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ECC Activity Booklet

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109 views92 pages

ECC Activity Booklet

Rr5r4ĺ⁰⁰ppppp

Uploaded by

Umair Asghar

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You are on page 1/ 92

ENGLISH COMPOSITION AND

COMPREHENSION

Activity Book
Week 1

Class Activities

1. Noun Activity

Directions: Circle the proper nouns in the box below.

Elephant India Jazz Baseball New York

Dr. Williams Home School The Olympics Tennis

Directions: Underline the proper nouns and circle the common nouns in the
following sentences.

1) The house is in Africa.

2) The Ford truck is missing one door.
3) I am from Belize.
4) Jaime lives at 108 Spring St.
5) Monaco is an expensive city.
6) The Bulls won the game last night.
7) Basketball is so fun.
8) “Mrs. Peach needed to know my phone number,” said Juan.
9) Alamance Community College is a nice school.
10) Birds are my favorite animals.

Directions: Use the proper nouns in the box below to make two sentences.

Mt. McKinley Old River China Mr. Anderson

Thomas Colorado Jupiter Nike

1)
2)

Directions: Now make your one sentences using proper and common nouns.

1)
2)

Identify types of a Noun in the given sentences.

1. Always speak the truth. (Honesty: Abstract noun and Truth: Abstract noun)

2. Honesty is the best policy.

3. King Solomon was famous for his wisdom.

4. A committee of five was appointed.

5. We saw a fleet of ships in the harbour.

6. He gave me a bunch of grapes.

7. London is on the river Thames.

8. Cleanliness is next to godliness.

9. Wisdom is better than riches.

10. Winston Churchill was one of the greatest Prime Ministers of England.

2. Pronoun Activities

A personal pronoun is a word that takes the place of names of people or things.
Here is a list of personal pronouns:

Read the conversations below to get an idea about how personal pronouns are used:

Bob: I am tired.
Kenna: Do you want to take a
nap? Bob: Yes, that would be
nice.
Kenna: I will get a pillow for
you. Bob: Thank you.

James: Is my book on the table?

Chang: Yes, it is right here. Do you want
it? James: Yes please.
Chang: No problem. Who is the author of your book?
James: Andy Leonard Brown. He is a very good
writer.
I: The pronoun “I” is used to refer to a first-person singular noun.
Example: I am happy.

In this example, the pronoun “I” takes the place of the speaker.

Directions: try to make your own sentences using the pronoun “I”.

We: The pronoun “we” is used to refer to a first-person plural noun.

Example: We are friends.

In this example, the pronoun “We” takes the place of the speaker and one or more
other people.

Directions: try to make your own sentences using the pronoun “We”.

You: The pronoun “you” is used to refer to a second-person singular or plural noun.
Example: I will go with you at noon.

In this example, the pronoun “you” takes the place of one or more other people that
the speaker is referring to directly.

Directions: try to make your own sentences using the pronoun “you”.

He: The pronoun “he” is used to refer to a third-person singular living male noun.
Example: He is my cousin.

In this example, the pronoun “he” takes the place of a single living male that the
speaker is referring to indirectly.

Directions: try to make your own sentences using the pronoun “he”.
3)

She: The pronoun “she” is used to refer to a third-person singular living female noun.
Example: Does she know what time it is?

In this example, the pronoun “she” takes the place of a single living female that
the speaker is referring to indirectly.
Directions: try to make your own sentences using the pronoun “she”.

It: The pronoun “it” is used to refer to a third-person non-living noun.

Example: Can I take it with me?

In this example, the pronoun “it” takes the place of a single non-living noun.

Directions: try to make your own sentences using the pronoun “it”.

They: The pronoun “they” is used to refer to the third-person plural noun.
Example: They are going to the beach this weekend.

In this example, the pronoun “They” takes the place of one or more living people that
the speaker is referring to indirectly.

Directions: try to make your own sentences using the pronoun “they”.

10)

Directions: now try to use what you have learned about pronouns to fill in the
empty spaces below.

want to tell a story about my cat Moses. _ is a female who is six years old.
Her fur is black and white. Everyday, when I come home from work, always comes
to greet me at the door. Then, watch television together. Her favorite show is called
“Cats of the World.” is a show about all of the different kinds of cats in the world.
The people who make the show must be very smart because know
everything about cats.

Underline pronoun in the given passage.

Last night I/me went out to play with a friend. We/us played jump rope and chased spiders

before the moon came out. Mine/My mother came out to find me/my. When her/she found

I/me my mother told me/I it was time for bed. When I/me said goodbye to my friend

her/she told me us/we would play again tomorrow.

3. Adjective Activities

Underline all the adjectives in this paragraph. Total time: 05 minutes

Scary monsters are found everywhere. Some are frightening and some are strange. There

are enormous, hairy monsters, and small, fuzzy monsters. Some are imaginary, like angry

trolls that live in dark, damp caves or under old, wooden bridges. Others live in dense,

overgrown forests and eat slimy, disgusting food. Monsters can be green, red, or black.
Complete the sentences with the words in the box.
Shy boring clever sociable lazy generous helpful selfish
stupid modest

4
4 + 7 = 10, I always get the best
grades at school.
I think
I like relaxing
3 all day. I hate
2 working.

I ‘m friendly and
enjoy being with
1 other people.

People think I am not

interesting at all.
I think only about
myself and I don’t
5
care about others.

6 7

I don’t like to talk about

myself or my achievements to
people. 1 Peter’s a ……………………..
person.
2 Bob’s a ……………………….
person.
3 Mark’s a ……………………..
I get nervous and
Person.
embarrassed when talking
to people. 4 John’s a ………………………

Person.
I give all my time
5 Mary’s a ………………………
8 and money to
person.
people.
6 Laura’s a ………………………
person.
7 Kate’s a ……………………….
person.
10 8 Jane’s a ………………………
person.
9 Betty’s a ……………………..
9 Person.
10 Mike’s a ……………………..
Person.
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Week 2
4. Verb Activities
Label each sentence transitive or intransitive.
Underline the transitive or intransitive verb. If the verb is transitive, circle the
object.

1. The boy arrived.

2. The player threw the ball.

3. The man sat.

4. The defense held.

5. The quarterback threw the football.

6. The chorus sang.

7. The happy cheerleaders yelled.

8. The play surprised the opposing team.

Find the verb in each sentence.

1. Hopefully, it will snow this year.

2. The students asked his teacher a question.
3. Jackson is very energetic.
4. Students in the class were really loud.
5. I am confused about algebra.
6. The girl sang in the competition.
7. Always do your best.
8. The earth revolves around the sun.

5. Adverb Activity
List of Conjunctive Adverb
Highlighting a point
 Importantly, indeed, in fact, more importantly, Furthermore, Moreover, It is also
important to highlight…
Changing direction and creating comparisons
 However, In contrast, Conversely, Nevertheless, On the contrary, rather, On one
hand, On the other hand,
Adding another point
 In addition, Further, another point to consider is…
Secondly, Thirdly, Also,
Adding a similar point
 Similarly, Likewise, Again
Summarising
 Finally, in a nutshell, Resultantly, Consequently, To conclude this…, To
summaries, In summary, In sum, …

Write a paragraph on Internet, advantages and disadvantages by using

adverbs. Time 10 minutes.

1) The mouse ran across the room.

2) The chair is beside the table.

3) I am at the University of North Carolina.

4) The crocodile is under the water.

5) We are in English class.

6) The stoplight hangs above the street.

7) The children are running around the room as fast as they can.

8) My cat jumped onto the table.

9) When you sing, sound comes out of your mouth.

10) The river runs over the rocks.

Directions: Now make your own sentences. Try to use prepositions.

7. Conjunction Activities
Directions: Circle each independent clause in the sentences below (Some sentences
may only have one). Next, say whether the conjunction is used to show an agreement,
disagreement, or reason.

1. I normally like to run, but today I am

walking. agreement / disagreement /

reason

2. I like strawberry and chocolate ice

cream.

agreement/disagreement/reason

3. I am smarter than my brother, yet he still got a higher grade on the

test. agreement / disagreement / reason

4. I don’t make good grades, nor do I try very hard in

school. agreement / disagreement / reason

5. It is raining outside today, so I think I will wear my

raincoat. agreement / disagreement / reason

6. He is always crying, for he is very sad.

agreement / disagreement /

reason

7. I don’t like yellow or blue

agreement / disagreement / reason
Directions: Now say whether the conjunction is used to show an
agreement, disagreement, or reason.

