ERW 2 BOOK 3_2016

1006236: ENGLISH READING AND WRITING 27. Personal attack This error arises when you attack a person rather than an argument. For example,the following statement does not have sound reasoning because the writer attacksProfessor Blake’s lameness instead of his administrative incompetence. Professor Blake cannot be a good department chair because he is lame in his left leg. In short, if you are aware of all these logical errors, you can decide whether youwant to trust the information or not. On the other hand, if you are writing an article or anargumentative essay and trying to make a valid argument, you should avoid these logicalerrors. As a result, you can successfully persuade your readers to agree with your ideas.8. Slippery slope = The arguer claims that a sort of chain reaction, usually ending insome dire consequence, will take place.Animal experimentation reduces our respect for life. If we don’t respect life, we are likelyto be more and more tolerant of violent acts like war and murder. Soon our society willbecome a battlefield in which everyone constantly fears for their lives. It will be the endof civilization. To prevent this terrible consequence, we should make animalexperimentation illegal right now.Since animal experimentation has been legal for some time and civilization has not yetended, it seems particularly clear that this chain of events won’t necessarily take place.A simpler example for slippery slopeWe should not allow young children to use an iPad because if we do, they will becomeaddicted and use it in a wrong way. If they do so, they will have poor grades and dropout of school soon. Worse than that, they will get deceived by a stranger on the Internet,who will sell them in a sex slavery ring in some other countries. Therefore, we shouldban the use of the iPad in young children’s classes.9. Either/Or Reasoning: the author is unwilling to consider a complex situation/problemin many different ways, but only two. The either-or fallacy offers only two alternativeswhen more ways exist.All young people today should graduate from a university; otherwise, they will becomeunemployed.In fact, many jobs do not require a university degree.10. Hasty Generalization: The author draws a conclusion from too little information. Page 51 of 120

1006236: ENGLISH READING AND WRITING 2Two out of three patients who were given green tea before bedtime reported sleepingmore soundly. Therefore, green tea may be used to treat insomnia. This conclusion is made too fast and can be wrong; The author needs more evidenceor larger group of patients to support his or her conclusion.11. False Analogy = Comparing one person, event or thing to another when it ismisleading or confusingOld Joe Smith would never make a good president because an old dog can’t learn newtricks” is a false analogy. Joe Smith isn’t a dog. Also, learning the role of a presidentcannot be compared to a dog’s learning tricks.12. Oversimplification: a person assumes that there is one cause of a complex problemor situation.Many first year university students have dropped out,obviously, because the teachers arenot doing their jobs. In fact, there are several factors that lead to a school failure. Oversimplifying thecomplex problem (educational problems) like this can be considered untrustworthybecause many people know that there are other factors that affect these students’learning, such as social reasons, health problems, and financial problems.13. Appeal to tradition: a fallacy that occurs when it is assumed that something is betteror correct simply because it is older, traditional, or always has been done.Marriage has traditionally been between a man and a woman; therefore, gay marriageshould not be allowed.Something that was acceptable in past cultures and times is not necessarily acceptabletoday, for example, sexism, slavery, and corporal punishment. Page 52 of 120

1006236: ENGLISH READING AND WRITING 2Exercise: Identifying Logical FallaciesInstructions: Each sentence below has one of the following fallacies. Identify it. a. Sweeping generalization b. Bandwagon appeal c. Post hoc, ergo propter hoc d. Non sequitur e. Oversimplification f. Personal attack g. False authorities h. Circular reasoning i. Appeal to tradition j. Either/or reasoning k. Hasty generalization l. Slippery slope____ 1. All women are bad drivers.____ 2. This novel is a good one because Tiger Woods recommend it.____ 3. I should get an A on this essay because I spent half a day working on it and handed it in before the due date.____ 4. Lots of people smoke cigarettes and are still healthy, so it’s all right to smoke.____ 5. Unemployment rose by 15% last year because a large number of people were out ofwork.____ 6. This book is a best-seller. How could you ignore it?____ 7. Linda is such a romantic woman; her ideas about social change can’t be takenseriously.____ 8. If we do not make certain constitutional amendments, our country will be doomed.____ 9. We should not have Miss Pierce as a student counselor; she has been divorced twice.____ 10. Although he heard a house lizard’s warnings and saw a black cat crossing his path, he went out; therefore, he had a car accident two hours later.____ 11. Men and women should not have sexual relations before they get married.____ 12. Baseball is a simple game of pitching, running, hitting and fielding.____ 13. Either you support the President, or you are not an American.____ 14. I always favor ham and mushroom pizza because I like it. Page 53 of 120

1006236: ENGLISH READING AND WRITING 2Example: Study the article below and a sample critique essay. Should Cell Phones Be Banned From Classroom? Yes Josh Allen Josh Allen holds a master’s degree in education and educational technology. He is the instructional technology facilitator for Papillion-La Vista Schools in Papillion, Nebraska. I am all for the proper integration of as much technology as possible into ourclassrooms. I am, however, absolutely, fully, totally against cell phone use as a teaching tool.Cell phones do not have a place in our classrooms as such. Although it would definitely bepart of a school board’s discussion on integrating cell phones into their schools. I’m notgoing to spend time on the fact that students would use them for purposes other thaneducational. They already do that, even when they are not being used as a tool. There areplenty of other negatives to focus on. No true best practice has started out with, “Have students bring their cell phones toclass.” Parents can find plenty of unnecessary ways to spoil their children. The new LeBronshoe. The latest Justin Timberlake album. Any phone that is worthy of being called aneducational tool is not on the “buy one, get one free”plan. You cannot expect students tocome to school with a Blackberry, if they have a Blackberry… OK, I’ll just stop there,because the discussion on why a parent bought their child a BlackBerry is so ridiculous myhead may explode. Schools should find that the money they would spend on student cell phones, if theychose that route instead of having students bring their own, would be much better utilized forother technology purchases. Laptops, just to touch on one small slice of a district’stechnology budget, are much more versatile yet uniform than cell phones. When discussingthe money that districts would spend on cell phones, don’t think about just purchasing thephone. You will also be paying for some type of plan that would probably include textmessaging and Web access if you were to get the most out of what you have. Any moniesspent on phones and plans would be much better served with any number of othertechnologies. In this day and age of shoestring budgets and federal funding only for specificcurriculum, every penny is scrutinized. The goal of an educational setting should be to give students the proper tools tosucceed once they step into society. The time students spend in a classroom setting isincreasingly being divided between curriculum, pedagogy, assessing, and so on. Every year anew “best practice” author is making a buck from “trendsetting” administrators who feed thebook to staff members before the ink dries. There comes a time when the school day willbegin to explode if it is not relieved of some of the content. So how can instruction includinga cell phone even be considered for that valuable block of time? Nothing that you can do ona cell phone will inspire students as they make their way into the world. I cannot think of ajob where “cell phone operation” was a skill. Employers are much more concerned about astudent’s computing and critical thinking skills than their phone skills. Hopefully you are aswell. Page 54 of 120

