Access 2nd Ed by Les Éditions CEC

2nd Edition

ACCESS Advanced Grammar and Writing Skills Jane Petring

Acknowledgements

Editorial Management Patrick Johnston

We would like to thank the following teachers for their valuable input:

Editorial Coordination Kathryn Rhoades

• Ryan Fisher, Cégep Garneau • Tatiana Soto, Cégep de Granby

Production Management Danielle Latendresse

• Malcolm Webb, Cégep de Rimouski

Production Coordination Rodolphe Courcy

Author Acknowledgements Cultivating the seed of an idea to grow into a finished production involves the input and expertise of a whole community. I would like to thank my colleagues at Édouard-Montpetit for stimulating exchanges of ideas, the team of Québec Cegep teachers who provided insightful advice, and my students who have taught me so much over the years.

Proofreading Stacey Berman Cover and Page Design

La Loi sur le droit d’auteur interdit la reproduction d’œuvres sans l’autorisation des titulaires des droits. Or, la photocopie non autorisée – le photocopillage – a pris une ampleur telle que l’édition d’œuvres nouvelles est mise en péril. Nous rappelons donc que toute reproduction, partielle ou totale, du présent ouvrage est interdite sans l’autorisation écrite de l’Éditeur.

Access: Advanced Grammar and Writing Skills 2nd Edition © 2018, Les Éditions CEC inc. 9001, boul. Louis-H.-La Fontaine, Anjou (Québec) H1J 2C5 Tous droits réservés. Il est interdit de reproduire, d’adapter ou de traduire l’ensemble ou toute partie de cet ouvrage sans l’autorisation écrite du propriétaire du copyright. Dépôt légal: 2018 Bibliothèque et Archives nationales du Québec Bibliothèque et Archives Canada ISBN 978-2-7617-4199-6 (Cahier avec accès web gratuit 6 mois) ISBN 978-2-7617-8975-2 (Cahier web 1 an) Imprimé au Canada 1 2 3 4 5 22 21

TABLE OF CONTENTS

*Accompanies The Verb Guide, downloadable for students on

Introduction ....................................................................................................................................................... V Diagnostic Tests* Verb-Tense Review ............................................................................................................................................ VII Error Correction ................................................................................................................................................. VIII

UNIT 1 The Right Word or Expression PART 1: LEVELS OF LANGUAGE .................................................................................................................. A Recognizing Language Varieties ................................................................................................................. B Keeping It Neutral ............................................................................................................................................ Writing Assignment: Formal and Informal English ................................................................................

1 1 3 5

PART 2: INCLUSIVE LANGUAGE .................................................................................................................. A Gender-Free Professions ................................................................................................................................ B Gender-Neutral Pronouns ............................................................................................................................. Writing Assignment: Inclusive Language ..................................................................................................

5 5 6 7

PART 3: FALSE COGNATES AND GALLICISMS ...................................................................................... 8 A False Cognates ................................................................................................................................................. 8 B Gallicisms ......................................................................................................................................................... 10 PART 4: IDIOMATIC EXPRESSIONS ......................................................................................................... 12 A Common Expressions .................................................................................................................................. 12 B Verbs as Metaphors ..................................................................................................................................... 13

UNIT 2 Transforming Verbs PART 1: PHRASAL VERBS ............................................................................................................................ 17 A Phrasal Verbs: Structure and Meaning ................................................................................................... 17 Class Activity: Using Phrasal Verbs ........................................................................................................... 21 PART 2: ACTIVE AND PASSIVE VOICES ................................................................................................ 21 A Comparing the Active and the Passive Voices ..................................................................................... 21 B Active and Passive Adjectives Formed by Present and Past Participles .......................................... 23 PART 3: GERUNDS AND INFINITIVES ..................................................................................................... A Gerunds (verb + -ing) .................................................................................................................................. B Infinitives (to + verb) .................................................................................................................................... C Special Cases .................................................................................................................................................. Writing Assignment: Famous Person ......................................................................................................

24 24 25 25 27

PART 4: EXPRESSIONS USING GET ......................................................................................................... 28 PART 5: REPORTED SPEECH ....................................................................................................................... 32 A Quoted Speech and Reported Speech ................................................................................................... 32 PART 6: THE SUBJUNCTIVE ........................................................................................................................ A Affirmative and Negative Forms .............................................................................................................. B Passive Forms ................................................................................................................................................. Group Writing Assignment: Your Recommendations ......................................................................

34 34 34 35

UNIT 3 Combining Sentences PART 1: CONJUNCTIONS AND RELATIVE PRONOUNS ................................................................... A Clauses and Sentences ............................................................................................................................... B Compound Sentences ................................................................................................................................. C Complex Sentences ...................................................................................................................................... D Relative Clauses ............................................................................................................................................ E Using Whose .................................................................................................................................................. F Punctuating Relative (Adjective) Clauses ................................................................................................

36 36 37 39 40 41 42

PART 2: MODIFYING PHRASES ................................................................................................................ PART 3: PARALLEL STRUCTURE ............................................................................................................... A Parallel Nouns, Verbs and Adjectives ...................................................................................................... B Faulty Parallelism ........................................................................................................................................... Writing or Speaking Assignment: Take a Stand! ..............................................................................

43 45 45 47 49

TABLE OF CONTENTS

III

UNIT 4 From Paragraphs to Essays PART 1: WRITING A PARAGRAPH ........................................................................................................... A The Topic Sentence ...................................................................................................................................... B Common Errors in Topic Sentences ........................................................................................................ C The Main Idea of the Paragraph ............................................................................................................... D The Focus Verb Tense ................................................................................................................................. E Shifts in Point of View ................................................................................................................................. F Analyzing Paragraphs ...................................................................................................................................

50 50 51 51 53 54 55

PART 2: WRITING AN ESSAY ..................................................................................................................... A Generating Ideas for Writing .................................................................................................................... B The Thesis Statement ................................................................................................................................... C Essay Structure and Types .......................................................................................................................... Writing Assignment: Comparative Essay ............................................................................................... Writing Assignment: Classification Essay .............................................................................................. Writing Assignment: Convince Me! (Persuasive Essay) ..................................................................... Writing Assignment: An Outline of a Process Analysis Essay .......................................................... Writing Assignment: Descriptive Essay This I Believe .........................................................................

57 57 58 59 61 63 65 67 69

UNIT 5 Academic and Professional Communication PART 1: CAPITALIZATION, PUNCTUATION AND NUMBERS ........................................................ A Capitalization and Common Punctuation ............................................................................................. B Conventions for Writing Numbers ........................................................................................................... Writing Assignment: Creating a Survey and Summary Report .......................................................

70 70 73 74

PART 2: WRITING CONCISELY AND SUMMARIZING ...................................................................... A Avoiding Wordiness ..................................................................................................................................... B Summarizing and Paraphrasing a Text ................................................................................................... C Writing an Abstract ......................................................................................................................................

75 75 77 78

PART 3: WORKPLACE AND TECHNICAL WRITING ........................................................................... A The Basics of Writing for the Workplace ............................................................................................... B Model Report ................................................................................................................................................. Writing Assignment: Short Report or Proposal .................................................................................... C Model Cover Letter ...................................................................................................................................... D Model Resumé .............................................................................................................................................. E Email Correspondence .................................................................................................................................

80 80 81 81 82 83 84

PART 4: PREPARING ORAL PRESENTATIONS AND RESEARCH PAPERS ................................. A The Language of Workplace Writing: Sports Metaphors ................................................................. B Oral Presentations ......................................................................................................................................... C Documenting Sources ................................................................................................................................. D Plagiarism ........................................................................................................................................................ E Model Research Paper .................................................................................................................................

86 86 87 89 90 92

Appendices Appendix 1: Frequently Confused and Misspelled Words ................................................................. 95 Appendix 2: Spelling Rules for Adding Endings .................................................................................... 95 Appendix 3: Plural Forms for Irregular Nouns ....................................................................................... 96 Appendix 4: Non-Action Verbs ................................................................................................................... 96 Appendix 5: Guidelines for Using A, An and The ................................................................................. 97 Appendix 6: Pronouns and Possessive Adjectives ................................................................................. 98 Appendix 7: Overview of English Verb Tenses ....................................................................................... 98 Appendix 8: Asking Questions ................................................................................................................... 99 Appendix 9: The Passive Voice ................................................................................................................. 101 Appendix 10: Phrasal Verbs ....................................................................................................................... 102 Appendix 11: Gerunds and Infinitives .................................................................................................... 103 Appendix 12: Irregular Verbs .................................................................................................................... 105

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Diagnostic Test Verb-Tense Review Choose the correct answer to fill in the blank. The number in the right-hand column indicates the section of The Verb Guide on and of the Appendices where you’ll find an explanation for the specific grammar point.

1.3 / App. 8

let us leave early?

Section of The Verb Guide / Appendices

a. Why the teacher doesn’t b. Why doesn’t the teacher c. Why the teacher don’t d. Why not the teacher 1.4 / App. 8

the students with their homework?

a. Who help b. Who does help c. Who the students do help d. Who helps 3

First, I

the door, then I

inside this morning.

2.15

a. have opened, have gone b. was opening, was going c. opened, went d. have been opening, have been going 4

The British

2.15, 2.16 / App. 11B

to stop fighting when the war was over.

a. were agreeing b. agreed c. was agreed d. were agreed 5

His investigations

2.2 / App. 7

sense to some people.

a. didn’t made b. didn’t maked c. weren’t making d. didn’t make 6

Some people think the earth

3.1, 3.3

explode in 2050.

a. gonna b. is going to c. will d. b and c 7

The prime minister

3.2, 3.5, 3.6

the country on TV tonight.

a. is going to address b. is addressing c. addresses d. all of the above 8

They won’t ask your opinion until you

the documents.

3.4

a. will have read b. will read c. have read d. are going to read 9

As soon as you

your application, you should fill it out and send it in.

3.4

a. will receive b. are receiving c. receive d. are going to receive 10 Some island countries will disappear when the Arctic

3.4

a. will melt b. is going to melt c. melts d. is melting 11 Arctic ice is going to disappear unless we

something about global warming.

3.4

a. are doing b. will do c. are going to do d. do 12 Environmentalists

the dangers of global warming long before the meetings in Copenhagen and Paris.

4.13

a. had been predicting b. have been predicting c. have predicted d. b and c 13 We

the present perfect last year.

4.3, 4.2

a. have already studied b. already studied c. have studied d. have been studying 14 a. Did you ever ride a camel?

b. Have you ever ridden a camel? c. Did you already ride a camel? d. Were you ever riding a camel?

4.8 / App. 8

15 If we

6.3

carbon emissions, our grandchildren will suffer.

a. won’t control b. don’t control c. aren’t controlling d. a or b 16 Tom

it won’t rain tomorrow.

6.6, 6.7

a. hopes b. wishes c. will hope d. will wish

DIAGNOSTIC TEST

VII

Diagnostic Test Error Correction Each of the sentences below contains at least one error. Circle the error and write in the correction. The number in the right-hand column indicates in which section of The Verb Guide on you can find an explanation for the specific grammar point.

Section of The Verb Guide

Who does listen to this kind of music?

1.4

The real-estate agent is buying and selling at least one house per month.

1.15

Everything have good sides and bad sides.

1.19

First the mechanic was sanding the surface, then he was running his fingers over it to

2.15, 2.17

make sure there weren’t any rough areas.

When we lived in Ottawa, we were skating on the Rideau Canal.

2.17, 2.18

Were the students working hard during the break? Yes, working hard.

2.14

Did they send the report we asked for? Yes, they sent.

2.9

Bruce is going to pick you up after he finished work.

3.4

The lecture will already begin by the time you arrive.

3.4, 4.15

10 Researchers say cellphones became the cigarettes of the 21st century.

VIII

We didn’t try this experiment for a long time.