1. and agreement / disagreement / reason

2. but agreement / disagreement / reason

3. or agreement / disagreement / reason

4. yet agreement / disagreement / reason

5. for agreement / disagreement / reason

6. nor agreement / disagreement / reason

7. so agreement / disagreement / reason

Directions: try to fill in the blanks using the appropriate conjunction. Use commas
if necessary.

1. My dad I are going fishing this afternoon.

2. The old man doesn’t have much money he always seems to have nice things.

3. Either we are going to win they are going to win.

4. I don’t have much time hurry up!

5. He wasn’t a popular king all of his country men hated him.

6. I want to get there early we should leave soon.

7. It doesn’t matter whether they get the job not.

8. We don’t like red _ do I like blue.

9. I ran after the cat _ could not catch her.

10. We played very well we still lost the game.

Directions: Now practice creating your own sentences using the conjunctions list above.

8. Interjection Activity

Underline the interjections in the following sentences.

1) Whew, that was close.

2) Careful, the tiger is hungry!

3) Yes, I think I will have more tea please.

4) Thanks, I needed that.

5) For example, you could make a model of the city.

6) Wow! That was easy!

9. Article Activity

Rewrite a, an, the or none in the blank space. Total time: 10 Minutes

Most people have fewer hours to give to time-consuming activities of clubs than they used

to have, but most people in small town belong to club or two. One of clubs is likely to be

social and benevolent organization, such as Rotary or Elks. Business people are likely to

belong, also to either Kiwanis Club or Lions. Such business people's organizations may

meet as often as once a week in one of private dining rooms of town's leading hotel for

lunch. They have good lunch, hear good program, and continue their fundraising program

for worthy organization, such as local hospital.

Reflection Sheet
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Week 3
Circle Subject or Predicate at the end of the sentence
Present Indefinite

Write a Paragraph on the ‘Importance of education’.

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Home Task
Week 3

Reading, writing, speaking and listening activities at home

Watch the movie “Frozen” and write its review on the reflection
sheet
Week 4

Write a passage by seeing the picture. Also use Present Continuous adverbs as well.

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Activity-2
Write a paragraph on this picture. Use Present Perfect and its
adverbs as well.
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Week 5
Activity-2
Write 4 Paragraphs on what you learnt during Week 2, 3 , 4 & 5. Also use adverbs of
Past Indefinite. Time: 15
minutes

Activity-2
Write a Paragraph what were you doing yesterday from 9 am to 02 pm by using Past
Continuous. Time: 15 minutes

bookshelves were empty and the books were in a big messy pile. There was paper

everywhere. The bathroom was also a mess: broken glass on the floor, his bottle of

favourite shampoo gone. He looked around and knew immediately what had happened.

They…
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Home Task
Week 5
Reading, writing, listening and speaking activities at home
1. Watch animated movie “Tangled” and write its review on the
reflection sheet

Week 6
Activity 1
Describe this picture using Future Indefinite Tense. Time = 10
minutes

Activity 2
Write a paragraph on what you will be doing next week?
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Activity 3 Future perfect tense

Past Present Future

Structure
Subject +will+have+verb+ed(or)PastParticipleformoftheverb
[questions]Will+subject+have+verb+ed(or)PastParticipleformoftheverb
Thefutureperfecttenseisusedforanactionthatwillbefinishedbeforeastatedfuture
time.Inother words;it is used when youtalk about the pastinthe future.

Examplesofpresent perfectin use:

 I willhavefinishedby10am.
 I willhavesungbythistimetomorrow.
Tip= theword“shall”can be usedinstead of“will” especiallyfor“I” and“we”.

Statement – Positive: Theywillhaverun... (they’ll)

Negative: Hewill nothaveworked... (he’ll)

Question – Positive: Willshehaveseen...?

Negative: WillI not havewatched....? (won’t...?)

Answer – Positive: Yes,hewillhave....

Negative: No,I willnothave... (won’t...)

Exercise 1: Put the verbs into the correct form (future perfect).

1. By 9 o'clock we (cook) _______________________ dinner. 2.

2. They (eat) _________________________ by then. 3.
3. In one week he (cross) _______________________________ the Atlantic by boat.
4.
4. She (go) _________________________ home.
5. 5. Jane (not / finish) _____________________________ her work.
6. 6. The sun (not / rise) _______________________________ by 4 o'clock.
7. 7. (do / you) ________________________________ the washing up by six o'clock?
8. 8. Our boss (not / leave) _______________________________ the office yet.

Exercise 2: Read the short story about Fred andunderline allofthe

futureperfecttenses init.

By the end of this year Fred will have been a dentist for two years.He
will have had two thousand patients and he will have earned
$25000.He will probably have bought another car. He won’t have
moved to another house and he won’t have got married. Will he have
met an interesting girl? Will she have fallen in love with him?

Exercise3

Form the questions by using future perfect and ask them to your partner.
1. How many new words you/learn by the end of the week?
2. How many cross roads you/pass before yougethome?
3. you/read any books by the end of the month?
4.What places you/visit bythis timenextyear?
5.How many new buildings/ be built in your cityby2021?
6.you/do any computer lessons/ by next

Briefly write down your partner’s answers to your questions below.

1. …………………………………………………………………………………………
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2. …………………………………………………………………………………………
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3. …………………………………………………………………………………………
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4. …………………………………………………………………………………………
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5. …………………………………………………………………………………………
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6. …………………………………………………………………………………………
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Exercise4
Students select a card and decide whether the statement will or will not happen in
the
Future.Then they read out the sentence completing it in Future Perfect.
Example: “Computerswillhave/willnothavebecomemorepowerfulthanhumanintelligence.”

Computers _____________(become) more powerful than human intelligence.

People ___________________ (colonize) the solar system by the year 2050.

People _____________________(land) on Mars by 2020.

The first human being __________________ (be)cloned by the year2075.

Scientist’s _____________ (find) the cure for AIDS and Cancer within the
next 30 years.

Traditional farms __________________ (disappear)very soon.

Astronauts (discover) many new galaxiesandalienlifeby2080.

Many species of plants and animals (dieout)before theyear2025.

People (stop) using money in the near future.

Reflection Sheet

Home Task
Week 6

Write a paragraph on “The progress of Pakistan by 2050”

Write a paragraph on “What will I have been doing on 1st January

2050?”
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Week 7

Home Task week 7

Reading, Writing, Speaking and listening activities at home

Watch the movie “Plans” and write its review on the reflection
sheet.

The Passive Voice (pg263-268) High School English

Grammar by Wren & Martin’s

Week 8
Mid Term &
Paragraph writing
Sample Paragraph: My favourite café, Oasis

My favourite place to refresh my mind is a big café called “Oasis” in my

town. This café is on central side of shopping complex. It has size 5x10
m, not too big, but it has two floors. Before you go in, there is a big glass
door between two big glass windows. The colour of front wall is soft
grey, so nice if you look in front of this café with minimalist
architecture. If you go inside, there are many small plastic chairs and
circle tables around the café. In every corner of the room, there is a big
vase of “GelombangCinta” flowers which make it more attractive.
Although, it is a big place, it becomes comfortable with classical songs
that are always played on everytime. The unique one from this café is the
style of colouring the wall. The colours of the wall are yellow, orange,
white, red, blue, and green painted in a line system, combined with blue
and white ceiling. The room looks more beautiful with white china. If
you go to second floor, there are no more different things. But, you feel
cozier because there are five big glass windows. From there, you can see
the crowded situation of people’s activities outside. Oasis café makes us
feel like we do not want to go anywhere because there is air conditioning
(AC). I usually go there with my friends, just talking and relaxing with a
glass of melon juice and snack. It is enough to refresh my mind in Oasis
café and I ready to continue my activity later.
Write a paragraph on “My favorite personality’

Reflection Sheet

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Reflection Sheet

Home Task
Week 9
Watch the movie “Zootopia” and write its review on the reflection

sheet

Week 10
Reading Techniques/ Strategies

Improving reading skills reduces unnecessary reading time and enable a reader to read in
a more focused and selective manner. It also increases the levels of understanding and
concentration. Following reading skills can help to read with greater efficiency and
effectiveness.

