Academic English Preparation 3

Handbook
(Module 2)

1
 Academic English Preparation 3
Module 2 Handbook

Contents
Welcome to the AEP3 Course at ELS Sydney 3
AEP3 Assessment 3
AEP3 Module 2 Course Overview 5
AEP3 Module 2 Schedule 6
Learning Journal 7
Argument Essay 10
Presentations 21
Footnoting 25
Paraphrasing 30
Note-Taking 32
AEP3 Course Objectives and Performance Criteria 33
Assessment Criteria 36
AEP3 Module 2 Grammar & Vocabulary Tests 40
Answers to exercises 41
ELS Sydney Marking Scheme 42

ELS Sydney
Level 1, 17 O’Connell NSW 2000
Phone: +61 2 9283 1088 Fax: +61 2 9283 1760
Email sydney@els.edu
Website: www.sydney.els.edu
Universal Education Centre Pty Ltd, ABN 19 003 525 764
CRICOS Provider Code: 00053J

2
 Welcome to the AEP3 Course at ELS Sydney
We hope that you will find the AEP3 course both challenging and useful for your future study.
The AEP3 course at ELS Sydney is a demanding program of study that requires commitment. You
should be prepared to spend a considerable amount of time outside class working on assignments. In
addition, the course has the following requirements:
Attendance & Punctuality
You are expected to have 100% attendance and to arrive on time for each class. If you are absent or
late, you will lose marks from learning strategies.
Submitting Work & Plagiarism
You must complete all assignments. If you submit assignments late, marks will be deducted from
your assignments and in learning strategies.
You must hand in your OWN work. Do not copy from books, the Internet or other students’ work.
If you plagiarise, you will be given a warning and your assignment will not be marked.
AEP3 Organisation
AEP3 is a 10 to 20 week course divided into four 5 week modules.
AEP3 (10 to 20 weeks)
Module 1 (5 weeks) Module 2 (5 weeks) Module 3 (5 weeks) Module 4 (5 weeks)
AEP3 Assessment
AEP3 assessment has 5 tasks.
Task % of Overall Course Task % of Overall Course
Writing 30% Academic Listening 20%
Speaking 20% Learning Strategies 10%
Academic Reading 20%

Grading
AEP3 tasks get the following grades:
Mark AEP2 Grade
<50% D
50% -64% C
65% -74% B
75% + A
Graduating
 To enter a university course requiring IELTS 6.0 you need to:
- Study 10 weeks of AEP3
- Get an overall B grade
- Get a minimum C grade for each assessment task
 To enter a university course requiring IELTS 6.5 you need to:
- Study 10 weeks of AEP3
- Get an overall A grade
- Get a minimum B grade for each assessment task
 To enter a university course requiring IELTS 7.0 you need to:
- Study 10 weeks of AEP3
- Get an overall A+ grade
- Get a minimum A grade for each assessment task

Satisfactory Course Progress

 If you do not get the grade you need to graduate, you can do further AEP3 modules.
 If you repeat AEP3 modules, you need to get a higher grade than before. If you do not, you cannot
repeat further modules.
 If you start AEP3 but discontinue after the third week, you will be given a D grade.
 The academic progress of students who repeat will be monitored by their class teacher and the
AEP co-ordinator.

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AEP3 Module 2 Assessment Components

Task % of Module Task % of Module

Writing Listening
- Argument Essay 10% Academic Listening 15%
- Writing Test 10% Note taking 5%
- Grammar & Vocabulary 5%
- Journal 5%
Speaking Learning Strategies
- Presentation 10% Participation, attendance, 10%
- Discussion 10% consultation, homework
Reading
Academic Reading 15%
Note taking 5%

Course Materials
Textbooks:
 Academic Connections 4
 Focus on IELTS
All materials used in the program are provided by ELS Sydney. In addition, you require a
 portfolio folder
It is also recommended that you have:
 a plastic sleeve for Handbook
 a memory stick to save assignments and homework tasks.
 an A4 notebook
 a vocabulary notebook
 access to an on-line dictionary eg. http://www.dictionary.com/
http://www.oxfordlearnersdictionaries.com/

Check it out!
elsaep.weebly.com
It has the:
AEP3 Handbooks
and links for:
- IELTS Practice - Reading
- Academic Vocab - Grammar

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 AEP3 Module 2 Course Overview

Study Skills Introduced & Practised

1. Writing an essay plan
2. Writing an argument essay
3. Library & internet research
4. Paraphrasing
5. Footnoting
6. Giving presentations
7. Participation in discussions
8. Critical thinking
9. Skim/ scan reading & reading for detail
10. Listening for gist and detail
11. Note taking
12. Using an online classroom
13. Negotiating with teachers

IT Skills
1. Internet searching and evaluating
2. Word processing
3. PowerPoint

Tasks Assessed
1. An argument essay
2. An argument essay in-class test
3. Research for essay
4. Referencing- footnoting
5. A bibliography
6. A presentation
7. Participation in discussions
8. Critical thinking
9. Academic reading
10. Academic listening
11. Note taking- reading & listening
12. A PowerPoint presentation
13. Learning strategies

Grammar
1. Effect verbs
2. Topic sentence structures
3. Nominalisation
4. Cohesion
5. Conditionals
6. Cause/ effect language
7. Referencing structures
8. Participle phrases
9. Prepositions after nouns and adjectives
10. Dummy subjects
11. Prefixes

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 AEP3 Module 2 Schedule

Note: This schedule is a guide only.

Week Time Monday Tuesday Wednesday Thursday Friday

8.45- Student Intake Writing Skills Writing- Writing- Writing-
10.15 Argument Essay Argument Essay Argument Essay
10.30- Orientation Listening note Writing- Writing- Writing-
12.00 taking Argument Essay Argument Essay Argument Essay
1 Course Computers- Academic Computers Academic
12.45-
introduction introduction to Reading Reading
1.45
Moodle
1.45- Consultation Consultation Consultation
2.15
8.45- Academic Writing- Grammar & Writing- Grammar &
10.15 Discussion Argument Essay vocabulary Argument Essay Vocabulary Test
10.30- Reading Note Writing- Research Skills Writing- Writing-
12.00 taking Argument Essay Argument Essay Argument Essay
2
12.45- Academic Computers Academic Computers Academic
1.45 Listening Listening Reading
1.45- Consultation Consultation Consultation
2.15
Academic Practice Practice Presentation Writing-
8.45-
Discussion Academic Academic Skills Argument Essay
10.15
Reading Test Listening Test
10.30- Grammar & Listening Note Referencing Writing- Writing-
3 12.00 vocabulary taking Skills- footnoting Argument Essay Argument Essay
12.45- Academic Computers Academic Computers Academic
1.45 Reading Listening Listening
1.45- Essay Outline Consultation Consultation Consultation
2.15 Due
8.45- Academic Presentation Reading Reading Grammar &
10.15 Discussion Skills Vocabulary Test
10.30- Reading Note Reading Reading Reading Timed Writing
12.00 taking
4
12.45- Computers Academic Essay Due Academic
1.45 Listening Listening
1.45- Consultation Consultation Consultation
2.15
Journal Academic Presentations Presentations Reports
8.45- Assessment Listening Test
10.15 Speaking
Assessment
10.30- Academic Writing Test Presentations Presentations Reports
5
12.00 Reading Test
12.45- Listening Note Computers Presentations Reading Note Graduation
1.45 taking Test taking Test
1.45- Consultation Consultation Consultation
2.15

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 Learning Journal
A learning journal is a collection of your notes, observations, and thoughts over a period of study. Its
purpose is to improve your learning through writing and thinking about your learning experiences.
Your learning journal is personal and will reflect your personality and experiences.

