WEEK 8 Students Worksheet

EAW Week 8: Activities for Students

Activity 1 / Worksheet 1: Task 1

The following sentences form a text which refers to the classification charts in Activity 1

/Handout 1. However, except for the first sentence they are not in the most logical order. Work

with another student to try to agree on the best order for the numbered sentences, to form a

complete text which fits the organization of the classification charts.

There are two classes of sugars; natural sugars and processed sugars.

i. Fructose and glucose are difficult to buy on their own.

ii. Raw cane sugar, white sugar, and soft brown sugar are produced at different stages in the

refining process.

iii. The most widely consumed sugars are the end products of the process, the white sugars.

iv. Maple syrup, which is mostly sucrose and water is very popular in North America. In

Britain you can buy it in health food shops.

v. Soft brown sugar is made from either raw cane or white sugar, with molasses, treacle or

syrup added.

vi. Natural sugars are however, of little significance to the consumer compared with the

processed sugars.

vii. There are two types, Barbados and demerara.

viii. Honey is available in many forms which are all essentially the same, varying only in

flavor and price.

ix. Processed sugars can be classified according to the stage in the process at which they are

produced.

x. Raw cane sugar is an early stage in the process of making white sugar.

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Activity 1 : Classifying/categorizing


Activity 1/Handout 1

Classification Charts

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Activity 1 / Handout 2: Using grammar in writing

When we classify, we arrange members of a group rather than parts relative to a whole. The table below shows some of the most common language used in sentences which have classification as their purpose.

1.

There are

Y

types

of X

: A, B and C

kinds . They are A, B and C

Theclasses

are A, B and Ccategories

2. X

consist of

Y

categories. These are A, B and C

classes

can be divided into kinds

: A, B and Ctypes

3. A, B and C are

classes

of Xkinds

types

categories

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Activity 1 / Worksheet 2: Task 2

The table below shows three types of headaches and their symptoms. Write a text classifying the headaches using the language in Handout 2.

High Blood Pressure Pain in forehead, sweating, anxiety, nausea, vomiting, confusion.

Allergy Pressure on both sides of head, on forehead and behind eyes, sneezing, watery eyes.

Sinus Frontal sinuses (forehead behind eyebrows): pain in forehead, temples, eyes; maxillary sinuses (cheekbones): pain in face, then forehead, upper jaw.

Example: There are three types of headaches.

1. ________________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________

3. ________________________________________________________________________

________________________________________________________________________

4. ________________________________________________________________________

________________________________________________________________________

5. ________________________________________________________________________

________________________________________________________________________

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Language

This isshownexemplifiedillustrated

by …

For example,For instance

…

A key experiment

shownexemplifiedillustrated

this …

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

...

… is a case in point

… institutions such as The family …

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Activity 2: Giving examples


Activity 2/Worksheet 1

Rhetorical functions in academic writing: Giving examples

In academic writing it is common to make generalizations. It is often useful to support these generalizations with examples.

Examples

Look at the way examples are given in the following texts.

Induced hazards arise from a multitude of incorrect decisions and actions that occur during the actual construction process. Some examples are: omission of protective features, physical arrangements that may cause unintentional worker contact with electrical energy sources, oxygen-deficient atmospheres created at the bottom of pits or shafts, lack of safety factors in structural strength, and flammable atmospheres.

Morgan was not interested in the terms but in the principles which they seemed to reveal when they were put together. For example, he would have been interested in the fact that the English word "uncle" can be used in speaking both of one's mother's brother and one's father's brother while in Swedish, for instance, two different words are used.

According to instinct theories, people are motivated to behave in certain ways because they are evolutionarily programmed to do so. An example of this in the animal world is seasonal migration. These animals do not learn to do this, it is instead an inborn pattern of behavior.

Fireworks can be dangerous. For a case in point, look at what happened to a standard six student who lost three of his fingers last August.

Mr. Aziz was also the most humble man I've ever met. This is exemplified by the fact that no one person knows about all of his achievements.

A key experiment shows this. A hole is made in the shell and a small cube of cells is carefully cut out from the posterior margin containing the polarizing region and grafted into the anterior margin of the limb bud of another embryo.