5 minutes Self-Test

What do you find difficult about reading at university? Tick the boxes below:

 Finding enough time and energy

 Maintaining concentration

 Improving speed

 Managing vocabulary

 Selecting what to focus on in texts

 Understanding new, theoretical, or detailed information

 Identifying main points and arguments

 Evaluating evidence

 Identifying similarities and differences between texts

 Reading different types of text (case studies, reports, literature reviews

etc.)

For addressing these difficulties, following strategies can be helpful:

Effective reading: General advice

The following advice may seem obvious, but is important.
• Consider where you read. Always read in a well-lit and quiet place that is free of distractions.
• Don’t vocalize as you read. This will slow you down, it will not help concentration, and it will lead to bad
reading approaches.
• Set yourself reading tasks (10 pages, 1 chapter, 1 section of a chapter etc.).
• Remember that reading often takes longer than you expect and you often need to go
beyond set texts. Give yourself enough time!

Reading strategy 1: purposeful reading

Be very clear exactly what you are looking for. Do not just read aimlessly. Perhaps you will look for answers
to questions, general understanding of a topic or issue, detailed knowledge, definitions, explanations, quotes,
etc. Try to have the purpose in writing nearby so you maintain focus. Purposeful reading of this nature can
help you read faster and more selectively. It can also help your concentration and your ability to remember
Reading strategy 2: scanning (for a specific focus)
Scanning is reading quickly to search for specific information. Scanning may allow you to
‘read’ up to 1500 words a minute. You scan, for example, when checking a TV guide or a
phone book. Scanning involves moving your eyes quickly down the page seeking specific
words and phrases. One reason to scan an academic text that you have found while
researching is to locate key terms as a means to assess the text’s relevance.
When scanning, look for the author's use of organizers such as numbers, letters, steps, or
the words, first, second, or next. Look for words that are bold faced, italics, or in a different
font size, style, or color. Sometimes the author will put key ideas in the margin.

Reading strategy 3: skimming (for getting the gist of the text)

Skimming is reading quickly to gain a general idea. Skimming may allow you to ‘read’ up
to 1000 words a minute.
Skimming helps you to identify whether or not to continue reading, what to read carefully,
and where the best place is to begin. An initial skim can also help maximize your interest in
the text and your understanding and reflection on the material.
Skimming does not involve reading every word. Instead, you may skim by reading:
 titles
 subheadings
 words in that are in bold, in italics or underlined
 diagrams
 a report’s abstract, introduction or conclusion
 the first sentence of every paragraph
 chapter questions
 chapter objectives
 chapter summaries

Reading strategy 4: Information words

There will be times when you need to do more than skim a text, but still need to read
quickly. This may require ability to conduct “surface reading.”
It is worth remembering that no more than 50% of the words in an average textbook are
“information” words. The other words are like glue and paint: they are there to provide
connections and add interest, but are not essential for meaning. If you concentrate on
information words, you can read faster and with better comprehension.
However, how do you learn to pick out the important information words? A large part of
the trick involves paying attention to what the author is trying to say. Look for the
message, and the information words will emerge naturally.
Activity:
Quickly “surface read” the two paragraphs below, paying attention only to the nouns
and verbs. Can you get the basic meaning of the paragraphs just from this quick read?
Solar energy is released by atomic reactions in the sun. Solar cells can capture sunlight and
convert it to electrical energy. One of the latest ideas is to send huge collecting panels into
orbit around the earth. There, in perpetual sunlight, they could capture light energy, and
convey it to antennae on the earth’s surface. It could then be converted into electricity. One
of man’s oldest sources of power, water, has the additional advantages of being reusable and
clean. The energy of water as it rushes downhill in pipes, gives hydroelectric schemes the
power to turn their turnings and produce electricity. Wave power is another method for using
the energy of water to drive generators for producing electricity. Tidal energy makes use of
the ebb and flow of tides in partially enclosed basins, such as the Bay of Fundy, in Canada,
which has a tidal range of 16 meters!

Reading strategy 6: analytical reading

Analytical reading (or study reading) is needed when you want to make sure that you fully
grasp and appreciate what you are reading. You may have to read statements more than
once, stop to think about them, or jot down key words when using this style. As a result,
your reading rate can easily drop to below 100 words a minute.

Reading strategy 7: marking the text

If the text you are reading is your own copy, you could also underline key words, highlight
with a marker, or make notes in margins, or alternatively, if you don’t own the text, you
could use little ‘post-it’ labels.
This process of marking texts can help you concentrate (and keep reading!) and can help
you identify key points and make the book easier to survey later when you need to use it
again for your assignment or to revise for an exam.

Reading strategy 8: note-taking

Note taking can help you gain deeper understanding and reflection, a better ability to
remember and good exam preparation materials for later.
When taking notes, keep in mind the following five principles:

1. Record publication details

Always note publication details of any text you may use. Specifically, record such things
as the title, author, date, publisher, place of publication, URL, and page numbers.
2. Preview the text before you take notes
As mentioned earlier, scan, skim, and ‘surface read’ the text before noting to help you
develop understanding of the text and awareness of what is important to note. Taking
notes of everything is a slow, boring, ineffective exercise.
3. Paraphrase and summarize ideas
Writing out sentences word for word is probably even less useful than just highlighting sentences with a
marker. Sure, they will be times you need write things word for word (use quotation marks when you do
this!) but better understanding will come through putting things in your own words. Say the key points in
your own words aloud and then write them down. Finish by checking your paraphrase is clear and
accurate.
4. Note your thoughts
Do not forget the great value of noting beyond just what is said in the text. Note down such things as your
ideas, points you agree or disagree with, relevant experiences, questions, examples, and relationships
with other texts.
5. Review your notes
Once you have completed some notes, always look back at them and check:

1. They are accurate, 2. they are readable, 3. you will be able to use them later and 4.
They contain full reference details.

Reading strategy 9: managing vocabulary

Of course, as a university student, you have a great opportunity and need to build you
vocabulary (discipline specific and general), so consult glossaries, and use a dictionary.
Keep a list of new words: record their definitions and write example sentences that show
meaning and usage.
When using your dictionary, be discerning. Know which words can be ignored, and see if it
is possible to guess the meanings of words.

Reading strategy 10: SQ3R

A reading strategy designed to improve comprehension (understanding), memory, and
efficiency in reading. The strategy consists of following steps that deepen your thinking as
you read.
SQ3R stands for Survey, Question, Read, Recall, and Review.
Survey
Survey means flip through the pages assigned with the purpose of getting a “general idea”
about what the chapter, section, or article is about. You do not need to spend a lot of time
on this stage, just quickly look over the:
 titles, headings, and sub-headings
 introduction and conclusion
 questions
 pictures or diagrams
 words or ideas in bold or in italics
 graphs, tables, figures
 summary
 the number of pages you need to read and the level of difficulty
The objective at this point is to figure out:
 the direction or purpose of the topic
“What is this about? What are they trying to teach me here?”
 the language necessary to understand the topic
“What is the key vocabulary needed to understand this topic?”
 an estimate of how much time you need to complete the reading task
“Will I be able to read this in one study session?
How much time will I need to get through this reading?”
Question
Using the information you gathered at the survey stage, prepare some questions about what
you want to/need to learn in the reading task. You can do this by:
 turning a heading into a question
 turning boldface or italicized words into a question
 using the chapter’s questions
 using the course objectives to make questions
 making your own questions based on your own interest in the topic
Example questions include:
“Why is this concept or idea important?”
“How does this idea relate to ideas in earlier sections?”
“Why do they use this word so often in the chapter?”
“How is this idea related to what we talked about in class?”
“I learned about this idea before. How is this information different?”
Research tells us it is important to formulate questions in order to:
 keep you alert and involved in the reading (otherwise you might feel sleepy or
unable to concentrate)
 help you remember what you read by linking it to what you already know or linking
it to what you have learned in lecture

Read
Be active while you read by:
 underlining or highlighting key ideas (limit yourself to 10% of the page-not
everything is important, so make choices)
 jot down notes, questions, comments, or symbols in the margins
 try to answer your questions
 notice and note down information that is directly related to what you talked about in
lecture (you may want to take out your lecture notes)
 make a list of questions to ask your professor during class or office hours
Recite

After you have completed a section of the reading, close your text and put away your notes
for a moment. In your own words, either aloud or on paper, can you:

 summarize purpose of the reading?

 the main ideas?
 the key terms?
 the answers to your initial questions?