Why use a learning journal?

 To demonstrate how your learning is developing
 To keep a record of your thoughts and ideas throughout your experiences of learning
 To help you identify your strengths, weaknesses and preferences in learning
 To help you engage with Australian behaviour customs and study methods
Essentially, a learning journal helps you to be reflective about your learning. This means that your
learning journal should not be a purely descriptive account of what you did but an opportunity to
communicate your thinking process: how and why you did what you did, and what you now think
about what you did.

What is reflective learning?

Reflective learning is a process that requires time and practice. It is also an active process: involving
thinking through issues yourself, asking questions and seeking out relevant information to aid your
understanding.

Reflection is an important skill to develop, and requires you to think about how you personally are
relating to what is happening on your course.

Guidelines for writing a journal entry

Think about a topic and write about it in different ways. Write on or two sentences on each of these
areas to form a paragraph or paragraphs.

1. Explain the importance of the event you want to describe

2. Describe what happened
3. Identify your feelings, or any problems and misunderstandings
4. Describe the outcome
5. Reflect on what you have learned from the experience
6. Consider what you will do in future, based on this experience

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Example

Read the following example of a student’s learning journal entry. Label the different sections
with the labels in the box.

Feelings Thinking Event Description Future

Learning AEP language is hard. Note taking skills are difficult for me in class.

On day, in class, we were asked to take notes of a lecture on the environment.

At first, I was confident about my work, but my teacher said ‘Jin, did you have
a little sleep?’ You should have taken notes on both sides of the page.’ It was a
shock to me. I didn’t sleep, but I realised I hadn’t understood many things in the
lecture. I felt disappointed in my ability.

When I studied in Korea, note taking was a copying job meant for students to
write down the notes that had been put up on the board by the teacher. No
matter whether the students could keep up with the teacher’s words or not,
they could still pass the exam as long as their notes matched those on the board
because that was what the exam would be about. In Australia, however, the
situation is totally different. Even though handouts are given at the lecture,
students have to pay attention and take notes in class as well because there will
be more information given by the teacher. Therefore, good note taking skills are
very important in Australia. So I must make my listening better so I can
understand lectures at college when I get there.

So, I think I need to do some more listening practice so I can improve my note
taking skills. I could do some on-line listenings at home or in the computer
room. I think I also must concentrate more doing a listening.

Learning Journal Requirements

 You need a standard 48 page exercise book to use as a learning journal.

 Write your name and class on the cover
 Each journal entry should have a title and a date
 Each journal entry should be a minimum of 1 exercise book page; however, quality is more
important than quantity.
 Each week you will be given time in class to work on your journal
 You need a minimum of one journal entry for each week (1-4) of the course (ie 4 entries min)
 Your teacher will check your journal each week
 Your journals must be handed in for assessment in week 5.

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Learning Journal Suggested Topics

Each week, choose a topic from the following list and write at least a page about it.
 A situation in Australia where you were able to speak English
 Habits or customs of Australians you have seen or met
 A learning situation in AEP that is different from in your country
 A cultural or local event you have experienced in Australia
 A way you have improved your listening skills
 A way you have improved your reading skills
 A way you have improved your writing skills
 A way you have improved your speaking skills
 A way you have improved your vocabulary skills
 A group work experience in AEP
 Working with other students in AEP
 Your weaknesses and strengths in AEP and your plans for improvement
 Areas of AEP you find difficult or frustrating
 Areas of AEP you enjoy
 The similarities and/or differences between learning style in Australia and in your country
 How much study you do outside of class
 How you plan your study time

You are expected to write about a learning or cultural experience in your learning journal.
Please don’t write about meeting your friends, going shopping, or problems catching the bus;
your learning journal is not a diary!

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 Argument Essay

Private cars are a necessity in today’s cities. Do you agree?

Cities are becoming uninhabitable as the motor vehicle begins to take over. There is growing concern
over the social and environmental problems car culture is causing. The air in cities is foul and
choking; the streets are constantly clogged; and noise levels are rising. This is why private cars must
be banned in cities today.

Put this paragraph in the correct order

The CO2 from cars results in the air in cities often being extremely unhealthy.
In some cities such as Seoul the poor quality of the air can cause health problems like breathing
difficulties and allergies.
Cars also throw out a large amount of small particles from their tyres and exhausts, which coat the
lungs of all city dwellers.
The extent of this problem can be seen in the fact that doctors often cannot distinguish between
the lungs of a smoker and those of someone living in the inner city.
One argument for banning cars in urban environments is that the quality of the air in all major
cities is declining due to the increasing number of cars using the roads.

Another reason for banning cars in cities is that they lead to severe traffic problems. The increasing
use of cars results in roads which are jammed with traffic, not only during peak hours, but at most
other times of the day. The car, which once made for convenience of movement around the city, is
now slowing transport down. In cities such as Bangkok and Los Angeles, traffic jams which last for
hours are normal. A consequence of this is the reduction of travelling speeds to less than before the
introduction of the motor vehicle. Moreover, as Holden points out, the expenditure of vast amounts
of money to build more roads only brings about an increase in the number of cars.

A further reason for banning cars in cities is the noise pollution they create. Cars produce roars from
their engines, groans from their brakes, squeals from their tyres, blasts from their horns, and wails
from their alarms: a cacophony that can reach almost 100 decibels. This noise has several adverse
health effects. It can result in damage to people’s hearing, it can ruin sleep, and it can lead to
increased stress levels. The noise from cars also makes city life unpleasant by disrupting people’s
peace and quiet and by making conversation on the street almost impossible. An outcome of
removing cars from cities would be the creation of pedestrian malls with extended sidewalk cafes
which are not overwhelmed by raucous noise.

In conclusion,

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Find the following words in the text and look them up in the dictionary. Write down the word form
and the definition.

Word
Definition
Form
foul
clogged
particles
distinguish
expenditure
roar
groan
squeal
cacophony
decibel
adverse
raucous

Overall Structure

 Mark the appropriate parts of the text with the following labels
-for the conclusion you’ll have to imagine

Evidence/explanation -body restatement of position statement of position

paragraph

Preview summary of main points topic of body paragraph

 Put in the main ideas from the different parts of the essay.
-With your partner guess what they will be in the conclusion

Introduction
1. 2. 3.

Body paragraphs
1. 2. 3.

Conclusion
1. 2. 3.

 Where did you find the main points in the body paragraphs?

 What other information is there in these sentences?

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How do these sentences begin?

1.
2.
3.

Why?

Conclusion

 How would you begin the conclusion?

 With your partner write a conclusion for this essay

Cause and Effect Structures

Smoking- your teacher will give you a reading on smoking.

SVO (X and Y = noun or noun group)

Active
(Cause) (Effect)
X causes Y Smoking causes cancer.
leads to
brings about
results in

Passive
(Effect) (Cause)
Y is caused by X Cancer is caused by smoking.
is brought about by
results from (not a real passive)

Noun phrase introductions

An upshot of X is Y An upshot of smoking is cancer.

An outcome of
A consequence of

Clause Linking (happens = verb)

Y happens because of X Cancer is increasing because of smoking.

happens as a result of People get cancer as a result of smoking.
happens on account of
happens as a consequence of

Because of X, Y happens As a result of smoking, cancer is increasing.

As a result of
On account of
As a consequence of

X happens. Because of this, Y happens Many people smoke. Because of this, cancer
is increasing.
As a result of this,
On account of this,
As a consequence of this,

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 Essay Outline

Private cars are a necessity in today's cities. Do you agree?

