Aep3 Module 3 Handbook

Academic English Preparation 3
Handbook
(Module 3)
1
Academic English Preparation 3
Module 3 Handbook
Contents page
Welcome to the AEP3 Course at ELS Sydney ............................................ Error! Bookmark not defined.
AEP3 Assessment ...................................................................................... Error! Bookmark not defined.
AEP3 Module 3 Course Overview.............................................................................................................5
AEP3 Module 3 Schedule .........................................................................................................................6
Learning Journal .......................................................................................................................................7
Writing a Case Study ..............................................................................................................................10
Paraphrasing...........................................................................................................................................19
Writing a List of Sources .........................................................................................................................21
General Presentations Signposts............................................................................................................23
Note-Taking ............................................................................................................................................25
AEP3 Course Objectives and Performance Criteria ................................................................................26
Assessment Criteria ................................................................................................................................29
AEP3 Module 3 Grammar & Vocabulary Tests .......................................................................................33
ELS Sydney Marking Scheme ..................................................................................................................34
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
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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
- Get an overall A grade
- Get a minimum B grade for each assessment task
- 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
- Case Study 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 3 Course Overview
Skills Introduced & Practised

1. Writing an case study report
2. Participation in discussions
3. Critical thinking
4. Skim/ scan reading & reading for detail
5. Listening for gist and detail
6. Note taking
7. Using an online classroom
8. Negotiating with teachers
IT Skills
1. Word processing
2. PowerPoint
Tasks Assessed
1. A case study report
2. A case study report in-class test
3. A presentation
4. Participation in discussions
5. Critical thinking
6. Academic reading
7. Academic listening
8. Note taking- reading & listening
9. A PowerPoint presentation
10. Learning strategies
Grammar
1. Present simple
2. Past simple
3. Present perfect
4. Future simple
5. Contrast linkers
6. Quantifiers
7. Verbs/ nouns of change
8. Adverbs/ adjectives of degree
9. Modals of speculation and deduction
10. Speculation language
11. Language for drawing conclusions
12. Time phrases
13. Sequencers
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AEP3 Module 3 Schedule
Note: This schedule is a guide only.
Week Time Monday Tuesday Wednesday Thursday Friday