The truth is that you may have to peek at your notes or your text a few times. However,
reciting is a good test of how well you have understood the section. If you have great
difficulty reciting, you may not be reading actively, or you may need some help from a
classmate, study group, or your professor to understand the ideas. Do not wait to seek some
extra help if you need it.

Review
This stage is important to “glue” the key information into your memory. It is important for
the information to “stick” now so that you do not have to relearn it again later
Reviewing is not reading over the notes you made from the textbook again and again.
Reviewing means that you do something different with the information, for example:
 make a map, table, or diagram of the information
 make flash cards
 write out the key ideas in your own words
 teach/tell someone else (consider starting a study group)
 do the practice questions at the end of the chapter
 make up potential test questions and quiz a classmate (again, a study group can be
really helpful)
 make a timeline
Reading strategy 11: Critical Reading Skills
What is critical reading?
Critical reading means applying critical thinking to a written text, by analyzing and
evaluating what you read. An important foundation for critically evaluating a text is trying
to understand the writer’s ideas and arguments. You should then seek to identify the
strengths and limitations in the author’s argument and evidence, and to challenge any
assumptions the author might have made.
1. Reading the text
As you read, develop the habit of asking and answering questions. The following questions,
adapted from Marshall and Rowland (2006, p.152) could provide a useful approach:

The author’s purpose

 Why has the author written the material? Are these purposes clearly stated? Are
there other implicit purposes?
 For whom is the material intended?
The author’s approach
 What are the author’s underlying assumptions? Are these explicitly stated?
 Is there any evidence of bias in the interpretation of material or in the choice of
sources and information?
Content
 What is the nature of the content? For example, is the author presenting
information, reporting on some research or putting forward an argument?
 If an argument, what is the author’s thesis (the statement or proposition that they are
arguing)? What evidence, examples, or explanations are used to support the thesis?
 Which aspects of the topic has the author chosen to concentrate on? Which aspects
have been left out?
 Are there alternative explanations for the material or data presented? Has the author
addressed these alternative explanations?
 If there are any visual or graphic materials (e.g. images or charts), how are these
linked with the written text?
 Which of your own questions about the subject topic does the author answer?
Which are not answered?
 Do any items puzzle or intrigue you?
Structure
 Is a clear, logical framework used to organize the material?
 How does the author introduce the argument? How is the supporting material
organized and developed within the framework?
 Does the author summarize what has been said at appropriate points?
Style and format
 In what style has the material been written? For example, formal/informal,
descriptive critical, didactic, persuasive, narrative or analytical?
 How does the style and format influence your own reaction to the material?
(Source: Adapted from Marshall & Rowland, 2006, p.152)

2. Developing your own view

Your own knowledge and experience can help you to analyze a text. Do the ideas and
arguments make sense in terms of your own experience and knowledge? Ideas presented in
lectures and from other course readings will also help you develop your thinking in relation
to a text. These offer points of view that you can use to help you evaluate the text.
Comparing authors with different points of view on the same topic can also help you to
identify their ideological frameworks and their assumptions. Can the assumptions each
author makes be challenged? Why and how are these writers interpreting the same events,
data, or evidence differently? If you are having difficulty identifying the argument and/or
finding things to say about the text, try discussing the text with friends, with classmates in
tutorials and with anyone else who might be interested. Discussion can generate ideas and
help you clarify your thinking.

Activity
●●●ReadTheory.Org © 2010 Name
EnglishForEveryone.Org © 2008 Date

“A Cold
Day”
Reading Comprehension – Short
Stories
Directions: Read the story. Then answer the questions
below.

It is a frigid January day in York, Pennsylvania.

The temperature is below freezing. Snow is starting

to fall. Dr. James turns on the television to check the

weather.

He must leave for his work at the hospital soon.

“Today is going to be very cold,” says the TV weatherman. “Be sure to wear
very warm clothes when you go outside. Also, be careful driving on the
roads. Snowfall will make them slippery. In fact, if you can stay home
today, do it!”

Dr. James cannot stay home. Very sick people are waiting to see him
at the hospital.

He goes to his closet. He takes out the warmest clothes he

has. He puts on a sweater, jacket, gloves, socks, boots,

and a hat.

He opens his front door to go to work. A gust of cold air blows inside.

“Wow, it is very cold outside,” Dr. James says. He is from Miami and is not
used to the cold. “The weatherman was right!”

Before he can drive to work, Dr. James must clear the snow off his car.

He does this very fast. He hops in the car. He shivers. His neck feels
especially cold.

Dr. James drives slowly to work. Everyone else is driving slowly, too.
There is a lot of traffic on the road. There are cars in front of and behind
him.

Suddenly, the cars in front of Dr. James come to a stop. There has
been an accident!

Dr. James hurries from his car to check on the driver of the car that has swerved
off the road. “Is everyone okay?” Dr. James asks.

“Yes, yes, we are fine. We slipped on a patch of ice,” the driver says. “This
would have been a good day to stay home in bed.”

Questions:

1) If the weather is frigid, it is very 2) In what city does this story take
place?
A. cold
B. rainy A. Florida
C. windy B. Miami
D. slippery C. Pennsylvania
D. York

3) Dr. James doesn’t stay home C. He has to clear snow off his car.
because D. He must help the people in the
accident.
A. There are sick people waiting for
him.
B. He listens to the weatherman.
4) What could Dr. James have put on A. gloves
his neck to keep it warm? B. a scarf
C. another hat
D. a jacket

5) What does Dr. James do before he 6) Given what is said in the story, what
leaves for work? is probably true about Miami?
I. He dresses warmly.
A. It is a warm place.
II. He checks the weather on TV.
B. It is a rainy place.
III. He clears snow from his car.
C. It is a windy place.
A. I only B. D. People drive slowly there.
I and II C.
II and III
D. I, II, and III

7) How are people driving today? 8) As described in the beginning of the

story, what does it mean if the
A. badly roads are slippery?
B. slowly
C. very fast A. The roads are full of cars.
D. like they do not care B. The roads are easy to slide on.
C. The roads are very long and
curvy.
D. The roads lead to a place with
lots of snow.
Questions (continued):
9) Why does Dr. James clear the snow 10) There is a lot of traffic on the
off his car quickly? road. How can we rewrite this
sentence?
A. because he is very cold
B. because he is late for work A. There is a lot of snow on the
C. because he knows his patients road.
are waiting B. There are a lot of cars on the
D. because he knows he will have road.
to drive slowly C. There are a lot of accidents on
the road.
D. There are a lot of people walking
on the road.

11) Why did the car have an accident? 12) What is an accident?

A. because it was snowing outside A. something that hurts people

B. because Dr. James hit the car B. something that happens only in
C. because it was so cold outside the snow
D. because the car slipped on a C. something that happens that has
patch of ice not been planned
D. something that happens
because other people want it to

13) What is the weatherman right 14) Why does Dr. James hurry from his
about? car after the accident?
I. It is a windy day.
A. because he is very cold
II. It is very cold outside.
B. because he wants to get to the
III. The roads are slippery.
hospital as soon as possible
A. I only B. C. because he is worried about his
I and II C. patients waiting at the hospital
II and III D. because he wants to make sure
D. I, II, and III the people in the car are okay

Do you like the weather where you live? Why or why not?
Reflection Sheet

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Home Task
Week 10
Read an article from ‘The Dawn’ and write its gist

Reading, Writing, Speaking and listening activities at home

Solve the following activity

Week 11
Digital Connections

‘Technology is connecting us in ways never seen before in human history. How will that change our
societies, our relationships, ourselves?’

That’s the question that interests Michael Wesch. The last time communications technology had such a
wide-ranging impact was 500 years ago with the invention of the printing press. Being able to print texts
instead of writing them by hand transformed the world. It changed the way people could communicate
with each other. Suddenly, multiple copies of books could be made quickly and easily. As more books
became available, so ideas spread much more rapidly. But what will be the impact of digital technology,
which is the most powerful connecting tool we have ever seen?

Michael Wesch argues that communication is fundamental to our relationships and so it follows that a
change in the way we communicate will change those relationships. Wesch, a university professor,
explores digital communication in his work. In particular, Wesch and his students look at social
networking and other interactive internet tools. A well-known example of such an application is
YouTube. When people create and share personal videos on YouTube, anyone anywhere can watch it.
Wesch says that this leads to some people feeling a sort of deep connection with the entire world. But it’s
not a real relationship – it’s not the same as the connection you feel with a member of your family. In
fact, as Wesch says, it’s a relationship without any real responsibility which you can turn off at any
moment. So does it make sense to talk about a YouTube ‘community’?

