(ENGLISH) HW0001 - Intro To Acad Comm (Student) Cpskhoo@ntu - Edu.sg PDF

HW0001
Introduction to Academic Communication

Student’s Course Guide
AY 2020/2021
Course team
Academic course team members Dr Christopher John Hill

Ms Khoo Phaik Suan, Susan
Course advisor/Editor Dr Angela Frattarola
Editorial assistant Siti Sulaiha bte Kamsani
Copyright © The Language and Communication Centre

Nanyang Technological University, Singapore
To all Students Studying Introduction to Academic Communication
Welcome to LCC course, Introduction to Academic Communication! HW0001 Introduction to

Academic Communication is a one-semester proficiency course for Nanyang Technological University
undergraduates.
The broad aim of this course to equip you with basic academic writing skills as well as oral/aural skills
to enable you to communicate effectively and efficiently in academic contexts.
Please note: You will not be eligible to register for Modern Languages and selected Communication Skills
courses, or to graduate from NTU if you do not pass HW0001.
Contents
Course Description .........................................................................................................1
Units
Unit 1: Sentence Structure .............................................................................................4
Unit 2: Paragraph Structure ......................................................................................... 15
Unit 3: Compare and Contrast Paragraphs .................................................................. 26
Unit 4: Cause and Effect Paragraphs ........................................................................... 41
Unit 5: Reader Response Essay: Paraphrasing ............................................................. 50
Unit 6: Reader Response Essay: Summarising ............................................................. 58
Unit 7: Reader Response Essay: Structure, Organisation and Language...................... 64
Week 10 Tutorial: In-class Assignments .................................................................. 72
Unit 8: Oral Presentation ............................................................................................. 73
Week 12 and 13 Tutorial: In-class Presentations ..................................................... 80
Course Assignments ..................................................................................................... 81
General Instructions .................................................................................................... 82
Assignment 1: Paragraph Writing ............................................................................... 83
Assignment 2: Summary .............................................................................................. 84
Plagiarism Declaration Form ..................................................................................... 85

Assignment 3: Reader Response Essay ....................................................................... 86
Assignment 4: Oral Presentation .................................................................................... 87
Presentation Checklist ................................................................................................ 88

Class Participation ........................................................................................................... 89
Appendix 1: Articles for Assignments 2 and 3 ................................................................ 90

Contents Unit 1
Course Description
Introduction
HW0001 Introduction to Academic Communication is a one-semester proficiency course for
Nanyang Technological University undergraduates. The aim of this course is to equip you with basic
academic writing skills as well as oral/aural skills which will enable you to communicate efficiently
and logically, and cohesively in academic contexts. In this course, you will learn how to construct
paragraphs; how to summarise and paraphrase effectively; how to write reader response essays
and how to give a short oral presentation. This course will also prepare you for the various
communication courses that you will take during your studies at Nanyang Technological University.
Learning Objectives
The objectives of this course are to enable students to master the important elements of
academic reading and writing, including:
1. basic academic literacy skills;
2. critical reading; and
3. essay writing.
Learning Outcomes
Upon successful completion of this course, you will be able to:
1. make a short presentation;
2. produce a reader response essay;
3. summarise and paraphrase effectively; and
4. write paragraphs using the cause and effect organisation patterns.
Course Schedule
The schedule below sets out a week-by-week course plan which includes assignment dates.
Tutorial Topic Assignments/Remarks
Week 3
Sentence Structure
Tutorial 1
Week 4
Paragraph Structure
Tutorial 2
Week 5
Compare and Contrast Paragraphs.
Tutorial 3
Week 6 Cause Effect and Compare Contrast Assignment 1

Tutorial 4 Paragraphs. (Paragraph)
Week 7 Students are required to visit the LCC

Summary and Paraphrase CommCube.
Tutorial 5
Recess Week
1
Contents Unit 1
Tutorial Topic Assignments/Remarks
Week 8
Summary and Paraphrase
Tutorial 6
Week 9 Submit Assignment 2