4.1, 4.2

4.6, 4.2

12 Carla has been doing four experiments already.

4.4

13 I’d rather finish this now. Hadn’t you?

5.2, 5.3

14 If I was the CEO, I would turn this company around.

6.4

15 The government wishes more students will apply to this program.

6.6, 6.7

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UNIT

The Right Word or Expression

Mastering a language means unlocking a cultural richness of history and usage. Recognizing levels of language and using idiomatic expressions are social skills that reflect a deeper understanding of the language.

I have been a believer in the magic of language since, at a very early age, I discovered that some words got me into trouble and others got me out. - Katherine Dunn, novelist

PART 1 Levels of Language A Recognizing Language Varieties The choice of words you make, the way you structure those words and the way you pronounce them depends on the situation. You wouldn’t speak the same way in the locker room as you would during a job interview. An important skill in mastering a second language is to be able to adapt your style of language to the appropriate degree of formality. Compare the following examples: 1 Jeff gave up his job and took off. 2 Jeffrey left his position and moved away. 3 Jeff threw in the towel and skedaddled. 4 The dude bailed and got outta Dodge. 5 Mr. Wilson resigned and relocated to another city. Formal: The formal style is used for academic settings, government and legal documents, letters of application, research and technical papers, presentations or in other serious situations. Which of the examples is in a formal style? Neutral: This style is for everyday conversations, email messages and other general communication; usage is acceptable in formal situations. Which of the examples is in a neutral style? Informal: The informal style is used in friendly discussions and correspondence with people who are close to you; it may include some non-standard and non-literal usage. Which of the examples is in an informal style? Colloquial: In very informal settings, a colloquial style reflects the language of a particular social group, and the choice of words may also be non-literal and even playful. Which of the examples is in a colloquial style? Slang: Slang includes expressions with non-standard usage and spelling and non-literal ideas; it often includes colourful, playful or vulgar references. Slang is normally reserved for tightly knit social groups. Which of the examples uses slang?

UNIT 1

THE RIGHT WORD OR EXPRESSION

Note that context and specific meaning can change a word’s level of language. We plastered the wall in the bedroom. (neutral) Everyone got plastered last night. (slang)

FORMAL AND INFORMAL WRITTEN ENGLISH Formal

Informal

Vocabulary

Latin-, French-, Greek-based words one-word verbs (often Latin-based) low-frequency words full verb form (do not)

words with Anglo-Saxon roots phrasal verbs common words contracted verb forms (don’t)

Punctuation

proper use of periods and commas complete words complete sentences

dashes, parentheses abbreviations, shortened forms sentence fragments

Grammar

passive construction third-person construction complex sentences

active construction first- and second-person construction simple sentences

EXERCISE 1 For more practice, go to the interactive activities.

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Classifying Synonyms According to Level of Language

The words and expressions in each group below are similar in meaning but not in level of language. In small groups, discuss whether you think each word is formal (F), neutral (N), informal (I), colloquial (C) or slang (S). If no one in your group has ever heard the word before, try to guess the level and then compare your choice with another group or the class. 1 excellent sweet first-rate wicked

( ) ( ) ( ) ( )

great super cool the bee’s knees

( ) ( ) ( ) ( )

sick ( ) bad (meaning “good”) ( ) noice ( )

2 chucked thrown away deleted

( ) ( ) ( )

discarded forsaken jettisoned

( ) ( ) ( )

scrapped ditched

( ) ( )

3 inebriated intoxicated

( ) ( )

plastered drunk

( ) ( )

tipsy smashed

( ) ( )

4 poor down-and-out indigent

( ) ( ) ( )

broke destitute poverty-stricken

( ) ( ) ( )

bankrupt impoverished

( ) ( )

5 skill talent panache

( ) ( ) ( )

know-how aptitude handiness

( ) ( ) ( )

knack bent

( ) ( )

6 freaked out discombobulated bummed out

( ) ( ) ( )

upset unhinged

( ) ( )

agitated perturbed

( ) ( )

7 police officer constable

( ) ( ) ( )

law-enforcement agent ( ) fuzz ( ) gendarme ( )

cop pig

( ) ( )

EXERCISE 2

Identifying an Inappropriate Level of Language

Each of the sentences below has words or expressions that do not match the language level of the rest of the sentence. Determine the general level of the sentence and the words that are out of place. Suggest appropriate synonyms for these words or expressions. 1 My professional experience includes a position at the Petroleum Institute in Saudi Arabia, where I collaborated with guys from all over the world.

2 Applicants who are lacking the specified criteria for this position will be allowed to beef up their credentials and then submit their candidacy at a later date.

3 The team discovered they had way more material than they needed for a 10-minute presentation, so they revised their original plan.

4 Chuck didn’t really get what his buddies were up to, so he ceded his turn.

5 During my summer internship, I supervised a team of monitors who were responsible for planning activities for small groups of kids.

6 The presentation was sick. Everyone found it entertaining and engaging.

B Keeping It Neutral For clear, neutral communication, do not use shortened conversational forms that are common in speaking or abbreviations that are used in texting or tweets. Inappropriate

Appropriate

Inappropriate

Appropriate

cuz, cause better + verb gonna lemme c u 2nite

because had better + verb (be) going to let me See you tonight

gotta hafta oughta wanna L8r

(have) got to have to ought to want to later

Note: In the past, common contractions formed with pronouns such as I’m, we’ve and they’re were considered inappropriate for formal writing. Today, a more neutral level is generally used, and contractions are widely accepted. It is always important to find out the degree of formality your colleagues or supervisors expect. Ask your teachers if they will accept contractions in your writing.

UNIT 1

THE RIGHT WORD OR EXPRESSION

EXERCISE 3

Rewriting an Informal Message Using Neutral Language

The following email message is from a student requesting information about a university program, but it is too informal for this purpose. Rewrite the message in an appropriately formal style. Pay attention to vocabulary, abbreviations, punctuation and sentence structure. Hey John Smith, I checked out ur website but there are some things I really don’t get—I’m gonna finish my college program pretty soon & I wanna study mechanical engineering next fall, but I don’t know if my english is good enough. So like how do u figure that out and also what courses do I hafta have to be accepted in the program? Is there a form to fill out on the web (or do I need to print it & send it by snail mail)? Oh & what’s the latest I can send it in by? Could u lemme know the answer to these questions cuz I really wanna study at ur university. Thanks a lot. Josh Rigolot It is also possible to use “Dear…” instead of “Hello…” in an email; however, the use of “Dear” can be perceived as a bit too cold and impersonal by some readers.

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WRITING ASSIGNMENT

Formal and Informal English A. Imagine that the date is exactly 10 years from today and you are applying for a new professional position. One of the requirements for this position is to write a summary of your accomplishments over the last 10 years. As your future self, write a 150-word formal or neutral description of the positions you have held, the projects you have worked on and the academic path you have followed over the last 10 years. B. You found out that one of your former classmates whom you had lost contact with may be working with you if you get this new position. The two of you had enjoyed many good times together and you want to catch up. Write a 150-word email message to your old pal describing what you have been up to for the last 10 years. Include the same basic information that you used in Part A, but use informal, colloquial or slang expressions to show the contrast. Have fun playing with the language!

PART 2 Inclusive Language A Gender-Free Professions

For more practice, go to the interactive activities.

When writers communicate openly with their readers, they want to be sure that their messages make readers feel included rather than excluded. Words can alienate people or make them feel left out. For example, in the past, the word fireman was the term used for the person whose job was fighting fires. The problem with this term is that it perpetuates a stereotype that excludes women. The more inclusive term firefighter does not create this stereotype, nor does it favour one gender over another.

EXERCISE 1 The use of the plural pronouns they, them, themselves and their with a grammatically singular antecedent is generally accepted in everyday language, but many authorities on language consider it illogical or ungrammatical. For that reason, it is important to recognize what your audience expects. Note that the pronoun they was voted Word of the Year by the American Dialect Association in 2015 because of its emerging use as a gender-neutral singular pronoun.

Using Gender-Neutral Terms for Professions

In Column A are terms that are traditionally used for each profession but denote a bias toward men or women. In Column B are gender-free terms that are more commonly used today. Complete both columns. A. Gender-Biased

B. Gender-Neutral chair, chairperson

cleaning lady, maid garbage collector, sanitation worker insurance salesman letter carrier, postal worker man-made police officer salesman flight attendant weatherman

ÂŠ 2018, Les Ă&#x2030;ditions CEC inc. Reproduction prohibited

UNIT 1

THE RIGHT WORD OR EXPRESSION

B Gender-Neutral Pronouns Explain how the following statements could be considered inappropriate in formal writing. Every student must hand in his report no later than 4 p.m. A new employee needs to know their job responsibilities. In the first sentence, the pronoun his excludes female students and in the second sentence, the plural possessive adjective their refers to a singular subject (a new employee). Either of these forms might be used in an informal situation, but many style guides do not accept these forms in formal writing. See the note in the sidebar on the previous page for more information. Here are seven possible solutions to the pronoun problem: 1 Use a plural subject. Students must hand in their reports no later than 4 p.m. 2 Use you or we, depending on the context. You must hand in your reports by 4 p.m. We must hand in our reports by 4 p.m. 3 Use the imperative. Hand in reports by 4 p.m. 4 Use an article instead of a possessive adjective. Every student must hand in the report by 4 p.m. 5 Use the passive voice. (See Unit 2.) Reports must be handed in by 4 p.m. 6 Use both the masculine and the feminine possessive adjective. Each student should hand in his or her report by 4 p.m. 7 Rewrite the sentence to avoid the problem pronoun. Deadline for reports: 4 p.m. Most of the time, #1 (using a plural subject) is the easiest solution, but sometimes a plural subject is illogical. Using you, we or the imperative as in #2 or #3 will often work, but may be too informal or inappropriate for certain situations. Replacing the possessive adjective with the or a/an as in #4 will work in some contexts, and the passive voice can also be a nice solution as in #5, but if the instructions involve more than one sentence, these solutions can become wordy or confusing. Similarly, using his or her becomes wordy when repeated. In short, you must consider the context in deciding how to word your sentences. Keep in mind that the pronoun you choose creates a distinctive effect: 1 First-person pronouns create intimacy by inviting the reader into the writer’s private world. The reader, however, may interpret the ideas as the writer’s personal bias and, therefore, as subjective. 2 Second-person pronouns create the feeling of an informal conversation between the writer and the reader. Advertisers and journalists often use the second person to instill trust. 3 Third-person pronouns create an illusion of objectivity. Academic, legal and technical writing often use the third person to sound more authoritative.

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EXERCISE 2

Pronouns and Gender-Neutral Language

Circle the pronoun that shows gender bias, and then find different ways to give the same information without using gender-biased language. 1 If everyone used his own cup for coffee, we could stop buying paper cups.

2 Somebody left his backpack on my chair.

3 If you know anyone who can fix my computer, please tell him to call me.

4 The next supervisor will have a big surprise when she finds out what the job involves.

5 When we hire a new secretary, we’ll have to be sure she knows all of our software.

WRITING ASSIGNMENT

Inclusive Language Using a plural subject, write a short paragraph in which you describe the tasks that people in your field of study do on an average day or the preparation people must do in order to practise a specific hobby, sport or special interest. Rewrite the paragraph in point form using imperative verbs. Finally, write a third revision using a different approach to convey the same information. Indicate the audience or situation for which each version would be the most appropriate.

UNIT 1

THE RIGHT WORD OR EXPRESSION

PART 3 False Cognates and Gallicisms A False Cognates As languages evolve over time, the meanings of words may differ from one region to another or from one language to another. French, English and Spanish have many words that evolved from common roots, but today have different meanings. These words are called false cognates.