Wesch himself experienced the impact of digital media when he created and posted his own short video
on YouTube. It attracted immediate attention and has been viewed millions of times. In his video he tells
us that webpages get 100 billion hits a day and that a new blog is started every half second. He asks us to
think about the power of this technology and how we use it. What could we do with it? What is its
potential?

Wesch isn’t interested in what new media was originally designed for but in how it can be used in other
ways. For example, he describes how people organise social protests such as gathering signatures for
online petitions via Facebook. He says that he tries to make sure his students end up in control of the
technology, not vice versa.
Outside of university, in the real world, Wesch believes it’s crucial for people to be able to operate in the
new environment of digital media and to use it for the greatest possible impact. ‘It’s the tragedy of our
times that we are now so connected we fail to see it. I want to believe that technology can help us see
relationships and global connections in positive new ways. It’s pretty amazing that I have this little box
sitting on my desk through which I can talk to any one of a billion people. And yet do any of us really
use it for all the potential that’s there?’

petition (n) /pəˈtɪʃ(ə)n/ a written request signed by many people,

usually to ask for action by an authority
potential (n) /pəˈtenʃ(ə)l/ what something could become in the future

After

1. What will be the impact of technology on future generation?

2. What could be the other way of transforming the world in the absence of printing press?

3. How does communication influence relationships?

4. What, do you think, is the difference between real and digital relationship?

5. According to the text, digital communication leads to some people feel deep connection with
the entire. What are your views about it? How and why??

6. Does it really make sense to talk about a Youtube ‘community’? Support your answer with
reasons.

7. Should technology control us or we control it? What are your views? Support your answer
with reason.
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8. Critically analyze and explain the last paragraph of the lesson in your own words.

Level 1: Knowledge Questioning Stems Level 2: Comprehension Questioning Stems

Exhibit memory of previously-learned material Demonstrate understanding of facts and ideas
by recalling facts, terms, basic concepts and by organizing, comparing, translating,
answers. interpreting, giving description and stating
main ideas.
 What is . . .?  How would you classify the type of . . .?
 Where is . . .?  How would you compare . . .?
Contrast. . .?
 How did ___ happen?
 Will you state or interpret in your own
 Why did . . .? When did . . .?
words. . .?
 How would you show . . .?
 How would you rephrase the
 Who was the main . . .? meaning . . .?
 How is . . .?  What is the main idea of . . .?
 When did ___ happen . . .?  What facts or ideas show . . .?
 How would you explain (or  Which statement support . . .?
describe) . . .?
 Which is the best answer . . .?
 Can you recall . . .?
 How would you summarize . . .?
 Can you select . . .?
 Can you list the three . . .?
 Who was . . .?

Level 3: Application Questioning Stems Level 4: Analysis Questioning Stems

Solve problems to new situations by applying Examine and break information into parts by
knowledge, facts, technique and rules in a identifying motives or causes. Make inference
different way. and find evidence to support generalizations.
 How would you use . . .?  What are the parts/features of . . .?
 What examples can you find to . . .?  How is ____ related to . . .?
 Using what you have learned, how would  Why do you think . . .?
you solve __?  What is the theme . . .?
 Can you list the parts . . .?
 How would you organize ____ in order to
 What inference can you make . . .?
show . . .?  What conclusions can you draw . . .?
 How would you demonstrate your  How would you classify . . .?
understanding of . . .?  How would you categorize . . .?
 Can you identify the different parts . . .?
 How would you apply what you learned to  What evidence can you find . . .?
develop . . .?  What is the relationship between . . .?
 What other way do you plan to . . .?  What is the function of . . .?

 What would result if . . .?

 What elements would you use to
change . . .?
 What facts would you select to show . . .?
 What questions would you ask in an
interview with . . .?
 What method/approach would you use
to . . .?
Level 5: Synthesis Questioning Stems: Level 6: Evaluation Questioning Stems: Presen
Compile information together in a different defend opinions by making judgments about
way by combining elements in a new pattern information, validity of
or proposing alternative solutions.
ideas or quality of work based on a set of criter
 What changes would you make to  Do you agree with the actions
solve . . .? (outcome) . . .?
 How would you improve . . .?  What is your opinion of . . .?
 How would you prove . . . disprove . . .?
 What would happen if . . .?
 Can you assess the value or importance
 Can you propose an alternative . . .? of . . .?
 Would it be better if . . .?
 Can you invent . . .?  What would you recommend . . .?
 How would you adapt _______ to create  How would you rate . . .?
a different . . .?  What would you cite to defend the
actions . . .?
 What could be done to minimize  How would you evaluate . . .?
(maximize) . . .?  What choice would you have made . . .?
 What way would you design . . .?  What would you select . . .?
 How would you prioritize . . .?
 What could be changed (improved) . . .?  What information would you use to
support the view . .?
 How would you test . . .?
 How would you justify . . .?
 Can you formulate a theory for . . .?  What data was used to make the
conclusion . . .?
 Can you predict the outcome if . . .?
 Why was it better that . . .?
 How can you estimate the results for . . .?  How would you compare the ideas . . .?
people. . .?
 Can you construct a model that would
change . . .?

Home Task
Read the following paragraph and try to make the questions by keeping in mind above
pattern.

The Gift Economy

The banking crisis of 2008 again raised concerns that our economy is based too much on individual
greed. Such an economic model, critics say, comes from a false understanding of human nature. Human
society is not made up of individuals pursuing private gain through competition with each other. The real
essence of human nature lies in the social bonds that we make through family, friendships, professional
associations and local communities. These bonds produce a sense of common purpose and shared values,
in which groups of people strive for the things that are for the common good: a sound education, a
pleasant environment to live in, a healthy population. It is this idea of shared social interests that is at the
heart of the gift economy.

Gift economies thrived in earlier times when people lived in a world of greater abundance and when
their wants were fewer. Stone Age hunter-gatherers had shelter and enough food and did not need many
possessions – a few weapons for hunting and clothing to keep warm. They helped each other by sharing
food and tools without any expectation of payment or immediate reward. But this is not only an idea that
applies to a more primitive way of life. There are also many recent examples of the gift economy at
work.

In the past, American companies operating in Japan found it difficult to attract Japanese recruits, even
though, compared with Japanese employers, they offered more generous wages, shorter work hours and
better promotion prospects. But these factors were traditionally not so important to Japanese employees,
who did not think of their services as being ‘bought’. Rather, they felt they were entering into a long-
term – ‘gift exchange’ – relationship with their employer, which was of mutual benefit.

This relationship had many aspects. At its most basic it involved the simple exchange of physical gifts.
For example, if the employee got married, the company sent a gift and even a departmental manager to
represent it at the wedding.

Another company gift which is still popular among Japanese employees is the yearly company vacation.
On these organised weekends co-workers share dormitories, eat together and visit the same attractions,
largely at the company’s expense. For their part, the main gift given by the employees to their company
is their hard work and this is why each Japanese employee gives such great attention to accuracy, quality
in their work and promptness in its delivery. Even the simplest tasks are carried out with extraordinary
care.
Elsewhere, the Internet is facilitating the re-emergence of the gift economy. Neighbourhood groups use
online networks to share tools and skills. Someone who needs a long ladder to repair their roof does not
need to go out and buy one; they simply put a message up on the neighbourhood discussion board and
soon a neighbour will offer theirs. They will probably even help them with the repair, because helping
and giving is part of human nature. Via the Internet, knowledge and advice can be shared on almost
everything, from how a nuclear reactor works to how to plan your holiday or build your own canoe.

All this is very well, but these are hard times: helping our neighbour with his roof isn’t going to pay the
bills, I hear you say. But in an indirect way it is. The point is that by stressing the co-operative side of
human nature, the gift economy helps us all. It keeps in check the excesses of big commercial
organisations that seek to exploit situations for their own gain. So the big supermarket chains must
understand that it is in the common interest not to force small shopkeepers out of business. Big industrial
farms must realise that they cannot go on intensively farming the land until there is nothing left in it.
Other large companies should not always seek to drive the hardest bargain possible with their suppliers,
but just pay them fairly. That is the real lesson of the gift economy.