1006236: ENGLISH READING AND WRITING 2Practice: Work in a small group to write a critique essay for the article below. Should Cell Phones Be Banned for Classrooms? No Liz Kolb Liz Kolb is an adjunct assistant professor at Madonna University in Michigan as well as a doctoral student in learning technologies at the University of Michigan. While schools are struggling to finance the newest hardware and software, they areoverlooking that many secondary students already own a technology tool that can be integralnot only in school learning, but in the students’ future professional lives. Additionally,schools are often criticized for not connecting learning to the real world. What better way toconnect students’ classroom learning with their everyday lives than a tool they already enjoyusing? Instead of using the cell phone as social toy, students can learn how to use their phoneas a tool for knowledge construction. As an alternative to spending time and money creatingpolicies to fight cell phone use in schools, teachers and administrators could spend their timefinding useful ways to integrate these devices as knowledge construction, data collection, andcollaborative communication tools in order to help students become more competitive in the21st century. Currently a basic cell phone has the ability to be the students’ “Swiss Army knife” ofthe technology. Cell phones can be audio recorders, digital video camcorders, still cameras,note-taking devices, calculation devices, scheduling and management tools, phoneconferencing devices, Internet researching tools, faxing and scanning devices, blog and Webpage editors, or even audio assessment recorders. Cell phones can also be assistivetechnologies for special needs students. For example, using a free Web-based software calledJott, a hearing impaired student can record audio on a cell phone to create text-written e-mails. Furthermore, cell phones can couple with many free Web 2.0 tools such as Flickr forinnovative classroom projects. For example, students can use their cell phones to takepictures during a field trip, send them to the class Flickr account, and then create a digitalslideshow in Flickr. Considering that it is more common for students and parents to have access to a cellphone than Internet at home, including cell phones in learning would provide moreopportunities for better communication with parents and students. For example, teachers cancreate text message alerts to send information about school assignments or activities toparents. Teachers who are concerned that cell phones will be distracting inside the classroomcan set up a social contract with their students defining the structure and rules around cellphone use in the classroom. For example, the teacher can collect the cell phones at thebeginning of class and return them to the students when it is time in class to use them.Furthermore, students do not even need to bring the cell phone into the classroom to use it asa learning tool. They can use them for homework or on class field trips. Part of an educator’s job is to help students safely navigate the media world. There arebusinesses that are completely mobile, and job interviews that are done via phone. Studentsneed to learn how to use their social devices as a professional tool if they want to be Page 55 of 120

1006236: ENGLISH READING AND WRITING 2competitive in the future. Currently, students are unaware of cell phones etiquette. Allowingcell phones to become learning tools will give teachers the opportunity to introduceappropriate cell phone etiquette to students as well as show them how their toy can becomean essential professional tool.Notes:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 56 of 120

1006236: ENGLISH READING AND WRITING 2 Unit 4: Writing an Argumentative EssayWhat is an argumentative essay? Argumentation is another important mode students often use in academic writing.Unlike exposition that is aimed at giving information to explain a point, argumentation isaimed at persuading a reader to accept a writer’s viewpoint on a controversial issue. Atypical argumentative essay has the following features: 1. It involves a controversial issue about which people have differing views – pro or con. 2. It states the writer’s stand on the issue or whether the writer is on the pro side or the con side. 3. It presents logical arguments to prove that the writer’s viewpoint is valid. 4. It raises counterarguments against the writer’s viewpoint and tries to prove that the opposing arguments are wrong or unconvincing.Why does an author write an argumentative essay?The purpose is to make an argument in order to convince and persuade, to try to change thereaders’ mind / opinion and to have them accept yours.What are the goals of the essay? 1. To present an opinion to the reader. 2. To explain, clarify and illustrate that opinion. 3. To persuade the reader that the opinion supported in the essay is valid. 4. To support the opinions by giving evidence - Facts / Examples / Physical description / Personal experience. I’m not arguing, but I’m just explaining why I’m right. Source: Ciske, P. (September 25, 2015). Winning the argument. Retrieved from http://www.soupstones.org/2015/09/winning-argument.html Figure source: Clipart.co. (2016). Cliparts of people arguing. Retrieved from http://cliparts.co/images-of- people-arguing Page 57 of 120

1006236: ENGLISH READING AND WRITING 2 Patterns of the Argumentative EssayThere are three major ways to organize a five-to-six paragraph essay of argumentation.Paragraph 1 Pattern 1 Paragraph 1 Pattern 2 The introduction: Paragraph 2 The introduction:Paragraph 2Paragraph 3 Hook HookParagraph 4 Background information Background informationParagraph 5 Thesis statement Thesis statement Reason 1 Reason 1 Counter argument against Reason 2 Reason 1/ Refute your opponent’s most important reason Reason 3 Paragraph 3 Reason 2 Reason 4 Paragraph 4 Counter argument against Reason Paragraph 5 Reason 3 4/ Refute your opponent’s most important reason Reason 4Paragraph 6 Summarize the three reasons, call Paragraph 6 Summarize the three reasons, call(Conclusion) for an action/ suggest a solution/ (Conclusion) for an action/ suggest a solution/ predict an outcome predict an outcome Pattern 3Paragraph 1 The introduction: Hook Background information Thesis statementParagraph 2 Reason 1Paragraph 3 Counter argument against Reason 1/ Refute your opponent’s argument Reason 2 Counter argument against Reason 2/ Refute your opponent’s argumentParagraph 4 Reason 3 Counter argument against Reason 3/ Refute your opponent’s argumentParagraph 5 Summarize the three reasons, call for an action/ suggest a solution/ predict an outcome Page 58 of 120

1006236: ENGLISH READING AND WRITING 2Below are three essay outlines that use three different patterns: Outline (Pattern 1)Thesis statement: Physical education classes should be required for all public school students inall grades for three reasons.I. Physical education courses promote children’s general health. A. Researchers have proved that exercise has maximum profit if done regularly. B. Students should learn the importance of physical fitness at an early age.II. Physical education teaches students transferable life skills. A. Kids learn about teamwork while playing team sports. B. Kids learn about the benefits of healthy competition. C. Kids learn about discipline.III. Schools can provide physical education better than parents. A. Schools have trained physical education teachers. B. Schools generally have the appropriate facilities and equipment. C. Physical education teachers should know better than parents what kind of sport is suitable for each student.IV. Schools should have some other duties besides educating children. A. Counterargument: Some parents might claim that only academic subjects be taught inschool. B. Refutation: It is the school’s duty to ensure that children are healthy in both mind andbody. Outline (Pattern 2)Thesis statement: Students should wear school uniforms.I. Wearing school uniforms is not the suppression of individuality as some people think. A. Counterargument: Students who wear school uniforms cannot express their individuality. B. Refutation: The opposition’s claim is invalid. 1. School is not a place to show off wealth and fashion. 2. Students can express their individuality in other places.II. Wearing school uniforms makes students’ lives simpler. Page 59 of 120

