["Academic Survival Skills I 201 Adapted from: Aktar, C. (2006). Let\u2019s see what EU is good for in protecting environment. Retrieved April 4, 2008, from http:\/\/www.turkishdailynews.com.tr\/article.php?enewsid=41701 Micro-Star Int\u2019l Co., Ltd. (2008). The Perfect Mixture of Environmental Consciousness and Beauty. Retrieved April 04, 2008, from http:\/\/eco.msi.com.tw\/en\/news080108.html Okumu\u015f, K. (ed.). (2002). Turkey\u2019s environment: A review and evaluation of Turkey\u2019s environment and its stakeholders. Retrieved April 5, 2008, from http:\/\/www.rec.org\/REC\/Programs\/ExtensionToTurkey\/TurkeysEnvironment.pdf DISCUSSION QUESTIONS for environment 1.\t How does Turkey experience pollution? 2.\t What is being done to prevent environmental destruction? 3.\t What is being done to prevent environmental destruction? 4.\t What can governments and individuals do to prevent environmental destruction? 5.\t What is the role of celebrities and organizations in raising public awareness about this issue? 6.\t What should be done in Turkey to prevent pollution? THE NEW FACE OF MACHINES 1\t Hybrid electric vehicles (HEVs) are the new buzz in the car market, raising the bar on automotive environmental standards, outselling industry expectations, and prompting drivers across the nation to think about their gas tanks and tailpipes. 2\t Why consider a hybrid? If you drive a car, few purchasing decisions will impact the environment as much as your choice of what to drive. Alternative vehicles have the potential to do significantly less damage to the earth than conventional cars on the road. And modern HEVs don\u2019t just reduce our oil dependence and our greenhouse gas emissions. Enthusiastic owners say they\u2019re also fun to drive! More Features, Cleaner Technology: 3\t While several types of alternative vehicles exist, HEVs are quickly increasing in popularity. HEVs are powered by both an internal combustion engine and a battery-operated electric motor. Unlike other alternative fuel vehicles, HEVs use standard gasoline pumps for refueling. You fill the tank just like a \u201cnormal\u201d car... the gas just lasts a lot longer. 4\t Several other technologies set HEVs apart from conventional cars: \u2022\t Unlike all-electric cars, hybrids do not need to be plugged in to recharge the battery. The battery recovers and stores energy normally lost as heat during braking, using a process called regenerative braking. It also gets power from the gas engine. \u2022\t Because of the extra power the electric motor provides, gasoline engines in hybrids can be built smaller without compromising the vehicle\u2019s peppiness. Reducing the engine\u2019s weight further increases fuel efficiency. \u2022\t If you\u2019ve ever had the chance to drive a hybrid, you likely noticed the resounding silence when stopped at a traffic light. No, the car didn\u2019t stall, but \u201cidled-off,\u201d that is, turned off the gasoline engine when the car was not moving. This allows hybrids to burn less gas in stop-and-go traffic.","202 Concluding Unit: Changing Life \u2022\t Some hybrids have electric-only drive, powering the car with the battery alone at speeds up to 10 or 15 miles per hour. This provides significant fuel savings, since combustion engines operate least efficiently at low speeds. 5\t Many hybrid drivers have fallen in love with these new technologies. In the words of Center Board Chair and Prius owner Bob Engelman, \u201cPurchasing a hybrid that is better for the environment has allowed me to renew my childhood love affair with the automobile. Adapted from: Friedman,N. (n.d.). The hype on hybrid cars. Retrieved April 5, 2008, from http:\/\/www.newdream.org\/ newsletter\/ hev.php DISCUSSION QUESTIONS for machines 1.\t What are the advantages of hybrid cars over the others? 2.\t How can governments promote the use and production of hybrid cars? 3.\t If hybrid cars were used widely, what would be the results of this change? 4.\t What other alternatives are there other than hybrid cars? THE NEW FACE OF ENERGY 1\t After food and water, energy to cook or heat or move from place to place is the most basic human need. Whether we microwave a pizza or cook the evening meal on dried cow dung, energy impacts every aspect of our life. In fact, modern economies and cultures are often defined by the cycle of energy production and consumption. 2\t In the past we were worried about how long supplies of energy would last; our consumption patterns have been driven by a fear that some day we\u2019ll simply run out. Recently, we have become aware of the importance of sustainable use of a variety of energy sources from traditional fossil fuels to photovoltaic (solar) cells. And we know that our energy models are not sustainable because of environmental, economic, and geopolitical issues. 3\t In the 21st century, despite a slowly changing attitude concerning wise use, we are still reliant on traditional sources of energy and on unsustainable patterns of consumption. Hydrocarbon fuels (oil, natural gas, and coal) still provide nearly 80 percent of the world\u2019s energy even though their carbon content leads directly to the development of greenhouse gases and global warming. More than two billion people in the developing world continue to use traditional biomass fuels like wood whose overuse has led to land degradation, deforestation, desertification, and air pollution. 4\t At one point in our recent history, beginning in the 1960s, we turned to nuclear generation as the answer to all of our energy needs. Many countries in both developed and developing countries have built nuclear power plants, and must address the safe disposal of waste products of nuclear energy as well as potential threats to the humans and the natural environment from operational accidents. 5\t Renewable sources of energy like solar, wind, hydro, and hydrogen power constitute a miniscule percentage of the total energy package, but they are receiving greater attention and emphasis as sustainability gains credence. 6\t As with all the other major issues facing the world today, we have the means to reverse the non-sustainable trends outlined above and to provide non-polluting energy to the world\u2019s people. Such a change, however, would require an international effort, redesigning the world energy system with the following key goals:","Academic Survival Skills I 203 \u2022\t Efficient use of existing energy, two thirds of which is currently wasted. At the same time, a global program of efficient use would also stress more equitable distribution; \u2022\t A shift from hydrocarbons to renewable energy sources including wind, solar, geothermal, and hydrogen; \u2022\t Redesigning communities, businesses, homes, and modes of transportation so that they use less\u2013as well as different forms of\u2013energy; \u2022\t Transferring sustainable energy technologies directly to developing nations, enabling them to \u201cleapfrog\u201d beyond the unsustainable models currently used by the developed world; \u2022\t Adoption of international treaties and binding agreements concerning wise energy use. 7\t There are many encouraging examples of steps being taken in the direction suggested above. In many countries of the world, the urgency of climate change and the impact of environmental degradation are spurring individuals and governments to action. Adapted from: Sanghvi, H.K. (2006). It\u2019s all connected to our future. Retrieved April 15, 2007, from http:\/\/www.apcadec.org.pt\/pdfs\/premio_maple_social_responsibility.pdf DISCUSSION QUESTIONS for energy 1.\t What are renewable and non-renewable energy sources? Discuss the advantages and disadvantages of both. 2.\t Why do we face energy shortage? 3.\t What can be done to solve this problem? 4.\t What will be the consequences of energy shortage in the future? Do you think energy shortage will lead to wars, for instance? GOING ONE STEP FURTHER by speaking In this unit, you have read a variety of texts on changes in different fields. Now, in groups you will prepare a mini-talk on a recent development or change in a specific area. To do this: \u2022\t Form groups of three \/four. \u2022\t Choose an area either from the ones in this unit or another you are interested in. \u2022\t Do research. \u2022\t Make sure you address the following while getting prepared: o\t Give a brief background of this change. o\t What are the reasons for this change? o\t What are the future implications of this change? o\t What is your attitude toward this change? Do you think this is a positive or a negative change? \u2022\t Collect visual and written materials to present this change. \u2022\t Make sure everyone in your group has an equal share of work.","","Appendices","Appendix 1 7 KEYS TO COMPREHENSION 1.\t Visualizing: As they read, good readers become emotionally involved and recreate the setting, environment or situation. 2.\t Using background knowledge: Good readers use their related background knowledge (what they know before) before, during, and after reading to better understand what they are reading about (making connections). 3.\t Asking questions: Good readers come up with questions before, during, and after reading to make sure they understand what they are reading, to make predictions, and to focus their attention on what is important. 4.