Questions:

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2. __________________________________________________________________________
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3. __________________________________________________________________________
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4. __________________________________________________________________________
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5. __________________________________________________________________________
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Critical Analysis
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Reading, Writing, Speaking and listening activities at home

Understanding the essay question

Understanding the essay question in its entirety is the most important part in writing an essay. It is
important because it acts as a sound base for the entire footing of the essay. For this reason, we need
to unpack the essay question—view it at appropriate angle that gives us clues to go with the right
direction to proceed.

Usually the essay question will have some direction words that give clues about what is wanted in
the essay (Rolls & Wignell 2013). These words may be “describe”, “explain”, “argue”, “discuss”,
“critique” etc.

Describe: Write about the facts, process or event. Write in a systematic order, and emphasize the
most important points. You are not expected to explain or interpret.
Explain: You will need to analyze, not simply describe or summarize. You need to focus on the
‘why’ or ‘how’ of a particular issue, to clarify reasons, causes and effects.
Argue: If you are asked to argue, you need to systematically support or reject a point of view by
presenting evidence. You also need to show that you are aware of the opposing point of view.
Discuss: You present a point of view. This will include both description and interpretation. Your
opinion should be supported by argument and evidence from other writings.
Critique: A critique is where you identify and discuss both the positive and negative aspects of a
topic.
Compare and contrast: Find the similarities and differences between two or more ideas, events or
interpretations.

Brainstorming:
The next important thing that helps us generate ideas is brainstorming. The strategy behind
brainstorming is that we try to think about maximum possible ideas about a certain topic. These
ideas, then, we use in writing by expanding them.

Task 1: Let’s think about describing a bottle.

As we know, that description is all about presenting a picture in words in a way that it is
clearly understood by a reader. For our description to be smooth and impressive, we use a lot of
adjectives that help us give details about any person, place, thing or idea that we are describing.
So, accordingly, this is how we do some brainstorming to describe a bottle.

50 inches in
A water
length Made of
bottle
glass

Easily
portable

Used for
decoration
purpose

A white cap

A wooden
ship inside
Beautiful

A wonderful
Transparent Rested on a
work of art
wooden log

Task 2: Now, we expand all these ideas into sentences for the sake of describing it.

It is a beautiful bottle made of glass. It is transparent enough to see the contents within. Its length is
approximately 50 inches. It is a wonderful work of art. We can see miniature ship inside the bottle.
It is closed with a white plastic cap. It rests on a wooden log. It is easily portable so you can take it
wherever you want. It is used for decoration.
Note: All the underlined words are adjectives that give us some detail about the bottle (noun).

Task 3: A Narrative Essay

“Narrative” is a term more commonly known as “story.” Narratives written for college or personal
narratives, tell a story, usually to some point, to illustrate some truth or insight. Following are some
tools to help you structure your personal narrative, breaking it down into parts.

The “Hook” Start your paper with a statement about your story that
catches the reader’s attention, for example: a relevant quotation, question,
fact, or definition.

Set the Scene Provide the information the reader will need to understand
the
Introduction
story: Who are the major characters? When and where is it taking place? Is it
a

story about something that happened to you, the writer, or is it fiction?

Thesis Statement The thesis of a narrative essay plays a slightly different role
than that of an argument or expository essay. A narrative thesis can begin the events of the story: “It
was sunny and warm out when I started down the path”; offer a moral or lesson learned: “I’ll never hike
alone again”; or identify a theme that connects the story to a universal experience: “Journeys bring both
joy and hardship.”

Body Paragraphs

“Show, Don’t Tell” Good story telling includes details and descriptions that help the reader understand
what the writer experienced. Think about using all five senses—not just the sense of sight—to add details
about what you heard, saw, and felt during the event. For example, “My heart jumped as the dark shape of
the brown grizzly lurched toward me out of the woods” provides more information about what the writer
saw and felt than, “I saw a bear when I was hiking”.

Supporting Evidence In a personal narrative, your experience acts as the evidence that proves your
thesis. The events of the story should demonstrate the lesson learned, or the significance of the event to
you.

Passage of Time Writing about the events of your experience using time chronologically, from beginning
to end, is the most common and clears way to tell a story. Whether you choose to write chronologically or
not, use transition words to clearly indicate to the reader what happened first, next, and last. Sometimes
transition words are next, finally, during, after, when, and later.

Transitions In a narrative essay, a new paragraph marks a change in the action of a story, or a move from
action to reflection. Paragraphs should connect to one another. For example, the end of one paragraph
might be: “I turned and ran, hoping the bear hadn’t noticed me”, and the start of the next might be: “There
are many strategies for surviving an encounter with a bear; ‘turn and run’ is not one of them.” The
repetition of words connects the paragraphs. (What does the change in verb tense indicate?)*

The Moral of the Story the conclusion of a narrative include the closing
Conclusion action of the event, but also should include some reflection or analysis of the
significance of the event to the writer. What lesson did you learn? How has
what happened to you affected your life now?

Outlining Your Narrative

Try applying this structure to your own writing: write sentences for the corresponding
elements of your introduction, body paragraphs, and conclusion in the space provided below.

Introduction:
Begin your paper with a
“hook” that catches the
reader’s attention and set the
scene. Where is the event set?
What time of year? How old
were you when this happened?
State your thesis: what you
learned, or how the event is
significant to you.

Body paragraphs: write three significant moments from the beginning, middle, and end of the event.

Para. 1: Topic sentence: Note: Don’t

Beginning Detail 1. forget to
Action “Show,
Detail 2. Don’t Tell”:
List sounds,
Detail 3. smells,
sights, tastes,
Para. 2: Topic sentence: and textures
Middle Detail 1. that you
Action
remember.
Detail 2. Your
experience is
Detail 3. your
“evidence”.
Para 3: Topic sentence: Use
End Detail 1. transition
Action words to
Detail 2. mark the
passage of
time.
Detail 3.

Conclusion:
Analyze and reflect on the
action of the story, including
how the events are significant
to you.

Writing Strategies to Consider

First Person vs. Third Person Narratives are a mode of writing in which writers often use first person
perspective (“I saw”, “I did”). Check with your instructor to determine whether you can use “I” when telling
your story.

*Verb Tense: Reporting vs. Reflecting the events of most narratives are told in past tense: “As I hiked, I felt
the warm sun on my back.” Use present tense when reflecting on the events: “Now I know how unprepared I
was”. Notice the change in tense in this sentence as the writer reflects on the past event, from the present.

Task 4: Now, we move towards narrating the experience of an artist who made it.

A Wonderful Experience

Experiencing reality is always different from idealizing it. One day, when I was passing through
a forest at the bank of a river, I saw a lot of colorful objects scattered here and there on a plateau. As
an artist, my curiosity to discover the reality of the objects urged me to go towards that place. When
I went there after crossing the beds of wild flowers that grew there in abundance, I was surprised at
a very wonderful reality. Those objects that shook my attention were not something like wild
creatures. They were merely bottles. Aha! How beautiful! How different my experience was when I
observed the reality as what I was seeing was altogether a different thing from what I perceived in
my mind. This multitude of plastic bottles just inspired me to do something beautifully different just
like my vision that was shaped by my experience of discovering colorful bottles in place of wild
beasts.
As I was looking at the bottles, I found a plastic bottle among the glass bottles. I was thinking about
doing something different to it to satisfy my creative impulse. “Why not make something
adventurous out of it?” A unique idea hit upon my mind. “Make it something that reminds all the
spectators of an adventure!” So, with this thought in my mind, I kept meditating for about a couple
of hours. A sudden look at the waves along the sea shore just gave me a direction. I was very
excited at the clarity of my goal. “Capture the ship on the seashore!” Wow! My face was blushed
with the craze of proceeding ahead.
With the bottle in my hand, I started moving through the forest to locate some wood out of which I
could make a ship. After wandering there for almost half an hour, I found some chunks of wood
lying at the foot of a tree whose branches had been cut by some woodcutters. I picked some of them
and put them inside my treasure bag that I always used to carry on my adventure tours. I was really
feeling tired after walking such a long distance. I was hungry and wanted to satisfy my appetite. So,
I sat there at a cliff, placed the bottle inside the bag, took out a sandwich from within and enjoyed
eating it. I was now bit relaxed, and finally, was in a mood to execute my plan.
Afterwards, I opened my bag and took out the wooden pieces and the bottle. Firstly, I placed all the
pieces on the ground and looked for the biggest of all. When I found it, I put it flat there and placed
the rest of the pieces alongside. I tore my handkerchief into pieces to make the outrigger of the ship.
I spent almost two hours on making the ship. After tiresome efforts, I was successful to see the fruit
of my labor. But lo! Something very tricky was still to be done. I had to put that ship into the bottle
that moved my mind in performing such an exploratory deed. Well I pondered for a while and
thought about ways of inserting it into the bottle. The neck of the bottle was too narrow to let the
entry of the ship within. So, I was confused what to do next. Another brilliant idea hit illuminated
my mind. I gathered the remaining sticks, collected two stones from nearby and rubbed them
together. I was able to burn those sticks with the fire that emerged forth by rubbing the stones.
Within a few moments, I was able to melt down the neck of the bottle and finally placed the ship in
it. I experienced the satisfaction that an artist experiences on the completion of his work of art.
At last, with my creative genius satisfied, I put the bottle into my bag and started my way to home.
After reaching there in three hours, I showed my work of art to my parents and also my friends in
neighborhood. They all appreciated me for translating such a beautiful idea into reality though my
persistent struggle. One of my friends suggested me to sale it in an art gallery. So, he took me to the
Memphix Art Gallery next day where I was able to collect ten thousand rupees in return. I really
wonder how my first work of art motivated me to continue practice it afterwards that not only won
me the title of a keen artist but also provided me with an excellent source to earn money.

