punctuation: Morton, Storch, and Thompson (2015) ask the following question: "Do the students' perceptions of themselves as academic writers change?" (p. 3). Added punctuation: Should we agree with Morton, Storch, and Thompson's conclusion (2015) that progress in academic writing is the product of "unpredictable and unexpected practices" (p. 9)?

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ADVANCE IN ACADEMIC WRITING

265

Unit 3: Our Food and Our Health Direct Quotations of 40 Words or More Direct quotations of 40 words or more should be dropped one line, indented a half .in-ch (1.25 crn)Jrgm theJ~ft rnargin, aricinot enclgs~d in quoti:ltiQn mark.s .. The final period should be placed before the in-text citation rather than after. Many linguists agree that the average age of language speakers largely indicates a language's health and predicted longevity. UNESC0's "Atlas of the World's Languages in Danger of Disappearing" (Wurm, 1996) noted that at least one-third of the children should be learning the language to maintain its vitality. This is not the case in Canada, where: According to the 2006 Census, 18% of First Nations children across Canada had an Aboriginal language as their mother tongue (or first language learned), down from 21 % in 1996. Older generations of First Nations people are generally more likely than younger generations to have an Aboriginal language as their mother tongue. (Bougie, 2010, p. 75) Omitting Words from Direct Quotations If you omit words from a direct quotation, indicate the omission with an ellipsis (three spaced periods: ... ).

With reference to students taking the ALC course, Marshall et al. (2012) stress the need to focus on "the academic literacy development of students ... and to recognize and respect the varied social, cultural. and linguistic backgrounds of students" (p. 135). Adding Words to Direct Quotations If you add words to improve the clarity of a direct quotation, enclose the added word(s) in square brackets.

With reference to students taking the ALC course, Marshall et al. (2012) stress the need to focus on "[writers'] social, cultural. and linguistic backgrounds" (p. 135).

Online Sources With an Author If an online source has an author, it should be cited by the author's name and year of publication, as for print sources.

Diesendorf (2016) aims to dispel what he sees as myths in the renewable versus nuclear power debate. No Author If the on line source has no author, you should include the title of the work being cited and the year of publication in the in-text citation. As for print sources, use quotation marks for short works (e.g., journal articles and book chapters), and italics for longer works (e.g., books). If a work has a long title, you may shorten it in parentheses. If it has no date, write n.d.

The effects of extreme weather events on coastal communities in Ecuador have been well documented by National Geographic ("El Nifio," n.d.).

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APPENDIX 2 APA CITATION STILE

435

Unit 3: Our Food and Our Health No Author or Title If the information you are citing is from a website that has no author or title, cite the webs[te 9ggrn_~~-°-11)y, in parenthe~~?!J o_~_IJ_fb_cg_s~s. you are_11gt_rnq1,Jjrngto_ include a matching reference list entry at the end of the essay. Today. over 70 so-called generation III reactors are under construction, including 29 in energy-hungry China (www.world-nuclear.org/info/Currentand-Fu ture-Generation/Nuclear-Power-in-the-World-Today).

With Numbered Paragraphs If you are directly quoting information from an online source with no page numbers but with numbered paragraphs, indicate the paragraph numbers in parentheses, using the abbreviation para, followed by a period, a space, and the paragraph number, for example, (para. 5).

Personal Communications: Conversations, Interviews, and E-Mail Use the following format to cite personal communications such as a conversation, interview, or e-mail correspondence. Do not include a corresponding entry in the reference list. (D. Moore, personal communication, November 21, 2016)

_REFERENCE LISTS APA reference lists should include one entry for each source that has been cited with an in-text citation. APA format requires that the reference list appear at the end of the essay, on a separate page, with the title References centred at the top of the page. Reference list entries should be double-spaced, arranged alphabetically by the author's surname or by the title of an unauthored source. All lines other than the first line of each entry should be indented by a half inch (1.25 cm) from the left margin. The examples below illustrate the most common types of reference list entries. However, they are not double-spaced, as would be required in an essay.

Number of Authors An article, chapter, or book may have no author or different numbers of authors. Use the following formats, depending on the number of authors.

No Author Begin the reference list entry with the title of the article, chapter, or book: *Brexit and parliament: Questions of sovereignty (2016, November 12). The Economist, 54-55.