Reader Response Essay.
Tutorial 7 (Summary)
Week 10 Assignment 3
Reader Response Essay.
Tutorial 8 (Reader Response Essay)
Week 11
Oral Presentation.
Tutorial 9
In-class Presentation.
Tutorial 10 (Oral Presentation)
In-class Presentation.
Tutorial 11 (Oral Presentation)
Course Assessment
There is no end-of-semester examination for this course; continuous assessment will be used for
student evaluation instead. This mode of assessment is particularly suited for communication
courses as it takes into consideration the development of students’ skills in written and oral
communication through the semester.
65%: Written Assignments - There are 3 written assignments. All assignments are
individual.
1. Paragraph.
2. Summary of a Reading Passage.
3. Reader Response Essay.
20%: Oral Presentation - You will present your reader response essay which you have
written in Assignment 3.
15% Class Participation - Tutorials will be conducted as workshops focusing on written

and oral communication skills. To encourage you to
participate actively in tutorials, you will be evaluated for the
quality and quantity of your contributions to classroom tasks.
The table below provides a detailed breakdown of the course assignments and weightings:
Assignment Word Limit/Duration Type Weighting
Assignment 1 150 words Individual 15%

Paragraph In-class Assignment
30 minutes

Summary Take-home Assignment
2
Contents Unit 1
Assignment Word Limit/Duration Type Weighting

Reader Response Essay In-class Assignment
1 hour
Assignment 4 In-class Assignment Individual 20%

Oral Presentation 3 minutes
Class Participation Weeks 3-13 Individual 15%
Total 100%
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Contents Course Description Unit 2
Unit 1
Sentence Structure
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Introduction
Unit 1 focuses on making your sentences more dynamic, grammatical and readable.Over the course
of the semester, you will be taught a range of writing techniques that will enable you to gradually
build up your skills from sentence level to paragraph writing and finally to essays. Improving the
readability of your writing helps your reader to comprehend what you are saying more accurately.
Good writing requires communicating your ideas well to your readers so that they can quickly and
easily understand what you mean.
Learning Outcomes
After completing this unit, you should be able to:
1. structure sentences properly;
2. use elaborate verbs;
3. expand your vocabulary;
4. use the active voice; and
5. avoid common errors like sentence fragments and run-on sentences.
Ice Breaking Activity
‘Wh’ Questions.
Who, what, where, when, how, why
Find a partner. You have 10 minutes to write ‘WH’ questions about your partner. After 10
minutes, interview your partner. Lastly, introduce your partner to the class.
Sentence Structure
Who-What-Where-When-How-Why
This above formula provides a good foundation for a simple and clear sentence. Structuring your
sentences in this order help you gain control of your sentences and make them more meaningful.
Examples of sentences
Who What Where When Why
Jo smiled
Jo ate breakfast.
Jo spoke to me.
Jo called early this morning to reschedule our meeting.
Jo ate breakfast during his lecture because he was hungry.
Jo ate lunch in the pantry during his lunch break because the canteen was crowded.
These are two primary pieces of information a reader looks for:

1. who is the sentence about?
2. what are they doing?
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The ‘who’ and the ‘what’ sections of the sentence must be near each other in order to make your
sentence readable and easy to understand.
For example, can you understand this sentence on the first reading?
Mechanical engineers who can design and build mechanical devices such as tools, engines
 and machines are in great demand.
The subject mechanical engineers is separated from the verb phrase are in great demand. If we
reduce this distance, we get a more understandable sentence:
Mechanical engineers are in great demand if they are able to design and build mechanical
 devices such as tools, engines and machines.
A similar problem happens with long lists. When authors provide a long list of items with no context,
where the verb does not appear until the end of the sentence, the sentence becomes harder to
understand.
Peanuts, shrimp, almonds, milk or anything else with lactose, and wheat or anything with
 gluten all represent things that people are commonly allergic to.
To revise, just give the context before the list:
 People are commonly allergic to things like peanuts, shrimp....
Watch the video to learn more about ordering ideas within your sentence.
Video (Anglo-Link, 2012)