COMMON FALSE COGNATES

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English word

Looks like the French* word

But it means

Example

actually

actuellement Today, people are addicted to technology.

in fact

A: You looked tired last night. B: Actually, I felt great.

advertise

avertir The council warned us about the dangers.

to publicize

The company advertised its sale on TV.

advise

aviser They informed us that he no longer worked there.

counsel

They advised us to dress warmly.

assist

assister Alison attended the concert.

to help

Ann assisted the doctor with the operation.

auditor

auditeur Listeners / The audience can comment after the show.

one who checks official papers

Auditors check company tax reports.

comedian

comédien Each actor in the play performed very well.

an entertainer who makes the audience laugh

Tom’s favourite late-night comedians are Jimmy Fallon and Samantha Bee.

comprehensive

comprehensive Ms. White is an understanding teacher.

complete, detailed

A comprehensive exam covers all material taught during the course.

currently

couramment Sandra speaks Italian fluently.

presently, now

Currently, most students work part time.

deceive

décevoir I was disappointed by my mark on the exam.

to mislead

I was deceived by his lies.

delay

délai The deadline is next week.

postponement

There was a two-hour delay at the airport.

demand

demander Always ask questions if you don’t understand.

to insist, as if by right

Julie demanded to see the manager when the clerk refused to help her.

formation

formation My training is in medicine.

shape

The soldiers marched in formation.

hazard

hasard By chance, I ran into my cousin.

a danger

Toxic spills create environmental hazards.

implant

implanter The organization was established in 2012.

tissue or artificial object inserted into a body

Health Canada approved an implant device to help sleep apnea.

implicate

impliquer Nathan was very involved in the club.

to show involvement in a crime

Danny was implicated because his fingerprints were all over the weapon.

English word

Looks like the French* word

But it means

Example

inconvenient

inconvenient One disadvantage of wind energy is noise.

causing a problem

It’s inconvenient for me to pick you up because I need to arrive early.

isolate

isoler If we don’t insulate the walls, we’ll freeze.

to separate so that someone is alone

The nurse had to isolate Sam to prevent the others from catching his virus.

lecture

lecture The teacher assigned a reading from the text.

a speech

I listened to an interesting lecture on Egypt.

location

location The camp has kayak rentals.

particular place or position

The location of our cottage is in Sutton. (It is located in Sutton.)

phrase

phrase Your answers must be in complete sentences.

(v) to express (n) a clause

Ellie phrases her sentences very well. One phrase she likes to say is, “If I were you …”

pretend

pretender The politician claimed he was telling the truth.

to dress up, play a role

For Halloween, Ellie pretended to be a witch.

quit

quitter I left the office early.

to stop doing something

I quit smoking three weeks ago.

report

reporter We’ll have to postpone this project.

to tell facts / news

The journalist reported on the disaster.

resume

resume The teacher wants us to summarize the article.

to do something again after a break

The leaders resumed negotiations after lunch.

sensible

sensible Don’t be so sensitive when people tease you.

showing good sense or judgment

It’s sensible to save money.

stage

stage I did an internship at that company.

a place to perform

The actor is on stage now.

supply

supplier He begged me to stay longer.

to provide needed products

We supplied the office with new chairs. Profits depend on supply and demand.

survey

surveiller Lifeguards need to watch swimmers carefully.

general view or land assessment

Edward surveyed the property for his new house. We took a survey of our needs.

sympathetic

sympathique I like Sally because she’s so nice.

understanding

My parents were sympathetic when I explained the problem.

* The sentence shows a correct translation for the false cognate.

EXERCISE 1 For more practice, go to the interactive activities.

False Cognates

Fill in the blanks with the correct form of a word from the list below. Not all words are used in the exercise.

• comprehensive • report • implicate • hazard • deceive • actually • internship • quit • insulate • understanding • postpone • involve • implant • danger • disappoint • today • stage • leave • delay • formation • report 1 Jennifer is very 2 I know Anthony thinks he is right, but 3 Mark had a very what was causing the problem. 4 Mary was 5 Mike’s wife is very

in her college’s social clubs. his argument is full of faulty reasoning. exam the last time he saw his doctor, in order to find out exactly when she found out that her coupon had expired. about his passion for sailing. UNIT 1

THE RIGHT WORD OR EXPRESSION

6 My grandfather’s record player still works after sixty years, but need to be replaced every couple of years.

music players

7 Next summer, Maria will have a three-month

with an accounting company.

8 As soon as the DNA tests were analyzed, Terry was

in the investigation.

9 One of the actors almost fell off the

because his costume made him trip.

10 We felt that the company had the new equipment was.

us when we discovered how poorly made

11 Seaweed was often used to

houses near the sea to help keep the warm air inside.

12 Jane's surgery involved

synthetic lenses in her eyes.

13 The election in Cuba had to be

because of Hurricane Irma.

14 Journalists

the election results as soon as the voting stations closed.

15 The Snowbirds fly in different

for their aerial show.

B Gallicisms When a French word or expression is used incorrectly as an English word, it is called a Gallicism. In addition to confusing false cognates, French speakers often make errors in the following expressions or constructions: Gallicism (Error)

French

Correct English Expression

to take a coffee / drink / lunch

prendre un café

to have / get / drink (some) coffee; to have lunch; to have a drink

I listen to TV.

J’écoute la télévision.

I watch TV.

to have the good address

avoir la bonne adresse

to have the right address

to have the bad number / address / answer

avoir le mauvais numéro

to have the wrong number / the wrong address / the wrong answer

I’m agree.

Je suis d’accord.

I agree (with you).

the population reacted

la population a réagi

the public reacted

open / close the light / computer

ouvrir / fermer la lumière / l’ordinateur

to turn on the light; to turn off your computer

pass a test

passer un examen

take a test (pass = réussir)

informations, researches, homeworks

les informations, les recherches, les devoirs

information, research, homework (collective nouns never take an –s)

the principal character / street / argument

le personnage principal

the main character; the main street; the main argument

a workshop animator, a TV-show animator, a camp animator

l’animateur de l’atelier

workshop facilitator / leader; TV-show host; camp monitor / counsellor

of primordial importance

d’une importance primordiale

of essential / crucial / key / utmost importance

to take a big space

prendre beaucoup de place

to play a major role

to verify the gas

vérifier le carburant

to check the gas

the global problem

le problème global

the overall problem

actualities

les actualités

current events, news

Confusing Expressions interrogation: refers to a long and intimidating interview with the police or military for a serious offence, not a period to ask questions: The interrogation at the RCMP station took five hours.

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organism: refers to a plant, animal or single-celled life form. An organization refers to a company, business, association or other groups of people with a particular purpose: Biomimics study natural organisms such as ants and bees to solve human design challenges. photograph (photo): refers to a picture, not the photographer: Here’s a photograph of my uncle surfing in Hawaii. politics: the activities of people involved in government, not a person: He is a man of politics, and I don’t want anything to do with him. responsible: used only as an adjective, not as a noun: Annie is very responsible. She takes care of payroll, sales and the day-to-day operations of the office. scientific: an adjective describing something related to science. A science professional is a scientist: The scientists conducted research on scientific topics.

EXERCISE 2

Correcting False Cognates and Gallicisms

Write the correct word(s) above the underlined words in the following paragraphs. A 1 I’m agreed that the 2 population needs to have a better 3 comprehension of problems related to global warming. I have 4

listened to many TV documentaries that show how 5 sensible our planet is. Scientists 6 advertise us that there will be

major weather-related disasters if we don’t pay more attention to environmental 7 researches and modify our lifestyle. Some politicians who get support from large corporations 8 pretend that the predictions are false and that the 9 principal problem is not over-consumption, but I believe that taking care of our planet is of 10 primordial importance.

B Alex has a 1 formation in Mining Engineering and last winter he had 2 a stage at a gold mine near Val d’Or. He was not 3

deceived by this experience at all, even though the hours were long and the work was difficult. His 4 responsibles were a bit

overwhelming. By 5 hazard, he discovered that taking 6 photographers helped him relax. He 7 quit Val d’Or in early April when his job was 8 achieved. He was supposed to turn in a final report by the end of May, but the 9 delay got 10 reported because the 11 animator of his work team was 12 implicated in an innovative 13 science research project.

C When David was in Mexico, he looked for a bicycle 1 location shop, but he didn’t have the 2 good address. Fortunately, he speaks Spanish 3 currently, so he was able to ask for some 4 informations about where to go. A 5 sympathetic young woman recommended a cybercafé where he could 6 take a coffee and 7 verify his email. When he 8 opened the computer, he discovered that the keyboard was broken. He complained that the 9 organism needed to fix its equipment. Then he decided to 10 assist a music concert. All of the 11 auditors loved the show, but David was disappointed that the musicians were playing electronic rather than traditional instruments.

UNIT 1

THE RIGHT WORD OR EXPRESSION

PART 4 Idiomatic Expressions A Common Expressions It is interesting to learn how universal truths are expressed differently in another language.

EXERCISE 1 For more practice, go to the interactive activities.

Matching Equivalent Expressions

Match the English expression on the left with the corresponding French expression on the right. A literal (but usually illogical or inaccurate) English translation is provided. 1 ( ) a bull in a china shop 2 ( ) a horse of a different colour 3 ( ) a little birdie told me 4 ( ) can’t teach an old dog new tricks 5 ( ) chicken-hearted 6 ( ) I’ve got a frog in my throat 7 ( ) it’s Greek to me 8 ( ) don’t know which way to turn

a ne pas y aller par quatre chemins don’t take four roads b une poule mouillée a wet hen c c’est du chinois it’s Chinese d courir deux lièvres à la fois to run two hares at a time e se ressembler comme deux goûtes d’eaux to resemble each other like two drops of water

f heureux comme un poisson dans l’eau happy as a fish in water

g le revers de la médaille the reverse of the medal h la goutte qui fait déborder le vase the drop that makes the vase overflow

9 ( ) to shoot your mouth off

i mon petit doigt m’a dit my little finger told me

10 ( ) snug as a bug in a rug

j nager entre deux eaux

11 ( ) the straw that broke the camel’s back

k prendre une place important to take a big space

12 ( ) to beat around the bush

l ne plus savoir sur quel pied danser

13 ( ) to juggle two things at once 14 ( ) to make a mountain out of a molehill 15 ( ) to sit on the fence 16 ( ) two peas in a pod 17 ( ) to play an important role 18 ( ) the other side of the coin

EXERCISE 2

to swim between two bodies of water

not to know which foot to dance on

m on n’apprend pas à un vieux singe à faire des grimaces you can’t teach an old monkey to make faces

n une autre paire de manches another pair of sleeves o un chien dans un jeu de quilles a dog in a bowling alley p perdre une belle occasion de se taire to lose a good chance to be quiet

q se noyer dans un verre d’eau to drown in a glass of water r j’ai un chat dans la gorge I have a cat in my throat

Finding More Expressions in More Languages

Work in small groups to think of expressions in your mother tongue and then try to find the equivalent expressions in English. Transliterate your expressions into English and then challenge the other groups to guess the correct English equivalent for them.

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B Verbs as Metaphors Many idiomatic expressions derive from metaphorical images that make the action more vivid.

EXERCISE 3

Understanding Verbal Idiomatic Expressions

Explain the expressions on the left and then fill in the blanks in the sentences on the right with the appropriate idiomatic expressions. Check with your teacher if you are not sure your answers are correct. Communication 1 to shoot from the hip

a I’ll the next meeting.

2 to speak of the devil

b Look who’s here!

regarding .

c Now the party won’t be a surprise because 3 to cut to the chase

Paul d Oscar never thinks before talking;

4 to lay one’s cards on the table 5 to let the cat out of the bag

he always e Why don’t you just and tell me what happened. f I’m going to be completely honest and

6 to keep someone posted

to see what you think.

Money 1 to cash in your chips

a Suddenly, we when the demand for our products got so high.

2 to tighten your belt

b The farmers when the price of corn fell drastically.

3 to live beyond your means

c I’m going to now while the market is climbing.

4 to lose your shirt

d It’s tough with such a small paycheque.

5 to have a windfall

e We have to stop if we want to get out of debt.

6 to make ends meet

f We have had ever since the economic slowdown.

UNIT 1

THE RIGHT WORD OR EXPRESSION

Business 1 to have an ace up your sleeve

a As soon as everyone arrived, the director to find a workable solution.