1006236: ENGLISH READING AND WRITING 2 A. Students don’t have to decide what to wear every morning. B. The stress associated with this decision-making process will not occur.III. School uniforms make students act responsibly in group and as individuals. A. Uniforms make students feel that school is a special place for learning. B. Uniforms create a feeling of unity among students. C. Uniforms help decrease violence and truancy in schools.IV. All students feel equal when they wear uniform. A. School uniforms make students look the same regardless of financial status. B. School uniforms would promote pride and raise self-esteem of students who cannot afford to wear stylish clothing. Outline (Pattern C)Thesis statement: Korean language education for Korean children in the United States promotes thedevelopment of children, brings domestic peace, and makes them understand the culture of theirancestor.I. Learning two languages at the same time does not negatively affect children’s ability. A. Counterargument: Children will have low language ability if they learn both Korean andEnglish. B. Argument/ Refutation: Learning two or more languages at the same time improveschildren’s thinking and creative abilities.II. Korean language education does not cause any conflicts between the children and theirparents. A. Counterargument: Some parents are afraid that problems will occur if they insist that theirchildren learn Korean. B. Argument/ Refutation: Korean language education will create domestic peace andunderstanding.III. Korean children should not be Americanized at the expense of giving up their own languageand culture. A. Counterargument: Many immigrant parents think that their children should become Americans as quickly as possible. B. Argument/ Refutation: Keeping the old culture is just as important as learning the new one. Page 60 of 120

1006236: ENGLISH READING AND WRITING 2The Essay Introduction… 1. introduces the topic with a general statement. 2. states why the topic is important. 3. states that there is a difference in opinion about this topic. 4. gives the thesis statement, which must state what the author’s claim/stand is and what the three parts of the argument are.What is the argumentative thesis statement? The argumentative thesis statement is the declaration of a side of an issue that theauthor takes; more importantly, it proposes a course of action (usually expressed with theword “should”) Consider the following thesis statement; “Nuclear power plants constructed by the U.S. seem to produce certain harmful results for the environment.” This thesis above is for suitable for a cause-effect essay: the cause being theconstruction of the power plants and the effects being the harmful results. In the argumentative essay, however, you are trying to persuade the reader. You musttake one side of an argument. So, we could adapt the above thesis to the following:Pro: “The U.S. should continue building nuclear power plants because of the benefits they offer humanity.”Con: “The U.S. should ban further construction of nuclear power plants because of the hazards they cause.” No matter which side is held, you must make sure that your thesis statement argues for oneclear viewpoint.Sample Thesis Statements:Topic ClaimCapital punishment should be abolished for the following reasons: it does not deter crime; itis far too primitive and cruel a punishment for our modern times; and it is irreversible.Topic ClaimMilk consumption should be avoided because of the increased risk of weight gain, breast cancer andbone fractures Claim TopicOccupational Safety and Health Administration regulations need to be enforced more strictlyon farms to keep employees, employers, and children safe.The Body Paragraphs include… Page 61 of 120

1006236: ENGLISH READING AND WRITING 2Reasons for your claim • The three reasons in the thesis statement will be the three body paragraphs. Here you need to • give clear reasons for your claim with support (examples, statistics, explanations) • The following transitions may be useful as you move from paragraph to paragraph (firstly, secondly, furthermore, in addition, moreover, finally).Counterarguments Why must you consider the opposition? • It allows you to anticipate doubts and objections that a skeptical reader might have; • it presents you as the kind of person who weighs alternatives before arguing for one, • it gives you the chance to respond to your reader’s objections before they have finished reading. • it also shows that you are a reasonable person who has considered both sides of the debate. All of these make an essay more persuasive.Refuting and Conceding the Opposition (To refute means to prove wrong by argument) 1. You should refute opposing arguments by doing one of the following; a. Correct your opponents’ facts – the counterargument is incorrect. b. Deny that the counterargument is related to the topic – the counterargument is irrelevant. c. Compromise: although the counterargument is true, it is not enough to overcome your arguments – the counterargument is insufficient. 2. You should not only prove that you are correct, but you should also prove your opponent is wrong. 3. You should prove your arguments are more valid / significant than the oppositions (counterarguments). 4. You can look at the other side of the argument by using expressions like; a. Opponents of this position may argue that … b. Another argument against ‘X’ is … c. Critics of this position point out that … d. It may be objected that … e. Several questions come to mind … Page 62 of 120

1006236: ENGLISH READING AND WRITING 2More Useful Words and Phrases• When you can think of the opposing opinion but you have not seen it written anywhere, you write…It may be argued that However, .....could be assertedmight be maintained contended claimed said• When you have seen the opposing opinion written in another text, you write…It has been argued that However, ..... asserted maintained contended claimed saidThe Conclusion…1. restates the main claim (thesis statement).2. summarizes your arguing points which support the claim.3. provides a general warning of the consequences of not following your claim, gives a recommendation, calls for an action, or states a general statement of how the community will benefit from following your claim.In the following conclusion, for example, the writer restates his/her firm belief that capitalpunishment (death penalty) is the best solution to violent crime problems. There are many good reasons to preserve capital punishment. Certainly, not everycriminal should be put to death. Capital punishment should be viewed as the harshest formof punishment. If no punishment can reform a murderer, then capital punishment is the bestthing that can be done for that person and for society.The conclusion below starts with a summary of the three benefits of Korean languageeducation and closes with a recommendation. In conclusion, Korean language education is desirable for the children themselves and for domestic peace. What is most important is that the language is not only a means of communication but also a link to the mind and soul of the culture. Therefore, Korean language education in immigrant homes is important and should be required. Page 63 of 120

1006236: ENGLISH READING AND WRITING 2Besides reaffirming your stand on the issue, you may also call for action as in thefollowing example. After arguing that owning handguns should be illegal, the writerurges the government to pass the new laws on gun control. Statistics show that the occurrence of violent crime is much lower in countries that donot allow citizens to carry weapons. Although it is doubtful that the United States wouldever completely outlaw the private ownership of weapons, wouldn’t it be nice to lower therisk of being shot? It is time for the United States to take a close look at its antiquatedgun laws and make some changes for the safety of its citizens.Writing process1. Choosing a topic 1.1 Choose a debatable topic or an issue that you can argue for or against. E.g. Should car owners pay higher taxes than those who do not have cars? 1.2 Avoid an issue that is a matter of personal preference or taste. It is unlikely to argue that a rose is more beautiful than an orchid because you cannot use logic to prove that point.2. Gather evidence and build your outline. 2.1 Make a list of pros and cons: Seek for evidence of both sides and take a stand--your opinion about an issue, whether you want to go for it or against it. Suppose the issue ofyour essay is a ban on smoking in public, here is a list of reasons for and against the ban. Topic: A Ban on Smoking in Public For Against1. Cigarette smoke affects the health of 1. Only a small number of secondhandsecondhand smokers. smokers have health problems.2. Nonsmokers feel they have the right to 2. Smokers feel their rights would bebreathe fresh air. violated.3. The problems involve with the public 3. The government should not interfere withsmoking cost a lot of money. people’s personal lives.Further Advice on Gathering Evidence: Be sure to paraphrase or summarize your evidence,and cite the sources (where you get the details from). Some cases of plagiarism begin at thisearly stage.2.2 Formulating a thesis statement Write a firm or a clear stand (side) on an issue. A thesis of argumentative essay doestwo things: it states an issue and presents the writer’s stand or opinion on the issue.2.3 Write an outline Carefully select the strong reasons and relevant supporting details, andcounterarguments in your outline. Page 64 of 120