One Author Begin the reference list entry with the author's surname and initial(s):

Casanave, C. P. (2002). Writing games: Multicultural case studies of academic literacy practices in higher education. Mahwah, NJ: Lawrence Erlbaum Associates. 436

ADVANCE IN ACADEMIC WRITING

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Unit 3: Our Food and Our Health Two Authors Begin the reference list entry with the first author's surname and initial(s), followed by a comma, an all'lpersand (&), and the second author's surname and initial(s): Mcivor, 0., & Parker, A. (2016) . Back to the future: Recreating natural Indigenous language learning environments through language nest early childhood immersion programs. The International Journal of Holistic Early Learning and Development, 3, 21-35. Three to Seven Authors Write the reference list entry as above, adding authors as in the following example:

Marshall, S., Zhou, M., Gervan, T., & Wiebe, S. (2012). Sense of belonging and first-year academic literacy. Canadian Journal of Higher Education, 42(3), 116-142. Eight or More Authors List the first six authors' surnames and initials, add three spaced periods, and then list the final author's surname and initial(s): *Aman, M. M., Solangi, K. H., Hossain, M. S., Badarudin, A., Jasmon, G. B., Mokhlis, H., . . . & Kazi, S. N. (2015). A review of Safety, Health and Environmental (SHE) issues of solar energy system. Renewable and Sustainable Energy Reviews, 41, 1190-1204.

Formats for Print Sources Use the following formats for different sources. Journal Article Include the DOI (digital object identifier) if available.

Surname(s), lnitial(s). (year). Title of article. Title of Journal, volume number(issue number), page number(s). doi:xxxxx Bailey, C., & Challen, R. (2015). Student perceptions of the value of Turnitin text-matching software as a learning tool. Practitioner Research in Higher Education, 9(1), 38-51. Chapter in an Edited Collection Surname(s), lnitial(s). (year). Title of chapter. In lnitial(s). Surname(s) (Ed[s].), Title of book (pp. xxx-xxx). Place of publication: Publisher.

Suranovic, S. (2015). The meaning of fair trade. In L. T. Raynolds, & E. A. Bennett (Eds.), Handbook of research on fair trade (pp. 45-60). Cheltenham, UK: Edward Elgar. Magazine Article Surname(s), lnitial(s). (year, Month day). Title of article. Title of Magazine, volume number{issue number), page number(s).

*Loder, N. (2016, December). Crumbs of comfort The Economist 1843, 104-105.

APPINDIX 2 APA CITATION STYLE

268

437

Unit 3: Our Food and Our Health

Newspaper Article

Surname(s), lnitial(s). (year, Month day). Title of article. Title of Newspaper, p(p). xxx.

*Brody, J.E. (2017, January16). Why we need to ema:titipate ·oufselves from smartphones. The Globe and Mail, p. L3. Book Surname(s), lnitial(s). (year). Title of book. Place of publication: Publisher.

Casanave, C. P. (2002). Writing games: Multicultural case studies of academic literacy practices in higher education. Mahwah, NJ: Lawrence Erlbaum Associates. Multiple Publications by the Same Author If you have cited two or more works by the same author and published in the same year, order the works alphabetically according to their titles, and add a, b, c, etc., to the year for each different work.

*Canagarajah, A. S. (2013a). Agency and power in intercultural communication: Negotiating English in translocal spaces. Language and lntercultural Communication, 13(2), 202-224. *Canagarajah, A. S. (2013b). The end of second language writing? Journal of Second Language Writing, 22(4), 440-441. If you have cited two or more works by the same author and published in different years, order the works by year, with the earliest work first. Casanave, C. P. (2002). Writing games: Multicultural case studies of academic literacy practices in higher education. Mahwah, NJ: Lawrence Erlbaum Associates. Casanave, C. P. (2010). Taking risks?: Acase study of three doctoral students writing qualitative dissertations at an American university in Japan. Journal of Second Language Writing, 19(1), 1-16.

Works Published by Organizations If you have cited a work published by an organization (governmental or non· governmental), list the entry by the name of the organization, not the title of the work. Name of Organization. (year). Title of work. Place of publication: Publisher. European Environment Agency. (2016). Explaining road transport emissions: A non-technical guide. Copenhagen: EEA.

Formats for Online Sources Reference list entries for electronic sources require the inclusion of the URL in most cases. It is only necessary to include a retrieval date if it is likely that the source will change, for example, a wiki. The following are common forms of reference list entries for electronic sources.

Web Page with an Author Begin the reference list entry with the author's surname and initial: Surname, Initial. (year, Month day). Title of document. Retrieved from URL 4 38

ADVANCE IN ACADEMIC WRITING

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Unit 3: Our Food and Our Health Weimer, M. (2015, October 14). How concerned should we be about cell phones in class? [Web log post]. Retrieved from http://www.facultyfocus. com/ articles/teaching-professor -blog/how- concerned-should -we"be· about-eell-phones-in°class/

Include a description of the content in square brackets after the title if it may help readers identify orretrieve the source.