Introduction

A) General information/background
Cities becoming uninhabitable + growing concern re: problems

A) Preview
1. Air pollution
2. Traffic jams
3. Noise pollution

B) Thesis statement - private cars must be banned in cities

Body

I. Air Quality Topic Sentence: Air quality decline increasing cars

A) Pollutants
1. Cars  CO2  health problems eg. breathing difficulties + allergies (Muffleur)
2. Cars  particles  coat lungs  lung problems similar to smokers (Mogg p.27)

II. Traffic Jams Topic Sentence: Cars  traffic problems

A) More cars  traffic jams eg Bangok/LA  slower travelling speeds (Tripp p.211)
B) More roads  more cars (Holden p.38)

III. Noise pollution Topic Sentence: Cars  noise pollution

A) Noise levels - 100 decibels (Muffleur)
B) Noise  health effects eg. hearing, stress
C) Noise  city life unpleasant (Mogg p.91)
D) Ban cars  pedestrian malls + peaceful cafes

Conclusion

A) General topic sentence

Dependence on car  cities unfit to live in

B) Summary of main ideas

1. Air pollution
2. Traffic jams
3. Noise pollution

C) Restatement of thesis - private cars in cities must be banned

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 Private cars are a necessity in today’s cities. Do you agree?

Cities are becoming uninhabitable as the motor vehicle begins to take over. There is growing concern
over the social and environmental problems car culture is causing. The air in cities is foul and
choking; the streets are constantly clogged; and noise levels keep going up. This is why private cars
must be banned in cities today.

The quality of the air in all major cities is declining mainly due to the ever increasing number of cars
using the roads. The CO2 from cars results in the air in cities often being extremely unhealthy. In
some cities such as Seoul the poor quality of the air can cause health problems like breathing
difficulties and allergies.1 Cars also throw out a large amount of small particles from their tyres and
exhausts, which coat the lungs of all city dwellers. The extent of this problem can be seen in the fact
that doctors often cannot distinguish between the lungs of a smoker and those of someone living in
the inner city.2

Another reason for banning cars in cities is that they lead to severe traffic problems. The increasing
use of cars results in roads which are jammed with traffic, not only during peak hours, but at most
other times of the day. The car, once made for convenience of movement around the city, is now
slowing transport down. In cities such as Bangkok and Los Angeles, traffic jams which last for hours
are normal. A consequence of this is the reduction of travelling speeds to less than before the
introduction of the motor vehicle.3 Moreover, as Holden4 points out, the expenditure of vast
amounts of money to build more roads only brings about an increase in the number of cars.

A further reason for banning cars in cities is the noise pollution they create. Cars produce roars from
their engines, groans from their brakes, squeals from their tyres, blasts from their horns, and wails
from their alarms: a cacophony that can reach almost 100 decibels.5 This noise has several adverse
health effects. It can result in damage to people’s hearing, it can ruin sleep, and it can lead to
increased stress levels. The noise from cars also makes city life unpleasant by disrupting people’s
peace and quiet and by making conversation on the street almost impossible.6 An outcome of
removing cars from cities would be the creation of pedestrian malls with extended sidewalk cafes
which are not overwhelmed by raucous noise.

In conclusion, the modern dependence on the car is making cities unfit to live in. Pollution, jammed
streets, and excessive noise create an environment that is unhealthy and anti-social. This adds up to
one answer only: cities need to be made more liveable. Quality of life is not only about moving from
point A to point B, but it is rather about being able to live under conditions that enhance well-being.
This means the dominance of the car needs to be overcome. In other words, private cars in cities
must be banned.

1
HD Muffleur, Hear It, Taste It, 2011, <http://www.killcars.com.hearittasteit>, viewed 1April 2011.
2
S Mogg, The Inside Story, Longman, NY, 2005, p.27.
3
D Tripp, On the Road Again, Nelson, Nashville, 2009, p.211.
4
FJ Holden, Paved with Gold? Penguin, Melbourne, 2010, p.38.
5
ibid, p.65.
6
S Mogg, The Inside Story, Longman, NY, 2005, p. 91.

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 Argument Essay Nominalisation

In Academic English, very general subjects such as people or humans are not commonly used. These
types of clauses are usually changed into noun groups.

People destroyed the animals’ habitat. – (clause)

The destruction of animal habitat… (noun group)

Look at the example above and then fill in the blanks in the steps below.

1. Remove the __________

2. change the verb into a _________
3. move this ________ to the ____________
4. put a _______________ after this noun
5. put ‘_______’ at the beginning
6. change the possessive relation into a compound noun if necessary.

Task 1
Nominalise the following sentences

1. People cut down the forests.

2. We catch too many fish.
3. Humans build new motorways.
4. Humans destroy the environment.
5. People consume more energy.
6. People use nuclear energy.
7. Humans hunt animals
8. We watch a lot of violent programmes on television.
9. People spray pesticides on crops.
10. Many people eat endangered animals.

Task 2
Add one cause / effect and one effect / cause linker to the above noun groups to make 2 sentences
for each with an appropriate ending from the list of sentences below. Before adding the ending, you
will need to nominalise it.

Linkers
cause / effect effect / cause

X leads to Y X is caused by Z
results in results from
brings about is brought about by
is a consequence of
is an outcome of

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Endings
a) Accidents occur.
b) Chemicals contaminate our food.
c) Fish stocks are collapsing.
d) Fossil fuels are declining.
e) Many animal species are disappearing.
f) Many species are lost.
g) Parents don’t control their children’s viewing habits.
h) People are not educated enough about the importance of biodiversity.
i) People destroy animals’ habitat.
j) People have destroyed the animals which ate the insects.
k) People have lost their connection with nature.
l) People need more farmland
m) People desire convenience.
n) Pollution is increasing
o) Some people use animals in traditional medicine.
p) The amount of pollution is growing.
q) The world is losing ecosystems.
r) Violence is increasing in society.
s) We manage the oceans poorly.
t) We use more electrical appliances.

Examples
Cause  Effect
The cutting down of forests leads to the destruction of animal habitat
Effect  Cause
The cutting down of forests results from the need for more farmland.

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 Writing a Cause & Effect Paragraph

What causes problems for the environment?

Plan and then write a cause and effect paragraph - see the example below.

Use one of these ideas for your paragraph:

 more roads

 population

 agriculture

Example
Over packaging  more household waste  more rubbish tips  loss of space
Over packaging is a trend that has serious environmental consequences. Everything that is bought in
shops today is wrapped in at least three layers of packaging: a cardboard box, a skin of plastic, and a
plastic bag. This over-packaging leads to an increase in household waste. This waste has to be
disposed of somewhere, and as a consequence, the size and number of rubbish tips is increasing. On
account of this growth, the natural environment is being lost under mountains of garbage.