Task 5: Fill in the graphic organizer for the topic, “A Wonderful Experience” and write an essay of
your own.
Write a Narrative essay on “A Wonderful Experience”
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Home Task
Week 12
Write a Narrative essay
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Reading, Writing, Speaking and listening activities at home

Write a Narrative essay.

Week 13
Argumentative Essay
Argumentation is the presentation and elaboration of an argument. Effective argumentation
provokes the audience to think or act differently. To do this, a writer must support his/her thesis
with strong evidence and sound logic.

An argumentative essay states the thesis in the introduction, substantiates the thesis in the body, and
provides a resolution for the reader in the conclusion. This distinct structure presents ideas in a
LOGICAL and CONVINCING manner.

According to theorist Stephen Toulmin, an argument can be divided into its claims and grounds:

Argument = claims + grounds

(Opinion, thesis)

__reasons__ __evidence __

(Introduced by “because”) (five types)

All basic arguments have a few key elements as shown in Toulmin’s model above; however, when
space and time allow for it, all six elements of a good argument should be included.

Writers can substantially strengthen their essays by including these elements:

Six Elements of a Good Argument

Thesis – This should be clear, argumentative, and qualified if necessary. Beware of making broad
generalizations about “all” or “none” since these are difficult to support.

What is a thesis statement?

Traditionally, a thesis statement consists of one sentence and appears last in the
introduction. It’s the most important sentence in your paper because it identifies
your topic and states your position on it.

Example of an unfocused, illogical thesis statement – The national government

doesn’t want to fund stem cell research because it’s immoral, but they should
because they fund other immoral things as well.

Example of a clear, specific, logical thesis statement – The national government

should provide federal funds for stem cell research because it will help those who
suffer from chronic illnesses and allow the field of science to expand.
Personal Background – This describes the writer’s reasons for debating the issue. It explains why the
issue is interesting or important to the writer.

Historical background – To more effectively communicate an argument, writers must provide the
audience with the context for that argument through historical facts of the issue.

Common ground – These are points related to the issue and on which both sides agree; identifying
them generates good will between the writer and reader and helps avoid arguing points on which
both sides already agree.

Definitions – Writers must define the common or technical terms they use in an essay for the average
reader to understand. A term can be defined by stipulating a definition, by using a synonym, or by
offering an example.

Arguments
Arguments that oppose the thesis should be stated and explained in a way that opponents (the
readers for whom the argument is intended) would accept. Generally, the writer should respond to
arguments that oppose the writer’s thesis in one of three ways: by conceding, refuting, or clarifying.
Arguments that support the thesis must include reasons (for supporting the thesis) and evidence to
substantiate those reasons. The most convincing and best-developed arguments should generally be
saved for the end.

Structuring an argumentative essay

Introduction Catches the reader’s attention

Introduces the issue
States the thesis

Body Contains two or more well-developed paragraphs that provide reasons and
evidence for the argument. These paragraphs include the following:

Topic Sentence (reason) Five types of evidence

Evidence 1. Real life examples - an actual
Event observed
Linking Sentence or experienced
Second piece of evidence 2. Statistics - numbers
Linking Sentence 3. Authorities - experts identified by
Name and with credentials
Third piece of evidence (if necessary) 4. Analogies - comparisons
Linking Sentence 5 Hypothetical situations –
imaginary or created situations

Conclusion Provides the audience with a resolution (e.g. refer to the introduction, call for action,
issue a warning, etc.)

Restates but does not repeat the thesis

Task 7 : Let’s see how to formulate thesis statements

WHAT IS A THESIS?
TOPIC VERSUS THESIS?

The subject you are writing about is the topic. Add

your opinion to a topic to create a thesis.

Topic + opinion = thesis

Add the significance to make a more complex thesis:

Topic + opinion + so what? = thesis

WHAT IS A THESIS?

The thesis is the main point of an essay, a focused, arguable statement which allows the
reader to make predictions about the reading.

WHAT ARE THE CHARACTERISTICS OF AN EFFECTIVE THESIS?

• The language is clear, straight-forward and can’t be misunderstood.

• It is contestable and arguable. Ask yourself: Could someone disagree? The answer
should be yes.
• It is concentrated on a focused point: not too broad and not too narrow, but the right
size for the assignment.
• It is complex and delves into the larger significance or impact.
• It is compelling and draws in your readers’ interest and makes them want to read
more to see how you prove your claim.
• It is directly connected to the
prompt/question/assignment for the essay.

A THESIS IS NOT:

• A fact
• A quote
• A question

WHY USE A THESIS?

• It allows the reader to make predictions about the reading.

• It guides the writer to stay focused on the main idea of the essay.
• It generates thought, evidence and analysis.
• It provides a purpose for the essay and answers questions like these:
-What am I trying to accomplish in this essay?
-What do I want to convince my reader of?

HOW DO I KNOW IT’S A THESIS?

PRACTICE LOCATING OPINION WORDS IN THESIS STATEMENTS:

A thesis is topic + opinion so you need to make sure that opinion in present or else it is
not a thesis statement. The opinion is what makes a thesis arguable and it provides the
purpose and focus for the paper: to convince your reader of that opinion.

Locating the Opinion in a Thesis: When you look for the opinion in a thesis, ask yourself:
What is the writer’s attitude towards the topic? For example, in the sentence
“Backpacking in the mountains last year was an exciting experience,” the topic is
“backpacking” and the opinion is that this trip was “exciting.” Another person on the same
trip might have had a different attitude and may have found the trip boring or exhausting.
“Exciting” reveals the writer’s attitude and also indicates what the essay with this thesis
statement will be focused on: demonstrating why it was “exciting.” This thesis statement
limits the writer’s focus and clearly tells the reader what the essay will be about.
PRACTICE

Underline the opinion words below. If there are no opinion words, it is not a
thesis:

1) The subject of unwarranted fears, most bats are harmless and highly beneficial.
2) Vigorous exercise is a good way to reduce the effects of stress on the body.
3) Buffalo and Toronto differ in four major ways.
4) Developing color film is more complicated than developing black and white.
5) Television is destroying the unity of the modern family.
6) In her essay, Erlich shows that there is a balance of community and isolation in
her hometown.
Task 8: Formulating Thesis Statement
Thesis Continuum Line

TOO NARROW JUST RIGHT TOO BROAD

Mistress Hughes abused The abuse of power embodied in Slave owners were
her power when she slavery not only damaged the slaves bad because they
denied Douglass the but corrupted the slave owners, as abused their power.
right to learn to read seen in Mistress Hughes, reve
aling one
because she was afraid should refuse certain types of power
of angering her even if society dictates otherwise.
husband.

Task 9: Evaluate the following thesis statements and decide where they fall on the continuum line.
Explain your reasoning.

(1) Even though most people believe school has influenced them or taught them the most, it was my father,
not school, that taught me the value of reading and writing.

(2) Literacy is the key to success, and you must be literate to be successful in today’s world.

(3) The only way to achieve literacy is by learning the five paragraph essay.