1006236: ENGLISH READING AND WRITING 23. Write a rough draft. 3.1 Start with a short introduction paragraph. 3.2 Then use your outline to draft the body paragraphs (follow the organization ofeach pattern: 1-3). Don’t forget to begin each paragraph in the body with a topic sentence thatconveys the main argument (reason) of that paragraph 3.3 Add reliable evidence that you have searched to support your main reasons. 3.4 Write a concluding paragraph.4. Revisit your introduction to make sure that your initial thesis corresponds to what your essay’s body actually argues. Often, arguments will evolve in the process of drafting.5. Create your title. The title should represent the author’s claim; it can also be revised after the first draft.6. Revise the draft. As you revise, pay particular attention to these questions: -Does the introduction clearly establish and explain the essay’s main argument? -Do the supporting paragraphs appear in a logical order that will help readers easily understand your overall argument? -Does each supporting paragraph start with a clear topic sentence that announces the paragraph’s main idea? -Does that topic sentence idea provide clear support for your essay’s overall thesis? -Does each supporting paragraph have enough evidence to support its topic sentence? If you have several minor details, decide which ones are the most relevant or persuasive. Removing less effective evidence can improve an essay. - Does each supporting paragraph have logical errors? -Is each sentence clear and grammatical? One trick that helps with sentence-level editing is to read your essay aloud. This will help you catch awkward phrases, grammatical errors, and missing words. You can also have a trusted friend read the draft to make sure your ideas come across clearly. A good dictionary is also helpful. -Which sentences need trimming? Delete any words or phrases that are redundant or wordy. Replace long-winded formulations with shorter, more forceful phrases or words. -Can you shorten any long quotations, paraphrases or summaries? Lengthy details consume space while silencing your own voice and analysis. Page 65 of 120

1006236: ENGLISH READING AND WRITING 2-Are your citations accurate and adequate?  As a general rule, you do not need to provide a citation for generic facts so that someone could find it almost anywhere. For instance, the idea that the Civil War ended in 1865 requires no citation.  However, you must provide a citation for all quotations and statistics and for all facts and ideas that reflect the work of another scholar or writer.Final Inspiration: Becoming a good writer takes time and continual practice. Incremental gains are more common than dramatic overnight transformations. However, if you follow the steps above, and allot yourself enough time for the task, you will almost certainly see yourself become a better writer.Source: Retrieved from http://www.calstatela.edu/centers/write_cn/Notes:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 66 of 120

1006236: ENGLISH READING AND WRITING 2Exercises 11. Look at both sides of the issue. Read each thesis statement and then write three reasons for it andthree reasons against it. The first one is partially done for you.1. It is time to clone animal. For AgainstA. Cloning allow us to mass-produce animals that A. It violates animal rightsprovide products that are desirable to humans.B. It is possible for scientists to advance our B. Cloning is expensive. We could spend theknowledge of genetics by studying cloned money on more important things.animals.C. C.2. Computer games have an adverse effect on children’s behavior. Against For3. It is time for Thailand to have nuclear power plant. Against For4. Cram school has influence over educational system in Thailand. Against For5. The Internet can replace the book as a learning tool. Page 67 of 120

1006236: ENGLISH READING AND WRITING 2 For AgainstNotes:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 68 of 120

1006236: ENGLISH READING AND WRITING 2Read the following essays and answer the questions about the content and organization.Sample Essay 1: Pattern 1 Elderly People Should Drink Tea for Their Health Besides water, tea which is a kind of beverage that people drink exists in humanculture for centuries. Namely, Chinese people drink hot tea after meal as they believe that itmakes good health. Presently, many people claim that tea may cause health problems since itcontains harmful chemical compounds such as caffeine and nicotine. However, several typesof tea like green tea, black tea, jasmine tea, or Earl Grey tea contain nutritional advantagesfor human bodies, especially those of elderly people. Thus, elderly people should drink teafor the following reasons: lowering cholesterol, reducing the risk of cancers, and preventingdiabetes. First, tea can decrease the cholesterol level in blood which is good for elderly people.As humans are getting old, several body systems work less efficiently. Especially, themetabolism of elderly people is no longer effective just as when they were young, and theyface the cholesterol problem when consuming high-fat food. Several studies reported thatpolyphenolic compounds in green and black tea help reduce cholesterol, or bad fat, in humanblood, and eventually prevent cardiovascular diseases, or heart and blood vessel disease(Khan & Mukhtar, 2013). In addition, a study in southern China found that consumersdrinking one to two cups of green or oolong tea a week can lower the risk of ischemic stroke,a blood clot that blocks a blood vessel in the brain, which results from high cholesterol level(Khan & Mukhtar, 2013). It is clear that tea can help to lower the cholesterol level. Second, tea can reduce various types of cancer risk. Cancer is a disease and causesdeaths to many old people. Various studies reported that drinking tea regularly helps lowerthe risk of cancers. For example, breast cancer patients in early stages (stages I and II) had adecreased recurrence rate and a longer disease-free period after they drank more than 5 cupsof green tea a day (Nakachi et al., 2010). Furthermore, Sinha, Biswas, Nabavi, & Bishayee(2017) confirmed that people who drank more than 10 cups of green tea a day had significantreduction of relative risk for lung, colon, and liver cancers. Last but not least, the study inUruguay showed that tea can reduce the risk of lung cancer in cigarette smokers (Khan &Mukhtar, 2013). It is evident that tea can lessen the risk of cancers. Last, tea can lower the risk of diabetes. Diabetes is a disease found in most elderlypeople; it can cause the loss of organs or damage body systems. The patients with type 1diabetes, their bodies produce less insulin, which changes glucose or sugar intoenergy. Therefore, diabetes patients are suggested to drink sugar-free green tea aspolyphenols in green tea help regulate glucose in the body, which helps to prevent or controldiabetes (Kim & Kim, 2013). In addition, the research detailed that green tea not onlysupports glucose regulation in the body, but it also slows the development of type 2 diabetes(Sueoka et al., 2009). In brief, drinking tea daily is a way to avoid the risk of diabetes. Page 69 of 120