Outline (point form)

Topic sentence
______________________________________________________________________________

Explanation/definition
__________________________________________________________________________________

Cause & effect evidence

____________________________________________________________________________

Paragraph
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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____________________________________________________________________________

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 Argument Essay Outline
Introduction
A) General information / background
__________________________________________________________________________________
__________________________________________________________________________________
B) Preview
1. ________________________________
2. ________________________________
3. ________________________________
C) Thesis statement

__________________________________________________________________________________

Body (note form – NOT full sentences)

Body Paragraph 1
Topic sentence (from point 1 in Preview)
__________________________________________________________________________________
__________________________________________________________________________________
Explanation / Definition (of point 1 in Preview)
__________________________________________________________________________________
__________________________________________________________________________________
Cause / Effect Evidence
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
(Example)
__________________________________________________________________________________
__________________________________________________________________________________

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Body Paragraph 2
Topic sentence (from point 2 in Preview)
__________________________________________________________________________________
__________________________________________________________________________________
Explanation / Definition (of point 2 in Preview)
__________________________________________________________________________________
__________________________________________________________________________________
Cause / Effect Evidence
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
(Example)
__________________________________________________________________________________
__________________________________________________________________________________

Body Paragraph 3
Topic sentence (from point 3 in Preview)
__________________________________________________________________________________
__________________________________________________________________________________
Explanation / Definition (of point 3 in Preview)
__________________________________________________________________________________
__________________________________________________________________________________
Cause / Effect Evidence
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
(Example)
__________________________________________________________________________________
__________________________________________________________________________________

Conclusion
A) Summary of main points (1, 2 and 3)

__________________________________________________________________________________
__________________________________________________________________________________
B) Restatement of thesis

__________________________________________________________________________________

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 Argument Essay Checklist

Sources
□ 3 sources minimum (1 must be a book)
□ highlighted photocopies of information from sources- order and numbered according to footnotes.
□ only include sources you have used in your essay

Referencing
□ footnotes - minimum 8, maximum 12
□ bibliography (A-Z)

Essay Outline
□ mostly note form with references (authors name / website is enough)

Essay – Title & Introduction (approx 100 words)

□ title- the essay question is the title
□ general background information
□ preview
□ thesis statement

Essay – Body Paragraphs 1, 2, 3 (approx 170 words each)

□ topic sentence
□ explanation / definition
□ cause and effect evidence (nominalisation)
□ example(s)
□ referencing phrase (According to …….)

Conclusion (approx 100 words)

□ topic sentence
□ restate preview points / give summary of preview points
□ (optional) opinion or recommendation
□ restatement of position

Formatting Requirements
□ title (size 16, bold)
□ full name and page numbers in footer
□ font (Times New Roman size 12 for essay, size 10/11 for footnotes)
□ double spaced and justified
□ 3cm margins
□ word count

20
 Presentations
Questions

1. Apart from in Academic English, have you ever had to give a presentation? When/why?

2. When you give a talk, how do you feel? Why?

Before the talk?

During the talk?
After the talk?

3. What can you do to lessen any negative feelings?

4. What is the purpose of a presentation?

5. When you are giving a talk to a group of people, what are the four most important things you
should do?

6. When you are giving a talk, what can you do to help the audience?

Match the parts of a presentation to the signposts and put the parts of a presentation in the correct
order

Asking for questions So, to sum up…Today we have looked at…

Conclusion and summary Today I’d like to talk to/speak to you about _______

Ending _______ has asked me…

I’m sorry, I don’t have that information at the moment, but if
you’d like to see me later, I’ll try to get it for you.

Focus questions But before I begin, I’d like to ask a few questions.

Responding to question If there are no more questions, I’d just like to thank you all very
much.

Greeting Now, it’s time to turn to ____

We should now move on to ____
This brings us to ____
OK, let’s look at ____

Introduction of topic Well, I've divided my talk into ___ sections.

First/first up, I’m going to look at ______
After that, we’ll turn to ______
Following that/this, we’ll consider _____
And finally, we’ll look at_____
OK, let’s get started.

Preview / outline This brings me to the end of my presentation, and I’d be happy to
answer any questions you might have.

Starting a new section Good morning everyone. My name’s _______ .

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 Argument Presentation Signposts

Greeting and Introduction

Good morning everyone. My name’s _______ .

Introduce general topic

And today I’d like to talk to/speak to you about _______

Focus questions/anecdote
But, before I begin/we start/we get under way, I’d just like to ask you a few questions…
Specific topic
Today, we’re going to look at whether or not ________

Outline
Well, I've divided my talk into three sections.
First / first up, I’m going to look at ______
Then, we’ll consider ________.
And finally, we’ll talk about _______.

Thesis statement
All of these lead me to believe that ______.

There’ll be time for / a chance to ask questions at the end.

OK, let’s get started.

Introducing new sections

Now, it’s time to turn to my first point. This is ______.
We should now move on to another part of my talk, which is ______.
OK, let’s look at the final reason. This is the ____

Concluding
So, to sum up. Today, we’ve looked at the reasons why _____
We’ve talked about _______
And we’ve seen ________
Finally, we’ve discussed ________
I think … (give an opinion about the topic)

Repeat Thesis Statement

So, all of these arguments clearly show that _______.

Asking for questions

This brings me to the end of my presentation, and I’d be happy to answer any questions you might
have.

Answering questions
____ has asked me … (repeat question if unclear) Answer the question if you can; if you can’t, say:
I’m afraid I don’t have that information with me at the moment. If you’d like to see me later, I’ll see
what I can do for you.

Closing
If there are no more questions, I’d just like to finish by saying how much I’ve enjoyed speaking with
you today. Thank you very much everyone.

22
 Post Presentation Reflection

1. During the presentation I felt: Reasons

a. in control
b. terrified
c. confused

2. After my presentation I felt: Reasons

a. satisfied
b. disappointed
c. exhausted

3. Four things I did well in my presentation

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

4. Four things I need to improve

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

5. What I’m going to do to make my next presentation better

before my presentation
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

during my presentation
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

6. Two things other students did that I should borrow

__________________________________________________________________________________
__________________________________________________________________________________

7. Two things other students did that I definitely shouldn’t copy.

__________________________________________________________________________________
__________________________________________________________________________________

23
 Discussion – Pre Essay Topics

Discuss the following questions:

1. Which animals are in danger of extinction in your country? Why?

2. Can you drink tap water in your country? Why or why not?

3. Do many homes in your country have solar panels on the roof? Why do you think that is?

4. Are movies censored in your country? Do you think movies should be censored

5. Would you eat genetically modified (GM) food? Why or why not?

6. Are you worried about climate change?

Argument Essay and Presentation

Choose one of the following topics:

1. Is animal extinction a cause for concern?

2. Is there a need to worry about the world’s water resources?

3. Is solar energy the power source of the future?

4. Should the media be censored?

5. Should genetically modified food be banned?

6. Is there a need to be worried about global warming?

You are expected to cite your sources in footnotes (8 min and 12 max) and a bibliography. You need
to cite at least three sources, one of which must be from a book.

Photocopies of all sources and written notes must be presented with your essay. All information used
must be highlighted and ordered accordingly.

Your essay must be 700 words min. and 800 words max.

In-Class Group Essay Practice

With a group of other students, write an essay on the following topic:

In many countries, students have to learn English; however, it is argued that is a waste of time for
many students. Should English language education in schools be compulsory?

24
 Footnoting

Oxford System
Objective

When you write an essay and include someone else’s ideas, you should immediately acknowledge
this original source.

This is called referencing and the description of the source you provide is called a reference.

In this lesson, you will learn how to reference your sources of information using Footnoting, one of
the more commonly used systems in Australia.

You will learn how to briefly acknowledge each source in a footnote, and then build a bibliography at
the end of your document, giving the full details of the sources.

Why should you reference?

 Referencing provides evidence that you have researched your topic thoroughly and have
found sources that support your argument or the information you are providing in your document.
Your document appears more authoritative.
 Referencing is an acknowledgement of another person’s intellectual work, which rightfully
belongs to that person.
 If you use another person’s work without acknowledgement, it is called plagiarism.
Plagiarism is the taking, using, and passing off as your own the ideas or words of another.

When to reference

You should reference if you:

 quote (use their exact words)

 copy (use their figures, tables or structure)
 paraphrase (use their idea in your own words)

How to reference

You identify your source of information by making reference to it:

 at the bottom of a page of your essay (called footnoting)

 in a list at the end of your report or essay (called a bibliography).

For further information see

The University of Wollongong referencing guide at:
https://uow.libguides.com/refcite/footnoting-
books Footnoting Practice
There is a footnoting practice available
on-line at:
www.elsuecacademicenglish.weebly.com
Your teacher will give you directions on what
to do.