\t Inferring: Good readers use their background knowledge and information from what they read to make predictions, look for answers to the questions they have, draw conclusions, use pictures to help them figure things out, and make interpretations that help them understand what they are reading. 5.\t Identifying what is important: Good readers identify main ideas and facts while they are reading, and they can tell the difference between important and unimportant information. 6.\t Synthesizing: Good readers see the relationship between ideas. They not only use the text but also their background information and previous reading materials. 7.\t Fixing-it-up: Good readers know when they understand and when they do not. If they have trouble understanding certain words, phrases, or longer passages, they use problem-solving strategies like rereading, skipping ahead and coming back, guessing vocabulary, and using a dictionary.","Appendix 2 TRANSITIONS Contrast \u2022\t however \u2022\t on the other hand \u2022\t conversely \u2022\t in contrast \u2022\t nonetheless \u2022\t yet \u2022\t in spite of \u2022\t while \u2022\t nevertheless \u2022\t even so \u2022\t despite \u2022\t whereas \u2022\t although \u2022\t even though \u2022\t as opposed to \u2022\t still \u2022\t on the contrary \u2022\t John worked hard. In contrast, Mary hardly did any work at all. \u2022\t Some people think that through knowledge is not necessary in forming opinions; on the contrary, it is the most basic requirement for informed opinions. \u2022\t Six is more than five; conversely, five is less than six. \u2022\t She studied diligently for several months. Nevertheless\/However\/Yet\/Nonetheless, she failed. \u2022\t The identity of the attacker is known to the police. However\/Nevertheless, no name has been released. \u2022\t Test results indicate that, although our students can perform basic skills well, they are not doing well on critical thinking. \u2022\t The identity of the attacker is known to the police. A name has still not been released. \u2022\t George is very handsome. Yet, he is not popular with girls. \u2022\t My uncle is 70 years old now. Nonetheless, he maintains his interest in legal matters. \u2022\t I prefer city life, whereas John prefers country life. \u2022\t I prefer city life as opposed to country life. \u2022\t It\u2019s raining. Even so, we must go out. \u2022\t Even though I don\u2019t agree with him, I think he is honest. \u2022\t In spite of the importance of cognition, feeling and volition as functions of the mind, it is cognition, or thinking, which is the key to the other two. \u2022\t Despite his desperate need for money, he made no effort to economize.","208 Appendices Result \u2022\t as a consequence \u2022\t accordingly \u2022\t hence \u2022\t thus \u2022\t as a result \u2022\t consequently \u2022\t therefore \u2022\t for this reason \u2022\t He passed his exams. Therefore\/Thus\/Hence\/Accordingly\/Consequently, he had some good news to tell his parents. \u2022\t Professor Brown is an outstanding scientist. Hence, he is highly respected. \u2022\t He has been studying hard for a long time. Thus, he has made considerable progress. \u2022\t He lacks self-confidence. As a consequence, he is unlikely to be successful. \u2022\t The demand has increased sharply. Accordingly, the prices are higher now. Addition and Listing \u2022\t Also \u2022\t further \u2022\t furthermore \u2022\t besides \u2022\t moreover \u2022\t in addition \u2022\t first (firstly, first of all, to begin with, in the first place, for one thing) \u2022\t secondly (second, in the second place), for another thing \u2022\t thirdly (third, in the third place) \u2022\t finally, lastly, last of all \u2022\t Karl plays football Moreover\/Besides\/Also, he runs a restaurant. \u2022\t Heather writes short stories. In addition, she writes articles for a newspaper. \u2022\t To prepare his homework, Jack went through various history books. Furthermore, he took notes from several encyclopedias. \u2022\t During her spare time, Ayla practices the piano; in addition, she plays the violin. \u2022\t I prefer to buy fruits and vegetables in the open market because they are quite cheap there. Besides, they are much fresher than fruits and vegetables sold at the greengrocers\u2019. \u2022\t Living in a big city offers good job opportunities. Also, it provides good educational opportunities. \u2022\t Dustin does not have a gift for music. Moreover, he lacks motivation to practice music. Therefore, he can\u2019t become a good musician. \u2022\t Owning a car has some advantages. First (First of all\/Firstly\/To begin with), it gives you comfort. Secondly, it saves you a lot of time. Thirdly, it gives you great freedom of movement.","Academic Survival Skills I 209 Time \u2022\t at first \u2022\t in the meantime \u2022\t later \u2022\t afterwards \u2022\t then \u2022\t meanwhile \u2022\t I read the morning papers for a while. Afterwards, I took a shower. \u2022\t First pick up the receiver and then insert a coin into the coin-box. \u2022\t At first, I had great difficulty with grammar. Later, however, I was able to overcome these difficulties by studying hard. \u2022\t The party is Tuesday, but in the meantime I have to shop and prepare the food. \u2022\t They\u2019ll be here soon. Meanwhile, let\u2019s have coffee. Exemplification \u2022\t for instance \u2022\t for example \u2022\t to illustrate \u2022\t Women generally live longer than men. For instance, in the United States life expectancy for women is 75, while it is 73 for men. \u2022\t Earthquakes can be highly destructive. To illustrate, the earthquake which occurred in Erzincan in 1939 devastated the whole town, killing more than 35,000 people. Particularization \u2022\t in particular \u2022\t particularly \u2022\t specifically \u2022\t Shopping in small markets is quite advantageous. In particular, one can find specialty items that larger stores do not contain. \u2022\t We still needed to arrange several details for the trip. Specifically, we had to make plane and train reservations as well as decide on the final itinerary. Explanation \u2022\t that is to say \t \u2022\t namely\t \u2022\t in other words \u2022\t that is \t \u2022\t The brochure dealt with traveling in Morocco. That is \/ In other words\/ Namely, it discussed transportation, currency, and language.","210 Appendices \u2022\t The machinery was not impaired; that is, it wasn\u2019t damaged. \u2022\t Good readers should be able to read between the lines; that is, they should be able to make inferences (to draw conclusions) about information that is conveyed indirectly or given only partially. \u2022\t There is only one topic to discuss, namely, the question of discipline. \u2022\t As a child grows up, he\/she learns how to behave in ways which are appropriate to the society into which he\/she is born. That is to say, he\/she acquires the patterns of behavior which are accepted as normal in his\/her society. Similarity \u2022\t likewise \u2022\t correspondingly\t \u2022\t in the same way \u2022\t similarly \u2022\t by the same token \u2022\t Men must wear a jacket and a tie; similarly, women must wear a skirt or a dress, not trousers. \u2022\t She was late and I similarly was delayed. \u2022\t You can\u2019t teach navigation in the middle of a storm. Likewise, you can\u2019t build a system of values in the current educational climate. Emphasis \u2022\t in fact\t \u2022\t as a matter\t \u2022\t actually \u2022\t indeed\t \u2022\t of fact \t\t\t\t\t \u2022\t He is quite wealthy. In fact, he is one of the richest men in Turkey. \u2022\t I like reading. As a matter of fact, it is my favorite pastime. \u2022\t Andrew is a highly talented musician. Indeed, he has an extraordinary gift for music. Reformulation \u2022\t in other words \u2022\t to put it in a different way \u2022\t put differently \u2022\t He is a conservative. In other words, he favors the preservation of old institutions in their original form. \u2022\t Is there a cheaper solution? In other words, can you make a cheaper device?","Academic Survival Skills I 211 Correction \u2022\t rather \u2022\t to be more precise \u2022\t He is enjoying himself. Rather, he seems to be enjoying himself. \u2022\t This system must be improved. Rather, it must be thoroughly changed. Transition \u2022\t Regarding \u2022\t as for \u2022\t with respect to \u2022\t with regard to \u2022\t as to \u2022\t concerned \u2022\t as far as X is \u2022\t as regards \u2022\t Both David and Sean are my friends. Sean studies law at Harvard. As for David, he studies mechanical engineering. \u2022\t As far as comfort is concerned, a car is definitely much better than a bicycle. On the other hand, with respect to convenience, it is difficult to say the same thing. \u2022\t METU and ITU are similar in several respects (=ways). First, they are both technical universities. Secondly, they are alike as regards to the courses offered. \u2022\t The Sony stereo, which is $550, is much more expensive than the Grundig stereo, which is $440. However, as far as quality is concerned (With regard to\/As regards quality), the former is far better than the latter. Negative Condition \u2022\t or else \u2022\t otherwise \u2022\t I must leave now, or else I\u2019ll be late. \u2022\t You must study hard. Otherwise, you may fail. Summation\/Conclusion \u2022\t In summary \u2022\t in short \u2022\t to sum up \u2022\t to be brief \u2022\t in conclusion \u2022\t all in all \u2022\t in brief","212 Appendices \u2022\t This is our most disastrous and embarrassing defeat ever; in short, it is a fiasco. \u2022\t The system lacked originality, efficiency and ingenuity. In conclusion, it was a complete failure. Other Sentence Connectors \u2022\t after all: considering all the factors in the situation \t I don\u2019t think he should be punished for breaking the window. After all, he\u2019s only five years old. \u2022\t incidentally\/by the way (used to introduce an additional point that the speaker has just thought of) \t Some people, and incidentally that includes Robert, just won\u2019t look after themselves properly. \u2022\t above all: more than anything else \t He misses all of us, but he longs above all to see his family again. \u2022\t all the same: even so, nevertheless, in any case \t I like him; all the same, I don\u2019t trust him \u2022\t anyway, anyhow, in any case \t I wasn\u2019t asked; anyway\/anyhow\/in any case, I wasn\u2019t keen to go. \u2022\t instead (used to indicate contrast) \t Mary did not answer. Instead, she looked out of the taxi window. Adapted from: Alperer, S., E\u015fit, C., Noyes Pehlivano\u011flu, F., S\u0131\u011f\u0131nan, \u00d6., & Somuncuo\u011flu, Y. (2005). English for academic purposes I (Rev. ed.). In C. E\u015fit, & F. Noyes Pehlivano\u011flu (Eds.). Ankara: METU Press.","Appendix 3 PREFIXES AND SUFFIXES Prefixes MEANING EXAMPLE not atypical, amorphous, amoral PREFIX away from abstain, abnormal, abrupt a- an- toward, to adhere, adapt, administer ab-\t anteroom antecedent, antedate ad- before, in front of antipathy, antiseptic, antidote ante- opposite, against archangel, archenemy, archbishop anti- prime, chief automobile, automatic arch- Self befriend, beware, befuddled , belittle auto-; to cause, intensely benefit, benevolent, benefactor be- Well bigamy, bisect bene- two bi- circumnavigate, circumvent, circumscribe around, on all sides circum- convoy, conversation, confound collapse, collateral, collage con- with correlate, correspond, correct col- co-author, co-worker, co-exist cor- against, opposite contraband, contravene, contradict co- not, away from, down from contra- apart, away, not counterbalance, countermand, counteract twice fold, double counter through, completely descend, deflate, deviate apart, away, not diverge, diminish, dilute, divorce de- diagraph, dilemma, dichotomy di- di- diaper, diaphanous, Diaspora, diameter dia- diffuse, differ, difficult dif-","214 Appendices dis- apart, away, not distrust, disinterested, disorder en- make, create enact, entrust, engage epi- above, around, additional epicenter, epidemic, epidermis equi- Equal equilibrium, equinox equivalent ex- e- out from, former exit, excavate, ex-governor, egress, exhale extra- outside, beyond hetero- Different extrasensory, extravagant, extraordinary homo- Same Extremely heterosexual, heterogeneous hyper- below, beneath homogeneous, homosexual hypo- into not hyperbole, hyperventilate, hyperactive in- between, at intervals hypocrisy, hypotenuse, hypodermic im- Within inept, innocent, inhale il. motion inward imbalance, immoral, impel ir- large illiterate, illegal, illegible, illuminate ill, badly, bad, wrong irregular, irresponsible, irresolute, inter- big irradiate intra- Small intermittent, intervene intro- small, little intracellular, intramural wrong, wrongly, not introvert, introspective, introduce macro- single, one macro-organism, macrobiotics, Many macrocosm mal- New malfunction, malnutrition, malevolent mega- Not megalopolis, megaton, megaphone against micro- micro-organism microphone microscope mini- mis- miniskirt, minivan, minimal mono- misunderstanding, misuse, mistrust multi- neo- monologue, monophonic, monomania non- ob- multivitamin, multiplex, multisided neonatal, neophyte, neoclassical nonexistent, nonpayment, nonconformist obstinate, obscure, object","pan- all, whole, completely Academic Survival Skills I 215 para- beyond, outside, near pen- almost pan African, panorama, pandemic per- motion through, thoroughly parabola, paramilitary, paradox, peri- around, about, enclosing paramedic poly- many Peninsula, penultimate post- behind, after percolate, perfect, perceive pre- before, earlier, in front of Perimeter, periscope, periphery pro- forward, before, in favor of Polygamy, polyglot, polychrome proto- earliest, first, original posterity, posthumous, postscript re- back, again preconceived, premonition, predict retro- backwards propulsion, prologue, project se- aside, apart proto-American, protocol prototype semi- half, partly reappear, recapture, reclaim, return simil- like Retrospect, retroactive, retroflex, seclusion, secede, seduce sub- under, below semiannual, semicircle, semiprecious similar, simile subway, submarine, subnormal, submerge super- over, above, extra superimpose, supernatural, superfluous sur- above, additional survey, surtax, surface syn-,sym- Together synchronize, synthesis, sympathy tele- distant Telegraph, telepathy, television trans- across, over, through, beyond Transition, transcend, transgress tri- Three trillion, trilateral, trimester ultra- excessively, beyond ultramodem, ultraliberal, ultraviolet un- Not unattractive, unflattering, unimportant uni- One unique, uniform, unicameral one who takes the place of vice- another vice-consul viceroy vice-president","216 Appendices Noun Suffixes SUFFIX MEANING EXAMPLE -ance, -ence act of -ancy, -ency state of attendance, precedence, reliance, -age action, condition, collection hesitancy, presidency, consistency -ant, -ent one who, that which message, bondage, marriage, postage, -ar one who baggage -ary, -ory, one who, place where, study stimulant, participant, student, -ery, -ry of president -dom domain, condition of Bursar, liar, beggar -ee one who is secretary, library, history, -eer one who conservatory, winery, bakery, -er one who chemistry -ess one who (female) freedom, wisdom, kingdom -hood state of -ian one who employee, refugee, absentee -ics science, art, or practice of -ian, -ation, profiteer, racketeer, pamphleteer -sion, -tion state, action, institution -ism painter, receiver, baker -ist doctrine, point of view -ity one who, believer actress, poetess, lioness -ment state, quality -ness state, quality, act of boyhood, falsehood, manhood -ocracy state of -or system style of government beautician, musician, librarian -ship one who state, condition graphics, athletics, dramatics fixation, exploration, starvation, foundation, preservation, suspension, mannerism, idealism, realism segregationist, realist, cyclist sanity, rapidity, elasticity amazement, payment, embodiment fullness, shyness, sickness democracy, autocracy, plutocracy actor, governor, inspector friendship, dictatorship, membership","Academic Survival Skills I 217 Adjective Suffixes SUFFIX MEANING EXAMPLE -able, -ible capable of capable, edible, visible -al like, pertaining to criminal, practical, musical -ary, -ory connected with, engaged in ordinary, budgetary, compensatory -ed covered with, affected by wooded, clothed, blessed -en made of, resembling wooden, ashen, silken -ful full of, having useful, hopeful, successful -ic democratic, heroic, specific -ish like, pertaining to foolish, childish, selfish -ive active, explosive, sensitive -less without speechless, childless, harmless -like childlike, cowlike, statesmanlike -ly having the qualities of beastly, manly, worldly -oid spheroid, humanoid, paranoid -ous like, resembling courageous, ambitious, grievous -ward like, pertaining to awkward, backward, forward manner, position","218 Appendices Adverb Suffixes SUFFIX MEANING EXAMPLE -ly in a _____ manner happily, strangely, comically -ward(s) direction of movement in the manner of, backward(s), earthward, homeward -wise as far as _____ is concerned crabwise, clockwise, corkscrew-wise education-wise, weather-wise Verb Suffixes SUFFIX MEANING EXAMPLE -ate to cause, to make placate, indicate, irritate -en to become, to make deafen, ripen, widen -ify to cause, to make beautify, diversify, simplify -ize to cause, to make symbolize, hospitalize, publicize Taken from: Alperer, S., E\u015fit, C., Noyes Pehlivano\u011flu, F., S\u0131\u011f\u0131nan, \u00d6., & Somuncuo\u011flu, Y. (2005). English for academic purposes I (Rev. ed.). In C. E\u015fit, & F. Noyes Pehlivano\u011flu (Eds.). Ankara: METU Press.","Appendix 4 ROOTS ROOT MEANING EXAMPLE agr field, farm agronomy, agriculture anthro Man anthropoid, misanthrope aqua Water aquatic, aqueduct astro Star astrology, astronaut aud Hear auditorium, audience biblio Book bibliography, bibliophile bio Life biology, biography celer speed, hasten Celerity, accelerate chronos time chronicle, chronology cip, capt, cap take Capture, reciprocate cep, cept, ceive Take reception, conceive ced, cess, cede go, move along Success, proceed cid Kill Suicide genocide clud, clus close, shut seclusion, include cosmo World cosmonaut, cosmopolitan crat Power democrat autocrat cred believe, trust incredulous, credit cur, curr run Current, incur demo People democrat, demography dict Say contradict, diction duc, duct lead Abduct, induce, educate fac, fact make, do manufacture, factory fec, fect make, do infect, effect fer carry, bear infer, conference fict, fict make, do efficacious, fiction","220 Appendices flect Bend inflection, deflect frater Brother fratricide, fraternal fund, fus Pour effusive, refund gen, gener birth, race regenerate, generation geo Earth geology, geography glot Tongue glottal, polyglot