2 to bait and switch

b The discount store did the old routine by advertising a great deal and then telling us it was sold out so we would buy a more expensive alternative. 3 to be above board

c The mayor was accused of rather than accepting responsibility.

4 to get down to brass tacks

d The new administration promises to always .

5 to pass the buck e Unless you I don’t see how you can possibly win this case.

6 to clinch a deal

f We finally and sold the house.

EXERCISE 4

Explaining Idiomatic Expressions

The expressions in the following groups have nearly the same meaning. Work in small groups to explain the subtle difference in meaning in each expression, and then come up with situations in which you would use the expressions. Pair up with another group. Tell them your situations and see if they can guess an appropriate expression.

Showing Anger Expression

Situation

1 to be up in arms Meaning:

2 to bite someone’s head off Meaning:

3 to have a bone to pick Meaning:

4 to fly off the handle Meaning:

5 to go off the deep end Meaning:

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Academic and Professional Communication

UNIT

The skill of writing is to create a context in which other people can think. - Edwin Schlossberg, designer and author

Academic and professional communication requires concise language that follows established conventions for punctuation, organization and documentation that convey authority and authenticity.

PART 1 Capitalization, Punctuation and Numbers A Capitalization and Common Punctuation The conventions for capitalization and for punctuation differ from one language to another. In English, capitalize the following: • The first word of every sentence • All words in the title of a work except articles (a, an, the), prepositions and conjunctions that have less than five letters. Always capitalize the first word in a title: The Adventures of Huckleberry Finn, Sunshine Sketches of a Little Town • The pronoun I at all times: Where am I? I am here. • Proper nouns that name specific people, including their title: Uncle George, Dr. Bethune, Mr. Jones, President Washington, Prime Minister Trudeau • All words in geographical locations, organizations and specific companies or institutions, except articles and prepositions with fewer than four letters: Sherbrooke Street West, Lake Champlain, Canadian International Development Agency, Habitat for Humanity Inc. • Days of the week and months of the year: Monday, Tuesday, February, March • Historical events, documents, periods and movements: World War II, the Middle Ages, the Quiet Revolution, the Charter of Rights and Freedoms • Nationalities and languages: French, Spanish, Canadian, Québécois / Quebecker, British • All of the letters in a postal code and two-letter abbreviations for provinces and states: H2R 2P6; QC (Québec), ON (Ontario), CA (California), FL (Florida) • Acronyms and abbreviations: UNESCO, AIDS, WHO, IMF, CEO. Use a comma: • Before a coordinating conjunction that combines sentences: I wrote the report summary, but I couldn’t find the latest survey results. • To set off introductory elements: Even though the report was overdue, we sent it anyway. Tired of waiting, they went inside. Unfortunately, we didn’t hear from them again.

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• To set off non-restrictive elements: The technician, whose office is downtown, repaired the computer. • In dates, between the day and the year: October 17, 2012. Do not use a comma if the day of the month precedes the month: 17 July 1947. • In addresses, between the city and the province: Vancouver, BC • In quotations to set off the speaker: “Let’s finish early,” he advised. I said, “Good idea.” • To separate the parts of a series: I set up the equipment, took the measurements, wrote down the data and then took a break. • With numbers in multiples of 1,000 or more: 5,450; 290,377; 1,212,341. Do not use commas with addresses: 4321 Main Street. Use a semicolon: • To link closely related independent clauses (complete sentences): Business is good; people are spending money again. • To link a sentence introduced with a transition to the preceding sentence: We need to cut carbon emissions; indeed, we need to use renewable energy sources. • To separate items in a series when one or more of the items has a comma: The stars of the show were Jim, who writes books; Tom, who loves tools; and Kim, who is retired. Note that there is no space before a semicolon in English. Use a colon: • After an independent clause to introduce a list, an explanation or a quotation. Tammy likes her job for one reason: it pays well. We need a lot of supplies for the trip: tents, sleeping bags, cooking equipment and utensils. • With time (hours, minutes and seconds), elements in memo headings, salutations, subtitles: 4:30; Subject: Punctuation; Work: The Best Use of Time; Dear Mr. Jones: Note that there is no space before a colon in English. Use an apostrophe: • To form the possessive case: – of singular nouns and indefinite pronouns, by adding ’s: the president’s office, Sarah’s testimony, Mr. Miller’s book, the witch’s spell – of plural nouns ending in –s, by adding an apostrophe: The boys’ books are here. The Jones’ car was stolen. – to form the possessive case if the plural form does not end in –s, by adding ’s: the children’s toy, the women’s room – of a compound noun, by adding ’s: my mother-in-law’s house • To indicate the missing letters in contracted words: I’m (I am), you’re (you are), he’s (he is), it’s (it is), we’re (we are), can’t (cannot), don’t (do not), she’d (she would) Periods with abbreviations and numbers • Omit periods after abbreviations, especially if all parts of the abbreviation are capitalized or if the last letter is capitalized: AIDS, UNESCO, PhD; also, omit periods with points of the compass: NW (northwest), SE (southeast) • Periods are used with abbreviations for streets: E. Stadium Blvd., N. Green St., Fifth Ave. • Periods are generally used with abbreviated titles and the term Ms.: Mr. Brown, Dr. Smith, Prof. Wilkins, Ms. Ogden. Note that in British English, the period is removed: Mrs Brown, Dr Whitehall, Ms Wilson • Periods are used with corporate abbreviations: Pix Co., Black Inc., Example Corp. • With dollar amounts, use a period to separate dollars from cents: $85.99. Use a period to express fractions or to provide an approximate dollar amount larger than a million: 675.25, 98.6; $14.6 million, $4.5 billion UNIT 5

ACADEMIC AND PROFESSIONAL COMMUNICATION

EXERCISE 1 For more practice, go to the interactive activities.

Correcting a Letter of Application

Circle the letters that should be capitalized and add commas where necessary.

mathieu st. jacques 5432 crescent ave. kingston on k7k 8r9

april 24 , 2019 dear mr. st. jacques: i would like to apply for the position of drum teacher in your drum beats summer arts program. I am currently studying jazz music at mcgill University and I have been playing the drums for over ten years. your teacher for last year’s program don baton told me about the position and recommended that i apply. for the last five summers i have been playing with a band called the night owls and teaching private drum lessons. my band has played at the just for laughs cabaret and other venues in montreal. as a band member i have learned to work in a team to work hard to attain my goals and to handle stress and challenges. my experience as a drum teacher has taught me to be patient resourceful and well organized. i speak english, french and spanish fluently. i have travelled extensively in latin america so i am accustomed to speaking spanish with the locals. an article i wrote entitled “talking drums” was recently published in french and in english in the bilingual journal music-musique. I am available for an interview at your convenience. thank you very much for considering my application. best regards samuel starr

Refer to page 94 to see the corrected letter.

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B Conventions for Writing Numbers Writing a number as a numeral or spelling it out as a word depends on the type of text you are writing. In general, you should use numerals in any technical writing that involves statistics, mathematical formulas or financial records. For other types of formal writing, the usage depends on stylistic conventions. Always remember that the underlying principle behind these conventions is to make your writing easily understood by your reader. • Spell one-digit numbers (1-9); use figures for larger numbers. for two days, for 25 minutes • This is also true in adjectival expressions: an eight-hour day, a 35-year-old man • Approximate numbers can be spelled out. Dad is nearly fifty. About two hundred people came. • Spell out a short number that begins a sentence. If the number is long, reorganize the sentence so that it is not at the beginning. Nineteen of the parts were damaged. There were 471 people in the theatre. • Spell out fractions that are used without a whole number; use numerals for mixed numbers. Less than one-third of the members voted. There are 2 ¾ boxes of pens in the store room. • For greater clarity, write out the shorter of two consecutive numbers. She asked for fourteen 79-cent pens. Mike has to read 32 twelve-page reports. • If several numbers in a sentence perform similar functions, express them uniformly. The study examined 27 small towns and 5 big cities. Our kits sell for $3.50, $5.00 and $7.75. • Write numbers in millions and higher as a combination of figures and words. The candidate received 3.7 million votes. This bailout plan will cost taxpayers $14 billion. • Use words for rounded measurements that are not abbreviated; use figures for fractions and decimals with abbreviated forms. Nick is over two metres tall. Alex is 1.85 m. This bag weighs 5 lb. or about 2.3 kg. Pam lost five pounds. Only fifty percent of them voted. Last year, 85% of the members showed up. • Use figures to express dimensions (8 ½ x 11 inch paper), identification numbers (Route 66), addresses (24 Sussex Drive), temperatures (-17°C), time (3:30 p.m.) and dates (May 15, 1982). • Use Roman numerals for rulers, aristocrats, names of ships, acts of a play and chapters of a book. Louis XV, Act III, Apollo XIII, Super Bowl XL. Never use Roman numerals for centuries or with ordinal forms. the 21st century, XXI Olympics (not XXIst Olympics) • Numerals can be used in a CV (also called a resumé) so that they can be easily spotted. Coached 2 teams of 8-year-old children • Do not use st, nd, rd, th with dates; the date may come before or after the month. July 1, 1867; December 7, 1945; 11 November 2019.

UNIT 5

ACADEMIC AND PROFESSIONAL COMMUNICATION

EXERCISE 2

Following Conventions for Writing Numbers

Correct the use of numbers in the following sentences, if necessary. 1 The prime minister’s annual salary is over $300,000. 2 There were nearly 70 scientists in the audience. 3 The records show that he paid $102.50 for a hotel, $70 for meals, and $7.50 for phone calls. 4 The supervisor wants 15 10-page reports ready by tomorrow. 5 The brochure will be ready in about 8 days. 6 14 of our managers are attending a conference this week. 7 America was discovered at the end of the XVth century. 8 The government recently purchased 25 jet fighters, 6 4-engine bombers, and 12 cargo planes. 9 More than ¼ of our members attended the Special Skills Seminar. 10 The 3 new office buildings will cost more than $1,500,000. 11 Alex’s plane will leave from Toronto at four-thirty p.m. 12 George no longer lives at 1600 Pennsylvania Avenue. 13 I hope to visit twenty-seven customers during my 5-day stay in Vancouver. 14 The dimensions of his office will be twelve by 16 feet. 15 Dan asked the printer to increase our order by 25 percent.

EXERCISE 3

Writing Numbers as Words or Numerals

Read the paragraphs below and choose the correct form of the numbers in parentheses. In some cases, more than one answer is possible. Be prepared to defend your choice. 1 An informal survey of (forty / 40) students between the ages of (eighteen / 18) and (twenty-four / 24) looked at the number of electronic devices students own. It showed an average of (two and a half devices / two devices and one half / 2 ½ devices / 2.5 devices) per person and spend an average of (three and a half hours / three hours and a half / 3 ½ hours / 3.5 hours) per day on their devices. (Two / 2) respondents do not own a laptop and (four / 4) respondents use a tablet for all their schoolwork. Since 2017, (twenty percent / 20 percent / 20%) of the respondents have purchased (a / one / 1) new phone or other personal device, and (one out of four / ¼ / one fourth / 1:4) of the respondents plan to buy a new phone within (two / 2) years. 2 Although the Vikings attempted to make a settlement in Newfoundland around (one thousand / 1000) BCE, permanent European immigration to Canada did not begin until the (XV / XVth / fifteenth / 15th) century with French explorer Jacques Cartier, followed by Samuel de Champlain, who founded Québec City in the early (sixteen hundreds / DDMC / 1600s). After the initial period of French and British colonization, there were (four / 4) main waves of immigration. The (first / 1st) spanned a period of nearly (two / 2) centuries until the American Revolutionary War in 1775 and the (second / 2nd) started after the War of 1812. The period after World War (Two / 2 / II) represents the (third / 3rd); and, the (fourth / 4th) wave is ongoing today.

WRITING ASSIGNMENT

Creating a Survey and Summary Report Create an online or paper survey for your class on a topic related to your field of study or one that interests you. Synthesize the data into a report that describes the trends you found.