25
Footnoting

Footnotes acknowledge and give precise reference to the source of all quotations in an essay.
Footnote identifiers should be placed at the end of a sentence, and follow any punctuation marks.
Each footnote reference is made in the form of a separate, numbered note at the bottom of each
page.

_______________________________
_________________________
This point of view is shared by Watson.¹
_______________________________
_________________________

Text of Essay

_______________________________
_________________________
_______________________________
_________________________

1. J Watson, Dracula’s Legacy, Morrow and Brown,

Dorrigo, 1979, p. 87.
Footnotes

When you cite (identify) references in the footnotes of your essay using the Oxford Style, you should
include the following pieces of information.

 author’s initials and surname(s)

 title of book, in italics. Only use upper case for the first letter of the title and for proper
names in the title
 In an edited work, the title of the chapter or article cited comes before the title of the book.
It has single quotation marks and it is not in italics. (See S. Holmes #2 below)
 publisher
 city of publication
 year of publication.
 page number

Abbreviations used in footnotes

ibid (ibidum) means in the work cited immediately before.

Example:
1. J Watson, Dracula’s Legacy, Morrow and Brown, Dorrigo, 1979, p.87.
2. S Holmes, ‘The butcher’s work’ in D. Serge (ed) 1960, A Dracula Reader, Spectre, Cooma, 1953,
p. 34.
3. ibid
4. A Cooper, ‘Transylvania revelation’, Horror Monthly, vol. 10, no. 15, 1939, p. 14.
5. ibid, p. 16.
6. S Holmes, ‘The butcher’s work’ in D. Serge (ed), A Dracula Reader, Spectre, Cooma, 1953, p. 130.
7. J Watson, Dracula’s Legacy, Morrow and Brown, Dorrigo, 1979, p. 90.
8. Dracula, Wikipedia.org, 2011, <http://en.wikipedia.org/wiki/Dracula>,
viewed 1 April 2011.

26
If there is no author?
Use the title.
World Poverty, UNESCO, New York, 1999, p. 3.
Yeti, Wikipedia.org, 2017, < https://en.wikipedia.org/wiki/Yeti>, viewed 1 April 2017.
If there is more than one author?
Enter all the names.
K Adams, R Grose, and D Leeson, Family Values, Home Press, Sydney, 2003, p. 37.
If there is no date?
Use 'nd' (no date).
D Neeson, nd, Take a Long Line, Albert Publications, Melbourne, p. 1.

Your Bibliography
The bibliography is arranged alphabetically and placed at the end of your essay.
It includes full details of all the sources that you cited in your text. It does not include any sources
you read but did not cite in your text.
The list will be alphabetical by author's surname, except where the author is unknown. In this case,
the entry is by title. 'A', 'An' or 'The' are ignored in the listing.
References to Books
For a book, you should include the following pieces of information in the order given below.
 all author’s surname(s) and initials
 title of book, in italics. Only use upper case for the first letter of the title and for proper
names in the title.
 publisher
 city of publication
 year of publication

Examples:

Gelber, K, ‘Free Speech and Civil Disobedience in Australia’ in J. Healey (ed), Censorship and Free
Speech, The Spinney Press, Thirroul, 2004.

Watson, J, Dracula’s Legacy, Morrow and Brown, Dorrigo, 1979.

In the first example, the author is responsible for only a part of the books referenced. Gelber has
written an article which has been collected by Healey. In this case, put the article or chapter title in
single quotes, to distinguish it from the title of the book, which is in italics.

27
References to Magazines or Newspapers (Periodicals)

For magazine or newspaper articles, include the following pieces of information in this order:

 author’s surname(s) and initials

 title of article (in single quotation marks)
 title of magazine or newspaper (in italics)
 volume number (if applicable)
 issue number or dates (if applicable)
 year of publication
Examples:
Cooper, A, ‘Transylvania revelation’, Horror Monthly, vol. 10, no. 15, December 1939.
'Out of the shadows, into the world', The Economist, June 19-25 2004.

References to Web pages

For Web pages the following pieces of information should be present.

 author
 title, in italics
 year of publication
 URL (Internet address) in angle brackets
 date of viewing

If the document title is hard to identify then the title appearing in the title bar at the top of the
screen may be used.

Examples:
 Lee, I, A research guide for students, 2017, <http://www.aresearchguide.com> viewed 16 July
2018.
 Guide to citing Internet sources, Bournemouth University, 2017,
<http://www.bournemouth.ac.uk/library/guide_to_citing_internet_sourc.html>, viewed 30
July 2017.
 Dracula, Wikipedia.org, 2018, <http://en.wikipedia.org/wiki/Dracula>2011>, viewed 1
August 2018.

Example Bibliography
Cooper, A, ‘Transylvania revelation’, Horror Monthly, vol. 10, no. 15, 1939.
Dracula, Wikipedia.org, 2018, <http://en.wikipedia.org/wiki/Dracula>, viewed 1 August 2011.
Holmes, S, ‘The butcher’s work’ in D. Serge (ed) A Dracula Reader, Spectre, Cooma, 1953.
Watson, J, Dracula’s Legacy, Morrow and Brown, Dorrigo, 1979.

28
Exercise
Five publications of various formats are described below.
1. Write a footnote for each reference.
2. Write a bibliography.
A book with the title: 'Animal Extinction’, with authors Robert Rose, Dave Jetson and Henry
Samuelson, published in Frenchs Forest, NSW by Pearson Education Australia in 2003, page 53.
An article by Suzanne Carbone called 'Swearing on TV', written in 2003, found in a book edited by J.
Healey, called 'Censorship and Free Speech' published in Thirroul by The Spinney Press in 2004, page 15 .
An article called 'Fish for all' by C. Lyon, published in 1998 in the magazine 'Environment', volume 70,
number 4, page 263.
A Web page with the title 'It ain’t half cold, mum', found at the address:
http://www.antarctica.com.au on 10 April 2008. No date on it.
A Web page with the title 'Genetically Modified Food’, found at the address: http://en.wikipedia.org/
wiki/Genetically_modified_food on 15 July 2009, last modified on 25 March 2008.
A Web page with the title 'Genetically Modified Food’, found at the address: http://en.wikipedia.org/
wiki/Genetically_modified_food on 15 July 2009, last modified on 25 March 2008.
An article called 'Fish for all' by C. Lyon, published in 1998 in the magazine 'Environment', volume 70,
number 4, page 290.
Footnotes
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Bibliography
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

29
 Paraphrasing

Paraphrasing is an important academic skill. It is the changing of an author’s original words into your
own words.
Whenever you paraphrase, remember these two points:

1. You must provide a reference.

2. The paraphrase must be in your own words.

It can be difficult to find new words for an idea that is already well expressed. The following strategy
will make the job of paraphrasing a lot easier:

1. When you are at the note-taking stage, and you come across a passage that may be useful
for your essay, do not copy the passage exactly unless you think you will want to quote it.
2. If you think you will want to paraphrase the passage, make notes only of the author's basic
point. You don't even need to use full sentences.
3. In your notes, you should already be writing the language of the original into your own
words. What matters is that you represent the original idea.
4. Make sure to include the page number of the original passage so that you can make a proper
reference later on.

When you write your essay, use your notes rather than the author's text. You will find it much easier
to avoid plagiarising the original passage because you will not have recently seen it. Follow this
simple sequence:

1. Convert the ideas from your notes into full sentences.

2. Provide a reference.
3. Go back to the original to ensure that (a) your paraphrase is accurate and (b) you have truly
said things in your own words.

30
Practice

Read the following information and then turn to page 62 to answer some questions without turning
back to the text to see how much you can remember. Then use the information to write a paragraph
explaining that rainforests should be protected because of the resources found in them. Paraphrase
using the strategy outlined and don’t forget a topic sentence. Also, remember to include a reference
(footnote).

