سه شنبه ۲۰ شهریور ۰۳ | ۲۱:۴۶ ۸ بازديد
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Task 2.10
Practise using some cause / effect language: complete the sentences below with the six expressions
provided. Take care with the prepositions.
can result brings contributes lies affects has an influence
1 Poverty ______________ behind crime
2 Poverty ______________ to crime
3 Poverty ______________ in crime
4 Poverty ______________ on crime rates
5 Poverty ______________ crime
6 Poverty ______________ about crime
Task 2.11
Which of the following factors do you think has the greatest effect on a person’s success in learning a
foreign language?
age ******* height personality
income musicality intelligence job
Write a short text about how the factor you have chosen influences the way someone learns another
language.
(You could refer to cause/effect in Wordfinder, including the subsection on ‘having an effect on a
person’, if you have access to a copy.)
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Extension Tasks
[Please do not send these tasks to us. If possible, show your answers to the tasks
to another student and ask them for their comments and corrections.]
You could practice the grammar studied in this unit by trying the following task(s):
Task 2.12
Go to the library and find an interesting textbook. Copy out some of the paragraphs
and draw a diagram to illustrate the flow of information in the paragraphs. Show
your answers to someone.
Task 2.13
Take a piece of academic writing you have done recently and select from it a short
passage (e.g. your introduction). Identify the ways in which you have organised the
information. Does if flow from old to new information? If not, change the order of
information to make it flow better. Show your two versions to someone and ask
them to identify which version flows better.
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Study Notes for Unit 2
This unit is of particular importance to making your writing clear and understandable to the British
reader. The area we deal with in the unit - the order in which information is presented in academic
English - is often overlooked when people talk about 'grammar'. In fact, this is an area in which British
students also have difficulties, because it is rarely taught in their English classes at school.
Task 2.1
Our answer is given at the top of the second page of the unit.
Task 2.2
No, it doesn’t. It displays the same weaknesses as Version 1 of the Norma text.
Task 2.3
(There are 188,000 lakes in Finland)
They greatly concern many people
or: They are causing great concern to many people
They are of great concern to many people
Most of the larger lakes (or: ones) have been polluted by chemicals
This was recently confirmed by a Finnish government report
or: This was confirmed by a recent Finnish government report
Task 2.4 The original order was C – E – B – D – A, with the old-new links shown below:
Computers are an essential part of manufacturing industry. They have made possible improvements in
production. One of these changes is the more economical use of raw materials. In addition, their
introduction has led to (resulted in) faster manufacturing processes. Computerisation has now reduced
the prices of many goods.
Task 2.5
Sentence 6 would be better if it began: Repayments automatically begin in the April following…
Task 2.6
Possible solution, with better ‘flow’:
The first step in an archaeological excavation or survey is the selection of the site. First, the
archaeologists should learn as much as they can about a site, such as who lived there, how old it is,
and what timeframe it covered. They accomplish this initial analysis through the use of such things as
maps, photographs, regional studies, oral histories, and historic documents of surrounding sites. Once
this is done, the archaeologists must then assess the possible results of the excavation. They take into
consideration whether or not the work done at a site will yield innovative or duplicated results.
Because the information that comes from a site can only be viewed once, careful deliberation must
also take place to determine whether or not the proper funds, technology, and human resources are
available to perform the excavation properly.
Note: The solution follows the pattern of referring back to what is known and giving new information.
Most sentences start with something that has been mentioned in the previous sentence. This creates
a good sense of cohesion and flow. In the original text, however, most new sentences start with a new
idea, making it difficult for the reader to follow the thread of the story.
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Task 2.7 is an open question, for which we have no sample answer. If you would like to email us your
text, we will correct it (if you are one of our ESSENTIAL students) and return it to you with comments.
We can then include it in a future version of this course, if you give us permission.
Task 2.8 Sample answer:
Data were collected on tree growth: density per hectare, diameter and height. The trees in the sample
area were counted and then the tree density was calculated by dividing their number by the area.
Each tree was measured for its diameter as breast height (dbh) in centimetres and the total tree
height in metres. Next, the tree growth model was calculated by using the regression and
interpolation model, in which the factors above were the ordinate factor and growth the abscissa
factor.
