unit2 Unit 2. Description: Process ‘When we describe a process or procedure, ‘we often use present passive verb forms (islare + verb stem + ed eg, it is manufactured) to give a general description, ‘When we report a particular procedure, we are concerned with only one particular and Procedure A description that does not involve a process or procedure is often written in the present simple active tense (verb stem + 5 eg. il comprises). Sequence, or order, is important in both describing a process or reporting a procedure. occasion in the past; then we often use the ppast passive tense (Waslivere + verb stem + ed e.g, it was heated). Stage 1 General Description 1. Read the following carefully. Note particularly the verb forms that {are used: some of the present passive verb forms are in italics, How paper is made Paper is made from wood, and many of the world’s paper mills are found in those counties which have great forests ~ Canada, Sweden and Finland, ‘The tees are felled or cut down, The branches and leaves are removed. The trees are transported to the sawn The bark is stripped from the trunks. The trunks are sawn into logs They are conveyed to the paper mill They are placed in the shredder. They are cut into small chips. They are mixed with water and acid. They are heated and crushed to a heavy pulp, This wood pulp is cleaned. Itis also chemically bleached to whiten it Itis passed through rollers to flatten it Sheets of wet paper are produced ‘The water is remaved from the sheets These sheets are pressed, dried and refined until the finished paper is produced, 2. Read carefully through the text again and underline other present passive verb forms. Note: 1 When describing 2 process, sequence markers eg. fist, then, ox, are often used Gae Appendix 2: Connective, Section 1). Thay help to nk the sentences. 2 Sometimes, n oder to avold repeating a subj, 2 relative pronoun aid relative clause are used, e.. The bark i stpped from the trunks. Te trunks are sawn into lags becomes The ‘barks sped from the trunks, which are san st fogs.Unit2 3 Some of the sentences from the text have been joined together below to form a paragraph. Spaces have been left in the sentences. In the spaces write an appropriate verb (and sometimes. preposition) and, if suitable, a relative pronoun. First, the logs in the shredder. Then they ____ into small chips __water and acid, Nex they toa heavy pulp hase chemically to whiten it Air this, i through rollers to flatten it. Then, sheets of wet paper Finally, the water from the sheets until the finished paper 4 Look at the sequence of pictures below. Undemeath there are @ number of sentences describing how a breakfast cereal is made. “The sentences are in the wrong order. Write them out in the correct order using the sequence of pictures to help you. a. Its stored in the silos. bb These are woven into biscuits. The wheat is harvested from the field d_ Each biscuit is baked until brown © Its cut and formed into thin strips. The grain is cooked to soften it Its packed ready to be eaten. The wheat grain i transported tothe silos. 5 Look carefully at the diagram on page 16 of the stages of ‘manufacture of glass bottles. Six boxes have been numbered and left empty. Now read carefully the sentences next to the diagram. They are in the wrong order and are not complete, ~ Complete the sentences by putting the verb (given at the end of leach sentence) in the appropriate passive form. — Write the sentences in the correct order ~ Join them tagether by means of sequence markers (e.g. then, ert) ~ Finally, from the information in the sentences, write the correct ‘names in the six boxes in the diagram.ait 2 | 4 NO0006 Ne | Oo Haw glass bottles are made att into bottles in the mould (shape Sometimes broken glass fadd) ©The bottles to strengthen the glass, (reheat and cool) d Glass {rom sand, limestone, and soda ash (make) © They are ready - (use) f Glass —— produce) This mixture — strongly in a furnace. heat) Fh These three mater together in the right proportions. (mix) i Stage 2 ‘Specific Procedure 6 Lock at the following table carefully ‘Writing in English: Manchester University (50 students) % ‘ype of (average) (average) students | writing frequency | length 32 essay Sperterm | 2000 words Pn report 2perteim | 4000 words 4 diseertation | 1 per year | 8000 words 2 thesis 1 after 500-1000 pages 2-3 years ‘The information in the table can be described (as an alternative to using the table). Notice the construction of the following sentence: 52% of the suadents wrote essays of am average fequeney of $ ‘er term, of an average length of 2000 words. Now read the following paragraph, which describes some of the information contained in the table. Complete the spaces with information from the table, A survey was conducted among overseas postgraduate students at The purpose of the survey was to discover the type, and ______ of acaclemic writing that was expected ofthe “Students by their supervisors or tutors, of the students repoxts, of an 2 per term, average length 5Stage 3 Advice Unit 2 2. Below the steps or stages in conducting a survey are given. In the spaces in each sentence write an appropriate verb from the following list. Use past passive forms of the verbs, eg. waswere asked. Verbs: request, collet, carry out, publish, analyse, distribute a Asurvey among 50 students. b First, questionnaires to the students, © Then the students to write answers t0 the questions. 4 After this, the completed questionnaires Next, the answers £ Finally, the results Note; See Unit 17 for conducting an actual survey. 1. Read carefully the following description of the procedure for \writing an essay. It gives advice in the form of what you should do. (Most of the verbs are modal passive forms, eg. should + passive Infinitive) When you have finished reading do the exercise in 2. The Stages of Writing an Essay First, the topic, subject or question should be thought about carefully: what is required in the essay should be understood. Then a note should be made of ideas, pethaps from knowledge or experience, After this, any books, jourals, et. 5 should be noted that have been recommended, perhaps from a reading list ora bibliography. Then to thelist should be ackded any other books, articles, etc. that are discovered while the recommended hooks are being, found. Now is the time for the books, chapters, articles, et. ta be 10 read, with a purpose, by appropriate questions being asked that are related to the essay topic or ttle. Clear notes should bee written from the reading. In addition, a record of the sources should be kept so that a bibliography or list of references can be compiled at the end of the