...A BRIEF CONTENTS PART 1 • GETTING STARTED 1. Becoming a Public Speaker 2. From A to Z: Overview of a Speech 3. Managing Speech Anxiety 4. Ethical Public Speaking 5. Listeners and Speakers 1 2 8 1 4 23 30 PART 2 • DEVELOPMENT 6. Analyzing the Audience 7. Selecting a Topic and Purpose 8. Developing Supporting Material 9. Locating Supporting Material 10. Doing Effective Internet Research 1 Citing Sources in Your Speech 1. 36 37 49 57 64 73 83 PART 3 • ORGANIZATION 1 Organizing the Speech 2. 1 Selecting an Organizational Pattern 3. 1 Outlining the Speech 4. 92 93 103 1 10 PART 4 • STARTING, FINISHING, AND STYLING 15. Developing the Introduction and Conclusion 16. Using Language 1 22 1 23 1 31 PART 5 • DELIVERY 1 Choosing a Method of Delivery 7. 18. Controlling the Voice 19. Using the Body 1 39 1 40 1 44 1 48 PART 6 • PRESENTATION AIDS 20. Types of Presentation Aids 21. Designing Presentation Aids 22. A Brief Guide to Microsoft PowerPoint 154 155 161 164 PART 7 • TYPES OF SPEECHES 23. Informative Speaking 24. Persuasive Speaking 25. Speaking on Special Occasions 1 74 1 75 188 21 7 PART 8 • THE CLASSROOM AND BEYOND 230 26. Typical Classroom Presentation Formats 27. Science and Mathematics Courses 28. Technical Courses 29. Social Science Courses 30. Arts and Humanities Courses 31. Education Courses 32. Nursing and Allied Health Courses 33. Business Courses and Business Presentations 34. Presenting in Teams 35. Communicating in Groups 231 236 240 243 246 248 25 1 253 258...
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...writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition. Beginning with the sentence and its essential elements, this book addresses each concept with clear, concise, and effective examples that are immediately reinforced with exercises and opportunities to demonstrate learning. Each chapter allows students to demonstrate mastery of the principles of quality writing. With its incremental approach, this book can address a range of writing levels and abilities, helping each student prepare for the next writing or university course. Constant reinforcement is provided through examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater absorption of the material. Tips for effective writing are included in every chapter, as well. Thought-provoking scenarios provide challenges and opportunities for collaboration and interaction. These exercises are especially helpful for working with groups of students. Clear exercises teach sentence and paragraph writing skills that lead to common English composition and research essays....
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...HOW TO WRITE GREAT ESSAYS HOW TO WRITE GREAT ESSAYS Lauren Starkey ® NEW YORK Copyright © 2004 LearningExpress All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Learning Express, LLC, New York. Library of Congress Cataloging-in-Publication Data: Starkey, Lauren B., 1962– How to write great essays / Lauren Starkey. —1st ed. p. cm. ISBN 1-57685-521-X 1. English language—Rhetoric—Problems, exercises, etc. 2. Essay—Authorship—Problems, exercises, etc. 3. Report writing—Problems, exercises, etc. I. Title. PE1471.S83 2004 808'.042—dc22 2004003384 Printed in the United States of America 9 8 7 6 5 4 3 2 1 First Edition ISBN 1-57685-521-X For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com Contents Introduction 1 2 3 4 5 6 7 8 vii Organization 1 Clarity 11 Word Choice 21 Mechanics 39 Revising, Editing, and Proofreading 55 Untimed Essay Writing Strategies 67 Timed Essay Writing Strategies 85 Sample Essay Prompts and Essays 97 Resources 111 CONTENTS HOW TO WRITE GREAT ESSAYS v Introduction n your preparations for college, you may find yourself facing a handful of high-stakes essays. Your college application requires at least one, and the SAT requires another. Depending upon the high...
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...Second Language Acquisition and the Critical Period Hypothesis Second Language Acquisition Research: Theoretical and Methodological Issues Susan Gass and Jacquelyn Schachter, Editors Monographs on Research Methodology Second Language Acquisition and the Critical Period Hypothesis Edited by David Birdsong University of Texas LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah, New Jersey London This edition published in the Taylor & Francis e-Library, 2009. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. Copyright © 1999 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of the book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, NJ 07430 Cover design by Kathryn Houghtaling Lacey Library of Congress Cataloging-in-Publication Data Second language acquisition and the critical period hypothesis/ edited by David Birdsong. p. cm. — (Second language acquisition research) Chiefly papers presented at a conference held Aug. 1996, Jyväskylä, Finland. Includes bibliographical references and index. ISBN 0-8058-3084-7 (alk. paper) 1. Second language acquisition—Congresses. I. Series. P118.2.S428 1998 401′.93–dc21 98–42609 CIP ISBN 1-4106-0166-8 Master e-book ISBN CONTENTS Credits...