gram Written grammar, telegram graph Write biography, autograph gress, grad go, step progress, gradual hydra Water hydrant, dehydrate ject, jact throw rejection, project jud Judgment judicious, judicial lect, leg read, choose collect, legend, elect log, logo, logy Study anthropology, chronology loq, loc speak locution, eloquent manu, mani hand manicure, manuscript mar Sea maritime, submarine mater Mother matriarch, maternal med Middle medium, intermediary min less, smaller minute, diminish \u201c mit, mis send, let go missile, missionary mort Death mortician, mortal mot, mob, mo start, move motivate, motion naut Sailor nautical, astronaut necro death necromancer, necropolis neuro nerve neurology, neurotic nom Name nominal, nomenclature nomo knowledge, law astronomy, autonomy pater Father patriotic, paternal patho ill, suffering pathology, pathetic ped, pod root tripod, pedal pend hang, weigh ponderous, depend philo Love philanthropist, philosophy phobo fear phobia, hydrophobia phone sound, voice telephone, phonology","photo Light Academic Survival Skills I 221 plex, pli, ply Fold plic Fold photography, photosynthesis poli city complexity, pliant, plywood port carry duplicate, complicate, implicate pos, pon place, put politician, cosmopolitan psych of the mind import, portable reg, rect rule, manage postpone, position rupt Break psychic, psychology scop watch\/look at direct, regulate scrib, scrip write disrupt, rupture spec, spic see, watch microscopic, telescope soph Wise inscribe, conscription sta, stat stand inspect, despicable stit sist to set up, establish philosophy, sophisticated tact, tang touch stable, station tend, tens, tent weaken, stretch constitution, insist ten, tain, tin hold, keep tangible, tactile typo image extend, tenuous vacu empty contain, tenacious ven Love typical, typewriter ven come vacuum, evacuate voca Call venerate, venereal vora eat, devour prevent, convene, intervene vocal, invocation veracious, carnivorous Taken from: Alperer, S., E\u015fit, C., Noyes Pehlivano\u011flu, F., S\u0131\u011f\u0131nan, \u00d6., & Somuncuo\u011flu, Y. (2005). English for academic purposes I (Rev. ed.). In C. E\u015fit, & F. Noyes Pehlivano\u011flu (Eds.). Ankara: METU Press.","Appendix 5 COMMONLY MADE MISTAKES TO BE AVOIDED Because\/Because Of The difference between because and because of is confusing for many students. The word because is generally followed by a sentence (subject + verb + object), while because of is followed by a noun or noun phrase. For example: \u2022\t Because the president arrived late, the members of the board decided to go home. \u2022\t Because of the president\u2019s late arrival, the members of the board decided to go home. Too\/Very Too has a negative meaning, whereas very has a positive meaning. Also, when too is used with an adjective, it is usually followed by or incorporates the meaning of to do something. For example: \u2022\t The questions in the exam were too difficult for the students (to answer). (negative meaning) \u2022\t The questions in the exam were very difficult for the students. (not necessarily impossible to answer) Affect\/Effect While affect is a verb, effect is a noun. Affect means \u2018to have an influence on\u2019, whereas effect is the influence itself. Effect is usually followed by the preposition on. For example: \u2022\t The economic crisis has had a negative effect on the university\u2019s budget. \u2022\t The economic crisis has negatively affected the university\u2019s budget. Concern\/Be Concerned With\/Be Concerned About Using different prepositions after the word concerned changes its meaning completely. Both concern (without a preposition!) and to be concerned with mean \u2018to address\u2019 or \u2018to be related to\u2019 and is used to show a connection between the subject and object. To be concerned about means to be worried about.","Academic Survival Skills I 223 For example: \u2022\t His research objective is concerned with the pattern of behavior between factory closings and suicide rates among former employees. \u2022\t His research objective concerns the pattern of behavior between factory closings and suicide rates among former employees. \u2022\t Her mother was concerned about her not eating properly. Aspect\/Respect When used to refer to different elements of or perspectives on a thing or idea these words are closely related, but not interchangeable. It is \u201cin all respects,\u201d not \u201cin all aspects.\u201d Similarly, one can say \u201cin some respects\u201d but not \u201cin some aspects.\u201d One says \u201cin this respect,\u201d not \u201cin this aspect\u201d One looks at all \u201caspects\u201d of an issue, not at all \u201crespects.\u201d For example: \u2022\t HTML is very useful, but it is only one ASPECT of publishing a good web site. In many RESPECTS, it is a good idea to learn JavaScript, PERL, CGI and other web languages, too. Criteria\/Criterion There are several words with Latin or Greek roots whose plural forms ending in A are constantly mistaken for singular ones. See, for instance, data and media. You can have one criterion or many criteria. Do not confuse them. To Be Used To\/Used To To be used to means \u2018to be accustomed to\u2019 and is followed by either a noun or an -ing verb (gerund). For example: \u2022\t I am used to coffee at breakfast. OR I am used to drinking coffee at breakfast. Used to means \u2018was a habit in the past\u2019 and can only be followed by an infinitive verb. For example: \u2022\t I used to drink milk at breakfast when I was in primary school. Double Negatives It is not true, as some assert, that double negatives are always wrong; but the pattern in formal speech and writing is that two negatives equal a mild positive: \u201che is a not untalented guitarist\u201d means he has some talent. Stick to one negative per sentence if you want to be clear.","224 Appendices Its\/It\u2019s lts shows possession just like his and her, whereas it\u2019s can only mean it is or it has. If you are not sure, substitute his for its and see if it is meaningful. Lack\/Be Lacking\/A Lack Of The basic verb form to lack is always directly followed by a noun without the preposition of. For example: \u2022\t The university lacks adequate accommodation facilities. The second verb form to be lacking can be followed by either a noun or the preposition in, but not of. For example: \u2022\t The university is lacking in adequate accommodation facilities. The noun form, lack, on the other hand, must be followed by of. For example: \u2022\t The university has a lack of adequate accommodation facilities. Face\/Be Faced With\/Come Face To Face With The verb to face should be followed by a noun without a preposition. For example: \u2022\t We finally faced the truth. To be faced is always followed by the preposition with. For example: \u2022\t He was faced with a great problem. Come face to face with means \u2018meet\u2019. For example: \u2022\t He came face to face with a friend he had been trying to avoid for a long time. Research\/Do Research The word research is always singular. In order to express that research was repeated or there were many different projects, the research should be used with another noun. For example, the research project or a research result. The verbs that you can use with research are DO, CARRY OUT or CONDUCT, but not MAKE. For example: \u2022\t This institute has done many research projects on marketing behavior.","Academic Survival Skills I 225 Other\/Another Another always precedes a singular noun. However, other precedes a plural noun. There is no such usage as an another or an other!! For example: \u2022\t \u2018Go and play with some other children\u2019 she said. \u2022\t We need another chair. Data\/Information\/Knowledge\/Homework\/Criteria Words like \u2018data\u2019 and \u2018criteria\u2019 are already in plural form and for this reason, do not take an \u2018-s\u2019 at the end. Writing \u2018datas\u2019 or \u2018criterias\u2019 is therefore not correct. Words like \u2018information\u2019, \u2018knowledge\u2019 and \u2018homework\u2019, on the other hand, are uncountable and so always used in singular form. Expressing them as \u2018homeworks\u2019, \u2018knowledges\u2019 or \u2018informations\u2019 is therefore erroneous. For example: \u2022\t As students, we certainly have some duties, such as attending classes, doing homework, reading books, writing and so on. In This Way Not \u2018by\u2019, but the preposition \u2018in\u2019 precedes this expression. In other words, we say \u2018in this way\u2019 and not \u2018by this way\u2019. \u2018By\u2019 can be used in the following way: \u2018by doing so \u2026\u2019 For example: \u2022\t In this way, he was encouraged to take an interest in school and was able to have \u2018pleasant\u2019 memories of his schooldays. OR \u2022\t By having the chance to learn about things he was interested in, he was encouraged to take an interest in school and was able to have \u2018pleasant\u2019 memories of his schooldays. Taken from: Alperer, S., E\u015fit, C., Noyes Pehlivano\u011flu, F., S\u0131\u011f\u0131nan, \u00d6., & Somuncuo\u011flu, Y. (2005). English for academic purposes I (Rev. ed.). In C. E\u015fit, & F. Noyes Pehlivano\u011flu (Eds.). Ankara: METU Press.","Appendix 6 A BRIEF GUIDE TO PUNCTUATION \t USED FOR EXAMPLES PUNCTUATION \uf0a7\t to indicate omissions in doesn\u2019t, won\u2019t Apostrophe \u2019 contractions \uf0a7\t to indicate possession Mary\u2019s, the Joneses\u2019 \uf0a7\t to indicate plurals of letters and 1870\u2019s p\u2019s and q\u2019s numerals Square \uf0a7\t to indicate comment or \u201cHe [Lincoln] was assassinated Brackets question in quoted material by a mad actor.