Word Order / Sentence Structure
https://www.youtube.com/watch?v=VPyo8-Pr55Q
Strong Verbs
In order to make your sentences more interesting, you may need to expand the range of your
vocabulary. That is, you should not just use simple words, but also try to use more elaborate words
as well. One example of expanding your vocabulary is in the use of verbs, where you replace
‘simple’ verbs with more ‘strong’ verbs.
There are two main ways to do this.
1. Replace the verb ‘to be’ with strong verbs. Some ‘to be’ verbs include: is, am, are, was, were,
be, being, been, etc.
Example 1
Simple verb: One way to improve your writing ‘is’ to use stronger verbs.
Strong verb: Using stronger verbs can ‘improve’ your writing.
Example 2
Simple verb: The participants ‘were’ unhappy about the limited food choices at the conference.
Strong verb: The participants ‘complained’ about the limited food choices at the conference.
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2. Use specific and concise verbs.

Example 3
Simple verb: He ‘is getting’ a new car.
That sentence is vague. Did he buy the car or was it given to him? Improve that sentence by
replacing verbs that are vague with more informative and concise verbs.
Srong verb: He ‘purchased’ a new car.
Example 4
Simple verb: The hungry animal ‘ate’ his food.
Strong verb: The hungry animal ‘devoured’ his food.
Watch the 2 videos to learn about strong verbs.
Video (Curriculum Pathways, 2013)

https://www.youtube.com/watch?v=AzhChOZDGDU
Video (ZephyrWritingTips, 2013)

https://www.youtube.com/watch?v=qkCLd-WEXMc
Activity 1.1
Replacing the Verb ‘to be’
The following sentences all contain the verb ‘to be’. Rewrite these using other words.
1. There was a bird in a tree.

2. The aliens were not impressed by our technology.
3. Most people think that zombies are frightening.
4. Authentic Peranakan dishes and desserts are the things I miss about Malacca.
5. There is something really appealing about Star Wars.
6. To be accepted by that country club a person must be rich and famous.
Expanding Your Vocabulary

Learning new words helps you communicate better. This doesn’t mean that you have to use
complicated or confusing words. Using words that your audience does not understand will only end
up defeating the purpose. The ultimate goal of expanding your vocabulary is to be able to choose
the right word and use them with greater precision and clarity.
Take for example the word ‘good’
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Good
Part of speech – Adjective.
Definition - Having the qualities that are desirable or distinguishing in a particular thing or skill.
Other words that can used as a substitute for ‘good’:

1. accomplished
2. capable
3. competent
4. distinguished
5. efficient
6. experienced
7. expert
8. masterful
9. proficient
10. qualified
11. respected
12. skilful
13. successful
14. talented
15. thorough
16. trustworthy
Look at the following sentence.

Bill is a good surgeon.
The word ‘good’ is a very common word and does not really describe Bill’s skills as a surgeon in a
meaningful way.
The following are other words that can be substituted and give us more insight into Bill’s character
and professionalism.
Bill is good at what he does as a result of his years of experience or

Accomplished
training. His work is above average in terms of quality.
Experienced Bill’s surgical skills come from his extensive experience.
Skilful/Talented Besides being skilled at this job, Bill seems to have a knack for surgery.
Responsible/Trustworthy Bill is dependable and reliable.
Qualified He has the necessary medical qualifications to work as a surgeon.
Thorough He is detailed in his work.
He has gained the respect of his peers because of his skills and
Respected
knowledge.
Successful He has done well in his field and he has also gained financial success.
He is a prominent and highly esteemed surgeon with a long track