Paradise Lost: The Ravaged Rain Forest

by Helen Hosmer

Tropical forests are located in some 70 countries, but about 80 percent are in Brazil, Colombia,
Indonesia, Malaysia, Venezuela and Zaire. The rainforests are home to nearly half of all the plants,
animals, and insects in the world; and according to the World Wildlife Fund, “More species of fish live
in the Amazon River than in the entire Atlantic Ocean.”

Tropical plants produce chocolate, nuts, tannins, fruits, gums, coffee, waxes, wood and wood
products, rubber and petroleum substitutes, and ingredients found in toothpaste, pesticides, fibres,
and dyes.

In addition, several medical wonders of the twentieth century have come from plants found only in
rainforests. These plants have been used to treat high blood pressure, Hodgkin’s disease, multiple
sclerosis, and Parkinson’s disease. The tiny periwinkle flower from the rainforest in Madagascar, for
example, is key to a drug that has been successfully used to treat lymphocytic leukaemia; and
rainforests may hold the answer to treatment for several types of cancer. A study of the Costa Rican
rain forest found that 15 percent of the plants studied had potential as anti-cancer agents.

“We are destroying the biological heritage that developed over billions of years and doing it in a
matter of a few human generations,” says Paul Ehrlich of Stanford University. “Our descendants, if
any, will be very much the poorer for it.”

Source: Excerpted from the Multinational Monitor, June 1987, p. 6.

Outline (point form)

Topic sentence
____________________________________________________________________________
Explanation/definition
__________________________________________________________________________________
Evidence (from text)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

31
 Note-Taking
Questions
1. When you were at university did you take notes?
2. What did you use your notes for?

Note-taking Techniques
 Include main ideas.
 Include important data such as figures & years.
 Include references.
 Use abbreviations and symbols.
 Try not to use ‘small’ words such as articles, prepositions & auxiliary verbs.
 Don’t write sentences.
 Use clear headings & sub-headings.
 Use indenting, underlining or highlighting for emphasis.
 Organise your notes clearly by using ‘white’ space.
 Write clearly.

Active Listening Note-taking Strategies

 Think about the content of the lecture before it begins.
 As you listen, identify areas you are unsure of.
 As you listen, think about your own opinion of the ideas in the lecture.
 Think of questions you can ask the lecturer.

1. What do these abbreviations mean?

a) e.g. c) i.e.
b) etc. d) N.B.

2. What do these initials stand for?

a) ILO c) OPEC
b) WHO d) UNESCO

3. What do these short forms mean?

a) govt c) prob
b) Eng d) yr

4. Write a symbol next to each of the meanings below, and visa versa.
equal to/same as
≠
from … to/leads to/results in/causes
←
growth/increase

less than/fewer than

and/also/in addition/plus/positive
—
therefore/thus/so
∵
32
 AEP3 Course Objectives and Performance Criteria
The primary objective of AEP3 is to prepare you for study at University level.
Objective 1: Can use a range of strategies, learning techniques and research skills to achieve
tertiary study goals
Performance Criteria
 Use online learning platform (Moodle)
 Do preparatory work for ‘flipped’ classes
 Complete assignments in class and set as homework
 Submit work on time
 Is punctual
 Work with other students in pairs and groups
 Participate in class discussions
 Use a range of self-assessment strategies
 Identify own learning needs
 Accommodate cultural differences that result in various learning styles
 Use a range of learning aids
 Use a range of organisational skills
 Employ a range of learning strategies to achieve goals
 Show evidence of a range of research skills.

Objective 2: Can record information from an oral text

Performance Criteria
 Identify and record main points in note form
 Use appropriate headings
 Write notes that are later legible to the writer
 Use appropriate abbreviations, key words and short phrases
 Sequence notes coherently
 Use vocabulary that is appropriate to the topic
 Grammatical errors do not impede communication.

Objective 3: Can record and summarise information from a written text

Performance Criteria
 Identify and record main points in note form
 Use appropriate headings
 Take notes from a written source related to set research assignment
 Take notes in a logical order
 Notes are in form of key words, short sentences and phrases
 Use appropriate vocabulary and grammatical structures
 Produce legible handwriting
 Summarise main ideas of text in a short paragraph.

Objective 4: Can write a report based on a chart and/or an analytical report

Performance Criteria
 Write a report which has appropriate structure, grammar and content
 Structure reports with appropriate introduction, body and conclusion
 Analyse chart information appropriately and draw reasonable conclusions
 Use analysis structures cause/ effect, reason/ result, modality for speculation.
 Structure text appropriately
 Compose cohesive paragraphs using cohesive devices
 Use present tense/present perfect simple
 Use pronouns, articles and conjunctions to link ideas
 Use specific vocabulary
 Use logical connections (e.g. cause/effect, reason/result) and modality to express speculation.
33
Objective 5: Can write a discussion and/or an argument essay
Performance Criteria
 Write an essay which has appropriate structure (introduction/body/conclusion)
 Research appropriate information from a variety of sources including books and the Internet
 Incorporate relevant information , avoiding plagiarism
 Paraphrase effectively
 Use in-text referencing
 Write a bibliography
 Organise ideas logically
 Use conjunctions to express logical connections between ideas
 Present arguments for and against a point and support them with evidence
 Reach conclusion based on evidence presented
 Use appropriate tenses relevant to essay title/question
 Use appropriate register/tenor
 Use mostly accurate spelling and standard punctuation.

Objective 6: Can deliver short oral academic seminars

Performance Criteria
 Present researched information orally
 Use appropriate signposting for text
 Deliver facts/statements or arguments clearly
 Elaborate on topics in response to direct questions
 Respond to questions appropriately
 Use suitable vocabulary and grammatical forms
 Use appropriate register
 Use comprehensible pronunciation/ stress/intonation
 Interact with audience and maintain their interest
 Make eye contact
 Use verbal checks/pauses to ensure audience understands
 Integrate a PowerPoint display into presentation.

Objective 7: Can take part in academic group discussion

Performance Criteria
 Identify the purpose of an oral academic exchange
 Achieve the purpose of an academic exchange and obtain and give all essential information
 Initiate, maintain and end a spoken exchange
 Provide/request information as required
 Propose solutions and negotiate
 Explain circumstances, causes and consequences
 Can take turns, interrupt, seek clarification, clarify and confirm as necessary
 Can speak fluently and clearly.

Objective 8: Can use a word processing program and a presentation program.

Performance Criteria
 Use a word processing program to produce an academic assignment
 Use different fonts, sizes and text formatting to present text
 Cut, copy and paste text within a document
 Use the spell-checker to edit a document
 Create a table
 Start Microsoft PowerPoint program an open, name and save a file to the correct directory
 Search and find files
 Use key words to communicate content
 Use slide colour scheme, font, animation and slide transition features to enhance presentation
 Transfer text and graphics from the internet to a PowerPoint file.

34
Objective 9: Can apply a range of listening skills relevant to academic contexts
Performance Criteria
 Predict information about an oral text
 Use prior knowledge and personal experiences to help understand new information
 Participate in discussions relating to prior knowledge and personal experiences
 Note detail and specific information accurately from academic oral text types
 Listen for sequential detail
 Take notes in sequence
 Produce written responses demonstrating an understanding of the overall meaning of academic
oral text types
 Respond to questions arising from academic oral text types
 Interact and participate effectively in pair and group discussions arising from academic oral text
types.