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PART 2 Writing Concisely and Summarizing A Avoiding Wordiness Formal writing should be concise and clear. In the classic work The Elements of Style, William Strunk wrote the following: A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts. This requires not that the writer make all his sentences short, or that he avoid all detail and treat his subjects only in outline, but that every word tell. Wordiness means having too many words. Below are some strategies for avoiding unnecessary wordiness. The numbers in parentheses indicate the number of words in the sentence. • Omit the filler phrases it is, there is and there are at the beginning of sentences. Wordy: It is dangerous to run this equipment without assistance. (9) Concise: Running this equipment without assistance is dangerous. (7) • Omit this from the beginning of a sentence by joining it to the preceding sentence with a modifying phrase. Wordy: Warmer winters meant the pine beetles were not killed. This allowed them to ravage British Columbian forests. (17) Concise: Warmer winters meant the pine beetles were not killed, allowing them to ravage British Columbian forests. (16) • Replace the verb to be with a strong verb. Wordy: Stricter regulations regarding heli-skiing are necessary in Alberta. (8) Concise: Alberta needs stricter regulations regarding heli-skiing. (6) • Omit clauses with which or that if possible. Wordy: The procedures, which were very expensive, were difficult to administer. (10) Concise: The expensive procedures were difficult to administer. (7) • Replace passive verbs with active verbs. Wordy: Our gender is determined by genetics. (6) Concise: Genetics determines our gender. (4) • Substitute strong verbs for nouns ending in -tion or -sion. Wordy: I filled out the registration for the course. (8) Concise: I registered for the course. (5) • Combine two closely related short sentences by omitting part of one. Wordy: The team is trying to overcome some difficulties. Common difficulties include funding, scheduling and absenteeism. (15) Concise: The team is trying to overcome common difficulties such as funding, scheduling and absenteeism. (14) • Replace phrasal verbs with a one-word verb when possible. Wordy: The committee came up with a plan to get rid of unnecessary waste. (13) Concise: The committee devised a plan to eliminate unnecessary waste. (9)

UNIT 5

ACADEMIC AND PROFESSIONAL COMMUNICATION

EXERCISE 1 For more practice, go to the interactive activities.

Revising for Wordiness

Eliminate unnecessary words and / or revise expressions to make these sentences concise without losing essential information. Compare the number of words in your sentence with the original. Examples: Wordy: Due to the position you have posted on your website for the aeronautics technician in your company, I am writing to tell you that I am very much interested in it. (31) Concise: I am interested in the aeronautics technician position posted on your website. (12) Wordy: I am thanking you for taking the time to think about my candidacy. (13) Concise: (I would like to) Thank you for considering my candidacy. (10) or (6) 1 In my last position, I showed the new employees how everything is done. (13)

2 I will return the manual back to you when I finish using it for my term project. (17)

3 This is to let you know that the letter that you sent to me that was dated September 15 was received by me this morning. (25)

4 I have gained experience through an internship which I was selected for by Canada Sound Systems for a duration of six months. (22)

5 I would be delighted if I could be scheduled to have an interview with you because that would show to me the interest that you have toward me. (28)

6 The reason I am writing this letter is because I want to ask you formally if you could approve my request to take Spanish as my elective course for next session. (31)

Refer to page 1 for more information on language levels.

EXERCISE 2

Level of Language

Good communicators adapt the tone and level of language for the specific audience. Generally, a neutral level is the most appropriate. (See pages 1 to 3.) Work with a partner to rank each group of sentences so that 1 is formal, 2 is neutral and 3 is informal or slang. Underline the words or expressions that signal very formal or very informal usage. Decide which sentence is the clearest and explain why. 1 a. b.

A target profit margin that is not attainable could result in inefficient employee performance.

Setting profit goals too high could interfere with employee satisfaction.

2 a.

The planning committee will study the data before starting the project.

Crunch the numbers before you start messing with how we do stuff around here.

After perusing the analysis, the consortium will establish an implementation plan.

3 a.

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People get bummed out when the boss only cares about making a pile of dough.

Modify your budget at the end of the year if overhead costs change.

Variations in overhead costs require year-end financial-account adjustments.

If your rent goes up or down, then fiddle with the stats when the year’s up.

4 a.

Get everyone doing stuff to figure out who’s good at what and then hand over the jobs.

Delegate assignments by evaluating the employee talent pool for the required tasks.

Involve workers to find their strengths, and then distribute tasks.

5 a.

Psychologists studied the effects of management style on different personality types.

Research was conducted on how an individual’s predisposition is affected by varying patterns of management control.

They tried to figure out how the boss’s attitude made a bunch of different guys feel.

B Summarizing and Paraphrasing a Text A summary is a shorter version of a text that includes the most important points, whereas a paraphrase reproduces the ideas of the original text using different words. Follow these steps to write a summary: • Read the text and highlight or underline the most important points. If you are summarizing a listening exercise, write down the most important points. • Rephrase important information in point form. • Use the important points to write a short, clear paragraph. Refer to your notes and the original text as necessary. To paraphrase a text, you can follow the same process, but focus on finding different words or sentence patterns to express the ideas in the original text. Example:

Original Text

Important Points

Summarized Text

Canada has always had the reputation of a peace-keeping nation. Nevertheless, Canadian expertise played a critical role in the development of military aircraft and in advancing cutting-edge spacecraft during the Cold War. The development and destruction of the CF-105 Avro Arrow is a story that fills Canadians with pride and grief, but the ingenuity that went into developing this marvellous aircraft was key to future scientific innovations. 67 words

• Canadian expertise developed military air-/spacecraft • Cold War • Development and destruction of Avro Arrow • Pride and grief • Key to future innovations

Canadian expertise was critical in developing military air- and spacecraft during the Cold War. Future innovations derived from the development and destruction of the Avro Arrow fill Canadians with pride and grief. 32 words

Paraphrased Text Despite Canada’s peace-keeping reputation, the country’s expertise played a key role in developing military aircraft and spacecraft during the Cold War. Canadians were proud of developing the spectacular Avro Arrow and subsequently mourned its destruction. 35 words

Adapted from: Marsh, James H. “Avro Arrow: ‘There Never Was an Arrow.’” The Canadian Encyclopedia. Historica Canada. 20 Feb 2012.

UNIT 5

ACADEMIC AND PROFESSIONAL COMMUNICATION

EXERCISE 3

Summarizing and Paraphrasing a Written Text

Write a summary of this article about Antanas Mockus, the former mayor of Bogota, Colombia. Express the most important ideas in less than 100 words. Then briefly paraphrase the article in your own words. Could humour and playfulness be employed to correct social problems such as chaotic traffic, corrupt police officers or a critical water shortage? It sounds like the fanciful dream of a colorful children’s book, but in fact, between 1995 and 2003, a professor of philosophy and mathematics was elected to be in charge of what he called “a classroom of 6.5 million.” Antanas Mockus was a mathematician, a philosopher and an artist who focused on creative solutions to change the hearts and minds of the citizens of Bogota, Colombia, when he was elected mayor of Bogota, the capital of Colombia. When Mockus came to office, the traffic in Bogota was chaotic and dangerous, police officers relied on bribes and favours, and the infrastructure for delivering services was seriously broken. He promised to use his artistic powers to conquer wrongdoing and benefit the social structure. To illustrate how it would take a superhero to make a crime-ridden city like Bogota function, he appeared, as the newly elected mayor, in a Superman-like costume, announcing that the giant S on his chest stood for Supercitizen. To deal with the traffic, he printed and distributed 350,000 “citizen cards” with images on both sides: thumbs up for courteous drivers and thumbs down for rude drivers. People found a peaceful way to communicate their approval or disapproval. Not only did drivers become more considerate, the number of traffic fatalities was reduced by more than 50% in less than 10 years. His remedy for the corrupt traffic police officers was to replace them with mime artists. Rather than handing out tickets and taking bribes, the actors would mime the effects of bad behavior. If a pedestrian ran across the road, a mime would follow him and mimic every move. If a driver didn’t stop for a pedestrian crossing the street, the mime would act hurt or offended. When the city faced a water shortage, TV programs showed the mayor showering and turning off the water, then asking everyone to reduce their water use. The busy signal on telephones was replaced with the public message, “Thank you for saving water,” spoken by the pop star Shakira. The city published information to show citizens way to cut water usage. Today water consumption continues to be lower than it was before the crisis. The mayor showed the world “that huge changes can be achieved through surprisingly small steps,” and that humour and playfulness can play can make a monumental difference. (408 words) Sources: The Art of Changing a City by Antanas Mockus https://www.nytimes.com/2015/07/17/opinion/the-art-of-changing-a-city.html Academic Turns City into a Social Experiment by Mara Cristina Caballero https://news.harvard.edu/gazette/story/2004/03/academic-turns-city-into-a-social-experiment/

C Writing an Abstract An abstract is a very short summary of a longer written or oral report. It provides all of the essential information and informs readers or listeners of the content and design of the report or presentation. The abstract should be written after the report has been completed. A good abstract contains important information that is concise, well-organized and self-contained. Wordiness and unnecessary details must be eliminated. Abbreviations and acronyms should be written out in the title. Every word must tell.

Sample Abstracts for Oral Presentations The Challenges of Information Technology Manufacturers Electronic devices are standard equipment in offices and institutions. However, unnecessary costs and health risks from eyestrain, headaches and online addiction play an important role in how technology advances. Unstable systems and unfriendly software designs cost companies money. Manufacturers of information technology study these problems to create more efficient applications. (50 words)

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Audiology Many people are afflicted with hearing and language problems. An audiologist examines and diagnoses patients to provide clinical services for people who have a communication disorder related to auditory dysfunction. To treat serious hearing problems, the patients may need an electronic device called a cochlear implant. Sign language is another alternative to help deaf people to communicate. (57 words) Marine Fish The health and longevity of marine fish in an aquarium is influenced by the tank’s setup and regular maintenance. Each species has different needs regarding water temperature, quality and pH level. Determining the optimal tank conditions for the selected species will improve how well the fish thrive. (47 words)

EXERCISE 4

Revising a Wordy Abstract

Revise the following abstract so that it is between 50 and 60 words. In this presentation I am going to discuss the history and the process of making beer. Beer is one of the oldest alcoholic beverages. It is made through the brewing and fermentation of cereals, especially malted barley, and usually there is a flavouring agent and stabilizer called hops that is added. It was well known in Ancient Egypt. At first it was brewed chiefly in households and monasteries, but in late medieval times it became a commercial product and now it is made by large-scale manufacturers in almost every industrialized country, especially Great Britain, Germany, the Czech Republic and the United States. (102)

UNIT 5

ACADEMIC AND PROFESSIONAL COMMUNICATION

PART 3 Workplace and Technical Writing A The Basics of Writing for the Workplace Before you begin to write written communication in the workplace, ask yourself the following questions and quickly note down the answers: • Who is my main reader? Who will be making a decision related to my subject? • What does my reader know about my subject? (Does my reader have a technical background in my subject area?) • Who are my secondary readers? Will this document be shared with a team or department? Will this document be posted on the internet? • What is the purpose of my message? Am I trying to inform or persuade my reader? • What does my reader need to know? What is the essential information? • What background information does my reader need to understand my subject? • What do I want my reader to do and/or what further action do I plan to take? In the workplace, people do not have time to muddle through a poorly written document, so it is essential that your purpose and expected outcome be clear and to the point. Otherwise, your reader might not know how to respond or what to do with the document. The Pyramid Approach to workplace writing structures your message so that you have concise, essential information at the top, supported by an extended base of details at the bottom.

Summary statement Concisely summarize your purpose for writing. Essential details Provide the most important information your reader needs to know. Background information and development Provide other details needed to fully understand the subject and act. Evaluation, Action, Recommendations or Results Conclude by clearly stating your evaluation results, the action you want your reader to take, or the recommendations you want the reader to follow. The Process: Write the first draft of your written communication without worrying about accuracy. Refer to the notes you wrote in response to the questions above. Develop the details and background information to include all of the information your reader needs. Once you have written the first draft, take a break and return to the document with fresh eyes. Look for redundancies, missing information or illogical sentence construction. Remove unnecessary words, replace jargon your reader might not understand, and correct spelling and grammar. Be sure the level of language matches the tone you wish to convey. Read the document as if you were your reader, asking yourself how you would react to it. If you do not feel the reaction you were trying to achieve, revise your focus. Finally, be sure you have clearly expressed what you want your reader to do or what further action you plan to take so that your expected outcome is clear. 80

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B Model Report An employee may be required to write a report to evaluate in-service training funded by the employer. It might be sent as an email message or an attached document.