Task 2.9 Sample answer:
Academic posts at British universities are advertised in the national press and on the Internet.
Applications are invited from candidates who meet the qualification criteria that are set out in the
advert. A deadline is set, after which the applications are analysed. A shortlist is then drawn up of
candidates who will be asked to attend an interview; reference letters are requested from the two or
(normally) three referees named by each candidate. Once the shortlisted candidates have been
interviewed, one is chosen and invited to take the post. If he or she decides not to accept it, then the
second-best candidate is normally offered the job. Occasionally the post is re-advertised again and the
whole process repeated if the chosen candidate turns down the post.
So the British system is based on public advertising and personal references, unlike other countries
where academic posts are awarded on the basis of competitive exams and testimonial letters.
Task 2.10
1 lies 2 contributes 3 can result, or: plays a part
4 has an effect/influence 5 affects 6 brings
Task 2.11
In my opinion personality has a great influence on a person’s success in learning a foreign language.
Many aspects of personality have a direct effect on that learning. One of the most important is
perseverance, which makes the learner work hard and not be affected by difficulties. Another side of
personality which contributes to a person’s success in learning is whether he or she is optimistic. Also,
motivation has a marked effect on how well someone learns; it usually prompts him/her to use as
much intelligence as possible.
References
i Briefing Note by the Committee of Vice-Chancellors and Principals of the Universities of the United
Kingdom. August 1995.
ii Adapted from ‘A case study of two readers’ in Carrell, Devine and Eskey (eds) Interactive
Approaches to Second Language Reading. Cambridge University Press, 198, page 131.
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3 INDIRECTNESS: Making requests
We will be using the term indirectness in this unit to refer to ways of sounding polite
or reasonable in the demands you make of other people. It may be that you will find
yourself needing to ask for advice and help in a range of situations – in your
Department, the Accommodation Office, the Advice Place, and so on. The English
you use when you first approach the person can influence the way they receive you.
British people value indirectness more than other English-speaking communities,
and so in this unit we examine a number of ways of being effectively indirect.
Task 3.1
What is the common feature of the six sentences below? (They are separate items - not a
conversation.)
Could I ask you a favour?
I wanted to make an appointment with Dr Flowers
I was hoping to see Dr Flowers
What was the name?
Suppose I came back some time tomorrow morning?
Would it be ok if I waited till she’s back?
What they share is the use of a Past verb form (could, or Past Continuous, or Past
Simple) to convey respect and reasonableness. Using a more direct-sounding form
such as
I want to make an appointment
or I’m hoping to see Dr Flowers
could give the impression that you are impatient, or that you are expecting other
people to fit in with your needs. (Even if you are, it’s more effective with British
people to appear not to!)
Task 3.2
Think about how you would translate the six sentences into your first language. Would you express
the verbs as past forms, or would it be done differently in your language?
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Written requests: Letters and emails
While studying at Edinburgh you are likely to need to send various types of written
messages to individuals or institutions. You may have to write to arrange an
appointment, or to apply for funding, or for a job. In this sort of writing - especially
in letters - it is important to follow the established conventions of formal English,
and to express your requests politely.
Task 3.3
Read the three letters on this page and the next, and underline the expressions that mark politeness.
LETTER 1
Dr Mary Close
Department of Chaotics
18 Buccleuch Place
Edinburgh EH8 9DX
2 August 2008
Dear Dr Close
I am currently studying on the MSc in Applied Chaotics, and am now considering
whether to apply to do a higher degree. During the course of my studies, I have become
increasingly interested in some of the more theoretical aspects of environmental
chaotics. As this is your field of special expertise, my Course Director, Dr Hector Braine, has
suggested that I might ask you for advice. I wonder if it would be possible for me to meet you
briefly at some point over the next three weeks to discuss my ideas for research? I am free
every afternoon after 3.30, except Thursdays, and on Friday mornings.
Could you possibly let me know whether any of these times would be suitable? I
would hope not to take up more than half an hour of your time. You could contact
me by e-mail, or leave a note in my pigeon-hole in the Department.