8.45- Student Intake Writing Skills Writing- Case Writing- Bar Chart Writing- Bar Chart
10.15 Study
10.30- Orientation Listening note Writing- Bar Chart Writing- Bar Chart Writing- Bar Chart
12.00 taking
1 Course Computers- Academic Reading Computers Academic
12.45-
introduction introduction to Reading
1.45
Moodle
1.45- Consultation Consultation Consultation
2.15
Journal Writing- Case Grammar & Writing- Case Grammar &
8.45-
Academic Study vocabulary Study Vocabulary Test
10.15
Discussion
10.30- Reading Note Writing- Case Writing- Case Writing- Case
2 12.00 taking Study Study Study
12.45- Academic Computers Academic Computers
1.45 Listening Listening
2.15
Journal Practice Practice Academic Writing- Case Writing- Line
8.45-
Academic Academic Listening Test Study Chart
10.15
Discussion Reading Test
10.30- Grammar & Listening Note Writing- Case Writing- Case Writing- Line
3 12.00 vocabulary taking Study Study Due Chart
12.45- Academic Computers Academic Computers Academic
1.45 Reading Listening Listening
2.15
Journal Writing- Case Grammar & Timed Writing Grammar &
8.45-
Academic Study vocabulary Vocabulary Test
10.15
Discussion
10.30- Reading Note Writing- Case Writing- Case Writing- Case Presentation
4 12.00 taking Study Study Due Study Practice
12.45- Academic Computers Academic Reading Computers
1.45 Reading
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
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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Writing a Case Study
What is a case study?
A case study is a description of a real life problem or situation which requires you to analyse
the main issues involved. The case study is written to identify problems that exist and to
suggest solutions to these problems.
There are three broad stages involved in a study assignment:
1. identify the key issues
2. conduct research
3. explain what has happened and why
Structure
Case study analyses are generally presented in a report-style format. They are usually
written for a professional audience (e.g. a client or manager) as well as your lecturer.
A case study should have:
• a logical structure
• sections with headings and subheadings.
Outsourcing Case Study- Bonds
Background
Bonds is an Australian clothing manufacturer mainly specialising in underwear. Bonds has been a part
of Australia’s popular culture over the decades and its trademark ‘Chesty Bond’ is recognised by
many Australians.
Bonds was established in 1915 by George Allan Bond, an American who came to Australia in the early
twentieth century and started importing women's hosiery and gloves. In 1917 he began
manufacturing hosiery and then underwear in Sydney. In 1932, Bond built Australia’s first cotton
spinning mill in western Sydney.
The company went into liquidation in 1929 and a public company, Bonds Industries Limited, was
established. In 1987 the company was taken over by Pacific Dunlop, and it was then sold in 2001 to
form a separate entity, Pacific Brands Holdings Pty Ltd. In 2004 Pacific Brands Limited was listed as a
public company on the Australian Stock Exchange.
In 2006, Bonds manufactured 40% of its goods in Australia. The company produced nearly 17 million
garments a year and employed 2,950 full-time staff.
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Key Issues
In 2008, the company's net loss was $150 million. This was said to be the result of the high costs of
local manufacturing. The company claimed that it could not compete with goods produced more
cheaply overseas and that efforts to make its facilities more cost efficient were not effective. If the
situation did not improve, the company would collapse.
Strategy
In 2009, Bonds outsourced its manufacturing operations to China to take advantage of the lower
labour and production costs there. This led to 1,800 job losses across Australia in its manufacturing
workforce. These included textile cutters, dyers, clothing pattern makers, material handlers, and
sewing machinists.
Results
Benefits
The outsourcing of production to China had financial benefits for Bonds. The new strategy delivered
$150 million a year in cost savings and the company’s debt was cut from $811 million to $267m in
the years immediately following the move.
According to Chairman James MacKenzie, the move to China worked. If Bonds had continued to
manufacture its products in Australia, it would have gone out of business as production costs in
Australia increased.
Drawbacks
While there have been financial benefits to Bonds’ outsourcing, there have been several drawbacks.
Costs and Quality
Costs and quality have been issues. Firstly, the costs of production rose as wages in China’s garment
manufacturing provinces increased by over 100% in the six years after Bonds’ move. In addition,
there are additional freight costs from having to transport goods from China to Australia. Moreover,
profits from offshore manufacture are easily consumed by supply chain problems such as inadequate
quality, overestimating quantities needed and warehouse space for inventory. Indeed, reports
suggest there have been a number of quality control issues with garments arriving in Australia.
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Worker Exploitation
Another issue is workforce exploitation. Employees in the clothing industry in many countries are
paid very low wages, denied the right to organise trade unions, have very little job security and work
under highly exploitative and often dangerous conditions. An Oxfam report about labour rights
transparency among Hong Kong-based garment factories found several major problems with a
company coordinating the off-shore manufacture of Bonds’ products. Companies found to be
exploiting overseas workforces can have their reputations damaged and face consumer boycotts as a
result.
Consumer Backlash
Outsourcing manufacturing can also lead to a negative consumer response. After the initial
relocation of manufacturing to China, there was a consumer backlash against Bonds. Consumer
sentiment at the time is explained by one consumer who said that they had bought Bonds’ men’s and
ladies underwear for years, but would not buy Bonds anymore because the company had deprived
its employees of their jobs by moving off shore to China.
Conclusions
Notwithstanding the issues, outsourcing manufacturing seems to have been successful for Bonds and
there is no plan to return manufacturing to Australia.
According to Chairman James MacKenzie, in spite of rising wages and production costs in China, it
still made financial sense to remain as the company has moved its production factories further west
into China where the wages and production costs are lower. He did not see any future for Australia
to do any low-end manufacturing because of the way costs were structured.
Marketing
Despite an initial consumer backlash against the outsourcing, there have been no long term effects
on sales. This has in part been due to an astute marketing campaign. According to RMIT marketing
expert Con Stavros, Bonds has been brilliant at resonating with the customer, using high-profile
celebrity ambassadors such as tennis players and pop stars. This has ensured the brand remains one
that is viewed as contemporary, particularly as product ranges, distribution points and markets
inevitably change.
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Expansion
The move has improved the company’s profitability and has allowed it to expand its market by
opening its own stand-alone Bonds’ stores. Previously Bonds had only been a wholesale business
available in most major retailers in the country, but now there are 45 Bonds retail stores with plans
to open more across the country and in the Middle East.
Future
In a globalised world economy, companies need to be international in their outlook in order to
compete effectively. The use of international labour markets through outsourcing along with the
development of international markets can be key to this. Bonds has embarked on both of these paths
and will need to continue to do so in order to remain competitive.
900 words
Sources
Boston, J, Time to Re-Evaluate Chinese Manufacturing? PacBrands fails to deliver, crikey.com.au,
2011, <https://www.crikey.com.au/2011/03/17/time-to-re-evaluate-chinese-manufacturing-
pacbrands-fails-to-deliver>, viewed 20 September 2017.
Oxfam, Pacific Brands What’s the Problem with Pacific Brands?, oxfam.org.au, nd,
<https://www.oxfam.org.au/what-we-do/ethical-trading-and-business/workers-rights-2/pacific-
brands>, viewed 20 September 2017.
Sharp, A & Zappone, C, Pac Brands Exits Australian Manufacturing, smh.com.au, 2009,
<http://www.smh.com.au/business/pac-brands-exits-australian-manufacturing.html>, viewed 20
September 2017.
Stephenson, A, Bonds Anger Sees aussieBum Sales Soar, news.com.au, 2009,