\u201d [] \uf0a7\t to indicate comment or (Kuwait was liberated [was turned question within material in into a desolate battleground] by parentheses the U.N. forces in March, 1991). \uf0a7\t in writing clock time 9:15, 2:47, 17:09 \uf0a7\t to introduce a list We need the following items: soap, toothpaste, and hand lotion. Colon : \uf0a7\t after the names of speakers in a Joe: Will you come, Honey? dialogue Sue: Are you nuts? No way! \uf0a7\t before a formal quotation The tall speaker began: \u201cFour score and seven years ago....\u201d \uf0a7\t after salutations in formal or Dear Sir:","Academic Survival Skills I 227 \uf0a7\t after yes or no in a response Yes, we have no bananas. \uf0a7\t before the conjunction in a The oldest boy is going to school, and the youngest is going to compound sentence work. \uf0a7\t except when the clauses are He walked and she rode. short New Orleans, Louisiana, U.S.A. \uf0a7\t to separate the elements in an They live at 418 Cedar Street, Winnetka, Illinois address He was born on Tuesday, January 25, 1944, in Chicago. \uf0a7\t to separate the elements in a date \uf0a7\t to separate equivalent elements Watch the stocks of Kmart, Sears in a series and Roebuck, and Wal-Mart. \uf0a7\t to separate a speaker\u2019s words John asked, \u201cMay I leave?\u201d from the introductory Comma , statement \uf0a7\t to group large numbers into 9,121; thousands 1,268,421 \uf0a7\t to set off the name of a person Mary, take this ring. spoken to in direct speech \uf0a7\t to separate an introductory When the party was over, I clause from the sentence walked home. \uf0a7\t after a mild exclamation Well, I don\u2019t care. \uf0a7\t before and after an appositive George, a famous poet, spoke \uf0a7\t to separate a tag question from next. the rest of the sentence It\u2019s cold, isn\u2019t it? \uf0a7\t before and after a non- Punctuation, which is essential restrictive adjective clause for writing, seems complicated at first.","228 Appendices Dash \uf0a7\t to indicate an interruption or an We\u2019ll be in New York-at last- in an *\t a dash afterthought hour! I\u2019ll do it-at least, I\u2019ll try. needs a - space before & \uf0a7\t to indicate special emphasis in Give people what they want- after it place of a comma money, fame, and power. Exclamation Point ! \uf0a7\t to indicate strong feeling or Help! Watch out! emotion or for emphasis She said she\u2019d jump and she did! Hyphen person-to-person, matter-of-fact, \uf0a7\t in certain fixed expressions station-to-station Parenthesis twenty-one, ninety-nine, twenty- \uf0a7\t in writing out compound first, ninety-ninth numbers It\u2019s seven-thirty. It\u2019s one-fifteen. pre-Columbian, post-Roosevelt, - \uf0a7\t in expressions of clock time un-Christian \uf0a7\t in joining a prefix to a proper anti-intellectual, pre-existing, name post-temperance \uf0a7\t in joining a prefix to a noun whose first letter is the same as She invited the two men (they are the last letter of the prefix cousins) to the party. If it rains (it usually doesn\u2019t this \uf0a7\t to enclose remarks, comments, time of year), we\u2019ll postpone the ( ) explanations that interrupt the picnic. I want to be alone main thought \uf0a7\t at the end of a statement Period . \uf0a7\t after initials and abbreviations Mr. P.T. Barnum. \uf0a7\t to indicate cents\/decimals It\u2019s 7 p.m. $5.39;257.0932;.00906 Question Mark \uf0a7\t at the end of a direct question Where does it all end? ? You like to talk, don\u2019t you? \uf0a7\t after a tag question","Academic Survival Skills I 229 \uf0a7\t to enclose direct quotations \u201cCome here,\u201d Jim said. \uf0a7\t around titles of chapters \u201cThe Return to Witchwood\u201d Quotation \uf0a7\t articles in magazines or \u201cWood Stove Madness,\u201d Country Marks newspapers Journal \u201cMichelle, Ma Belle\u201d \u201cHurt Semicolon \u201c \u201d \uf0a7\t songs, poems Hawks\u201d Underlining \uf0a7\t radio and TV programs \u201cMusic from the Hearts of Space\u201d \u201cI Love Lucy\u201d and Italics \uf0a7\t with other punctuation, as follows: \u201cCome,\u201d he said. \u201cI\u2019m going.\u201d I said, \u201cI will;\u201d I followed. \u201cCan you see?\u201d he asked. Did I answer, \u201cNo?\u201d \uf0a7\t in a compound sentence without The singular form is \u201cmouse;\u201d the a connective plural form is \u201cmice.\u201d ; \uf0a7\t In sentences with two main The teacher was sick; therefore, clauses joined by a conjunctive the class was called off. adverb \uf0a7\t use underlining in handwritten or typed material and italics in printed material: -\t foreign phrases and words used And then, alors, there she was. in Cuidado,\u201d I warned myself, \u201cYou\u2019re a fool, but que, sera, sera. __ an English context -\t words emphasized I wanted three tickets, not four! -\t the names of ships, trains and Titanic. Orient Express, Constellation, Spirit of St. Louis Airplanes Taken from: Alperer, S., E\u015fit, C., Noyes Pehlivano\u011flu, F., S\u0131\u011f\u0131nan, \u00d6., & Somuncuo\u011flu, Y. (2005). English for academic purposes I (Rev. ed.). In C. E\u015fit, & F. Noyes Pehlivano\u011flu (Eds.). Ankara: METU Press.","Appendix 7 GRAMMAR FRAGMENTS Fragments are incomplete sentences. They lack a subject, full verb, or fail to state a complete thought. The term fragment is misleading because it suggests something short. However, even a long group of words can be a fragment: Sentences: Ann sings. She is seventeen. Fragments: Located by the side of the road just two miles from the main highway. (a phrase lacking a subject and verb) Worked and toiled for weeks to prepare a new budget before the annual meeting. (a verb phrase and complement lacking a subject) Kim working until midnight every weekend. (incomplete verb. Note: ing verbs can\u2019t stand alone) Because Sharon was angered by the voters\u2019 lack of support. (dependent clause. Note: Although there is both a subject and full verb, the statement does not express a full thought) Although writers sometimes intentionally write fragments in fiction for special effect, frag- ments should be avoided in formal academic, business, and technical writing. Strategies for Detecting and Revising Fragments: 1.\t Read your paper aloud, pausing after each period. Make sure all sentences have a complete subject and verb. Each sentence should express a complete thought. Fragments, especially dependent clauses, sound like introductions to unstated ideas. \t e.g. Before the Internet was developed. 2.\t Revise fragments in 3 ways: a.\t Add missing elements \t e.g. The house \/\\\\is completely filled with visitors and relatives.","Academic Survival Skills I 231 b.\t Turn dependent clauses into sentences by deleting subordinating elements. (usually the first word or words) e.g. Because \/\\\\The president failed to warn Congress. c.\t Connect fragments to related sentences. Often fragments are just that, pieces of another sentences you have accidentally broken off. \t e.g. Companies must provide day-care services to recruit employees \/\\\\who Who have preschool children. RUN-ON SENTENCES & COMMA SPLICES Run-on sentences and comma splices are incorrectly punctuated compound sentences. Compound sentences consist two or more independent clauses (simple sentences) joined by a comma and and, or, yet, but, so, for, nor, or by a semicolon. The following sentences are correctly punctuated. The teachers edited the magazine, and the students designed the illustrations. The runway is closed; it will reopen at noon. Run-ons occur when two sentences run together without the proper punctuation. The following sentences are run-on sentences: Administrators are struggling with budget cuts\/\\\\, and they hope private industry will donate computers. Patience is important in parenting\/\\\\; children are often defiant. Comma splices (also called \u201ccomma faults\u201d) occur when two sentences (independent clauses) are joined with a comma instead of a semicolon. In writing quickly, you may instinctively sense that two complete ideas should be separated but fail to use the proper punctuation: Sean Nelson served in the Navy, \/\\\\but he never learned to swim. Strategies for Detecting and Revision Run-ons and Comma Splices: 1.\t Read your sentences aloud. If they contain more than one complete idea or simple sentence, make sure the independent clauses are joined by a comma with and, or, yet, but, so, nor, for, or by a semicolon. 2.\t Revise run-ons and comma splices in 4 ways: a.\t Add missing elements. \t e.g. Technology is advancing \/\\\\, and humanbeings invent new things every day. b.\t Determine if you have used a comma instead of a semicolon. To determine if you need a semicolon, follow these steps: -\t Read the sentence aloud. Does it sound like more than one complete idea? Are independent clauses properly joined? -\t If a comma seems to join two independent clauses, asks yourself if you can replace the comma with a period and see whether you have a complete sentence on the left and on the right.","232 Appendices c.