Distinguished
record.
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Activity 1.2
Improving your Vocabulary and Making Sentences
Look at the following words listed below. Try to think of other words that can be used as
a substitute. You may discuss with your friends or use a thesaurus.
Using these new words, make sentences that appropriately showcase the correct
meaning of the new words.
 Very afraid
 Very angry
 Very annoying
 Very beautiful
 Very confused
 Very detailed
 Very dirty
 Very easy
 Very fat
 Very funny
 Very happy
 Very hot
 Very hungry
 Very important
 Very interesting
 Very painful
Active Voice
The active voice makes your writing clear, concise and lively. The active voice (where the subject
performs the action) places the doer of the action (who) before the verb (what).
Passive verbs cause several problems as they can be confusing and often make writing more long-
winded. However, there are times when it might be appropriate to use the passive voice.
• To make something less hostile − 'this bill has not been paid' (passive) is more tactful than 'you
have not paid this bill' (active).
• To avoid taking the blame − 'a mistake was made' (passive) rather than 'we made a mistake'
(active).
• When the emphasis is on the action rather than the doer. ‘The methods used in this study
include...’
Examples of active and passive sentences
Passive - The student’s file was reviewed and a determination was made about eligibility for a student
loan.
Active - We reviewed the student’s file and determined that he was eligible for a student loan.
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Passive - It was earlier demonstrated that heart attacks can be caused by stress.
Active - Smith in 2005 showed that stress can cause heart attacks.
Passive - About 500 students are helped by the CommCube each semester.
Active - The CommCube helps about 500 students each semester.
Activity 1.3
Writing Active Sentences
Rewrite the following sentences so that the verbs are in the active voice.
1. He was praised by his English teacher.
2. The injured were taken to the hospital by the firemen.
3. The city was destroyed by a major earthquake.
4. The Prime minister was welcomed by his community leaders.
5. The streets were thronged by partygoers.
6. The murderers were caught by the police.
7. The matter will be considered by us shortly.
8. The nuclear power plant had to be closed down by the government.
Activity 1.4
Writing Readable and Dynamic Sentences
Using what you have learnt, transform the following sentences to make them more readable.
1. Confidential instructions were given to the FBI agent by someone.
2. It was requested by this lawyer that his client plead guilty to a lesser charge.
3. No solvents were shown by the solvent analysis in the blood or urine.
4. The dangers of smoking were known to the man.
5. The students were taught thermodynamics by the professor.
Activity 1.5
Constructing Dynamic Sentences
Use the 4 pointers you have learnt above to make sentences about your orientation activities
and how you are settling into life at NTU.
Who What Where When How Why
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Avoiding Common Errors

In writing, the 2 most common sentence errors are sentence fragments and run-on sentences.
A proper sentence must fulfill the following two requirements:
1. a sentence must have a subject and a verb; and
2. that the meaning of the sentence makes sense.
Example of a sentence
John (subject) ate (verb) the hamburger.
A fragment is a part of something. It is an incomplete sentence.
Examples of a sentence fragment
Example 1: John the new teacher.
That sentence is a fragment as it lacks a verb and it cannot stand on its own.
Example 2: Stopped to let off passengers.
That sentence is a fragment as it lacks a subject and is incomplete.
How to Correct Fragments

There are 3 ways to correct sentence fragments.
1. Attach the fragment to a nearby complete sentence. Sometimes a fragment occurs because it
has become separated from the previous sentence.
Incorrect: I forgot to eat breakfast. On the morning of my thermodynamics exam.

Correct: I forgot to eat breakfast on the morning of my thermodynamics exam.
Incorrect: If the front door is locked. Use the back entrance.

Correct: If the front door is locked, use the back entrance.
2. Revise the fragment by adding whatever is missing – subject, verb or another part of speech.
Incorrect: Loves to lie around in the sun all day. (Subject is missing. Who loves to lie around?)
Correct: My roommate’s dog loves to lie around in the sun all day.
Incorrect: Jim to train every day. (Verb is missing. Also, “to train” is the wrong verb form.)
Correct: Jim trains every day for the marathon next month.
Correct: Jim is training every day for the marathon next month.
3. Rewrite the fragment or the entire passage that contains the fragment.
Incorrect: Our new landlord was expected to make changes. Such as fixing the plumbing,
installing a new washer, and replacing the security gate. Has not done any of it yet and weeks
have passed.
Correct: Our new landlord was expected to make changes, such as fixing the plumbing, installing
a new washer, and replacing the security gate lock. Weeks have passed, and he still has not done
any of it.
Watch the video on sentence fragments.
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Video (Oneill, 2014)
Word Order / Sentence Structure

https://www.youtube.com/watch?v=66HewSHioAo
Activity 1.6
Correcting Sentence Fragments
Revise the following sentence fragments and make them complete sentences.
1. The person I saw yesterday.