This information is automatic in an email message, but may need to be added in other formats.

To: Sue Purvaizor From: Maya Pinyon Date: September 22, 2018

Concise subject line

Subject: Evaluation of Productive Skills Seminar

Your relationship with the recipient determines the use of first or last name. Summary statement

Dear Sue,

Essential details: include the information the reader needs to know

The seminar I attended was led by Sylvia Patent at the Negocio Business Centre from 9:00 a.m. to 4:30 p.m. on September 15. The registration fee was $325, which included a buffet lunch. Negocio offers a 10% discount if more than five participants from the same institution attend the seminar. They can also make arrangements for in-house training.

Background information and development: provide extended details

Twelve administrators from local businesses and institutions participated in the seminar. The morning session covered methods to increase efficiency in organizing staff meetings. The facilitator used a variety of techniques to demonstrate these methods, including role play and teamwork. In the afternoon we met in groups to brainstorm creative ways to improve the lines of communication among employees and to encourage productivity in the workplace.

Evaluation

I found the seminar to be an excellent learning experience. The atmosphere was relaxed, the participants were actively involved and the role-playing situations were realistic.

Recommendation and action

I highly recommend that we send* the entire management team or that we invite Ms. Patent or one of her associates for an in-house training session. I am certain that this seminar will help us achieve our goals of improved productivity and employee satisfaction.

I found the Productive Skills seminar to be extremely worthwhile and recommend that it be* made available for our entire management team.

Maya Pinyon * Notice the use of the subjunctive in making a recommendation. See page 34.

WRITING ASSIGNMENT

Short Report or Proposal 1. Think about a training session or seminar that you have attended that lasted for at least a full day. It might have been related to health, sports, music, a hobby or a job. Imagine that your boss sent you to attend that training course and now wonders if it would be worthwhile to send other employees. Write a short report judging its value to the company or organization, and whether other employees should be sent. 2. Imagine that your institution is planning to invest in new equipment for your program. Write a short report in which you propose the equipment you feel students need. Include a brief summary of the equipment that currently exists, with a description of what is outdated or insufficient and an explanation of how your recommendations will benefit students and the overall quality of the program.

ÂŠ 2018, Les Ă&#x2030;ditions CEC inc. Reproduction prohibited

UNIT 5

ACADEMIC AND PROFESSIONAL COMMUNICATION

Short Report or Proposal 3. Write a formal letter to the academic director at your institution or to a company director, in which you propose an exchange program to promote cross-cultural understanding OR propose new procedures to make the institution more environmentally friendly.

C Model Cover Letter A cover or presentation letter provides a polite introduction about your skills and attributes to persuade a potential employer to invite you to an interview.

4321 Thomas Ave. Laval, Québec H5K 6K7 February 10, 20XX Mr. Robert Jackson Athletic Equipment Company 1234 Trek Ave. Toronto, Ontario H4L 5M6

Reminder: Use capital letters for the following: • All words in geographical locations: Main St. • Titles before a name: Dr. Wilson; Mr. Jackson • All important words in a company name • The pronoun I • Days of the week and months of the year.

Dear Mr. Jackson: First paragraph: Tell the employer exactly what job you are applying for and how you found out about the job.

Subject: Application for Position as Sales Manager (KD34551)

Body paragraphs: Describe the skills and qualities that you will bring to the organization. Include experiences such as extracurricular activities, projects, volunteer work or entrepreneurial activities.

My dynamic leadership style developed from my experience as captain of my college’s basketball team and my training as a camp counsellor. People tell me that my enthusiasm is infectious, a quality that will make a perfect fit for Athletic Equipment Company’s commitment to provide athletes with world-class training and equipment. I know how to motivate team members to collaborate toward achieving common goals while supporting each other. Moreover, my experience as a part-time salesclerk in a privately owned clothing store has shown me the ins and outs of making clients feel special while running a business efficiently.

I am writing in response to the announcement I saw posted on your Facebook feed on February 3, 2018, for a sales manager in your Toronto store. You will find that I am the responsible and dynamic individual you are looking for.

In my free time, I volunteer two hours every month at a local senior home to provide elderly participants with strategies to improve their physical strength. This experience has enriched my appreciation for the lifelong benefits of exercise and the value of sharing knowledge. I have learned as much from these participants as they have from me. Final paragraph: Conclude by thanking the reader. You might also emphasize your interest in the position.

I am very eager to learn more about this position and share with you how my experience and passion will help AEC exceed its goals. I very much look forward to sharing my vision with you.* Best regards, Sam Clemens Samuel Clemens

* This is a polite way to end an interview or business letter. Notice the use of the -ing form: I look forward to working with you. They are looking forward to spending time with us. He was looking forward to studying Commerce.

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D Model Resumé Tips on writing your resumé

Samuel Clemens

1. Your name must stand out. 2. Punctuate the address correctly. 3. An email address is essential. If yours is too silly, create a new one.

4321 Thomas Ave., Laval, QC H5K 4Z3 Phone: 450-555-4321 Email: samclemens@email.com Motivated self-starter with remarkable athletic and academic experience eager to help you grow your company and exceed your goals.

4. A short description of yourself and your goals gives employers a snapshot of your personality and skills.

PRACTICAL, TECHNICAL AND INTERPERSONAL SKILLS

5. Highlight the skills and experience that make you stand out. Choose a heading that matches your attributes. Quantify experience with numbers.

AWARDS AND CERTIFICATES

6. Do not use Formation or Scholarship to describe your educational background! 7. State the name of the institution, its location and the program you studied. Pertinent courses are useful. 8. List education and work experience in reverse chronological order, with most recent experience listed first. 9. Possible headings for your experience: Experience / Experience and Accomplishments / Employment History 10. Include the employer and your job title. Describe responsibilities using present tense verbs in first person for current jobs and past tense for past jobs. Do not use present continuous, past continuous, gerunds or any -ing forms. Use telegraphic speech: do not write “I” and words like the or a.

• Dynamic leader at coaching, team-building and managing operations • Experience motivating children, students and seniors • Skilled user of Microsoft Office Suite, Simply Accounting, Photoshop

• First Prize in the Caisse Desjardins Scholarship of Excellence • Selected as Employee of the Month • Current First Aid Certification EDUCATION 2018–present Expected date of graduation: May 2019

Collège de Sherbrooke, Longueuil, QC Diploma in Accounting and Management Technology Coursework includes: Business Dynamics, Accounting, Business Research and Reporting, Statistical Methods, Applications Design, Entrepreneurship, Project Management

WORK EXPERIENCE 2016–present

LukGr8 Clothing: Salesclerk and Manager Make clients glow by suggesting unique clothing. Plan employee schedules, supervise and trained 8 employees, order products, clean store.

Summers 2014 and 2015

Kawakwaka Camp Counsellor Motivated twenty 7- and 8-year-old children to shine at summer basketball camp. Responsible for athletic activities, drills, games, making schedules and communicating with parents.

2015–present

Les Beaux Souvenirs Senior Home Volunteer 2 hours per month to inspire seniors with strategies for maintaining strength and fitness. Share stories and experiences.

11. Make sure your CV is centred on the page. Revise wording and formatting to make everything fit on one page or fill a second page. Do not write half a page.

12. Proofread the second draft and then ask someone else to proofread it. There must not be any errors at all.

UNIT 5

ACADEMIC AND PROFESSIONAL COMMUNICATION

E EMAIL CORRESPONDENCE Most formal correspondence is conducted by email. It could be a short message to request information or a longer message to complain about a service which generally will require a longer explanation. For either type, keep these points in mind: • Clearly state the purpose of your message in the subject line. • Use neutral language that is punctuated and spelled correctly. • Use the capital letter “I“ for the first person pronoun and spell you correctly. • Do not use all capital letters or all lowercase letters. • Remember that spell checkers and text predictors can miss or create errors. Check your message again before sending it. • Do not use an email address with a vulgar or silly name. Create a new account if necessary. A Request for Information

To: info@drumbeats.com From: sstarr@coldmail.com Subject: Request for information Hello, I noticed on your website www.drumbeats.com that you are accepting applications for a drum instructor for next season’s Drum Beats Summer Arts Program. Could you please tell me the deadline for application and the name of the person to whom I should send my resumé? Thank you very much. Samuel Starr

A general email address (such as info@company) is usually on the company website, or you may be given a specific email following a phone conversation. The subject line must concisely identify the problem. Use the recipient’s title (Mr., Mrs., Ms., Dr.) and last name if you know it. Otherwise, “Hello” is appropriate. The 1st paragraph should briefly summarize the purpose of the letter. The 2nd paragraph should provide necessary background information and details the reader needs to know.

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A Complaint about a Product or Service

To: clara.lelong@grammarian.park From: sstarr@coldmail.com

Date: March 15, 20XX

Subject: Correction for Reservation #B24H9786

Dear Ms. Lelong, I have just received my VISA bill, and I believe I was charged incorrectly for my recent visit to Grammarian National Park. As the treasurer of Diction College’s Debate Club, I am responsible for the club’s accounts. I made a reservation by phone for twelve of our team members on January 15. I was told that the total cost for our stay would be $1,500 and that I would need to pay an immediate deposit of $500. My January statement showed a $500 charge and the February statement showed a $1,500 charge. Clearly, the deposit was not deducted from the final amount.

Here, the 3rd paragraph provides additional important information.

We stayed at the park for two nights, check-in was Feb 5 and we checked out on Feb 7. The confirmation number for the reservation was B24H9786.

The next paragraph(s) requests or explains the action you want the reader to take and / or the expected outcome.

Could you please send a credit adjustment to the credit card company? You should have the necessary details under the reservation number. If you have any questions, please do not hesitate to contact me.

Common ways to close: Sincerely and Best regards

Sincerely, Janine Grey 514-555-0000

I look forward to a quick rectification of this account as we found our stay at your park a truly memorable experience.

Sometimes, for privacy or legal reasons a paper letter must be sent. In this case, it is important to address and format the letter correctly. Formal Notification (letter-format style)

Your address (the writer’s address)

5432 Munro St. Montreal, QC H1K 0Z0

The date

April 15, 20XX

Name of the recipient, Title Name of the company Address of the company

Mr. Ronald Zhizn Director of Customer Service Vita Health Insurance 5555 Longlife Lane Toronto, ON M5E 15W

Subject line (what the letter is referring to)

Re: Life Insurance Policy Dear Mr. Zhizn,

The message can be direct and brief.

This is to confirm that I will cancel my life insurance policy number X23-098,42 as we discussed in our phone conversation on 13 March 2018. Thank you for guidance in making this decision.

Sincerely or Best regards are common ways to close Since it’s a legal document, it must be signed.

Sincerely,

Laura Lively Laura Lively

UNIT 5

ACADEMIC AND PROFESSIONAL COMMUNICATION

PART 4 Preparing Oral Presentations and Research Papers A The Language of Workplace Writing: Sports Metaphors Sports metaphors are frequently used in workplace settings and many other fields because of the fast-paced and competitive nature of sport. They can be very effective in oral presentations as they add energy and punch to the delivery.

EXERCISE 1 For more practice, go to the interactive activities.