Yours sincerely
Paul Hsiao
s089003214@sms.ed
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LETTER 2
Gillian Brown
Director of Studies
English Language Teaching Centre
21 Hill Place
Edinburgh EH8 9DP
33 Dalziel Terrace
Edinburgh EH22 6BZ
2 February 2010
Dear Gillian Brown,
At the suggestion of Kenneth Anderson, I am writing to ask if the English Language Centre might
have need of a teacher for any of its courses in August and/or September. Edinburgh is my home
town and working at Edinburgh would give me an opportunity to spend some time at home as well.
My preference would be for work on either a general English or EAP course, though I would be ready
to do other teaching as well. I enclose a recent version of my CV.
I look forward to hearing from you or one of your colleagues.
Yours sincerely,
LETTER 3
Dr J. Khan
Institute of Sociological Research
University of Auchtermuchty
New Zealand
18 September 2008
Dear Dr Khan
I would greatly appreciate receiving a reprint of your article “Towards a semiology of
graffiti”. From what I know of your other work, this article would be very relevant to my
research.
Thanking you in advance.
Yours sincerely
Phil Anderer
Task 4
Underline the instances of would in the three letters.
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Would
The modal verb would occurs frequently in formal letters like those we have just
looked at, indicating that the situation you are talking about is uncertain or
hypothetical. Using would in requests and suggestions in letters expresses polite
‘distance’. One way of explaining why English adopts this form is to think of it as a
hidden conditional: if the person helped, you would be grateful.
Task 3.5
Rewrite these examples as full conditional sentences, like the first one:
My preference would be for evening work.
= I would prefer evening work if it were available
I would greatly appreciate receiving your article.
=
Obviously I would be willing to accept other work
=
Task 3.6
Below are 20 examples of would used in letters of application from teachers looking for work at ELTC.
Underline the would expressions. When you have done all 20 sentences, on the next page write down
the most common ones. Then answer the questions that follow.
1. As well as teaching English I would also be interested in teaching Italian or Turkish
2. I would not like to apply for the advertised posts but would very much like to be considered for
any possible vacant post on either a part-time or a full-time basis.
3. I would be willing to come over to the Centre to discuss the matter with you at your
convenience.
4. I would be very grateful if you could send me further details of the posts and let me know if you
would consider me for one of the positions available.
5. I have enclosed my CV and would be grateful if you could let me know of any vacancies.
6. I would be most grateful if you could let me know whether you are likely to require any teaching
staff during this period.
7. If you wish to obtain references, I would suggest that you contact ---- and ----.
8. Would it be possible to come and see you about the possibility of finding work with the Centre?
9. I would be able to come and see you any time next week.
10. I would very much like to have further details.
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11. I would be interested in doing some teaching at Hill Place during the summer and enclose my CV
for your inspection.
12. I am particularly interested in the English for University Studies course but would also be willing
to assist in General English courses.
13. However, from June this year I'll be seeking employment of an EFL/SL/SP nature and would be
grateful if you could keep my application under consideration should any vacancies occur.
14. Alternatively I would be very grateful if you could give me any other addresses to contact.
15. I am interested in gaining experience in the field of EFL teacher training and would be grateful if,
in your reply, you could indicate any possibilities of my being able to do so in your department.
16. If you have any information which might be of use, I would be grateful to hear from you at the
address on the enclosed CV.
17. On completion of my contract in April I shall be returning to the UK and would welcome the
opportunity to teach in the language department of a University or College of Higher Education.
18. I would very much like to be considered for this work and enclose a copy of my CV which gives
my personal details, education and previous experience.
19. In response to your advertisement for an English teacher to work in Edinburgh this summer, I
would like to be considered for the post.
20. I would be most grateful if you could let me know of any post available at the English Language
Teaching Centre or elsewhere in Edinburgh.
Data supplied by Dr Hugh Trappes-Lomax
Questions:
1. The function of these letters is to apply for jobs. Why do people usually write I would like to apply
rather than I am applying?
2. Which expressions are used to make polite requests? Write them belo
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