<http://www.news.com.au/news/bonds-anger-sees-aussiebum-sales-soar/news-story>, viewed 20
September 2017.
Bonds (Clothing), Wikipedia.org, 2017, <https://en.wikipedia.org/wiki/Bonds_(clothing)>, viewed 20

September 2017.
Wilson, K, 100 Years of Bonds- How Underwear Brand Became an Icon, heraldsun.com.au, 2015,
<http://www.heraldsun.com.au/business/100-years-of-bonds-how-underwear-brand-became-an-
icon/news-story>, viewed 20 September 2017.
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Vocabulary
Highlight these words in the article. Then with a partner, try to work out their meaning from looking
at how they are used in context. Finally, look up their meanings in a dictionary.
Word Your definition Dictionary

hosiery
liquidation
entity
holdings
garments
net
freight
inventory
transparency
backlash
astute
resonating
wholesale
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Comprehension
Answer True, False or Not Given.
1. Bonds was started by an American.
2. Pacific Dunlop started Australia’s first cotton spinning mill.
3. In 2006, Bonds manufactured 60% of its products in China.
Choose the correct answer.
4. Bonds’ 2008 loss was because of:
a) Outsourcing to China.
b) Job cuts in Australia.
c) The high cost of manufacturing in Australia.
d) All of the above
5. According to the Bonds’ chairman:
a) Bonds could have successfully remained in Australia.
b) The move to China cost $150 million.
c) The move to China cut Bonds’ debt by $267 million.
d) If Bonds hadn’t moved to China, the company would have collapsed.
6. Bonds’ China outsourcing operations:
a) Have not been affected by wages rises in China.
b) Have not affected Bonds’ quality.
c) Were praised by Oxfam.
d) Stopped some people from buying Bonds’ clothing.
Answer the questions.
7. When does Bonds plan to return to Australia?
8. What kinds of celebrities have Bonds used for advertising?
9. How many Bonds stores are there?
10. Who claims that Bonds has been very successful at creating a positive image with customers?
a) Mr Bond
b) Oxfam
c) A guy from RMIT
d) Bonds’ chairman
e) A Bonds customer
f) Chesty Bonds
11. In which shops can you buy Bonds clothing in Australia?
12. Who is Chesty Bonds?
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Analysis
A) List the 5 main sections.
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
5. _______________________________________
B) What are the 3 drawbacks?
1. _______________________________________
2. _______________________________________
3. _______________________________________
C) List the tenses used in the study by completing the table.
Tense Example Section Function