Meaning of Sports Metaphors

Guess the sport associated with each expression and explain the meaning. Expression

Sport

Meaning

1 To be on an even keel 2 To be out in left field 3 To be up to par 4 To face off 5 To have the ball in your court 6 To keep your eye on the ball 7 To learn the ropes 8 To make a slam dunk 9 To move the goalposts 10 To race against time 11 To rock the boat 12 To run with the ball 13 To score a touchdown 14 To skate on thin ice 15 To sprint to the finish 16 To step up to the plate 17 To swim against the tide 18 To take the helm 19 To throw in the towel 20 To touch base

EXERCISE 2

Using Sports Metaphors

A Write a paragraph in which you describe a political or business event, situation or public figure using as many sports metaphors as you can. Read your paragraph to the class. B Make a list of 20 questions about a political figure, a business deal or a situation in the news by using sports metaphors. Example: Is the mayor skating on thin ice after deciding to close the city’s youth centre?

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B Oral Presentations An oral presentation should follow the same general plan as a well-written essay: the central idea and main points must be clear. Limit your scope to fit the time constraints of the presentation. There should be a brief introduction that grabs the audience`s attention and previews the information, a body that develops the information, and a conclusion that consolidates the information by alluding to the introduction while leaving the audience with something to think about. An effective speaker captures the interest of the audience. Eye contact, clear pronunciation and confidence are essential ingredients of a successful presentation. Remember to look at all members of the audience—not just the teacher or organizer. Reading a text or reciting a presentation from memory does not sound natural and it will cause your audience to lose interest. If you need notes to stay on track, they should contain only the key points. Carmine Gallo, well-known expert on public speaking and author of Talk Like TED, recommends building a “message map” like the diagram below. Once you have determined the central idea for your talk, determine three main points and then three details for each of these points.

Central Idea: Factories that Function as a Forest

1st Point: Forests provide free services a. water storage b. clean air and water c. nutrient recycling Gallo, Carmine. Talk Like TED: The 9 Public-Speaking Secrets of the World’s Top Minds. St. Martin’s Press, 4 March 2014. Print.

2nd Point: Traditional factories consume services a. water to discharge waste b. air to discharge gas and particles c. nonrenewable fuel for energy

3rd Point: Factories can function like native ecosystems 1. reference ecosystem 2. performance goals to match ecosystem metrics 3. healthier factory, employees and community

The basic content to this presentation would be something like this:

Factories that Function as a Forest Forests operate in closed loop systems. Every plant, insect, rodent and animal benefits from and contributes to the system. This ongoing process provides food, habitat and resources that allow the system to evolve. Forests create strategies to store water and nutrients. They also have ways to clean water and air and to recycle every nutrient so that another organism can benefit from it. Traditional factories have been the power horses that manufacture products while making the immediate environment unsustainable for life. Water is used to discharge waste, air to discharge toxic gases and particles and the whole operation is powered with nonrenewable fuel. In the future, factory designers should learn from native ecosystems. Before building a factory, they need to study and measure the free services the existing ecosystem produces. These metrics will become the factory’s performance goals. Meeting ecological performance standards will create a healthy factory that provides a healthy workplace for employees. But it doesn’t stop there. The factory will also enhance the surrounding community by cleaning air and water the same way the local ecosystem does. It will sequester carbon, slow down floodwater and create fertile soil. The community will welcome the factory for both economic and environmental reasons and thrive in a lush environment. King, Bart. “Can a Carpet Factory Run Like a Forest?” Green Biz, 12 June 2013. https://www.greenbiz.com/article/can-carpet-factory-run-forest © 2018, Les Éditions CEC inc. Reproduction prohibited

UNIT 5

ACADEMIC AND PROFESSIONAL COMMUNICATION

Improving the Presentation To fully engage an audience, the presentation needs emotional and sensory input. By telling stories, the speaker can affect the audience emotionally. The speaker could relate a personal anecdote about a sense of wonder while spending time in a forest or a story about the environmental devastation or health consequences caused by a factory. A story about an innovative green factory or building that works like an ecosystem would be particularly inspiring. Remember that great stories have a hero and a villain. Make this work for you. Visual stimulus also enhances presentations, and there are several ways to include it. Stunning photographs to illustrate ideas are very effective. While facts and statistics might lend support to an argument, they should be kept to a minimum. Far more effective are images or diagrams that provide a visual complement to the speaker’s points. Physical objects, costumes and handheld charts add interest. Moreover, a skilled speaker can paint pictures in listeners’ minds by simply using descriptive language, facial expression, gestures and body movement. Leave the audience with a memorable impression. A poignant story can be particularly effective at providing unity and finishing on a high note.

EXERCISE 3

Create a Message Map

Work with a partner to brainstorm a message map for a topic related to your field of study. Determine the central idea, the three key points and then three details for each point. Once you have the basic map, consider stories and anecdotes you could integrate into the presentation and the types of visual support you would use. Using Projected Slides Communication is the key to a successful presentation. Visual aids should enhance the message, not replace it. When using projected slides: • Make use of pictures and diagrams to convey ideas • Use sound only if it enhances the message • Minimize the number of words: use words as short labels • Use a large font that is easy to read from a distance • Check spelling and grammar • Keep transitions between slides simple • Insert hyperlinks for online material so that transitions are seamless • Speak to the audience, not to the screen, the ceiling or the fl oor! Constraints can unleash creativity. Limiting the words on your slides and the time for your presentation can inspire a dynamic and innovative way to deliver your message.

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APPENDICES APPENDIX 1

Frequently Confused and Misspelled Words

as / has As far as I can tell, Sam has received as many votes as Don. as = preposition or used for comparison / has = 3rd person singular of the verb to have his / is / he’s His life is changing. He’s not poor anymore because he’s just won the lottery. his indicates possession / is = 3rd person singular of to be / he’s = he is OR he has thought / taught Ms. Lapensée thought she had taught her students to think first. thought is the past tense of think / taught is the past tense of teach than / then Ann was taller than Jim, but then he grew six inches. than is used with comparisons / then indicates something that happened later they’re / their / there They’re living in their van over there. There isn’t much room. they’re = they are / their indicates ownership / there indicates location or impersonal pronoun three / tree Three trees in my yard fell down during the storm. three = 3 / tree = a plant with branches two / too / to Two trees were too old to withstand the storm and fell to the ground. two = 2 / too indicates excess or also / to is part of an infinitive or phrasal verb or a preposition were / where We were walking along the path where the trees had fallen. were = past tense (plural) of to be / where indicates location which / witch Which person are you calling a witch? which = what one(s) / witch = a person who does magic what, who, when, why, where, which, etc. / with What do you want to do with this trash? The question words (who, what, etc.) begin with wh / the preposition with begins with w.

APPENDIX 2

Spelling Rules for Adding Endings

Verbs The simplified rule is 1 + 1 = 2. That is, verbs ending with one vowel + one consonant = double consonant. This rule is true if the last syllable is stressed or if the verb has one syllable. work = 1 vowel + 2 consonants

Don’t double final consonant: worked, working

peel = 2 vowels + 1 consonant

Don’t double final consonant: peeled, peeling

stop = 1 vowel + 1 consonant

Double final consonant: stopped, stopping

listen = 2 syllables, stress on first syllable

Don’t double final consonant: listened, listening

admit = 2 syllables, stress on final syllable; final syllable ends with 1 vowel + 1 consonant

Double final consonant: admitted, admitting

Also, if the verb ends with a consonant + -y, change the -y to -ied: tried

APPENDICES

Nouns Plural of Regular Nouns and Third-Person-Singular Verbs For most words, just add -s.

cars, tables, boys, places, keys, pianos, works, plays, types

If the word ends with the sounds s, z, sh, zh, ch, j, x, add -es.

passes, dishes, watches, judges, faxes

If the word ends with a consonant + -y change the -y to -i and add -es.

cities, flies, spies

For some words ending in -o, add -es.

tomatoes, hoboes

APPENDIX 3

Plural Forms for Irregular Nouns

Singular

Plural

Singular

Plural

Singular

Plural

aircraft

goose

geese

—

police

analysis

analyses

half

halves

radius

radii

axis

axes

hypothesis

hypotheses

series

basis

bases

man

men

sheep

child

children

means

species

crisis

crises

mouse

mice

stimulus

stimuli

criterion

criteria

news

—

synopsis

synopses

curriculum

curricula

nucleus

nuclei

thesis

theses

deer

parenthesis

parentheses

tooth

teeth

foot

feet

phenomenon

phenomena

woman

women

APPENDIX 4

Non-Action Verbs

These verbs indicate possession, perception, or a mental, emotional or existing state. Because they do not indicate a physical action, they are rarely or never used in the continuous (progressive) form.* admire

contain

feel

look

please

smell

agree

cost

forget

look like

possess

sound

appear

disagree

hate

love

prefer

suppose

appreciate

dislike

have

matter

realize

surprise

doubt

hear

mean

recognize

taste

believe

envy

imagine

mind

remember

think

belong

equal

include

need

resemble

understand

care

exist

know

owe

see

want

consist

fear

own

seem

weigh

*Some non-action verbs are used in the continuous form when they are used to represent an action in progress, which may alter the meaning of the verb.

Ann is smelling the soup. The butcher is weighing the meat. Jan is having a good time.

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Compare with: The soup smells good. Compare with: The meat weighs two kilos. Compare with: Jan has a car.

APPENDIX 5

Guidelines for Using A, An and The

Use the: • When the person, idea or object is specified or limited to a particular one – The student you asked about is absent today. – the Spanish language, the British invasion, the American Revolution • With countries or geographic regions with modifiers such as united, republic, kingdom, etc. – the United States, the United Kingdom – the Democratic Republic of the Congo, the Kingdom of Bahrain • With the names of rivers, canals, oceans, mountains and unique highways or trails – the Lachine Canal, the Pacific Ocean, the St. Lawrence River, the Red Sea – the Adirondack Mountains, the Rocky Mountains – the Cabot Trail, the 401, the Trans-Canada • With the names of unique natural physical phenomena – the world, the sun, the moon, the earth – the weather, the climate, the atmosphere • With the superlative forms of adjectives and adverbs – the best pickle, the oldest member – the most skilfully executed • With formal titles when the name is not included – the president, the Queen, the prime minister • With ordinal numbers – the first book, the second lesson, the third dimension, the fifth power • Before single countable nouns to make a generalization about the entire class – The pen is mightier than the sword. The lion is a hunter.

Use a or an to refer to a countable noun the first time it is mentioned. • I bought a car. (The car I bought is red.) • Use a before words that start with a consonant, an aspirated h, and u when it is pronounced you: a book, a hotel, a uniform • Use an before words that start with a vowel or a silent h: an egg, an ulcer, an hour

Do not use an article: • When generalizing about plural nouns or non-count nouns including gerunds – Cars need fuel. People eat food. Children like toys. – Information is important. Coffee has caffeine. Dancing is good for you. • With the names of continents and most countries, provinces, states, cities, etc. – Europe, Asia, North America – Québec, Canada, New Zealand, Vancouver, Iqaluit, Moscow • With the names of streets, avenues, boulevards, etc. – Peel Street, Fifth Avenue, Taschereau Boulevard • With nouns followed by cardinal numbers – Book 4, Chapter 10, Highway 132 • With the names of people – Dr. Jones, Mr. Gauss, Santa Claus, Napoleon, Senator Kennedy, Queen Elizabeth • With the names of fields of study, games, sports and meals – history, science, English, philosophy – chess, backgammon, football, soccer, tennis – breakfast, lunch, dinner

APPENDICES

APPENDIX 6

Pronouns and Possessive Adjectives

Subject Pronoun He is helping Ann write her report. I you he she it we you they

Object Pronoun Tom is helping her write her report. me you him her it us you them

Possessive Adjective Tom is helping Ann write her report. my your his her its our your their

Possessive Pronoun The report is Ann’s. It’s hers. mine yours his hers — ours yours theirs

Reflexive Pronoun She didn’t write it by herself. myself yourself himself herself itself ourselves yourselves themselves

He and she refer only to people in the singular: the boy, Marie, her mother It refers to non-people in the singular: the house, the job, the information, the cat They can refer to people or non-people in the plural: the children, the issues, the dogs The gender of a possessive pronoun depends on the noun it replaces, not the noun it modifies: George gave the book to his sister. My mother wrote a letter to her brother.