\t Revise the wording of the sentence. It may be better to stress the relationship between the clauses by making one of them dependent. \t e.g. Because human beings invent new things every day technology is advancing rapidly. d.\t Separate the independent clauses to form two or more simple sentences. \t E.g. Creditors were demanding payment, \/\\\\and employees were threatening to strike\/\\\\. Franklin Motors declared bankruptcy. e. \t Read your revisions aloud. FAULTY PARALLELISM When you write about pairs or lists, the words or phrases must match. In other words, they have to be all nouns, all adjectives, all adverbs, or all verbs in the same form: Nancy is bright, creative, and funny. (adjectives). This author writes clearly, directly, and forcefully. (adverbs). Reading and calculating are critical skills for many students. (gerunds). She should lose weight, stop smoking, and limit her intake of alcohol. (verbs matching with should). Mistakes with parallelism are easy to make. It is sometimes difficult to keep the list of ideas in the same format. The concert was loud, colorful, and many people \/\\\\well attended. (the adjective well attended matches with the adjectives loud and colorful.) John failed to take notes, refused to attend class, and his \/\\\\wrote an unreadable final exam is unreadable. (the verb wrote matches the verb phrases failed to take and refused to.) Quitting smoking and \/\\\\ exercising daily exercise are important. (exercising and quitting are both gerunds.) Strategies for Detecting and Revising Faulty Parallelism Examine any sentences that include pairs or lists of words or phrases to make sure that they ar parallel by applying this sample test: 1.\t Read the sentence and locate the pair or list. 2.\t Make sure each item matches the format of the basic sentence by testing each item. \t\t Example 1: \t Students should read directions carefully, write down assignments accurately, and take notes. \t Students should read directions carefully \t Students should read directions \t Students should take notes \t (Each item matches Students should\u2026)\t This sentence is parallel.","Academic Survival Skills I 233 \t\t Example 2: \t Computer experts will have to make more precise predictions in the future to reduce waste, create more accurate budgets, and public support must be maintained. \t Computer experts will have to make more precise\u2026 \t Computer experts will have to create more accurate\u2026 \t Computer experts will have to public support must be\u2026(this item does not link with will have to.) \t This sentence is not parallel. A Tip on Parallelism In many cases, it is difficult to revise long sentences that are not parallel: \t To build her company, Shireen Naboti is a careful planner, skilled supervisor, recruits talent carefully, monitors quality control, and lobbyist for legal reform. If you have trouble making all the elements match, it may be simpler to break it up into two or even three separate sentences. \t To build her company, Shireen Naboti is a careful planner, skilled supervisor, and lobbyist for legal reform. In addition, she recruits talent carefully and monitors quality control. The first sentence contains the noun phrases; the second consists of the two verb phrases. Remember, it is often easier to create two short parallel lists than one long one. SUBJECT-VERB DISAGREEMENT Although matching singulars and plurals appears easy in simple sentences, choosing the right verb can be challenging in longer and complicated structures. Many words can be singular or plural depending on context. Long nouns phrases can easily be misread and assigned the wrong verb form. There are eight common situations that present problems for writers: 1.\t Nouns ending in s: Many words that appear plural because they end with s are in fact singular: \t Singular: mathematics, physics, economics \t Words like statistics can be singular or plural: \t Singular: Statistics requires a keen sense of logic. \t Plural: These statistics about homelessness are alarming. 2.\t Collective or group subjects: \u2022\t Collective nouns and phrases are singular when they act as a unit: \t United Technologies appears to be gaining market share. (United Technologies is a single corporation.) \t The jury deliberates this weekend. (The twelve members act as a unit.) \t Five dollars is not enough for lunch. (a single amount of money) \u2022\t Collective or group nouns are plural when items in the group act separately: \t Five dollars were spread on the table. (individual dollar bills)","234 Appendices 3.\t Subjects joined by and: \u2022\t Subjects linked by and are plural if they refer to two separate items: \t My mother and father are going to Florida. \t His intelligence and hard work are admirable. \u2022\t Subjects linked by and are singular if they refer to a single item: \t My friend and partner is a skilled designer. (a single person) \t Her drinking and driving is very disturbing. (a single action) 4.\t Subjects joined by either\u2026or: The words either and or indicate that one or the other subject, but not both, is linked to the verb. \u2022\t If both subjects are singular, the verb is singular: \t My father or mother is driving us to the airport. (Only one parent will drive.) \u2022\t If both subjects are plural, the verb is plural. \t Parents or teachers supervise the playground. \u2022\t If one subject is singular and the other is plural, the verb agrees with the subject nearer the verb. \t Either the letters or the package is insured. \t Either the package or letters are insured. 5.\t Inverted word order or There + verb constructions: In some sentences the normal word order is inverted so that the verb comes before the subject. In other instances such words as there, here, when, how, what, which, and who begin constructions that can be singular or plural: Singular:\t There goes my best friend. \t \t What is your problem? \t \t He is a person who loves money. \t \t When is she coming? Plural:\t There go my best friends. \t \t What are your problems? \t \t He is one of those who love money. 6.\t Indefinite pronouns: \u2022\t The words anybody, anyone, someone, each, either; and everybody are singular. Singular:\t Everybody is encouraged to participate. \t\t Someone travels downtown every day. \u2022\t The words all, any, some, none, most, and half can be singular or plural, depending on the noun preceding the verb:","Academic Survival Skills I 235 Singular:\t All of the money is missing. \t\t Some of the snow still remains on the field. \t\t Half of my income depends on the bonuses. Plural: \t All of the books are missing. \t\t Some of the children remain on the field. \t\t Half of the stores close early on Sunday. 7.\t Subjects with possessive forms: Subjects that include a possessive form can be easily misread: Singular:\t The parents\u2019 main concern is school security. (concern is the subject, not parents\u2019.) \t The European\u2019s love for American music is well-known. (love is the subject, not Europeans\u2019) Plural:\t Paul\u2019s clothes are stylish. (clothes is the subject, not Paul\u2019s) \t Kim\u2019s books are overdue. (books is the subject, not Kim\u2019s)\t\t Strategies for Overcoming Problems with Subject-Verb Agreement 1.\t Recognize sentences that may pose problems-sentences with compound subjects, collective nouns, either\u2026or constructions, or inverted word order.\t 2.\t Read sentences out aloud to appreciate their meaning. In a few instances, agreement problems will stand out when spoken. 3.\t Locate the verbs. 4.\t Ask who or what is associated with the verb\u2019s action or linked to the subject. The answer will be the subject. \t In some instances, you may have created a long or awkward sentence that should be restated rather than simply repaired. Consider your ideas and express them using different constructions that will avoid agreement errors and state your ideas more clearly. PRONOUN DISAGREEMENT Pronouns must agree or match with the nouns or pronouns they represent. 1.\t Pronouns should agree in number and gender with nouns they represent. \t Bill took his time. \t The children called their mother. \t 2.\t Compound nouns require plural pronouns: \t Both the students and the teachers argue that their views are not heard. \t Tom and Nancy announced that they plan to move to Colorado next year.","236 Appendices 3.\t Collective nouns use singular or plural pronouns: Singular: \tThe cast played its last performance. (The cast acts as one unit.) Plural:\t The cast had trouble remembering their lines. (cast members act independently.)\t 4.\t Be careful with either\u2026or constructions: The words either and or indicate that one noun or the other, but not both, is linked to the verb. \u2022\t If both subjects are singular, the pronoun is singular: \t Either the city council or the country board will represent its budget. \u2022\t If both subjects are plural, the pronoun is plural. \t The board members or the city attorneys will present their report. \u2022\t If one subject is singular and the other is plural, the pronoun agrees with the nearer noun. \t Either the teacher or students will present their findings to the principal. 5.\t Avoid shifts in person or point of view: Pronouns should maintain the same person or point of view in a sentence, avoiding awkward shifts. Awkward shift: To save money, consumers should monitor their (third person) use of credit cards to avoid getting over your (second person) head in debt. Revised: To save money, consumers should monitor their use of credit cards to avoid getting over their heads in debt. 6.