Past simple Bonds was Background Completed past
established in event/ history
1915...
D) Highlight the sequencing words you can find.
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Report Outline
Background
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Key Issues
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Strategy
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Results
Benefits
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Drawbacks
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Conclusions
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Paraphrasing
Paraphrasing is one way to use a text in your own writing without directly quoting source material.
Anytime you are taking information from a source that is not your own, you need to specify where you
got that information.
A paraphrase is...
 Your own rendition of essential information and ideas expressed by someone else, presented in a new
form.
 One legitimate way (when accompanied by accurate documentation) to borrow from a source.
 A more detailed restatement than a summary, which focuses concisely on a single main idea.
Paraphrasing is a valuable skill because...

 It is better than quoting information from an undistinguished passage.
 It helps you control the temptation to quote too much.
 The mental process required for successful paraphrasing helps you to grasp the full meaning of the
original.
6 Steps to Effective Paraphrasing

1. Reread the original passage until you understand its full meaning.
2. Set the original aside, and write your paraphrase on a note card.
3. Jot down a few words below your paraphrase to remind you later how you envision using this material.
At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
4. Check your rendition with the original to make sure that your version accurately expresses all the
essential information in a new form.
5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the
source.
6. Record the source (including the page) on your note card so that you can credit it easily if you decide
to incorporate the material into your paper.
Some examples to compare
The original passage:

Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in
the final [research] paper. Probably only about 10% of your final manuscript should appear as directly
quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials
while taking notes.
A legitimate paraphrase:
In research papers, students often quote excessively, failing to keep quoted material down to a desirable
level. Since the problem usually originates during note taking, it is essential to minimize the material
recorded verbatim.
An acceptable summary:
Students should take just a few notes in direct quotation from sources to help minimize the amount of
quoted material in a research paper (Lester 46-47).
A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of them in the
final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted
material. So it is important to limit the amount of source material copied while taking notes.
19
Write a paraphrase of this paragraph
Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those
killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of
head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head.
Notes
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Paraphrase
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Work in groups of three students. From the reading ‘Outsourcing: Managing Labor Needs’, one student
take notes on paragraph 8, the second student on paragraph 9, and the third student on paragraph 10.
Use your notes to tell the other students in your group about your paragraph. Write a paraphrase of your
paragraph. Share and critique the paraphrases in your group.
Notes
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Paraphrase
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20
Writing a List of Sources
A list of sources is required with your case study. It shows where you have got the information from
to write your case study such as journals, articles, books, and the Internet.
You should get into the habit of writing down references as you use books, journals, and the Internet.
You may not use all of them, but it will save you a lot of time and effort when you have finished
writing your case study.
The list of sources is arranged alphabetically by author's surname and placed at the end of your case
study.
A Book
You must record the following:
 author’s surname(s) and initials. If there is no author, write the name of the organisation
responsible for the book; eg. TAFE.
 title of book, in italics. Only use capital letters for the first letter of the title and for proper
nouns in the title
 publisher
 city of publication
 year of publication.
Examples
Allen, J, Principles of Physical Education, Allen & Unwin, London, 1985.
TAFE NSW, Jobs Guide, NSW Government, Sydney, 2005.
If there are several authors, write all the names. If the book is edited, put (ed) after the name.
Examples
Black, C, Small, UR & Knott, Y, Strange Names Indeed, UEC Press, Sydney, 2011.
Dogger, L, (ed), A Collection of ESL Teacher’s Poetry, The Potty Press, Sydney, 2009.
An Article in a Newspaper or Magazine