2. Ran for student council president.
3. Sent me an email with a virus.
4. Rarely goes to bed before 3 am every day.
5. Does not get up before noon on weekends.
6. Because the lecturer spoke quickly. We did not understand.
7. Quiz too difficult. Could not complete.
8. The crowd clapped. When the prime minister finished his speech.
9. After our lunch of laksa and bee hoon.
10. Since we had no money and no transportation.
Activity 1.7
Correcting Sentence Fragments in a Paragraph
The following paragraph contains sentence fragments, which can make the meaning of the
paragraph unclear. Revise the following paragraph and correct the 12 fragments.
The boat ride to the island took about 2 hours. Our boat held a lot of tourists. About thirty
people. As we were cruising. We could see whales in the water. They started playing with us.
Coming very close to the boat. Jumping and splashing. We raced with the whales. Which was
exciting. Even though we lost. We reached the island’s shore at sunset. Just in time for dinner.
We saw a show at the Broadway Center. Dancing and singing in traditional costumes. We
tasted many local dishes. I loved all of the foods. Especially pele. Which is a kind of spinach.
When it was time to get back on the boat. I wanted to stay. Because my first trip to Tonga was
so fun.
Run-on Sentences and Comma Splices

Run-on and comma splices are mistakes which occur when a sentence should end but does not. A
run-on occurs when you join 2 simple sentences without a comma and without a transition word. A
comma splice occurs when you join 2 simple sentences with a comma alone.
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Run-on: June studies hard she wants to apply for a scholarship next year.
Comma splice: June studies hard, she wants to apply for a scholarship next year.
How to Correct Run-on Sentences and Comma Splices
There are 4 main ways to correct them.

1. Make 2 separate sentences.
Example
June studies hard. She wants to apply for a scholarship next year.
2. Join the 2 sentences with a comma and a coordinating conjunction such as ‘for, and, nor,
but, or, yet, so’ or (sometimes referred to as ‘FANBOYS’ conjunctions).
Example
June does not study hard enough, yet she wants to apply for a scholarship next year.
3. Join the 2 sentences with a semi colon if they are closely related in meaning.
Example
June studies hard; she wants to apply for a scholarship next year.
4. Join the 2 sentences with a transition word.
Example
June studies hard because she wants to apply for a scholarship next year.
Watch the video on run-on sentences and comma splice.
Video (GrammarFlip, 2013)
GrammarFlip Video: Run ons, Comma Splices, and Fragments

https://www.youtube.com/watch?v=BesMcdV1KqY&feature=youtu.be
Activity 1.8
Correcting Run-on Sentences
Correct the following run-on sentences.
1. Current insurance practices are unfair they discriminate against people who have pre-
existing conditions.
2. During the first tutorial the class was noisy and unresponsive the teacher decided to extend
the lesson for another hour.
3. You finished your work early you do not have to stay.
4. She was the best student in the class all the project groups wanted her to join them.
5. After the workplace fire the people went back to work they did not feel very safe.
6. Pam bought a new dress online it did not fit she shipped it back.
7. He had written down her phone number he could not remember where he put that piece
of paper.
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8. There were insufficient copies to go around we have to share the copies that were available.
9. She did not want to go she had no choice.
10. Singapore is a great country it has great hawker food and friendly people.
Activity 1.9
Correcting Run-on Sentences in a Paragraph
The following paragraph contains numerous fragments and run-ons. Rewrite the paragraph so
that it is error-free.
Students at Clear Water University have the option of attending classes at one of the three
very different campuses these campuses are located in three different parts of the city. The
Waterfront campus. The newest of the three campuses is located by Malibu Beach. It is home
to the School of Engineering, which includes Electrical and Electronic Engineering, Mechanical
Engineering and Civil Engineering. Also Computer Engineering. And Materials Engineering.
The Waterfront Campus also has the Communication Cube, which is located at the Hive, it is
open from 9 am to 8 pm, Monday to Friday. If you need help with your writing, you can make
an appointment with a peer coach. Oral communication also.
Summary
In this unit, you have learnt how to write grammatical and readable sentences. You have also learnt
how to avoid common errors.
Preparing for Unit 2