essay. Any 15 quotations should be accurately acknowledged: author's surname and initials, year of publication, edition, publisher, place of publication, and page numbers of quotations. ‘When the notes have been finished they should be looked through in order for an overview of the subject to be obtained, 2n_ Then the content ofthe essay should be decided on and how it isto be organised or planned. The material should be carelully selected: there may be too much and some may not be very relevant to the question. The material, or ideas, should be divided into three main sections for the essay: the introduction, 25. the main body, and the conclusion. An outline ofthe essay should be writen, with use being made of headings or sub- headings, if they are appropriate, “The frst drat should be written in a suitably formal or academic style. While doing this, the use of colloquial ”unie2 20 expressions and personal references should be avoided. When ithas been completed, the draft should be read critically, and in particular, the organisation, cohesion, and language should be checked. Several questions should be asked about it for example: Is it clear? Is it concise? sit comprehensive? Then as the draft should be revised! and the final draft written — legibly! It should be remembered that frst impressions are important Finally, the bibliography should be compiled, using the Conventional format; the references should be in strict alphabetical orcer. Then the bibliography should be added to the end of the essay. All the sentences containing advice (shout) are listed below. Spaces have been left forthe verbs. In each space write the appropriate verb, but write it asa direct instruction (putting the verb in its imperative form) e.g. should be finshed > finish The Stages of Writing an Essay a carefully about the topic, subject or question. b what is required in the essay. © a note of your ideas, perhaps from your knowledge or experience d any books, journals, etc. that have been recommended, perhaps from a reading, list or a bibliography. e te your list any other books, articles, et; that you discover while finding the recommended books. f the books, chapters, articles, etc. with a purpose, by asking yourself appropriate ‘questions that are related to the essay. topic or ttle. 8 clear notes from your reading h a record of your sources so that you can ‘compile your own bibleography or lst of references at the end of your essay. accurately any quotations: authors sumame and initials, year of publication, edition, publishes, place of publication, and page numbers of quotations, _ through your notes when you have finished in order to obtain an overview of the subject k ‘on the content of your essay and how Yyou want to organise it, in other words, plan it 1 your material carefully: you may have too much and some may net be very relevant to the question. m your material, or ideas, into three main sections for the essay the introduction the ain burly, and Ure worchasion.nit 2 Summary ofthe Stages of n an outline ofthe essay, making use of Writing an Essay headings or subsheadings, if they are 1 appropriate “Topic — think ° the fist deaf, in a suitably formal or ‘Reading lise academic syle to the use of colloquial expressions or 2 personal references 4 the draft extically in particular checking the organisation, cohesion and language. r yourself several questions about i, for ¥ ‘example: Is it clea? ts it concise? Is it 3 comprehensive? ‘ the drat t the final draft. t u sure its legibet ‘. v first impressions are important w your bibliography, using the conventional format. x that your references are in strict ¥ alphabetical order 5 y the bibliography to the end of your essay. 3 Read through The Stages of Writing an Essay’ again, Decide what {you consider to be the most important stages or advice. In very ¥ brief note form summarise the stages by filing in the boxes in the ‘ diagram. The fst one has been done for you (you may change i if you do not agree with it). Either: Before beginning, discuss with the student next to you ¥ -what you both consider to be the most important stages. 7 Do you agree with each other? r_After you have finshed, compare your summary diagram, “with the student next to you and discuss any differences. Pyramid Discussion Individually select the three most important pieces of advice, from the Writing an Essay list below, that you think will help to improve a student's academic ‘writing, The order of the three choices is not important, 1. Write precisely: clearly, accurately and explicitly. 2 Use correct language: grammas, vocabulary, spelling ete: 3 Organise the writing carefully: introduction, main body, and conclusion. ‘Wirite legibly: handwriting should be easy t0 read. ‘Wiite in an academic seylesimpersonally, without using colloquial Language. ‘Wiite concisely, and avoid very long sentences. 7 Adopt appropriate attitudes: be rational, critical, honest and objective Carefully paragraph the writing. Include variety in the writing: avoid too much repetition Check detsile carefully, oth of content and of langage 1 Ensure that the opening paragraph is not too long and that it creates a good impression. ‘or Report, ”nit2 Fy Structure and Vocabulary Aid 12 Pay as much attention to the conclusion as to the introduction. 13 Avoid the use of clichés, jargon, propaganda, exaggeration, and ‘emotive language. 14. Ensure that ideas and items are arranged in a logical sequence and are logically connected, 15. Always acknowledge the source of quotations and paraphrases. Finally add some advice of your own that is not covered in the list above. Note: Information out organising a Pyramid Discusion in the Clasroom f given in the Guide to Using the Book. A. Commonly used verb tenses, with examples cn Simple (Active) Present Simple (Passive) I cariesthey carry is cariedthey are carvied | Past Simple (Active) ast Simple (Passive) TW cariedihey cared Twas cried ere carried {Modal Passive Inperativeintruction | seshould be givenithey should be give | sen B Relative pronouns and relative clauses Wholthat refers to persons Whichithat refer to things Whose refers tothe possessive of persons, amples: “My supervisor, who seems very young, has just been promoted to head of department. 2 Theartcle which (or then) {have fst fished reading is very clearly written 3 The research that (or which) £ finshed Fast year has just been published. 4 The lecturer whose name I always forget was as boring as usual this morning. 5 The student with whom I share a room is very noisy (Gormall ‘The student I share a room with is very noisy (informal), 1 2 3 4 Whom refers to persons and is often used with preposition. Ba 1