 author’s surname(s) and initials. If the article does not have an author, write the title of the
article.
 title of article (in single quotation marks)
 title of magazine or newspaper (in italics)
 volume number (if available)
 issue number (if available)
 date (if available)
Examples
Williams, R, ‘Ideas for teaching reading’, ELT Journal, vol. 40/1, 1 April 2017.
‘Horses for courses’, Sydney Morning Herald, 17 June 2018.
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The Internet
 author – if the author is unavailable, write the title of the web page
 title, in italics
 publisher (if available)
 year of publication – if the year is unavailable, write nd; however, check the very bottom of
the web page first
 URL (Internet address) in angle brackets
 date of viewing (day, month & year)
Examples
Lee, I, A guide for students, researchguide.com, nd, <http://www.researchguide.com>, viewed 16 July 2010.
Crowdsourcing, Wikipedia.org, 2018, <http://en.wikipedia.org/wiki/Tennis>, viewed 20 October 2018.
Sources
Alcott, JR, Crowdsourcing, Allen & Unwin, London, 2017.
Crowdsourcing, Wikipedia.org, 2018, <http://en.wikipedia.org/wiki/Tennis>, viewed 20 October 2018.
Speier, K, Four Clever Crowd Sourcing Campaigns, mainstreethost.com, 2018,
<https://www.mainstreethost.com/fourclevercrowdsourcingcampaigns>, viewed 20 October 2018.
Exercise
Write down a list of sources for the sources you will use in your case study.
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__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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22
General Presentations Signposts
Intros
Good morning everyone. My name’s _______ .
Introduce Topic
Today I’d like to talk to/speak to you about _______
Focus questions
But, before I begin/we start/we get under way, I’d just like to ask you a few questions
Outline
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 _____
Then, we’ll focus on _____
And finally, we’ll look at_____
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 ____
We should now move on to ____
This brings us to ____
I’d like now to consider ____
OK, let’s look at ____
Concluding
So, to sum up, today we’ve looked at ________.
We’ve talked about _________,
We’ve considered _________,
And we’ve discussed __________.
In my opinion … (give some general remarks about the topic)
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 …
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.
23
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.

_________________________________________________________________
_________________________________________________________________
24
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
∵
25
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

 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

 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

 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.
26
Objective 5: Can write a discussion and/or an argument essay
 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

 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

 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.

 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.
27
Objective 9: Can apply a range of listening skills relevant to academic contexts
 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

 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
 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.
28
Assessment Criteria
Writing Assessment- Argument Essay

Task Achievement Organisation Grammar Vocabulary
Depth of Ideas Title Tenses- Expression of ideas
Extent of background Background Present simple Range of word choice
Identification of key issues Key issues Past simple Speculation/ deduction language
Description of strategy Strategy Present perfect Business vocabulary
Description of results Results Future simple Sequencing
Extent of conclusions Benefits Sentence structure Parts of speech
Grade
Relevance of information Drawbacks Parallel structure Spelling