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... Contents Handbook of Definitions and Rules .........................1 Troubleshooter ........................................................21 Part 1 Grammar ......................................................45 Unit 1 Parts of Speech 1.1 Nouns: Singular, Plural, and Collective ....47 1.2 Nouns: Proper and Common; Concrete and Abstract.................................49 1.3 Pronouns: Personal and Possessive; Reflexive and Intensive...............................51 1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions.................................................69 1.11 Conjunctions: Coordinating, Correlative, and Subordinating; Interjections ................71 Unit 1 Review ..........................................................73 Cumulative Review: Unit 1 .....................................74 Copyright © by Glencoe/McGraw-Hill Unit 2 Parts of the Sentence 2.12 Simple Subjects and Simple...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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...5 of Human Communication in Society, Third Edition. Jess K. Alberts, Thomas K. Nakayama, Judith N. Martin. Copyright © 2013 by Pearson Education, Inc. All rights reserved. 87 Verbal Communication chapter outline The ImporTance of Verbal communIcaTIon Language and Perception Language and Power Power and Words Power and Accent Power and Identity Labels WhaT Is Verbal communIcaTIon? Functions of Language Components of Language Influences on Verbal communIcaTIon Gender Age Regionality Ethnicity and Race Education and Occupation eThIcs and Verbal communIcaTIon Hate Speech Confirming and Disconfirming Communication ImproVIng your Verbal communIcaTIon skIlls “I” Statements Become Aware of the Power of Language The IndIVIdual, Verbal communIcaTIon, and socIeTy 88 “ The verbal elements of communication are the foundation on which meaning is created. When I took a trip to Britain, I thought people would speak with a “British accent.” I didn’t realize that there are many different accents and the differences are not just pronunciation, but also vocabulary. In order to get my message across, I learned to avoid using slang words as much as I could. I didn’t realize how much American slang I use in my everyday speech! Despite the many different ways of speaking English across the UK, I felt the way that I speak English made me stick out as an American. W hen we think of “communication,” we tend to think about the verbal ...
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...Hong Kong Seoul Singapore Taipei Tokyo Library of Congress Cataloging-in-Publication Data Catalogue in Publication data available from the Library of Congress Editorial Director: Sally Yagan Editor in Chief: Eric Svendsen Acquisitions Editor: James Heine Director of Editorial Services: Ashley Santora Editorial Project Manager: Karin Williams Director of Marketing: Patrice Lumumba Jones Marketing Manager: Nikki Ayana Jones Marketing Assistant: Ian Gold Managing Editor: Central Publishing Project Manager: Debbie Ryan Production Project Manager: Clara Bartunek Creative Director: Jayne Conte Cover Designer: Karen Salzbach Cover Art: Getty Images, Inc. Media Editor: Denise Vaughn Media Project Manager: Lisa Rinaldi Full-Service Project Management: Aparna Yellai/PreMediaGlobal Composition: PreMediaGlobal Printer/Binder: Edwards Brothers Annex Cover Printer: Lehigh Phoenix Color Text Font: 10.5/12 Times New Roman Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within the text. Copyright © 2012, 2009, 2006, 2003, 2000. Mary Munter Pearson Education, Inc., publishing as Prentice Hall, One Lake Street, Upper Saddle River, New Jersey 07458. All right reserved. Manufactured in the United States of America. This publication...
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...i Вторая страница обложки ii Cambridge Practice Tests for IELTS 1 Vanessa Jakeman Clare McDowell C AMBRIDGE UNIVERSITY PRESS iii PUBLISHED BY THF PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building Trumpington Street Cambridge CB2 1RP United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1996 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1996 Third printing 1997 Printed in the United Kingdom at the University Press, Cambridge ISBN 0 521 49767 1 Self-Study Student`s Book ISBN 0 521 49766 3 Set of 2 cassettes Copyright The law allows a reader to make a single copy of part of a book for purposes of private study. It does not allow the copying of entire books or the making of multiple copies of extracts. Written permission for any such copying must always be obtained from the publisher in advance. iv Contents Acknowledgements iv Introduction 1 Practice Test 1 12 Practice Test 2 34 Practice Test 3 54 Practice Test 4 75 General Training Reading and Writing Modules Tapescripts Answer keys 94 107 130 ...