Web Page with No Author Begin the reference list entry with the title of the web page or article, or the name of the organization: Title of article/page. (year, Month day). Title of Site. Retrieved from URL

OR Name of Organization. (year, Month day). Title of article/page. Title of Site. Retrieved from URL El Nino [Encyclopedic entry]. (n.d.). National Geographic Society. Retrieved from http:// na tionalgeogra phie.org/ encyclopedia/ el· nino/

Eurostat. (2016, October 19). Air pollution statistics. Statistics Explained. Retrieved from http://ec.europa.eu/eurostat/statistiesexplained/index. php / Air_pollution_statistics Article from an Online Academic Journal Many online academic journal articles now have a digital object identifier (DOI). In such cases, the APA manual stipulates that the DOI should be used instead of the article's URL, with no retrieval date required. Surname(s), lnitial(s). (year). Title of article. Title of Journal, volume number(issue number), page numbers. doi:xxxxx

Ma, L., & Tsui, A. S. (2015). Traditional Chinese philosophies and contemporary leadership. The Leadership Quarterly, 26(1).13-24. doi:10.1016/j. leaqua.2014.11.008 Online Newspaper Article Surname(s), lnitial(s). (year, Month day). Title of article. Title of Newspaper. Retrieved from URL

James, E. (2014, November 26). Prison is not for punishment in Sweden. We get people into better shape. The Guardian. Retrieved from http://www. theguardian.com/soeiety/2014/nov/26/prison-sweden-not-punishment· nils-oberg Online Magazine Article Surname(s), lnitial(s). (year, Month day). Title of article. Title of Magazine. Retrieved from URL

Harford, T. (2015, May 29). Mind the fair trade gap. FT Magazine. Retrieved from https://next.ft.com/eontent/fc9a2el4·03el -11e5-a70f-00144feabdc0 Online Encylopedia Entry Title of article. (year, Month day). In Title of Encyclopedia. Retrieved from URL

3D printing. (2016, January 26). In Encyclopcedia Britannica. Retrieved from https://www.britannica.com/technology/3D-printing

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APPENDIX Z APA CITATION S1YLE

439

Unit 3: Our Food and Our Health

Text BuildingTaking Notes from Source Readings As you begin to use information from source readings to support your own ideas in an essay, you will use the paraphrasing and summarizing skills you've developed in Units 1 and 2 to take notes on assigned source texts. In ESL 204, you will use a standardized Writing Resource Sheet for notetaking. As you complete your resource sheets, you'll need to: • • • • • •

read each source text closely to identify the main idea; express the main idea in your own words choose supporting details to include in your notes capture the meaning of the original text without relying on copied language arrange your notes in a way that helps YOU to recall important supporting ideas note down publication information needed to cite the text in your own work

The resource sheet also provides space to note down key terms and new vocabulary as well as an area to note any unique phrases that you may wish to quote directly. Your resource sheets should be created according to the following guidelines:

1. paraphrase important ideas & examples

in your OWN words and in point form NO FULL SENTENCES 2. handwrite in pen and write within the boxes provided 3. note down 2 or 3 short quotations with a e numbers 4. print double-sided pages with one reading on one side and a second reading on the reverse side

1. copy entire paragraphs or sections

onto resource sheets 2. use more than one resource sheet for one reading 3. copy direct quotations longer than 2 or 3 sentences 4. write notes outside the text boxes provided

Following are examples of successful and unsuccessful student resource sheets based on the text "How the Industrial Food System Contributes to the Climate Crisis" in Unit 3. Review the two versions and answer the questions that follow.

271

Unit 3: Our Food and Our Health

Sample Writing Resource Sheet #1 How the Industrial Food System Contributes to the Climate Crisis

ESL 204 - Writ.Ing Resource Sheet Print out this form and complete your notes by hand in pen.

! Source

l lnformatlon: Vocabulary: New words, key words in text,

collocation information

Main Idea: State the main idea of the t,ext in

our Key supporting ideas(s) of the

reading in note fo-rm:

~-C'~{f'\J3 \S ~_lndustr1~~ c:.orrtr_ 1 b ~ -fu~ c;.J\n")~ a ,s 1'.s d-"'A~ 'to dtfc • ; . _·•. .

iviUleafu

-i concludin$ parag~.iph: In

'a

STEP 3: ORGANIZE AND CONNECT THE SPECIFIC EVIDENCE

·.,Achie0il1g C~herence

r

Cohererice, tne"tiilidb~1eio'I"in fffe~tiv~}ssay, is th_e prodt£~tof conscious chokef · -you.make the dr~fting revisinfr_~tages of the writing process. Coherence.·- m'eansHterallJ'!sticl