APPENDIX 7

Overview of English Verb Tenses

Verb Tenses in Affirmative Sentences Aspect Simple No auxiliary in present and past affirmative Simple Continuous (be) + present participle

Perfect (have) + past participle Perfect Continuous (have) + been + present participle

Pronoun I/You He/She/It We/They I You He/She/It We/They I/You He/She/It We/They I/You He/She/It We/They

Past drove. drove. drove. was driving. were driving. was driving. were driving. had driven. had driven. had driven. had been driving. had been driving. had been driving.

Present drive. drives. drive. am driving. are driving. is driving. are driving. have driven. has driven. have driven. have been driving. has been driving. have been driving.

Future (with will*) will drive. will drive. will drive. will be driving. will be driving. will be driving. will be driving. will have driven. will have driven. will have driven. will have been driving. will have been driving. will have been driving.

Present do not drive. does not drive. do not drive. am not driving. are not driving. is not driving. are not driving. have not driven. has not driven. have not driven. have not been driving. has not been driving. have not been driving.

Future (with will*) will not drive. will not drive. will not drive. will not be driving. will not be driving. will not be driving. will not be driving. will not have driven. will not have driven. will not have driven. will not have been driving. will not have been driving. will not have been driving.

Verb Tenses in Negative Sentences Aspect Simple (do) + not + base form in past and present Simple Continuous (be) + not + present participle in past and present Perfect (have) + not + past participle Perfect Continuous (have) + not + been + present participle 98

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Pronoun I/You He/She/It We/They I You He/She/It We/They I/You He/She/It We/They I/You He/She/It We/They

Past did not drive. did not drive. did not drive. was not driving. were not driving. was not driving. were not driving. had not driven. had not driven. had not driven. had not been driving. had not been driving. had not been driving.

* In the future, will comes before other auxiliary verbs in affirmative sentences and before not in negative sentences. The word order and verb forms for most of the other modal verbs (can, could, may, might, etc.) are the same as with the future form with will. Notice that all auxiliaries that come after will or any other modal will be in the base form (infinitive without to).

Contracted Auxiliary Forms Be: I + am = I’m you + are = you’re he/she/it + is = he’s/she’s/it’s we + are = we’re they + are = they’re are + not = aren’t is + not = isn’t was + not = wasn’t were + not = weren’t

APPENDIX 8

Have: I + have = I’ve you + have = you’ve he/she/it + has = he’s/she’s/it’s we + have = we’ve they + have = they’ve have + not = haven’t has + not = hasn’t had + not = hadn’t

Do: do + not = don’t does + not = doesn’t did + not = didn’t

Will: will + not = won’t

Note the negative form of have when it means possess: I don’t have, you don’t have, he doesn’t have, etc.

Asking Questions

Asking Yes/No Questions Aspect

Past

Present

Future (will*)

Main Verb

Auxiliary Verb + Pronoun Simple

Did I/you/he/she/it/we/they

Do I/you/we/they Does he/she/it

Will I/you/he/she/it/we/they

drive?

Simple Continuous

Was I/he/she/it Were you/we/they

Am I Is he/she/it Were you/we/they

Will I/you/he/she/it/we/they be

driving?

Perfect

Had I/you/he/she/it/we/they

Have I/you Has he/she/it Have we/they

Will I/you/he/she/it/we/they have

driven?

Perfect Continuous

Had I/you/he/she/it/we/they

Have I/you Has he/she/it Have we/they

Will I/you/he/she/it/we/they have

been driving?

Examples of Yes/No Questions and Short Answers Did (Didn’t) you go to the party yesterday?

Yes, we did. No, we didn’t.

Does (Doesn’t) Mike drive to school every day?

Yes, he does. No, he doesn’t.

Will (Won’t) they bring their friends to the concert?

Yes, they will. No, they won’t.

Was (Wasn’t) Mary driving when the accident occurred?

Yes, she was. No, she wasn’t.

Are (Aren’t) they working on the project together?

Yes, they are. No, they aren’t.

Will (Won’t) all of the students be arriving at the same time?

Yes, they will. No, they won’t.

Had (Hadn’t) she seen the movie before?

Yes, she had. No, she hadn’t.

Have (Haven’t) you already made your plans for next year?

Yes, I have. No, I haven’t.

Will (Won’t) we have learned this by the end of the year?

Yes, we will (have). No, we won’t (have).

Had (Hadn’t) the team been planning to make these changes?

Yes, it had (been). No, it hadn’t (been).

Has (Hasn’t) the library been ordering new books every year?

Yes, it has (been). No, it hasn’t (been).

Will (Won’t) the guests have been walking too much by the end of the day?

Yes, they will (have been). No, they won’t (have been).

APPENDICES

Asking Information Questions (Except when Who or What is the Subject) Aspect

Question Word

Past

Present

Future (will*)

Main Verb

Simple

When

did I/you/he/she/it/we/they

do I/you/we/they does he/she/it

will I/you/he/she/it/we/they

write?

Simple Continuous

Where

was I/he/she/it were you/we/they

am I is he/she/it are you/we/they

will I/you/he/she/it/we/they be

driving?

Perfect

What

had I/you/he/she/it/we/they

have I/you has he/she/it have we/they

will I/you/he/she/it/we/they have

written?

Perfect Continuous

What

had I/you/he/she/it/we/they

have I/you has he/she/it have we/they

will I/you/he/she/it/we/they have

been writing?

Auxiliary Verb + Pronoun

Asking Information Questions when Who or What is the Subject Aspect

Question Word Past

Present

Future (will*)

Simple

Who What

wrote this? happened?

writes like this? happens now?

will write a letter? will happen?

Simple Continuous

Who What

was writing? was happening?

is writing now? is happening?

will be writing? will be happening?

Perfect

Who What

had written this? had happened?

has written this? has happened?

will have written this? will have happened?

Perfect Continuous

Who What

had been writing? had been happening?

has been writing? has been happening?

will have been writing? will have been happening?

*The word order and verb forms for most of the other modal verbs (can, could, may, might, etc.) are the same as in the future form with will.

Examples of Information Questions When did your uncle write to you? What time do you want to leave? Which road will they take to get to the institute? How many tickets were you planning to get for the concert? Which bank is Tom working for? How many classes will they be taking next year? Why hadn’t you written earlier? Where have all the students gone? When will they have finished their break? What had the vandals been doing to the walls? How many books have you been reading every week? How much money will Marie have been spending every week by the time she returns?

Yes/No Questions with the Verb Be Past

Present

Future (with will)

Complement

Simple

Was I/he/she/it Were you/we/they

Am I Is he/she/it Are you/we/they

Will I/you/he/she/it/we/they be

happy?

Perfect

Had I/you/he/she/it/we/they

Have I/you Has he/she/it Have we/they

(rare) Will I/you/he/she/it/we/they have

been happy?

Note that continuous forms are not used with be. 100

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Asking Information Questions with the Verb Be Present

Future (with will)

Complement

Simple

Question Word(s) Past When

was I/he/she/it were you/we/they

am I is he/she/it are you/we/they

will I/you/he/she/it/we/ they be

happy?

Perfect

Why

had I/you/he/she/it/ we/they

have I/you has he/she/it have we/they

(rare) will I/you/he/she/it/we/ they have

been so happy?

Yes/No Questions and Short Answers with the Verb Be Were (Weren’t) the boys late?

Yes, they were. No, they weren’t.

Are (Aren’t) you tired?

Yes, I am. No, I’m not.

Will (Won’t) they be on time?

Yes, they will. No, they won’t.

Had (Hadn’t) Joe been to the store yet?

Yes, he had. No, he hadn’t.

Have (Haven’t) you ever been to Ottawa?

Yes, I have. No, I haven’t.

Will (Won’t) you have been back by then?

Yes I will (have). No, I won’t (have).

Information Questions with the Verb Be Where were you when we called? How is the sales business? Will they be satisfied with the arrangement? When had they ever been in so much trouble before? Where have you ever been that was as nice as this? What will the children have been up to when we get back?

APPENDIX 9

The Passive Voice

The passive voice is described on page 23. Observe how the passive is formed. Active: Mark drove Tom to work. Active: Mark is driving Tom to work.

Passive: Tom was driven to work (by Mark). Passive: Tom is being driven to work (by Mark).

Passive Voice

Subject

Past

Present

Future/Modals

Simple

I You He/She/It We/You/They

was driven. were driven. was driven. were driven.

am driven. are driven. is driven. are driven.

will be driven. will be driven. will be driven. will be driven.

Simple Continuous

I You He/She/It We/You/They

was being driven. were being driven. was being driven. were being driven.

am being driven. are being driven. is being driven. are being driven.

—

Perfect

I You He/She/It We/You/They

had been driven. had been driven. had been driven. had been driven.

have been driven. have been driven. has been driven. have been driven.

will have been driven. will have been driven. will have been driven. will have been driven.

Perfect Continuous

—

APPENDICES

101

APPENDIX 10

Phrasal Verbs

Below is a list of some common phrasal verbs, along with very short definitions. If the meaning is not clear, you should consult a dictionary for a more complete explanation. In the list below, so. = someone, sthg. = something. Separable Phrasal Verbs Verb ask so. out back up beef up blow up break down break in bring up (1) bring up (2) call off carry out check out clear up do over figure out fill so. in fill out fill up get across give away give back hand in hand out hang up hold up keep up lead so. on leave out look over look up make up (1) make up (2) pass out pick out pick up (1) pick up (2) point out put away put off put on put out read over rule out see so. off 102

ACCESS

Meaning invite support fortify inflate, explode divide make usable mention a topic raise a child cancel perform, do investigate resolve repeat find the answer inform so. complete a form fill to capacity communicate idea give sthg. for free return submit distribute put on a hanger/hook delay continue deceive so. omit check look on a list invent do missed work distribute select gather up with hands give a lift to show return to its place delay put clothing on extinguish read to check eliminate say goodbye

Inseparable Phrasal Verbs Verb

Meaning

ask around back down back up branch out break down break up bump into call on

inquire retreat go backwards extend stop working (machine) disintegrate encounter ask so. to speak in class

catch on (1) catch on (2) check in/out check into come across come apart come back come up die down do away with drop by drop out of dry up end up fall for find out get ahead get along with get away get over go over get rid of get through get together go through grow up keep on keep up with level with line up look after look forward to look into

understand become popular register/leave investigate discover disintegrate return arise (topic) diminish reject, dismiss visit (unplanned) not to finish school decrease (as in, a supply) finish, arrive be attracted to discover, learn advance, prosper have a good relationship with escape overcome, recover review discard complete/survive sthg. meet someone consume completely get older continue maintain same pace be honest with form a line take care of anticipate with pleasure investigate resemble be careful, watch for

look like look out for

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ACCESS Advanced Grammar and Writing Skills

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he skills in this book are ideally suited for pre-university and technical students who need to further improve their English speaking and writing skills. Access can be used to accompany other authentic material, including novels, magazines and videos. Access 2nd Edition includes: • Diagnostic tests to assess student needs • Correct word choice for register, inclusive language, cognates and idioms • Advanced theory on verb structures, from phrasal verbs to the subjunctive • Comprehensive practice on sentence construction and variety • Guidance and ample exercises on writing paragraphs and essays • Models for analyzing workplace documents, research papers and effective oral presentations • Writing exercises and assignments that consolidate learning • A complete reference section covering spelling, noun forms, article usage, question formation, verb tenses and irregular verbs • FREE downloadable version of The Verb Guide for self-study and exam preparation • More than 500 FREE interactive activities.

Jane Petring has taught ESL at Cégep Édouard-Montpetit for over 20 years and has also taught in China, Croatia, Ivory Coast, Niger and the US. She holds an MA in Applied Linguistics and TESOL from Michigan State University and a Certificate in Translation from McGill University. She is author of Prospect: English Skills for Academic and Professional Purposes, Insight: English Skills for Academic and Professional Purposes, as well as Looking Ahead: Level 1 and Looking Ahead: Level 2.

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