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...i Вторая страница обложки ii Cambridge Practice Tests for IELTS 1 Vanessa Jakeman Clare McDowell C AMBRIDGE UNIVERSITY PRESS iii PUBLISHED BY THF PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building Trumpington Street Cambridge CB2 1RP United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1996 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1996 Third printing 1997 Printed in the United Kingdom at the University Press, Cambridge ISBN 0 521 49767 1 Self-Study Student`s Book ISBN 0 521 49766 3 Set of 2 cassettes Copyright The law allows a reader to make a single copy of part of a book for purposes of private study. It does not allow the copying of entire books or the making of multiple copies of extracts. Written permission for any such copying must always be obtained from the publisher in advance. iv Contents Acknowledgements iv Introduction 1 Practice Test 1 12 Practice Test 2 34 Practice Test 3 54 Practice Test 4 75 General Training Reading and Writing Modules Tapescripts Answer keys 94 107 130 ...
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...Table of Contents Table of Contents Introduction ................................................................................................................5 Advantages & Disadvantages ...................................................................................6 1. Writing about advantages........................................................................................6 2. Writing about disadvantages ...................................................................................7 Agreeing .....................................................................................................................9 1. To agree with someone or something......................................................................9 2. To partly agree with someone or something ..........................................................10 3. When a group of people agree ..............................................................................10 Aim or Purpose.........................................................................................................12 1. Ways of saying what the aim or purpose of something is.......................................12 2. Words meaning aim or purpose.............................................................................13 Approximate / Exact.................................................................................................15 1. Words meaning approximately ........................................................
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...Mathematical Writing by Donald E. Knuth, Tracy Larrabee, and Paul M. Roberts This report is based on a course of the same name given at Stanford University during autumn quarter, 1987. Here’s the catalog description: CS 209. Mathematical Writing—Issues of technical writing and the effective presentation of mathematics and computer science. Preparation of theses, papers, books, and “literate” computer programs. A term paper on a topic of your choice; this paper may be used for credit in another course. The first three lectures were a “minicourse” that summarized the basics. About two hundred people attended those three sessions, which were devoted primarily to a discussion of the points in §1 of this report. An exercise (§2) and a suggested solution (§3) were also part of the minicourse. The remaining 28 lectures covered these and other issues in depth. We saw many examples of “before” and “after” from manuscripts in progress. We learned how to avoid excessive subscripts and superscripts. We discussed the documentation of algorithms, computer programs, and user manuals. We considered the process of refereeing and editing. We studied how to make effective diagrams and tables, and how to find appropriate quotations to spice up a text. Some of the material duplicated some of what would be discussed in writing classes offered by the English department, but the vast majority of the lectures were devoted to issues that are specific to mathematics and/or computer science. Guest lectures by...
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...Study Unit Writing Sentences and Paragraphs Preview Preview In this study unit, you’ll take all the information and skills you’ve acquired so far and use them to practice writing complete, correct sentences and well-organized, coherent paragraphs. You have the tools—the parts of speech; correct spelling, punctuation, and capitalization; and good grammar— to construct and use a variety of sentence types. You’ve studied the uses of modifiers, tone, and form, so you can reach the people you’re addressing. You’ve also learned to write to your audience, whether you’re sending out a basic business letter, convincing a group to accept your recommendations, or presenting a research report. Now we’ll begin to put it all together. By learning how to express yourself in correct sentences and to recognize common errors, your basic communications skills will significantly improve. By learning to focus on your topic, organize your ideas, use transitions, and write an effective conclusion, you’ll write consistently stronger paragraphs, letters, essays, and reports. This, in turn, will increase your professionalism and open doors to future success. When you complete this study unit, you’ll be able to • Compose sentences correctly • Use various sentence structures and types • Recognize and correct fragments and run-on sentences • Construct unified, coherent paragraphs • Connect paragraphs to build a well-organized, logical document ...
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...order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas are worthwhile and that your reader genuinely...
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...Advanced Language Practice with key Michael Vince with Peter Sunderland English Grammar and Vocabulary MACMILLAN Macmillan Education Between Towns Road, Oxford OX4 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 1 405 00762 1 with key ISBN 1 405 00761 3 without key Text © Michael Vince 2003 Design and illustration © Macmillan Publishers Limited 2003 First published 1994 This edition published 2003 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Designed by Mike Brain Graphic Design Limited Layout and composition by Newton Harris Design Partnership Cover design by Oliver Design Illustrated by: Ed McLachlan pp 109; Julian Mosedale pp 12, 39, 110, 123, 153, 176, 195, 217, 225, 257; David Parkins pp 3, 42, 73; Martin Shovel pp 10, 16, 56, 70, 117, 147, 235, 285; Bill Stott pp 122; Kingsley Wiggin pp 24, 27, 57, 191, 220. Photographs by: Eyewire, Photodisc and Andrew Oliver. The author would like to thank the many schools and teachers who have commented on these materials. Also special thanks to Peter Sunderland and Sarah Curtis. Printed and bound in Italy by G. Canale and C. S.p. A Borgaro T.se, Turin 2007 2006 2005 2004 2003 1 09 8 7 6 5 4 3 2 1 Contents Introduction Vlll Grammar 1 Present...
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