1006236: ENGLISH READING AND WRITING 2 However, some people claim that drinking the beverages which contain caffeine liketea can cause osteoporosis, which is the disease that the bones become brittle and fragile, andit is the critical issue for elder people. In fact, this statement is insufficient; cola and coffeecan affect bone density but tea and the other sodas are not (Rosian, as cited in Smith, 2016).She also details that that consuming caffeine less than 400 milligrams does no harm to bonesdensity. Clearly, drinking tea in moderate amount does not cause any damage to bones. In conclusion, people can stay away from cholesterol problem, cancers, and diabetesif they regularly drink tea. Drinking tea in appropriate quantity not only benefits the humanbody, but also makes people’s lives easier as tea is available everywhere. Good health is rightat fingertips!(654 words)ReferencesKhan, N., & Mukhtar, H. (2013). Tea and Health: Studies in Humans. Current Pharmaceutical Design, 19(34), 6141–6147.Kim, H. M., & Kim, J. (2013). The Effects of Green Tea on Obesity and Type 2 Diabetes. Diabetes & Metabolism Journal, 37(3), 173–175. http://doi.org/10.4093/dmj. 2013.37.3.173Nakachi, K., Suemasu, K., Suga, K., Takeo, T., Imai, K., & Higashi, Y. (2010). Influence of drinking green tea on breast cancer malignancy among Japanese patients. Japanese Journal of Cancer Research, 89(3): 254–261. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/9600118Sinha, D., Biswas, J., Nabavi, S. M., & Bishayee, A. (2017). Tea phytochemicals for breast cancer prevention and intervention: From bench to bedside and beyond. Seminars in Cancer Biology. doi:10.1016/j.semcancer.2017.04.001Smith, H. (2016). Tea and Bones. Current Pharmaceutical Design, 28(14), 3241–3245.Sueoka, N., Suganuma, M., Sueoka, E., Okabe, S., Matsuyama, S., Imai, K., Nakachi, K., & Fujiki, H. (2009). A new function of green tea: prevention of lifestyle-related diseases. Annals of the New York Academy of Sciences, 928(5): 274-280. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/11795518 Page 70 of 120

1006236: ENGLISH READING AND WRITING 2Sample Essay 2: Pattern 3 Milk is Harmful for Human Health These days, people of all ages drink milk at any time of the day becausemilk is thought to be a crucial source of calcium, protein and several vitamins. Mostpeople believe that drinking milk is good for their health, and they also think ofmilk as one of the most important food choices on their grocery shelves. Have youever thought that drinking too much milk could be a deadly poison to humanbeings? Drinking too much milk can be toxic because, in addition to being a sourceof fat, it contains several kinds of harmful organisms and substances, such asbacteria, viruses and pesticides which will harm human health. Therefore, milkconsumption should be avoided because of the increased risk of weight gain, breastcancer and bone fractures. To begin, there is evidence linking milk to weight gain. Proponents of milkconsumption, including the National Institute of Diabetes and Digestive and KidneyDiseases, (as cited in Cespedes, 2013) claim that milk as well as dairy products canhelp people lose weight because they consist of several kinds of essential nutrients,such as vitamin D, calcium and protein. However, this statement is not validbecause it does not address other components found in milk. In fact, milk is acalorie-dense drink that also often contains growth hormones, fat and cholesterol(Cohen, 2016). There is evidence that these nutrients may make people gain weightand eventually become overweight. More important, the study of Harvard MedicalSchool (as cited in Desjardins, 2005) reveals that children drinking three servings ofmilk per day are more probable to become overweight than others who drink onlyone or two servings. Based on the evidence presented, milk causes weight gain. Second, milk may increase the risk of breast cancer in women. Opponents state thatdairy products can reduce the risk of breast cancer because there are crucial components indairy products, such as calcium, lactoferrin and vitamin D, which have anticancer effectsagainst breast cancer (Dairy Nutrition, 2010). However, their research is inconclusive. On thecontrary, according to Desjardins (2015), milk consists of growth factor named as Insulingrowth factor 1, and it can arouse breast cancer cells to expand. Moreover, a nutritionistpoints out that dairy products contain fat, hormones as well as animal protein which havebeen shown to boost the risk of breast cancer (Hoffman, 2012). It is clear that milk has manyharmful components which could lead to breast cancer. Finally, milk may actually lead to a higher risk of fractures. Proponents of milk oftenclaim that milk helps strengthen bones and preclude osteoporosis because it contains calcium(Thompson, 2014). Nonetheless, such an argument neglects the fact that the research isinconclusive. In fact, a study by Harvard Medical School researchers (as cited in HarvardHealth Publications, 2013) reports that vitamin A in milk increases the risk of hip fracturebecause retinol, or vitamin A in milk bothers cells that build new bones, and it also decreases Page 71 of 120

1006236: ENGLISH READING AND WRITING 2the hip strength. In addition, people drinking milk from a young age have increased risks ofhip and forearm fractures (Goldschmidt, 2009). Hence, it can be concluded that drinking toomuch milk does not help people reduce the risk of any fractures, and in fact, increased milkintake may increase the risk of some types of fractures. In conclusion, three negative outcomes of drinking milk include weight gain,women’s risk of breast cancer, and risk of broken bones. Based on scientific evidence, weshould reduce the amount of milk we consume in order to stay healthy and long lives. Moreimportant, it’s good for our health to switch a glass of milk for a glass of fresh water, and findother calcium sources, such as fresh spinach, which do not contain the detrimentalcomponents found in milk.(635 words)References:Cespedes, A. (2013, October 21). Can drinking milk help you lose weight? LIVESTRONG. Retrieved from http://www.livestrong.com/article/221735-can-drinking-milk-help- you-lose-weight/Cohen, R. (2016). Overweight in America - Got milk? Retrieved from http://www.notmilk.com/forum/279.htmlDairy Nutrition. (2010). Milk products and breast cancer. Retrieved from http://www.dairynutrition.ca/scientific-evidence/cancer/milk-products-and-breast- cancerDesjardins, D. (2015, September 4). Does milk make you gain weight? eHow. Retrieved from http://www.ehow.com/way_5171604_milk-make-gain-weight_.htmlGoldschmidt, V. (2009). Debunking the milk myth: Why milk is bad for you and your bones. Save Institute. Retrieved from http://saveourbones.com/osteoporosis-milk-myth/Harvard Health Publications. (2013, January 23). Vitamin A and hip fracture risk. Retrieved from http://www.health.harvard.edu/fhg/updates/update0303c.shtmlHoffman, P. (2012, October 28). Does dairy cause breast cancer? Care2. Retrieved from http://www.care2.com/causes/does-dairy-cause-breast-cancer.html#ixzz3MoIQRA2tThompson, D. (2014, October 29). Is milk your friend or foe? U.S. News & World Report. Retrieved from http://health.usnews.com/health-news/articles/2014/10/29/is-milk- your-friend-or-foe?page=2 Page 72 of 120