\t Be careful with indefinite pronouns. \u2022\t Singular indefinite pronouns (anybody, anyone, everybody, everyone, nobody, no one, each, somebody, someone, and one) agree with singular pronouns. \t Anybody can bring his or her tax return in for review. \t Everybody is required to do the test himself or herself. \u2022\t Many is used with a plural pronoun. \t If many are unable to attend the orientation, make sure to call them. \u2022\t Indefinite pronouns like some may be singular or plural depending on context \t Some of the ice is losing its brilliance. \t Some of the children have lost their pencils. Strategies for Avoiding Sexism in Pronoun Use Singular nouns and many indefinite pronouns refer to individuals who may be male or female. Trying to include both men and women, however, often create awkward constructions: e.g. If a student has a problem, he or she should contact his or her adviser. In editing your writing, try these strategies to eliminate both sexism and awkward pronoun use:","Academic Survival Skills I 237 1.\t Use plurals. e.g. If students have problems, they should contact their advisers. 2.\t Revise the sentence to limit or eliminate the need for pronouns: e.g. Students with problems should contact advisers. Advisers assist students with problems. Strategies for Using Pronouns 1.\t Avoid constructions in which a pronoun could refer to more than one noun or pronoun, creating alternative interpretations. Unclear: \t Nancy was with Sharon when she got the news. \t (Who received the news-Nancy or Sharon?) Revised:\t When Sharon received the news, she was with Nancy. \t2.\t Replace pronouns with nouns for clearer references. Unclear: \t The teachers explained to the students why they couldn\u2019t attend the ceremony. \t (Who cannot attend the ceremony-teachers or students?) Revised: \t The teachers explained to the students why faculty couldn\u2019t attend the ceremony. \t The teachers explained to the students why children couldn\u2019t attend the ceremony. 3.\t Avoid unclear references when using this, that, it, which, and such. Unclear: \t Many people think that diets are the only way to lose weight. This is wrong. Revised: \t Many people mistakenly think that diets are the only way to lose weight. Unclear: \t Sharon used a company car and drove to the airport, which was illegal. Revised: \t Sharon illegally used a company car and drove to the airport. 4.\t Avoid awkward use of you. You is acceptable for directly addressing readers. Avoid making awkward shifts in general statements. Awkward: \t Dieting can give you stress. Revised: \t Dieting can be stressful. AWKWARD PHRASING Awkward phrasing is caused by breaking basic sentence patterns, omit necessary words or use words incorrectly. Like clich\u00e9s, awkward sentences might sound acceptable when spoken, but in writing, they are usually unacceptable. Awkward: There should be great efforts in terms of the communication between teachers and their students. Revised: Teachers and their students must communicate.","238 Appendices WORDINESS Good writing is concise writing. Do not use ten words if you can say it better in five. \u201cIn today\u2019s society\u201d is not as effective as \u201ctoday,\u201d and it is a clich\u00e9. \u201cAt this point in time\u201d could be \u201cpresently\u201d or \u201cnow.\u201d Another kind of wordiness comes from saying something twice. There is no need to write \u201cMy personal opinion\u201d, for example, because anyone\u2019s opinion is personal. Another reason for wordiness is using expressions that add nothing to the meaning of the sentence. \u201cThe point is that we cannot afford it\u201d says no more than \u201cWe cannot afford it.\u201d Wordy: The construction company actually worked on that particular building for a period of six months. Revised: The construction company worked on that building for six months. Clear and Concise Sentences Redundancies: Redundant wording consists of saying the same thing twice (or more than twice), using different words each time. Cut and rewrite redundancies. Redundant:\t We left for Los Angeles at 10:00 p.m. at night. Concise:\t We left for Los Angeles at 10:00 p.m. Redundant:\t My brother is a man who always pays his bills. Concise:\t My brother always pays his bills. Needless Repetition: Repeating a word or a phrase can weaken a sentence unless you are intentionally trying to emphasize the idea. Cut and rewrite needless repetition. Repetitive: \t My favorite picture is the picture of our house in New Port Beach. Concise: \t My favorite picture is the one of our house in New Port Beach. Repetitive: \t When my sister called me on the telephone at two o\u2019clock this morning, I told her that two o\u2019clock in the morning was too early in the morning for her to call on the telephone. Concise: \t When my sister phoned me at two o\u2019clock this morning, I told her that she should not be calling so early. Adapted from: Connelly, M. (2007). The Sundance writer: A rhetoric, reader, handbook (3rd ed.). Boston: Thomson Wadsworth. McDonald, S., & Salomone, W. (2004). The writer\u2019s response: A reading-based approach to college writing (3rd ed.). Boston MA: Thompson\/Wadsworth. Wilson, P., & Glazier, T. F. (2007). The least you should know about English. Boston: Thomson Wadsworth.","Appendix 8 STUDY SKILLS - KEY UNIT 1 TASK 1 Selin has to reread the same material a couple of times because she is a PASSIVE reader, who does not employ the strategies that might help her become an ACTIVE reader. TASK 2 \u2022\t Why do football players watch videos of their opponents\u2019 games before the game? \tAnswer: To prepare a plan of attack \u2022\t Why do drivers and other travelers ask for directions or look at road maps before traveling? How else can people find directions to their destinations? \tAnswer: To make a plan or map a direction \u2022\t Why do people read film reviews in the newspaper before going to the movies? How else can they get information about the films they are planning to see? \tAnswer: To create a course of action to use their time wisely TASK 4 1.\t Yes 2.\t Yes 3.\t Yes 4.\t No 5.\t Yes 6.\t Yes","240 Appendices TASK 5 He does not know when to speed up or when to slow down and reads every material at the same speed. As a result, he has time management problems. He needs to practice the techniques (previewing, skimming, scanning, and speed reading) to help him read faster and better. UNIT 2 TASK 1 Cem\u2019s highlighting is more effective than Esin\u2019s, because he highlighted only most important parts which are vital to understand the text. Thus, he will spend less time studying the material. TASK 2 He uses tech. for technology, avg. for average, African \u2013 Amer. & Hisp. < avg. to mean African- American and Hispanic usage rates are lower than average. UNIT 4 TASK 1.\t c 2.\t d 3.\t c 4.\t c 5.\t b","Bibliography For the Reading Texts Unit 1: Your Masterpiece \u2013 Yourself Cashmore, E. (2006). Celebrity \/ Culture. New York: Routledge. Unit 1: Change of Face\u2026Change of \u201cSelf \u201d Neimark, J. (2006, March 27). Change of face\u2026 Change of fate. Psychology Today, article ID 1497, Retrieved January 29, 2008, from http:\/\/psychologytoday.com\/articles\/ Unit 2: Online Identities Else, L. (2006). I\u2019ll have to ask my friends. New Scientist, 191(2569), 19-30. Turkle, S. (2004, January 30). How computers change the way we think. The Chronicle Review. Retrieved January 15, 2008, from http:\/\/chtronicle.com\/weekly\/v50\/i21\/21b02601.htm Wood, A.F., & Smith, M.J. (2001). Online communication: Linking technology, identity and culture. London: Lawrence Erlbaum Associates. Unit 2: This is Your Space Gefter, A. (2006). This is your space. New Scientist, 191(2569), 36-40. Wood, A. F., & Smith, M. J. (2001). Online communication: Linking technology, identity and culture. London: Lawrence Erlbaum Associates. Unit 3: The Future of Reading in Online Revolution Levy, S. ( 2007, November\u00a017). The future of reading. Newsweek. Retrieved January 26, 2007, from http:\/\/www.newsweek.com\/id\/7098 Unit 3: Viewers Reveal Changing TV Viewing Habits Borland, J., & Hansen, E. (2007). The TV is dead. Long live the TV. Retrieved February 5, 2008, from http:\/\/www.wired.com\/entertainment\/hollywood\/news\/2007\/04\/tvhistory_0406 Dickins, H. (2006). Viewers reveal changing TV habits. Retrieved February 2, 2008, from http:\/\/ news.bbc.co.uk\/1\/hi\/entertainment\/6180138.stm Unit 4: Kids Today Kulman, K. (2004). Kid power. U.S News & World Report, 46-52. Riecken, T. (1997). Moral inertia in an accelerated culture. Emergency Librarian, 24, 26-28, Retrieved June 22, 2006, from http:\/\/web.ebscohost.com Unit 4: It\u2019s Time to Grow Up \u2013 Later Jayson, S. (2007). It\u2019s time to grow up \u2013 later. In D. George, & J. Trimbur (Eds.), Reading culture: Contexts for critical reading and writing (pp. 84-87). New York: Pearson-Longman.","Bibliography Aaron, J. E. (1990). The compact reader: Subject, styles, and strategies. Boston: Bedford Books of St. Martin\u2019s Press. Adams, M. (2007). Self and social change. London: Sage Publications. Adubato, S. (2007). \u2018Reality\u2019 TV leaves out reality of plastic surgery. Retrieved February 26, 2008, from http:\/\/today.msnbc.msn.com\/id\/20068105\/ Aktar, C. (2006).Let\u2019s