Objective 10: Can apply a range of academic reading skills

Performance Criteria
 Predict information about a text
 Use prior knowledge and personal experiences to help assimilate new information
 Participate in discussions relating to prior knowledge and personal experiences
 Skim and scan for detail and specific information from a range of written text types relevant to
academic study, identifying relevant information within set time limits
 Adapt reading strategies to meet task requirements
 Produce written responses demonstrating an understanding of the overall meaning of a range of
academic written text types
 Answer comprehension questions based on the intensive reading of an academic text type
 Demonstrate the ability to differentiate fact from a writer’s opinion
 Demonstrate the ability to predict content from headings and textual clues
 Demonstrate the ability to predict the meaning of unknown words from context
 Display knowledge of a text in a test taking situation
 Demonstrate understanding of a text through student interaction and discussion
 Personalise responses to an academic text.

Objective 11: Can search and evaluate Internet sites for academic purposes
Performance Criteria
 Use a variety of search engines to locate information relevant to academic tasks
 Select a variety of key words to narrow search
 Skim search results to choose most appropriate, relevant sites/pages for research purposes
 Locate source of web pages to ascertain its validity as academic source
 Skim web pages to locate key relevant information
 Critically evaluate relevant information
 Incorporate relevant information into in a text
 Reference Internet information appropriately.

35
 Assessment Criteria

Writing Assessment- Argument Essay

Task Achievement Organisation Grammar Vocabulary
Critical thinking Title Tenses Expression of ideas
Extent of evidence Introduction Tenses Range of word choice
Relevance of information General background Sentence structure Paraphrasing vocabulary
Logical order of ideas Preview Reason and result structures Parts of speech
Depth of research Thesis/position statement Cause and effect structures Reason and result vocabulary
Persuasiveness Paragraphs Nominalisation Cause and effect vocabulary
Grade

Topic sentences Complex forms Transition signals

25
All elements of content are relevant
& extended. No more could
A+ reasonably be added.
Extensive research is evident (if
required).
Critical thinking is considered and
thoughtful.
Paraphrasing very well managed.
20
Content is relevant & complete. Little
more could be reasonably added.
A sufficient
Appropriate research is evident (if
required).
Critical thinking is good
Paraphrasing well managed.
18
Most content is relevant but some
parts could be more fully completed.
B Reasonable research is evident (if
required).
Critical thinking is shown.
Paraphrasing may have occasional
lapses.
Task is correct length.
15
Content is generally relevant. Some
C parts could be completed more fully
& some may be inappropriate.
Research is limited.
Critical thinking is limited.
Paraphrasing has lapses.
10
Some content is irrelevant or missing.
D Research is inadequate.
Critical thinking is inadequate.
The task may be under length.
Paraphrasing is insufficient.
Support Grammatical accuracy Spelling
Concluding sentences Paraphrasing grammar
Cohesion and coherence Punctuation
Unity
Conclusion
Referencing
Bibliography
Page numbers
Formatting
25 25 25
Organisation is completed accurately Grammar is completed to a high level Correct use of word choice word
& with sophistication. Errors are rare. & with sophistication. Complex forms and spelling. A wide and
structures are handled well & errors sophisticated range of vocabulary is
are very infrequent used.
20 20 20
Organisation completed with a high Grammar is completed to a high level. Mostly correct use of word choice,
level of accuracy. Some errors may Complex structures are used & errors word forms and spelling. Able to
occur. are infrequent express ideas fully. A good range of
vocabulary is used.
18 18 18
Organisation is completed with a Grammar is mostly accurate. Complex Vocabulary use is reasonable for
reasonable level of accuracy; structures are used but some errors expressing ideas. Some errors with
however, there are some errors. occur. word choice word forms and spelling.
15 15 15
Organisation is attempted but some Complex structures are attempted Vocabulary is somewhat limited for
parts may be incomplete or but grammar errors occur often, and expressing ideas. Errors with word
inaccurate. may detract from the overall choice word forms and spelling are
message. frequent.
10 10 10
Key elements are incomplete or Complex structures are minimal and Vocabulary is inadequate for
missing. grammar errors frequently occur. expressing many ideas clearly. There
Some parts are difficult to are numerous errors with word
understand. choice, word forms, and spelling

Total points: _____ /100 Grade: _____

36
Journal Assessment
Assessment considers the following factors:
 Ability to make critical observations
 Ability to set & record learning goals
 Ability to reflect on learning experiences
 Ability to reflect on Australian customs & behaviour
Criteria Mark
Extended & thoughtful completion of all tasks. 5.0
Thoughtful completion of all tasks 4.0
Satisfactory completion of all tasks. 3.5
Some tasks incomplete. 3.0
Most tasks incomplete. 2.0
Not submitted 0

Note taking Assessment

Assessment considers the following factors:
 Include relevant details- names, figures, years
 Organise clearly- headings, sub- headings,
 Use emphasis- indenting, highlighting, underlining
 Use note form- abbreviations and symbols, no sentences
 Avoids direct copying

Criteria Mark
Extended & thoughtful completion of all tasks. 5.0
Thorough completion of all tasks 4.0
Satisfactory completion of all tasks. 3.5
Some tasks incomplete. 3.0
Most tasks incomplete. 2.0
Not submitted 0

37
Speaking Assessment
Students are tested in groups of 3-4 students. Several days before the test, groups are assigned.
Groups are allocated by the teacher. Students are not able to choose their groups. Students are given
an individual mark.
Format
Part Time Task Focus
3- 4 mins Provide personal information about Tests ability to provide basic personal
1
general topics. information on general topics.
4- 5mins Talk with other one or two other Tests ability to interact with other students,
2 students relating to an allocated topic. give and ask for opinions and work towards
completing a task together.
4- 5 Answer questions relating to topic in Tests ability to discuss and give opinions
3
part 2. relating to a theme.
Grading
A+ -The student always demonstrates ability in this area all the time
A -The student demonstrates ability in this area about 80% of the time.
B -The student demonstrates ability in this area about 60% of the time.
A+ A B C D
C -The student shows some ability in this area, but not consistently.
D -The student does not demonstrate control over this objective. Frequent errors obscure
communication.
Task  Identifies inconsistencies and ask for clarification
Achievement  Responds appropriately and in a detailed manner 20 16 14 12 8
 Can perform Core class speaking objectives
Grammar  Uses clear sentences; errors rarely interfere with meaning
 Incorporates a full range of grammatical forms, as appropriate 20 16 14 12 8
 Easily constructs compound and complex sentences, as appropriate
Fluency  Can produce lengthy sentences with ideas that flow well
20 16 14 12 8
 Can easily sustain discussions on specific topics from authentic material
Pronunciation  Pronunciation is clear and understandable
20 16 14 12 8
 Stress and intonation patterns aid communication
Vocabulary  Wide vocabulary range allows precision and details
20 16 14 12 8
 Can use some idioms and collocations

Presentation Assessment
Students are given an individual presentation assessment on a topic they have researched and
prepared. Depending on the task, the presentation is between 10 and 15 minutes and done
individually or in a group.
Grading
A+ -The student always demonstrates ability in this area all the time
A -The student demonstrates ability in this area about 80% of the time.
B -The student demonstrates ability in this area about 60% of the time.
A+ A B C D
C -The student shows some ability in this area, but not consistently.
D -The student does not demonstrate control over this objective.
Frequent errors obscure communication.
Content and  Content is detailed and well explained
Visuals  Focus is maintained
25 20 18 15 10
 Extensive research is evident
 Visuals are thoughtful, engaging and relevant
Grammar and  Uses clear sentences; errors rarely interfere with meaning
Vocabulary  Incorporates a full range of grammatical forms, as appropriate
 Easily constructs compound and complex sentences, as appropriate
25 20 18 15 10
 Wide vocabulary range allows precision and details
 Can use some idioms and collocations
 Signpost language used accurately
Fluency and  Can produce lengthy sentences with ideas that flow well
Pronunciation  Can easily sustain discussions on specific topics from authentic material
25 20 18 15 10
 Pronunciation is clear and understandable
 Stress and intonation patterns aid communication
Presentation  Uses eye contact
Skills  Uses natural gestures
25 20 18 15 10
 Engages with audience
 Does not read presentation