1006236: ENGLISH READING AND WRITING 2Comprehension Questions:1. What is this paragraph about? (Topic)______________________________________________________________________________2. What does the author argue? What is his/her claim? (Thesis)______________________________________________________________________________3. What are the reasons the author argue? (Main reasons)______________________________________________________________________________4. What examples are used to support the expert’s opinion? (Evidence)______________________________________________________________________________5. How does the author write his/her conclusion?______________________________________________________________________________ Page 73 of 120

1006236: ENGLISH READING AND WRITING 2Sample Essay 3: Pattern 3 Violence on TV and Your Children “Today the data linking violence in the media to violence in society are superior tothose linking cancer and tobacco,” American expert on the psychology of killing DavidGrossman said. Nowadays, television is a central part of people's lives because many peoplespend most of their time watching it. Even though there are useful programs such as travelingshows, teaching English shows, or documentary films, there are also several programs suchas dramas or news containing violent scenes that are not appropriate for children. Childrenare in the learning period and they may gain inappropriate behaviors from watching excessiveviolence on TV. Therefore, the violence on television should be banned because it can leadchildren to be violent adults in the future. First, violent programs can affect children's emotions and viewpoints. Opponentsclaim that watching violence on TV can make children gain useful knowledge from what heor she has seen (Soni, 2013). Nevertheless, research shows that watching violent actionsrepeatedly can affect children's viewpoints because they can develop ' mean world ' syndromein which they falsely see the world as an entirely bad or dangerous place, and the fear ofbecoming victims can motivate them to protect themselves by carrying weapons (Adams,2014). Accordingly, they may harm other people who make them feel unsafe. Studies showthat adults who have been watching violent TV shows since they were children tend to causemore physical crimes and usually have more frequent aggressive arguments with other people(Hermes, 2014). On a deeper level, children's morals can actually be affected by violent TV shows.Opponents assert that children will not want to be bad people because they learn, through theTV shows or from other influences, how bad people suffer from what they have done.However, studies actually indicate that watching violent shows can impact children's moralreasoning (Adams, 2014). For example, bad people do not always receive punishment in theend, and children can be confused when they see heroes such as Batman, Spiderman, orSuperman, who are considered good people, take violent actions against villans. Thisviolence contrasts with what parents always teach their children: that it is wrong to attackother people (Dowshen, 2011). Thus, children may not be able to distinguish between goodand bad behaviors. Their altered moral judgement may limit their ability to make decisionsthat fit within society’s ethical code. Page 74 of 120

1006236: ENGLISH READING AND WRITING 2 The most serious consequence of watching violent TV is that these TV programs canaffect children's behaviors. Opponents who disagree with banning violence on TV argue thatshowing crimes and violence on television is for entertainment, and children canacknowledge what is good or bad. However, the statement is not conclusive. According toRizzolatti (as cited in Walsh, 2011), humans have a cell system called ' mirror neuron ' whichis the cell that can stimulate children to imitate other's people behaviors. There is no doubtthat children will unwittingly absorb bad behaviors after watching violent programsrepeatedly. To illustrate, according to Palitponkarnpim (as cited in Wongsiri, 2012), therewas an 8-year-old girl who hanged her neck because she had watched two TV shows thatcontained hanging neck scenes, so she wanted to imitate those scenes. Sadly, her case is oneof many examples of children imitating violence from TV with devastating results. In conclusion, violent actions on television can have negative effects on children,including affected emotions and outlook, amoral and unethical decisions, and even imitatingthe violence they see on TV. Consequently, the government and people in society should beconcerned and take serious actions about violence on TV, such as prohibiting violent scenesfrom six a.m. to eight a.m. and five p.m. to eight p.m. which are the periods that childrenusually watch television.(623words)ReferencesWalsh, D. (2011). Born to Copy? Media violence and mirror neurons. Dr. Dave: Mind positive parenting. Retrieved January 6, 2016 from http://drdavewalsh.com/posts/61Hermes , A. (2014). Children's Exposure to Violence & Aggressive Behavior. Retrieved 6 January, 2016, from http://www.livestrong.com/article/201677-childrens-exposure-to- tv-violence-aggressive-behavior/Dowshen, S. (2011). How TV Affects Your Child. KidsHealth from Nemours. Retrieved from http://kidshealth.orgWongsiri, M. (2012). สลด! ดญ.8 ขวบเลียบแบบละครดงั ชวนเพือ่ นเล่นฉากผกู คอตาย แพทยแ์ นะผู้ ปกครองช่วยคดั กรองท้งั ส่ือ ทีว-ี เกม. Media Monitor. Retrieved from http://www.mediamonitor.in.thAdams, N. (2014). How Watching Violence on TV Affects Kids. LIVESTORNG. Retrieved from http://www.livestrong.com/article/221006-how-tv-violence-affects-kids/ Page 75 of 120

1006236: ENGLISH READING AND WRITING 2Comprehension Questions:1. What is this paragraph about? (Topic)______________________________________________________________________________2. What does the author argue? What is his/her claim? (Thesis)______________________________________________________________________________3. What are the reasons the author argue? (Main reasons)______________________________________________________________________________4. What examples are used to support the expert’s opinion? (Evidence)______________________________________________________________________________5. How does the author write his/her conclusion?______________________________________________________________________________Notes:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 76 of 120

1006236: ENGLISH READING AND WRITING 2Write an outline of this essay here.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 77 of 120

1006236: ENGLISH READING AND WRITING 2Examples of Controversial topics – Single-sex schools are evil. – Homework is harmful. – Women in military combat – You will be happier if you stay unmarried. – Bilingual education in our schools – We do not really need religion. – Treating adolescent criminals as adult – Your race affects your intelligence. – Euthanasia should be legal. offenders – Video games contribute to young violence. – Homosexual marriage – Drinking age should be lowered. – Using animals in medical research helps – Steroids should be accepted in sports. people Curfews keep teens out of trouble. – Women will never be equal to men in the – We are becoming too dependent on workplace. computers. – You can’t have a happy family life and a successful career at the same time. – Marriage is outdated. – The death penalty is acceptable in some cases.Notes:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 78 of 120