The next unit is on paragraph structure.
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Contents Unit 1 Unit 3
Unit 2
Paragraph Structure
15
Introduction
Unit 2 of this course aims to give you an understanding of the structure of a paragraph. In unit 1,
you were taught how to construct dynamic sentences.From sentence construction, the focus is now
on paragraph writing. A paragraph is a group of related sentences that develops one main idea. A
paragraph typically has three parts: a topic sentence, several supporting sentences and a
concluding sentence.
Learning Outcomes
1. construct a simple paragraph;

2. identify and construct topic sentences;
3. write supporting sentences; and
4. write the concluding sentence.
Paragraph Structure
The structure of a paragraph can be likened to a hamburger. The topic sentence and the concluding
sentences are the ‘buns’ that hold the hamburger together. The supporting sentences are made
up of the meat patty, onions and salad.
Watch the following video:
Video (Smrt English, 2012)
Paragraph Structure
https://www.youtube.com/watch?v=NLzKqujmdGk
Activity 2.1
Arranging Jumbled Sentences
Rearrange the jumbled sentences to form a logical paragraph. Write out the complete paragraph
in the graphic organiser below.
 When it comes to health insurance rates for smokers, many insurance companies factor in
tobacco use in order to increase premiums. Some insurance companies charge smokers up
to 50% more than non-smokers.
 It is obvious that these extra expenses contribute to making smoking an expensive habit.
 Smoking is an expensive habit.
 The average price of a pack of cigarettes is about $13.00. As a result, people who smoke two
packs a day spend $26 per day on their habit.
 At the end of one year, these smokers spend at least $9,500. Furthermore, there are additional
expenses as well.
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https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-
strategies/trouble-writing-how-to-use-a-graphic-organizer
Topic Sentences
The topic sentence states the paragraph’s main idea or ‘controlling idea’. It is usually found at the
beginning of the paragraph. The topic sentence or controlling idea cannot be too general nor
should it be too specific. A topic sentence needs a subject and an opinion about that subject. For
example, ‘Chinese is one of the most difficult languages to learn’. The subject is ‘Chinese’ and the
opinion is that it is ‘one of the most difficult languages to learn.’
Activity 2.2
Developing Topic Sentences
Point to note, Activity 2.2, 2.3 and 2.5 are related. These 3 activities are meant to help you write
the different parts of the same paragraph.
You are given the topic ‘FOOD’ to write a paragraph, but that is a rather general subject for a
paragraph. So you need to narrow it down. One technique you can use is to list down every word
or phrase that comes to mind about the topic. Your list may look like the one below.
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Work in pairs and write down your own list about the topic ‘FOOD’ in the spaces provided.
Food
Kinds of food
Traditional food
Favourite food
Home cooked food
Fast food
Street food
Cooking techniques
TV shows about cooking
Then choose one of your sub topics on “FOOD” and write your opinion on it. You may choose
‘Food at NTU’.
Finally, craft a topic sentence.
Supporting Details
Types of Supporting Details
The most common supporting details are:

1. descriptions;
2. examples;
3. facts or statistics; and
4. reasons.
Elements of a Paragraph
A paragraph must have unity, coherence and adequate development.
A unified paragraph should follow the idea mentioned in the topic sentence. The paragraph
revolves around the idea and opinion mentioned in the topic sentence. A coherent paragraph has
ideas that go well together. This means that the items of information in the paragraph are logically
ordered. Coherence is the quality that makes your writing understandable. Sentences within a
paragraph need to connect to each other and work together as a whole. One of the best ways to
achieve coherence is to use transition words. These words create bridges from one sentence to the
next. You can use transition words that show order (first, second, third); spatial relationships (above,
below) or logic (furthermore, in addition, in fact). You will learn more about this in the second part
of this unit.
Each paragraph must have adequate information that fully explains, supports and develops the
topic sentence. A good paragraph typically has at least 8 to 10 sentences. A short but effective
paragraph might look like this:
Making a good first impression is very important. This is because most people will judge you within
the first seconds of meeting you and their opinion will most likely never change. These first
impressions can be nearly impossible to reverse or undo, for they set the tone for all future
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interactions. Lastly, making a good first impression is incredibly important because you only get
one shot at it. Subsequent encounters may not carry the same impact as the first encounter. So,
for the sake of your career and social life, it’s important to know how to create a good first
impression.
This paragraph is effective for the following reasons:
1. the paragraph has a strong topic sentence;