In many other disciplines such as engineering and agriculture, researchers conduct experiments to test various techniques, assumptions, or products.

These days, innovations have increased the functionality of the basic rice cooker. “Fuzzy logic” rice cookers, for example, have a computer chip embedded that allows for several customized cooking options: different programs for different kinds of rice or for different styles of cooking.

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Adverbs of Degree List

The table below contains an alphabetical list of common single-word adverbs of degree.

almostabsolutelyawfully*badly*barelycompletelydecidedlydeeplyenoughenormouslyentirelyextremely

fairlyfar

fullygreatlyhardlyhighlyhowincrediblyindeedintenselyjust

leastlesslittlelotsmostmuchnearlyperfectlypositivelypracticallypretty*purely

quiteratherreallyscarcelysimply

sosomewhatstrongly

terribly*thoroughlytoototallyutterlyveryvirtuallywell

Note: *informal

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Activity 3: Expressing degrees of certaintyActivity 3: Expressing degrees of certainty



Language Focus: Describing graphs and figures

As you can see from

inthe

chart,diagram,table,graph,figures,statistics,

...

We can see

that ...

As you can seefromin

Table 1,Figure 2,Graph 3,

. We can see

As the

chartdiagramtablegraph

shows,indicates, .

figuresstatistics

show,indicate,

From

Table 1Figure 2

wecan

may

seeconcludeshowestimatecalculateinfer

that ...

the

figureschartdiagram

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Activity 4: Describing graphs and charts


Describing change

Activity 4/ Handout 2

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X

increasedshot upgrewrose

by ...declinedreduceddecreaseddroppedfell

X

increasedshot upgrewrose

slightlyslowlygraduallysteadilymarkedlydramaticallysteeplysharplyrapidlysuddenly

declinedreduceddecreaseddroppedfell

Xreached a peak.leveled off


Activity 4/ Handout 3

The Gender Gap

Study the graph and the vocabulary below. Then complete the paragraphs on Activity 4/Worksheet 1 with the appropriate words. Some words may be used more than once. Be sure to put verbs in the simple past or present perfect tense. When you have finished, compare your answers with a partner’s.

The Gender Gap

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1967 70 75 80 85 90 92

Source: Blau and Kahn; ILO National Statistics

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Women’s hourly earnings as % of men’s

Percent

90

80

70

60

50

40

Japan

USA

Britain

France

Sweden



Adjectives Nouns Noun Phrase

gradualslightsteadysharpsteep

riseincreasegrowthfalldecreasedecline

a gradual rise

Verbs Adverbs Verb Phrase

to riseto go upto increaseto grow

to fallto go downto decreaseto decline

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

to rise slightly

Examples of sentences using the phrases above

1. There is a sharp increase in the number of female students enrolled at the public universities in Malaysia.

2. The increase in the price of petroleum has caused the prices of goods and services to go up.

3. The percentage of female smokers has gone up steadily throughout the world

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The Gender Gap in Wages

When men and women are paid unequal wages for the same job, we call this a “gender

wage gap.” Since 1967 women’s wages __________________ (1) in relation to men’s wages,

but in most countries women have not achieved complete equality in the workplace. The graph

“The Gender Gap’ shows this inequality by comparing statistics between the United States,

Japan and three European countries near the end of the 20th century.

Swedish women were paid wages most equal to men in 1992. Women’s wages in

Sweeden rose ______________ (2) from 1967 to 1980 to reach about 90 percent of men’s

wages. The figure then remained about the same until the 1990s. By comparison, the French

figure did not ___________________ (3) as much as the Sweedish figure did between 1972 and

1976. French women’s wages rose ____________________ (4) to only 80 percent of men’s in

1990. In Britain, there was a ____________________ (5) _________________________ (6) in

women’s wages from 1970 to 1976. The figure leveled off at 10 percentage points below the

French figure in 1990. Unlike Sweden and France, the United States saw almost no

improvement in the wage gap before 1978, but in 1978 there was _________________ (7)

_________________ (8) in U.S. wages for women. Yet in 1990 women still received no more

than 70 percent of men’s wages in the United States. In Japan, women’s wages _____________

(9) until 1975. After 1978 they _______________ (10) steadily until 1990, when they were

only 50 percent of men’s wages.