1006236: ENGLISH READING AND WRITING 2 Unit 5: Evaluating and Citing SourcesEvaluating Sources To make your essay reliable and strong, you will need to support your writing withacademic evidence. Thus, here are some strategies you can use to evaluate the material in thesource as you read through it. 1. Read the preface--what does the author want to accomplish? Browse through the table of contents and the index. This will give you an overview of the source. Is your topic covered in enough depth to be helpful? If you don't find your topic discussed, try searching for some synonyms in the index. 2. Check for a list of references or other citations that look as if they will lead you to related material that would be good sources. 3. Determine the intended audience. Are you the intended audience? Consider the tone, style, level of information, and assumptions the author makes about the reader. Are they appropriate for your needs? 4. Try to determine if the content of the source is fact, opinion, or propaganda. If you think the source is offering facts, are the sources for those facts clearly indicated? 5. Do you think there's enough evidence offered? Is the coverage comprehensive? (As you learn more and more about your topic, you will notice that this gets easier as you become more of an expert.) 6. Is the language objective or emotional? 7. Are there broad generalizations that overstate or oversimplify the matter? The author describes something in a serious or simple way and ignores some important facts. 8. Does the author use a good mix of primary and secondary sources for information? 9. If the source is opinion, does the author offer sound reasons for adopting that stance? (Consider again those questions about the author. Is this person reputable?) 10. Check for accuracy. 11. How timely is the source? Is the source 20 years out of date? Some information becomes dated when new research is available, but other older sources of information can be quite sound 50 or 100 years later. Page 79 of 120

1006236: ENGLISH READING AND WRITING 2 12. Do some cross-checking. Can you find some of the same information given elsewhere? 13. How credible is the author? If the document is anonymous, what do you know about the organization? 14. Are there vague or sweeping generalizations that aren't backed up with evidence? 15. Are arguments very one-sided with no acknowledgement of other viewpoints? Evaluating Print Sources vs. Internet SourcesEvaluating sources of information is an important step in any research activity. This sectionprovides information on evaluating bibliographic citations, aspects of evaluation, readingevaluation, print vs. Internet sources, and evaluating internet sources.With the advent of the World Wide Web, we are seeing a massive influx of digital texts andsources. Understanding the difference between what you can find on the web and what youcan find in more traditional print sources is key.Some sources such as journal or newspaper articles can be found in both print and digitalformat. However, much of what is found on the Internet does not have a print equivalent, andhence, has low or no quality standards for publication. Understanding the difference betweenthe types of resources available will help you evaluate what you find.Publication Process • Print Sources: Traditional print sources go through an extensive publication process that includes editing and article review. The process has fact-checkers, multiple reviewers, and editors to ensure quality of publication. • Internet Sources: Anyone with a computer and access to the Internet can publish a website or electronic document. Most web documents do not have editors, fact- checkers, or other types of reviewers.Authorship and Affiliations • Print Sources: Print sources clearly indicate who the author is, what organization(s) he or she is affiliated with, and when his or her work was published. • Internet Sources: Authorship and affiliations are difficult to determine on the Internet. Some sites may have author and sponsorship listed, but many do not.Sources and Quotations • Print Sources: In most traditional publications, external sources of information and direct quotations are clearly marked and identified. • Internet Sources: Sources the author used or referred to in the text may not be clearly indicated in an Internet source. Page 80 of 120

1006236: ENGLISH READING AND WRITING 2Bias and Special Interests • Print Sources: While bias certainly exists in traditional publications, printing is more expensive and difficult to accomplish. Most major publishers are out to make a profit and will either not cater to special interest groups or will clearly indicate when they are catering to special interest groups. • Internet Sources: The purpose of the online text may be misleading. A website that appears to be factual may actually be persuasive and/or deceptive.Author Qualifications • Print Sources: Qualifications of an author are almost always necessary for print sources. Only qualified authors are likely to have their manuscripts accepted for publication. • Internet Sources: Even if the author and purpose of a website can be determined, the qualifications of the author are not always given.Publication Information • Print Sources: Publication information such as date of publication, publisher, author, and editor are always clearly listed in print publications. • Internet Sources: Dates of publication and timeliness of information are questionable on the internet. Dates listed on websites could be the date posted, date updated, or a date may not be listed at all.Citing SourcesPlagiarism occurs when you borrow another's words (or ideas) and do not acknowledge thatyou have done so. Plagiarism is a very serious offense. In some instances, plagiarism hasmeant that students have had to leave the institutions where they were studying.The best way to avoid plagiarism is to cite your sources - both within the body of your paperand in a bibliography /references of sources you used at the end of your paper.Why citing is importantIt's important to cite sources you used in your research for several reasons:• To show your reader you have done proper research by listing sources you used to get your information• To be a responsible scholar by giving credit to other researchers and acknowledging their ideas• To avoid plagiarism by quoting words and ideas used by other authors Page 81 of 120

1006236: ENGLISH READING AND WRITING 2• To allow your reader to track down the sources you used by citing them accurately in your paper by way of footnotes, a bibliography or reference list.About citationsCiting a source means that you show, within the body of your text, that you took words,ideas, figures, images, etc. from another place.Citations are a short way to uniquely identify a published work (e.g. book, article, chapter,web site). They are found in bibliographies and reference lists and are also collected inarticle and book databases.Citations consist of standard elements, and contain all the information necessary to identifyand track down publications, including:• author name(s)• titles of books, articles, and journals• date of publication• page numbers• volume and issue numbers (for articles)Types of Citation StylesHere is an example of an article citation using four different citation styles. Notice thecommon elements as mentioned above:Author - R. Langer Volume and issue - Vol 249, issue 4976Article Title - New Methods of Drug Delivery Publication Date - 1990Source Title - Science Page numbers - 1527-15331. American Chemical Society (ACS) style:Langer, R. New Methods of Drug Delivery. Science 1990, 249, 1527-1533.2. IEEE Style: (The Institute of Electrical and Electronics Engineers)R. Langer, \"New Methods of Drug Delivery,\" Science, vol. 249, pp. 1527-1533, SEP 28,1990.3. American Psychological Association (APA) style*:Langer, R. (1990). New methods of drug delivery. Science, 249(4976), 1527-1533.4. Modern Language Association (MLA) style:Langer, R. \"New Methods of Drug Delivery.\" Science 249.4976(1990): 1527-33. Page 82 of 120

1006236: ENGLISH READING AND WRITING 2What to cite You must cite:• Facts, figures, ideas, or other information that is not common knowledge• Ideas, words, theories, or exact language that another person used in other publications• Publications that must be cited include: books, book chapters, articles, web pages, theses, etc.• Another person's exact words should be quoted and cited to show proper credit• When in doubt, be safe and cite your source!How to Cite 1. Work by a single authorSeveral rivers aside from the Thames once intersected London, although those rivers havesince been covered over by development (Clayton, 2000, p. 28). 2. Work by a single author named in the textAntony Clayton points out that several rivers aside from the Thames once intersectedLondon, although those rivers have since been covered over by development (2000, p. 28). 3. Work by two authorsThe unemployed of Denmark have had the right to request job related activities such astraining or publicly supported work, but that right has recently become an obligation(Rosdahl & Weise, 2001, p. 160). 4. Work by three or more authorsCite all authors the first time the reference occurs; in subsequent citations, include only thelast name of the first author follow by 'et al.'The unemployed of Denmark have had the right to request job related activities such astraining or publicly supported work, but that right has recently become an obligation(Rosdahl, Spencer, Thompson, & Weise, 2001, p. 160).Xxxxxxxxxxxxxxxxxxxxxxxxxxx ((Rosdahl et al., 2001). 5. Works listed by title/works with no authorCritics have recently taken exception to the decision by the Joliet City Council to allow a newminor-league baseball stadium to be named after a local hospital (\"This stadium available,\"2002). Page 83 of 120