(4) The North and South fought the Civil War for many reasons, some were the same and some different.

(5) While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while
the South fought to preserve its own institutions.

(6) The main argument of the Civil War was whether individual states had a right to self-govern independent
of federal law.

(7) Mark Twain's Huckleberry Finn is a great American novel.

(8) Twain's Huckleberry Finn suggests that to find the true expression of American democratic ideals,
one must leave "civilized" society in order to find one’s basic humanity.

(9) Twain’s Huckleberry Finnshows that Huck grew when he realized people missed him when he was
presumed dead.
Task 10: Now, let’s see how we can use rest of the clues in arguing about a topic.

Sample Essay: Should We Use Bottled Water?

The World wants to go green, but how can we do that without preventing minor harms? One of the
greatest harms to the world is pollution caused by humans. Most of the plastic materials used by
humans are left to pollute. Bottled water is one of the greatest plastic materials produced. People
say that bottled water is safer, more convenient, and helps provides jobs to workers in many ways.
Bottled water maybe a little cleaner than tap water, but purity comes with a price. Workers may
make money in the water bottle industry, but compared to the price paid on producing and selling
bottled water, it is a very small amount. Bottled water is not only costly to us, but also to the
environment. Bottled water is preventing our world from going green by negatively damaging our
environment, hurting the economy, and harming human lives’.

Bottled water negatively affects the environment in many ways. “Of the 36 billion bottles sold in
2006, only one-fifth of the bottles were recycled.” This means 28.8 billion bottles end up in
landfills; which contribute to pollution that leads to dangerous greenhouse gases in the atmosphere.
I think that pollution can harm humans’ health and cause a dramatic decrease in population. If water
bottles keep adding pollution in the air, I think bottled water will be a major factor in global
warming, and the Earth’s future will not be in good hands. Also, water bottles hurt the environment
by removing water from groundwater (which tastes the same as tap water). When the water
removed from spring water or also known as artesian well is put into bottled water, it is filtered to
remove any unnecessary bacteria or chemicals. Except the helpful nutrients that are also found in
groundwater are also removed by the filter; causing harm to the soil and agriculture. I think that
“water mining” can reduce stream flows which are already decreasing because of the evaporation
from the excessive heat caused by global warming. I also believe that since withdrawing
groundwater harms the soil, it harms the agricultural society as well. Finally bottled water is
harmful to the environment because the industries of plastic bottles use our scarce natural resources.
“Water bottle production in the USA uses 1.5 million barrels of oil (fossil fuel) per year. According
to a U.S. conference of Mayors’, 1.5 million barrels of oil has enough energy to power 250,000
homes or fuel 100,000 cars for a year.” I believe if we save the energy supplied by 1.5 million
barrels, we can provide a lot more to the people and the environment. I think that bottled water
harms the environment in two ways. When bottled water is first made, it uses our natural resources
that are rare right now and is destructive to the ozone layer, and then after bottled water is used, it
contributes to landfills and decrease in agriculture. I think bottled water will negatively help the
world come to an end.

Another reason on why bottled water is harmful is because its damage on the economy. The
economy is hurt when humans waste money on bottled water, which tastes the same as tap water,
but costs much more. Not only do humans spend money on water that tastes the same as tap water,
but they spend money on water that helps destroy their habitat. Not only does bottled water cost
more, but it spends money that we could use to help improve and provide cleaner tap water. First of
all, even though humans want to save money, they spend money on bottled water which is
interconnected to tap water. “Nearly 40 percent of bottled water is simply filtered water filled in a
bottle.” “Humans pay 1900 times more money for bottled water than tap water.” I think that paying
money for the same water which is provided is just pointless. I think not only are the producers of
bottled water are at fault, but the humans who pay money to the bottle industries that negatively
harm the world are also to blame. Also, we humans spend money to damage our Earth. When we
spend money to process the plastic bottles, we also produce harmful chemicals that are produced
and pulled into the atmosphere. I think that bottled water is harmful but many other industries do
this as well. Although, many other industries cause harm to the atmosphere and humans pay for
them, I think that paying for something as unnecessary as bottled water is cruelty. Although car and
plane industries cause harm to the environment, they have a positive reason to do so as well. I think
that water bottle industry has no positive effect on the world in anyway. At last, the economy goes
in loss by bottled water because we lose money that we could use in other places. “Food and Water
Watch say that each year the U.S. falls more than 20 billion dollars short of what is needed to
maintain our public water and sewage systems.” I think if we spend less money and time on
producing and purchasing bottled water, we could spend that money to guarantee citizens cheaper,
clean water from the tap. I think that we should not spend money on what harms the environment,
but use that money to save the environment.

Final reason on why bottled water is harmful is because it negatively affects us humans the most.
As you know, bottled water causes problems in the environment, but it also contributes in harming
our health. At first, we find harmful chemicals in water bottles. “EWG laboratory tests show that 38
total pollutants were found in 10 different bottled water brands. Another study at the University of
Missouri shows that bottled water increases the growth of breast cells by 78%.” I don’t think
humans should pay more money for water that tastes the same as tap water and also hurts the
environment just to risk their lives. I don’t think you want to add another symptom leading to
cancer; one of our foremost death causes. In addition to the brand-new water bottles having
chemicals inside, even reusing the bottles with our own tap water has its disadvantages. Studies
show that if water bottles that are made of single-use plastic are reused, then they can produce leach
chemicals in the water that lead to bacterial growth. I think that humans should not waste money for
single-use items when they got all the water they need at home. If bottled water industries were to
use a different type of plastic that could produce less harmful chemicals against both humans and
the environment, then I think that water bottles could be useful. Finally, even with all these
problems inside the water bottle, the bottled water industries still don’t check as thoroughly
compared to tap water. “Food and Drug Administration regulates only 30-40% of the bottled water
sold per state.” I think that humans should not pay for water that is not thoroughly checked but
should pay for the tap water which is checked regularly by the sewage systems. I think we should
give our money to the type of water which provides us the best, safest water. Even though bottled
water can be portable and employs factory workers, it inflicts more damage than it helps. Our best
brand of water is tap water. Tap water can also employ workers and be transportable, but while it
does this, it does not negatively affect the environment, the economy, nor the Earth’s dominant
race; us humans.

The opposing view tells us that bottled water is a safe and a convenient use of filtered water. Bottled
water can help people in many ways. First of all, bottled water creates jobs to citizens that work in
the plastic industry. They say that people make more money making bottled water than spending
money for it. They also say that bottled water is not what is harming the environment, it is the
people. If people recycle like they are supposed to, than bottled water wouldn’t harm the
environment at all. At last, bottled water also prevents sickness compared to tap water and is
convenient because it is portable. My current position explains how the bottled water industry is
damaging the world, killing our economy, and harms the people. Although bottled water is
convenient and portable, it is one of the leading reasons to global warming. Even though bottled
water supplies the workers with money, its industry is wasting money on manufacturing the
product. The money wasted could be used on other things to help save the world. Also you are
spending the money on water that tastes exactly the same as tap water. Bottled water has no better
qualities than tap water. At last, they say that humans are the cause to harming the environment, not
bottled water. If humans do keep reusing, where will the bottles end up going? They are either
going to end up in landfills or get other citizens sick for reusing the same bottle with bacteria for
such a long time. That is why I conclude that bottled water is harmful and not safe to humans as
well as to the environment.

As you can see, even small things can affect the world in big ways. Something as small as bottled
water, does not seem as harmful as it is. Nevertheless, the fact is that bottled water can be vicious to
our world in many ways. We humans have a responsibility to keep our Earth a safe, harmless place
for all of us to live in. There is much we can do to accomplish this. We can use better cleaner plastic
for water bottles. We can also regulate the water and bottles extra to check for bacteria to secure our
health. At last, we don’t have to change anything but just recycle as much as possible to reduce
landfills. Bottled water already has an impact on the world environmentally, economically, and also
biologically. All these reasons are interconnected in some way and contribute to harming Earth. As
of 2010, these reasons might not have as big of an effect, but in the future they will become
destructive for our world.
Task 11: Read the given handout on the topic:
Diversity: Help or Hindrance to Group Performance?
Task 12: Write an argumentative essay on the topic

Should Smoking be allowed to Students?

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Week 13
Home task
Write an Argumentative essay
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Reading, Writing, Speaking and listening activities at home

Write an argumentative essay.

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