see what EU is good for in protecting environment. Retrieved April 4, 2008, from http:\/\/www.turkishdailynews.com.tr\/article.php?enewsid=41701 Alderson, A. (1985). The Oxford English \u2013 Turkish dictionary. Oxford: Oxford University Press. Alperer, S., E\u015fit, C., Noyes Pehlivano\u011flu, F., S\u0131\u011f\u0131nan, \u00d6., & Somuncuo\u011flu, Y. (2005). English for academic purposes I (Rev. ed.). In C. E\u015fit, & F. Noyes Pehlivano\u011flu (Eds.). Ankara: METU Press. ASPS study proves plastic surgery reality TV shows directly influence patients to have surgery. (2007). Retrieved February 2, 2008, from http:\/\/www.plasticsurgery.org\/media\/press_ releases\/Plastic-Surgery-Reality-Shows-Directly-Influence-Patients-Decisions.cfm Atkinson, R. H., & Longman, D. G. (2003). Reading enhancement and development (7th ed.). Boston: Thomson Heinle Baccal, A. (n.d.). [Cartoon]. Retrieved April 15, 2008, from http:\/\/www.cartoonstock.com Ba\u011fc\u0131, A., S\u0131\u011f\u0131nan, \u00d6., Tarak\u00e7\u0131o\u011flu, B., & Tarhan, \u015e. (2005). English for academic purposes II. Ankara: METU Press. Ba\u011fc\u0131, A., Music, E., S\u0131\u011f\u0131nan, \u00d6., Tarak\u00e7\u0131o\u011flu, B., & Tarhan, \u015e. (2006). English for academic purposes II (2nd ed.). Ankara: METU Press. Bailey, S. (2006). Academic writing: A handbook for international students (2nd ed.). Oxon: Routledge. Baudoin, E. M., Bober, E. S., Clarke, M. A., Dobson, B. K., & Silberstein, S. (1993). Reader\u2019s choice (2nd ed.). Michigan: The University of Michigan Press. Beale, A. M. (2007). Success skills: Strategies for study and lifelong learning. (3rd ed.). Ohio: Thomson South-Western. Becoming. (n.d). Retrieved March 15, 2008, from http:\/\/www.tv.com\/becoming\/show\/8828\/ summary.html Bell, D. (2006). Science, technology and culture. Berkshire: Open University Press. Bennett, J., & Beith, M. (August 15, 2007). Alternate universe. Retrieved February 15, 2008, from http:\/\/www.newsweek.com\/id\/32824 Borland, J., & Hansen, E. (2007). The TV is dead. Long live the TV. Retrieved February 5, 2008, from http:\/\/www.wired.com\/entertainment\/hollywood\/news\/2007\/04\/tvhistory_0406 Bozell, B. (March 9, 2007). The numbers on moral decline. Townhall Magazine, Retrieved April 1, 2008, from http:\/\/www.townhall.com\/columnists\/BrentBozellIII\/2007\/03\/09 Callan, J. (2006). I had a tattoo on my bum 13 years ago - and I\u2019ve regretted it ever since. Retrieved April 12, 2008, from http:\/\/www.dailymail.co.uk\/pages\/live\/femail\/article. html Camosun College. (2005). Choosing a method of development. Retrieved April 12, 2008, from http:\/\/rbigausk.disted.camosun.bc.ca\/6methodsofdev6.htm","Bibliography 243 Casavant, V. R. (2005). Catman\u2019s transformation raises concerns over extreme surgery. Retrieved January 18, 2008, from http:\/\/seattletimes.nwsource.com\/html\/ localnews\/2002441727_catman16.html Cashmore, E. (2006). Celebrity \/ Culture. New York: Routledge. Chaz, J. (2008). What happened to our children\u2019s social skills? Retrieved April 17, 2008, from http:\/\/chaz11.blogspot.com\/2008\/03\/what-happened-to-our-childrens-social.html Cihan, N., \u00c7avu\u015fo\u011flu, C., & \u015eahin, V. (2003). Read to comprehend, write to react I. Ankara: METU Press. Connelly, M. (2007). The Sundance writer: A rhetoric, reader, handbook (3rd ed.). Boston: Thomson Wadsworth. Cortina, J., & Elder, J. (2004). New worlds: An introduction to college reading (2nd ed.). New York: The McGraw-Hill Companies Inc. Curry, M. (2004). Ethics in the workplace. Retrieved April 4, 2008, from http:\/\/www.business- marketing.com\/store\/article- businessethics.html Dickins, H. (2006). Viewers reveal changing TV habits. Retrieved February 2, 2008, from http:\/\/news.bbc.co.uk\/1\/hi\/entertainment\/6180138.stm Diesslin, R. (2005, December 1). Pig plastic surgery. [Cartoon]. Retrieved April 15, 2008, from http:\/\/www.londonstimessuperstore.com Diestler, S. (2001). Becoming a critical thinker: A user-friendly manual (3rd ed.). New Jersey: Prentice Hall. Doctors slam plastic surgery TV. (2004). Retrieved February 1, 2008, from http:\/\/news.bbc. co.uk\/1\/hi\/entertainment\/3700685.stm Dr.90210. (n.d). Retrieved March 15, 2008, from http:\/\/en.wikipedia.org\/wiki\/Dr._90210 Dziemianowicz, J. (2004). \u2018Famous face,\u2019 dangerous trend. Retrieved February 2, 2008, from http:\/\/www.nydailynews.com\/archives\/lifetsyle\/2004\/04\/01\/2004-04-01 Echeat. (2006). Reflection on the values and importance of mothers. Retrieved May 23, 2008, from http:\/\/www.echeat.com\/essay.php?t=29040 Edmonds, A. G., & Yayli, M. (1984). Redhouse dictionary. Istanbul: Redhouse Publication. Else, L. (2006). I\u2019ll have to ask my friends. New Scientist, 191(2569), 19-30. Extreme makeover. (n.d). Retrieved March 15, 2008, from http:\/\/en.wikipedia.org\/wiki\/ Extereme_Makeover Farrell, G. (2001). The changing faces of virtual education. Retrieved April 2, 2008, from http:\/\/ www.col.org\/colweb\/site\/pid\/3335. Flemming, L. (2000). Reading for thinking (3rd ed.). Boston: Houghton Mifflin Company. Food and Nutrition Service. (n.d). Teaching good food habits. Retrieved May 08, 2008, from http:\/\/www.fns.usda.gov\/tn\/Resources\/Nibbles\/teaching_habits.pdf Fragiadakis, H. K., & Maurer, V. (2000). Tapestry listening & speaking 4. Boston: Heinle & Heinle Publishers. Fran, O. (n.d.). [Cartoon].Retrieved April 15, 2008, from http:\/\/www.francartoons.com Friedman,N. ( n.d.). The Hype on Hybrid Cars. Retrieved April 5,2008, from http:\/\/www.newdream.org\/newsletter\/hev.php Gallozzi, C. (n.d.). Improve self image. Retrieved February 20, 2008, from http:\/\/www.personal- development.com\/chuck\/self-image.htm Gefter, A. (2006). This is your space. New Scientist, 191(2569), 36-40.","244 Bibliography Geser, H. (2007). Me, myself, and my avatar. Retrieved February 15, 2008, from http:\/\/socio.ch\/ intcom\/t_hgeser17.htm Graphic organizers. (n.d.). Retrieved May 12, 2008, from http:\/\/www.writedesignonline.com\/ organizers\/ Greene, J. (2008). Should teenagers have plastic surgery? Retrieved April 12, 2008, from http:\/\/ezinearticles.com\/?Should-Teenagers-Have-Plastic-Surgery?-Teen-Cosmetic- Surgery&id=976718 Goddard, C. (n.d.). [Cartoon].Retrieved May 3, 2008, from http:\/\/www.cartoonstock.com Hartog, A. P., Staveren, W. A., Brouwer, I. D. (2006). Food habits and consumption in developing countries. Retrieved May 08, 2008, from http:\/\/www.wageningenacademic. com\/foodhabits Heath, J & Potter, A. (2002). The rebel sell. Retrieved May 08, 2008, from http:\/\/www. thismagazine.ca\/issues\/2002\/11\/rebelsell.php Hill, J. (1997). LTP dictionary of selected collocations. Hove: Language Teaching Publications. How did home economists influence American consumer culture? (n.d). Retrieved May 08, 2008, from http:\/\/rmc.library.cornell.edu\/homeEc\/cases\/consumer.html I want a famous face. (n.d). Retrieved March 15, 2008, from http:\/\/en.wikipedia.org\/wiki\/I_ Want_a-Famous_Face Interactive music players: Can they change the way we listen to music? (n.d). Retrieved May 08, 2008, from, http:\/\/www.download3k.com\/Press-Interactive-Music-Players-Can-They- Change-the.html Jarvis, J. (2006). Retrieved March 15, 2008, from http:\/\/www.buzzmachine.com\/2006\/05\/19\/the- book-is-dead-long-live-the-book Jayson, S. (2007). It\u2019s time to grow up \u2013 later. In D. George, & J. Trimbur (Eds.), Reading culture: Contexts for critical reading and writing (pp. 84-87). New York: Pearson- Longman. Keller, E., & Warner, S. T. (1988). Conversation gambits: Real English conversation practices. Hove: Language Teaching Publications. Keneally, L. (2004). Virtual identities. Retrieved February 15, 2008, from http:\/\/wiki.media- culture.org.au\/index.php\/Virtual_Identities Khurana, S. (Ed.). (2003). A select collection of quote: Change. Retrieved April 8, 2008, from http:\/\/quotations.about.com\/cs\/inspirationquotes\/a\/Change6.htm Kuharski, M. A. D. (1993) A love of family affairs. In G. Goshgarian (Ed.), The Contemporary Reader (pp. 56-58). New York: Harper Collins College Publishers. Kulman, K. (2004). Kid power. U.S News & World Report, 46-52. Levy,S. (2007, November\u00a017). The future of reading. Newsweek.Retrieved January26, 2007, from http:\/\/www.newsweek.com\/id\/7098 Lewis, C & Fabos, W. (2005). Instant messaging, literacies and social identities. Reading Research Quarterly, 40 (4), 470-501. Literary terms. (n.d.). Retrieved May 2, 2008, from http:\/\/www.Orangeusd.k12.ca.us\/yorba\/ literary_elements.htm Lorenz, M. (2007). Are you obsessed with your job? Retrieved May 08, 2008, from http:\/\/www. cnn.com\/2007\/LIVING\/worklife\/09\/17\/cb.toomuch.work\/index.html Longman Corpus Network. (Ed.). (1995). Longman dictionary of contemporary English. Essex: Longman Group Ltd. McDonald, S., & Salomone, W. (2004). The writer\u2019s response: A reading-based approach to college writing (3rd ed.). Boston MA: Thompson\/Wadsworth.","Bibliography 245 McGrath, T. (n.d.). Bad parents. Retrieved May 23, 2008, from http:\/\/www.phillymag.com\/ articles\/bad_parents\/page3 McWhorter, K. T. (2007). Academic reading (6th ed.). New York: Pearson Longman. Michaels, P. A. (2006). American recycling habits. Retrieved May 08, 2008, from http:\/\/ greennature.com\/article2601.html Micro-Star Int\u2019l Co.,Ltd. (2008). 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