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Learning Strategies Assessment
Students are assessed on their overall learning strategies. These include:
 Attendance and Punctuality (2 marks)
 Class Participation (3 marks)
- Participation in group work, discussions, adherence to EOP
 Independent learning (2 marks)
- Preparation for ‘flipped’ classes, study for tests,
completion of homework tasks and journal
 Consultation with teachers (2 marks)
- Willingness to do independent work on areas of weakness
 Meeting deadlines (1 mark)
Attendance measurement:
Achieved 95-100% attendance throughout the AE course +2
Achieved 90-94% attendance throughout the course +1
Achieved 85-89% attendance throughout the course 0
Achieved 80-84% attendance throughout the course -1
AE Course attendance under 80% Automatically fail course

AEP3 Reading & Listening Test Score Conversion Table

AEP3 AEP3
Raw score weighted AEP3 grade Raw score weighted AEP3 grade
score score
4 19 7.5 C
5 20 8.3 C
6 1.8 D 21 9.0 C
7 2.0 D 22 9.3 C
8 2.3 D 23 9.8 B
9 2.8 D 24 10.5 B
10 3.0 D 25 10.8 B
11 3.5 D 26 11.3 A
12 3.8 D 27 11.5 A
13 4.3 D 28 11.8 A
14 4.5 D 29 12.0 A
15 5.3 D 30-32 12.8 A+
16 6.0 D 33-35 13.5 A+
17 6.8 D 36-37 14.3 A+
18 7.0 D 37+ 15.0 A+

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 AEP3 Module 2 Grammar & Vocabulary Tests
Over the five weeks of the course you will need to complete the grammar and vocabulary exercises
listed below IN YOUR OWN TIME.
You should do the exercises in the suggested weeks as they have been scheduled to fit in with your
written assignments. Every 2 weeks, your teachers will ask to see your progress and you will be
tested on the units.

Module 2
Weeks 1 & 2
Grammar
Handbook: Argument essay
FOI: Units 6-7.
Vocabulary
Making Connections: Unit 2 Readings 1-2
FOI: p. 77.

Weeks 3 & 4
Grammar
Handbook: Argument essay
FOI: Units 8-10.
Vocabulary
Making Connections: Unit 2 Readings 3-5
FOI: p. 97.

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 Answers to exercises
Nominalisation
Endings
1i. People destroy animals’ habitat.
1l. People need more farmland.
2c. Fish stocks are collapsing.
2s. We manage the oceans poorly.
3n. Pollution is increasing.
3m. People desire convenience.
4q. The world is losing ecosystems.
4k. People have lost their connection with nature.
5p. The amount of pollution is growing.
5t. We use more electrical appliances.
6a. Accidents regularly occur.
6d. Fossil fuels are declining.
7e. Many animal species are disappearing.
7o. Some people use animals in traditional medicine.
8r. Violence is increasing.
8g. Parents don’t control their children’s viewing habits.
9b. Chemicals contaminate our food.
9j. People have destroyed the animals which ate the insects.
10f. Many species are lost.
10h. People are not educated enough about the importance of biodiversity.
Footnoting
Footnotes
1. R Rose, D Jetson & H Samuelson, Animal Extinction, Pearson Education Australia, Frenchs Forest, 2003, p.53.
2. S Carbone, 'Swearing on TV', in J Healey (ed) 2004, Censorship and Free Speech, The Spinney Press, Thirroul,
2003, p. 15.
3. C Lyon, 'Fish for all', Environment, vol. 70, no. 4, 1998, p. 263.
4. It ain’t half cold, mum, Antarctica.com.au, nd, <http://www.antarctica.com.au>, viewed 10 April 2008.
5. Genetically Modified Food, Wikipedia.org, 2008, <http://en.wikipedia.org/ wiki/Genetically_modified_food>,
viewed 15 July 2009.
6. ibid.
7 C Lyon, 'Fish for all', Environment, vol. 70, no. 4, 1998, p. 290.
Bibliography
Carbone, S. 2003, 'Swearing on TV', in J Healey (ed), Censorship and Free Speech, The Spinney Press, Thirroul, 2004.
Genetically Modified Food, Wikipedia.org, 2008, <http://en.wikipedia.org/ wiki/Genetically_modified_food>
viewed 15 July 2009.
It ain’t half cold, mum, Antarctica.com.au, nd, <http://www.antarctica.com.au> viewed 10 April 2008.
Lyon, C, 'Fish for all' Environment, vol. 70, no. 4, 1998.
Rose, R, Jetson, D, & Samuelson, H, Animal Extinction, Pearson Education Australia, Frenchs Forest, 2003.
Paraphrasing
Comprehension
Answer the following questions true or false without looking back at the reading passage.
____ 1. 80% of tropical forests are located in Brazil, Colombia, Indonesia, Malaysia, Venezuela and Zaire.
____ 2. Rain forests are home to nearly one quarter of all the plants, animals and insects in the world.
____ 3. More species of fish live in the Amazon river than in the entire Atlantic ocean.
____ 4. The periwinkle flower from the rain forest in Madagascar is key to a drug that has been successfully used
to treat lymphocytic leukaemia.
____ 5. A study of the Costa Rican rain forest found that 75% of the plants there were potential anti-cancer agents.
Model Answer
A further argument for the protection of rain forests is that they provide a variety of valuable resources. Tropical
plants are the origin of a great number of goods used in everyday life such as chocolate, nuts, wood and coffee.
Moreover, many current treatments for illnesses have been developed from rain forest plants. For example, one of
the medical therapies for lymphocytic leukaemia comes from the periwinkle flower that originated from the
forests of Madagascar.¹ However, an upshot of the destruction of rainforests is that the potential to develop new
products and medicines from the rainforest flora and fauna will be lost forever.
1. H Hosmer, ‘Paradise Lost: The Ravaged Rainforest’, Multinational Monitor, June 1987, p. 6.

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 ELS Sydney Marking Scheme

symbol meaning example

sp
sp spelling error
suprise
noun noun
missing noun
V I work in the education V
verb verb
missing verb
V I want to V to business college
pron pron
missing pronoun
V She is V sister
rel pron rel pron
missing relative pronoun
V He teaches maths, V is my favourite subject.
art art
missing article
V He sat on V chair
aux aux
missing auxiliary
V Both of them V going home
prep prep
missing preposition
V He goes V school
conj conj
missing conjunction
V The flag is red, white V blue.
ww
ww wrong word
The chair was happy
w prep
w prep wrong preposition
I am on a hurry
w art
w art wrong article
An economy is growing.
wf
wf wrong form
It is an importance book
T
T wrong verb tense
Yesterday I go shopping.
number error #
#
singular plural Many person went there
sv
sv subject verb agreement
He like fish.
He gave to me a pen for my birthday
 delete; not needed
wo
wo word order error
She has eyes blue

P start a new paragraph

p p
p wrong punctuation
it is my friends book.
NS start a new sentence
I don’t understand what you are trying to
?
say
[ ] needs rewording

no topic sentence /
TS
think about your topic sentence

 join up ideas
CS
CS Comma Splice
I went home, I did some work.
RO
RO Run On
I went home I did some work.
F
F Sentence fragment
When I went to school.
The text does not match the topic of the paragraph.
U Paragraph Unity
infml
infml Informal word
There was a big increase.

42
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