The statistics show that the gender wage is slowly narrowing in Europe and the United

States. Sweden, in particular, gives women wages that are almost equal to men’s . More

research should be conducted to understand how to solve the gender wage gap.

Look at “The Gender Gap in Wages” essay. Working with a partner, and writing in your own

words, answer the following questions:

1. What is the main idea of the passage?

2. How do the statistics in the body support the main idea?13


3. What conclusion is reached from these statistics?

Activity 4 / Handout 5

1. Contrasting Verb Tenses

PAST NOW

Simple Past Present Perfect Simple Present

In 1960 fewer women than men graduated from college

Since 1960 many more women have graduated from college

Today more women than men graduate from college.

THE PRESENT PERFECT

The present perfect often describes an action that began in the past and continues into the present.

Have + past participleMore women have graduated since 1960.

Some time expressions showing the need for the present perfect are:

since 1960for forty yearin the past forty years

THE SIMPLE PAST

The simple past describes an action that happened in the past and is not continuing in the present. Some time expressions showing the need for the simple past are:

in 1960forty years agoat that time

THE SIMPLE PRESENT

The simple present describes an action that happens in the present. Some time expressions showing the need for the simple present are:

todaynow

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nowadaysat presentActivity 4 / Worksheet 2

Working with a partner, complete the following paragraphs by writing the verb in parentheses in the correct tense: present perfect, simple past, or simple present.

According to U.S. Census Bureau information on annual earnings averages, since 1983

women have made (make) some progress in the workplace in most professions. The

following statistics __________________ (2) (provide) data showing that recently more women

____________________ (3) (enter) the workforce, yet they still make less than men do.

In the past 20 years the percentage of women in professional positions _______________

(4) (grow). For example, 46.8 percent of professional workers ______________ (5) (be) women

in 1983, while 52 percent of these workers ______________ (6) (be) women in 1999. Although

women participate more in the workforce than they _______________ (7) (do) in the past, they

still make less money than men do. Professional women did not earn as much as their male

counterparts did in 1999. Their average earnings _________________(8) (increase) only

slightly between 1983 and 1999. Women’s earnings ____________________(9) (be) 72.6

percent of professional men’s in 1983 and increased to only 76.5 percent of men’s in 1999. That

means that for every dollar a male professional _____________________ (10) (receive) for his

services in 1999, a woman received just over 75 cents.

Although it is obvious that women ___________________ (11) (make) progress in the

professional workforce since 1983, they are still paid less than men for the same job. Employers

must pay women wages equal to those of men for women to have full equality with men in the

future.

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2. Subject-Verb Agreement

All verbs must agree in number with the subject nouns that they refer to. This includes nouns that show a quantity or percentage.

Singular SubjectThird Person Singular Verb

The number of male graduates has fallen

The proportion/percentage of female graduates has increased

The ratio of male to female graduates is changing

Plural SubjectThird Person Plural Verb

The percentages of female students have changed

The ratios of degrees awarded are changing

Put a check (√ ) over the correct sentences. If the subject and verb do not agree, cross out the incorrect verb tense and write the correct one above it.

1. The number of bachelor’s degrees awarded to women has increased .

2. The percentage of graduate degrees going to women has also changed .

3. The number of women receiving PhD’s today are almost the same as the number of men receiving them.

4. The proportion of women receiving medical degrees has risen steadily.

5. In 1996 the ratio of female to male doctors were two to three.

6. Nevertheless, the proportion of women receiving medical degrees is rising steadily.

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√


REFERENCE

Cohen, R.F. & Miller , J. L. (2003). Reason to Write: Strategies for Success in Academic Writing. Oxford

http://www.uefap.com/speaking/group/grouplan.htm#Classifying

http://www.uefap.com/writing/function/examples.htm

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WEEK 8 Students Worksheet

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