1006236: ENGLISH READING AND WRITING 2Note: Include the page number unless the work cited is a very short one, such as a newspaperarticle or encyclopedia entry. 6. Works by corporate authorsBetween 1970 and 1994, expenditures on information processing equipment rose at aninflation-adjusted average annual rate of 9.7 percent (National Research Council, 1999, p.25). 7. Two or more works by the same authorAll of Christian mysticism grew out of St. Augustine's discussions of the eros theme (Singer,1984, p. 170).St. Augustine clearly distinguished between earthly and divine love, but he did not denigrateall forms of self-love (Singer, 1994, p. 74). 8. Electronic and Multimedia SourcesElectronic sources are cited in the typical author-page number style with one difference:when an Internet site does not have page numbers, offer other location information such asscreen, section (sec.), paragraph (para.), track, or time frame (minute).Because of Greece's physical characteristics-its jagged coast made almost all settlementswithin 40 miles of the sea-the ancient Greeks relied on the sea for most long-distancetraveling (Martin, 2002, sec. 2.4). 9. Multivolume WorksMost of Plato's ideas about love are recorded in the Symposium (Singer, 1948 vol.1, p. 48),while Ficino's are mainly to be found in the Commentary on Plato's Symposium (Singer,1948, vol. 2, p. 168). 10. Indirect quotationsUse this form to cite a quotation that was found in another (not the original) source.John Evelyn described London's churchyards as being filled with bodies \"one above theother, to the very top of the walls, and some above the walls\" (qtd. in Clayton 14).Notes:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 84 of 120

1006236: ENGLISH REAFigure 1: Simple In-text citationsSource: http://flash1r.apa.org/apastyle/basics/index.htm

ADING AND WRITING 2 Page 85 of 120

1006236: ENGLISH READING AND WRITING 2Language for In-Text Citations 1. Paraphrasing and SummarisingReporting uses paraphrase and summary to acknowledge another author's ideas. You canextract and summarise important points, while at the same time making it clear from whomand where you have got the ideas you are discussing and what your point of view is.Compare, for example:Brown (1983, p. 231) claims that a far more effective approach is ...Brown (1983, p. 231) points out that a far more effective approach is ...A far more effective approach is ... (Brown, 1983, p. 231)The first one is Brown's point of view with no indication about your point of view. Thesecond one is Brown's point of view, which you agree with, and the third is your point ofview, which is supported by BrownHere are some more expressions you can use to refer to someone's work that you are going toparaphrase:If you agree with what the writer says.The work of X indicates that ...The work of X reveals that ...The work of X shows that ...Turning to X, one finds that ...Reference to X reveals that ...In a study of Y, X found that ...As X points out, ...As X perceptively states, ...As X has indicated, ...A study by X shows that ...X has drawn attention to the fact that ...X correctly argues that ...X rightly points out that ...X makes clear that ...If you disagree with what the writer says.X claims that ...X states erroneously that ...The work of X asserts that ...X feels that ...However, Y does not support X's argument that ...If you do not want to give your point of view about what the writer says.According to X...It is the view of X that ...The opinion of X is that ...In an article by X, ... Page 86 of 120

1006236: ENGLISH READING AND WRITING 2Research by X suggests that ...X has expressed a similar view.X reports that ...X notes that ...X states that ...X observes that ...X concludes that ...X argues that ...X found that ...X discovered that ... 2. QuotingSometimes you may want to quote an author's words exactly, not paraphrase them. If youdecide to quote directly from a text, you will need an expression to introduce it and quotationmarks will need to be used:As X said/says, \"... ...\"As X stated/states, \"... ...\"As X wrote/writes, \"... ...\"As X commented/comments, \"... ...\"As X observed/observes, \"... ...\"As X pointed/points out, \"... ...\"To quote from X, \"... ...\"It was X who said that \"... ...\"This example is given by X: \"... ...\"According to X, \"... ...\"X claims that, \"... ...\"X found that, \"... ...\"The opinion of X is that, \"... ...\" 3. ConcludingAfter quoting evidence you reach a conclusion:The evidence seems to indicate that...It must therefore be recognised that...The indications are therefore that...It is clear therefore that ...Thus it could be concluded that...The evidence seems to be strong that...On this basis it may be inferred that...Given this evidence, it can be seen that... Page 87 of 120

1006236: ENGLISH READING AND WRITING 2 The Reference List Purpose: to help readers find the sources you used. Therefore, the reference list should be as accurate and complete as possible. All citations should be listed in the reference list, with the exception of personal communications and classical works. Put references in order by the author’s surname or first author’s surname if there is more than one author. Use the hanging indent paragraph style. Double-space the entire reference list. Figure 2: A sample of reference writing. Sample References for the in-text citations on pages 88-89: Instructions: Study the list and see how each reference is written.Clayton, A. (2000). Subterranean city: Beneath the streets of London (A. Bell, Trans.). Cambridge: Blackwell.Martin, T. R. (n.d.). An overview of classical Greek history from Homer to Alexander. In The Perseus digital library. Retrieved January 9, 2009, from http:// www.perseus.tufts.edu/cgi-bin/ptext?doc=Perseus%3Atext%3A1999.04.0009 &query=section%3D%234&layout=&loc=2.3.National Research Council. (1999). Funding a revolution: Government support for computing research. Washington, DC: National Academy Press. Page 88 of 120

1006236: ENGLISH READING AND WRITING 2Rosdahl, A. & Weise, H. (2001). When all must be active-workfare in Denmark. In I. Lodemel & H. Trickey (Eds.), An offer you can't refuse: Workfare in international perspective (pp. 1-40). Bristol: The Policy Press.Shakespeare, W. (1992). The tragedy of Hamlet, prince of Denmark (B.A. Mowat & P. Werstine, Eds.). New York: Washington Square-Pocket.Singer, I. (1984). The nature of love. 3 vols. Chicago: University of Chicago Press.Singer, I. (1994). The pursuit of love. Baltimore: Johns Hopkins University Press.This stadium available. (2002, January 5). Chicago Tribune, p.10. Wittgenstein, L. (1953). Philosophical investigations. (G.E.M. Anscombe, Trans). New York: Macmillan. Notes: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________________________________________________________ Page 89 of 120

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More Sample Reference List Page 93 of 120

1006236: ENGLISH REAExercises for reference writing in APA (6th Ed.) CitatioInstructions: Write the appropriate citation for the items below on1. Write the appropriate citation for a book

ADING AND WRITING 2on Style the last page: Page 94 of 120

1006236: ENGLISH REA2. Write the appropriate citation for a book chapter below: The chapter by J.P. Allan and D. Land called “Attachment in Ado