Logical order of ideas Conclusions Complex forms
Paragraphing Grammatical accuracy
Headings Punctuation
Topic sentences
Cohesion and coherence
List of sources
Page numbers
Formatting
25 25 25 25
All elements of content are relevant Organisation is completed accurately Grammar is completed to a high level Correct use of word choice word
& extended. No more could & with sophistication. Errors are rare. & with sophistication. Complex forms and spelling. A wide and
A+ reasonably be added. structures are handled well & errors sophisticated range of vocabulary is
Extensive research is evident (if
are very infrequent used.
required).
Critical thinking is considered and
thoughtful.
Paraphrasing very well managed.
20 20 20 20
Content is relevant & complete. Little Organisation completed with a high Grammar is completed to a high level. Mostly correct use of word choice,
more could be reasonably added. level of accuracy. Some errors may Complex structures are used & errors word forms and spelling. Able to
A sufficient occur. are infrequent express ideas fully. A good range of
Appropriate research is evident (if vocabulary is used.
required).
Critical thinking is good
Paraphrasing well managed.
18 18 18 18
Most content is relevant but some Organisation is completed with a Grammar is mostly accurate. Complex Vocabulary use is reasonable for
parts could be more fully completed. reasonable level of accuracy; structures are used but some errors expressing ideas. Some errors with
B Reasonable research is evident (if however, there are some errors. occur. word choice word forms and spelling.
required).
Critical thinking is shown.
Paraphrasing may have occasional
lapses.
Task is correct length.
15 15 15 15
Content is generally relevant. Some Organisation is attempted but some Complex structures are attempted Vocabulary is somewhat limited for
C parts could be completed more fully parts may be incomplete or but grammar errors occur often, and expressing ideas. Errors with word
& some may be inappropriate. inaccurate. may detract from the overall choice word forms and spelling are
Research is limited. message. frequent.
Critical thinking is limited.
Paraphrasing has lapses.
10 10 10 10
Some content is irrelevant or missing. Key elements are incomplete or Complex structures are minimal and Vocabulary is inadequate for
D Research is inadequate. missing. grammar errors frequently occur. expressing many ideas clearly. There
Critical thinking is inadequate. Some parts are difficult to are numerous errors with word
The task may be under length. understand. choice, word forms, and spelling
Paraphrasing is insufficient.
Total points: _____ /100 Grade: _____
29
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, subheadings,
 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
30
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
31
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+
32
AEP3 Module 3 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 3
Weeks 1 & 2
Grammar
Handbook: Case study
FOI: Units 11-12
Vocabulary
Making Connections: Unit 3 Readings 1-2
FOI: p. 117.
Weeks 3 & 4
Grammar
Handbook: Case study
FOI: Units 13-15.
Vocabulary
Making Connections: Unit 3 Readings 3-5
FOI: p. 137, p.157
Answer to paraphrasing
The use of a helmet is the key to reducing bicycling fatalities, which are due to head injuries 75% of
the time. By cushioning the head upon impact, a helmet can reduce accidental injury by as much as
85%, saving the lives of hundreds of victims annually, half of whom are school children.
33
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.
34
35

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Academic English Preparation 3

Satisfactory Course Progress

Task % of Module Task % of Module

Skills Introduced & Practised

Note: This schedule is a guide only.

Week Time Monday Tuesday Wednesday Thursday Friday

Why use a learning journal?

What is reflective learning?

Guidelines for writing a journal entry

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

Feelings Thinking Event Description Future

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

Learning Journal Requirements

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

Outsourcing Case Study- Bonds

spinning mill in western Sydney.

public company on the Australian Stock Exchange.

garments a year and employed 2,950 full-time staff.

situation did not improve, the company would collapse.

the years immediately following the move.

Costs and Quality

company coordinating the off-shore manufacture of Bonds’ products. Companies found to be

its employees of their jobs by moving off shore to China.

there is no plan to return manufacturing to Australia.

to do any low-end manufacturing because of the way costs were structured.

to open more across the country and in the Middle East.

In a globalised world economy, companies need to be international in their outlook in order to

and will need to continue to do so in order to remain competitive.

Stephenson, A, Bonds Anger Sees aussieBum Sales Soar, news.com.au, 2009,

Bonds (Clothing), Wikipedia.org, 2017, <https://en.wikipedia.org/wiki/Bonds_(clothing)>, viewed 20

Word Your definition Dictionary

8. What kinds of celebrities have Bonds used for advertising?

9. How many Bonds stores are there?

12. Who is Chesty Bonds?

B) What are the 3 drawbacks?

C) List the tenses used in the study by completing the table.

Tense Example Section Function

D) Highlight the sequencing words you can find.

Paraphrasing is a valuable skill because...

6 Steps to Effective Paraphrasing

Some examples to compare

The original passage:

TAFE NSW, Jobs Guide, NSW Government, Sydney, 2005.

An Article in a Newspaper or Magazine

‘Horses for courses’, Sydney Morning Herald, 17 June 2018.

Crowdsourcing, Wikipedia.org, 2018, <http://en.wikipedia.org/wiki/Tennis>, viewed 20 October 2018.

Introducing new sections

Asking for questions

1. During the presentation I felt: Reasons

2. After my presentation I felt: Reasons

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

6. Two things other students did that I should borrow

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

Active Listening Note-taking Strategies

1. What do these abbreviations mean?

2. What do these initials stand for?

3. What do these short forms mean?

Objective 2: Can record information from an oral text

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

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

Objective 6: Can deliver short oral academic seminars

Total points: _ /100 Grade: _