2. the paragraph shows unity. All the sentences effectively relate back to the topic sentence;
3. the paragraph shows coherence, as there is a flow of thoughts and ideas throughout the
sentences. The sub-topics are also presented in an orderly manner; and
4. the paragraph has adequate development.
Activity 2.3
Writing Supporting Sentences
Using the topic sentence that you crafted for Activity 2.2 and write 3 supporting sentences.
Activity 2.4
Writing Supporting Sentences
Write at least 3 supporting sentences for each topic sentence below.
1. ‘Big Bang Theory’ is a funny and intelligent TV show.

2. Jim had a difficult childhood.
3. Engineering is the most interesting field of study.
4. Steven Spielberg is one of the most talented movie directors in Hollywood.
5. Writing essays is a fascinating activity.
6. Bullying in schools is a serious problem.
7. Holidays are a great way for families to bond.
Concluding Sentence
A concluding sentence pulls together or summarises the main idea of the paragraph, usually in a
single sentence. It provides a definite ending point for the paragraph. The concluding sentence
should not introduce a new subject or an idea that is not covered in the paragraph.
Example
Topic sentence — Grandparents are very special people who love their grandchildren very much.
Concluding sentence — Some grandparents may over-indulge and spoil their grandchildren, but
loving grandparents are a true blessing.
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Activity 2.5
Writing a Concluding Sentence
Write a concluding sentence for the paragraph you wrote for Activity 2.2 and 2.3.
Transition Signals
Now that you have learnt how to write a simple paragraph, you need to know how to link your ideas
within your paragraph. You can do so with the help of ‘transition signals’. Transition signals are
important in order to create coherence in your paragraph.
Definition of Transition Signals
Transition signals are words and phrases that connect an idea in one sentence with ideas in other
sentences. Transition signals are like road signals that tell the reader how to navigate ideas within
a paragraph. Using transition signals makes the ideas in your paragraph better connected and helps
your reader to understand your writing more easily.
Examples of Transition Signals
To introduce an example:
specifically in this case to illustrate for instance
for example one example of this is to demonstrate on this occasion
To introduce an additional idea:

accordingly in accordance with
To indicate sequence or order, or logically divide an idea:
after eventually previously next
finally first second third
at this point followed by subsequently simultaneously
at this time last concurrently ultimately
before meanwhile meanwhile and then
To indicate time:
after earlier previously later
at this point finally prior to formerly
soon at this time immediately then
before initially thereafter during
To compare:
likewise like just like another way to view this
by comparison balanced against whereas while
similarly
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To contrast:
a different view is even so nevertheless yet
balanced against in contrast still however
but on the contrary unlike notwithstanding
conversely differing from alternatively on the other hand
but one could also say despite in spite of
instead whereas even though while
To show cause and effect:
and so consequently therefore as a consequence
as a result for this reason thus hence
To summarise or conclude:
as a result in conclusion therefore as shown
in other words thus consequently in summary
to conclude finally on the whole to summarise
hence summing up ultimately in brief
Watch this video on building coherence into your writing.
Video (Mastering the Fundamentals of College Reading and Writing,

2015)
Transitional Words and Phrases

https://www.youtube.com/watch?v=NLzKqujmdGk
Without the use of transitional signals, the following paragraph appears disjointed and
disorganised:
Paragraph without Transition Signals
The CommCube is a valuable resource for students who have trouble writing papers. It is a good
resource for students who are skilled at writing papers. These students might simply want to improve
their writing further. The peer coaches welcome students of both types. They are at the Writing
Center to help. Peer coaches are not simply there to check grammar and edit students’ writing.
Paragraph with Transition Signals
The CommCube is a valuable resource for students who have trouble writing papers and it is also
a good resource for students who are skilled at writing papers, but want to improve their writing
further. The peer coaches welcome students of both types because they are at the Writing Center
to help. However, peer coaches are not simply there to check grammar and edit students’ writing.
Benefits of Transitional Signals
1. When sentences are closely related, they should usually be connected by a coordinating
conjunction (and, but, or, etc.). For example, the first three sentences in the original paragraph
21
address the type of students that go to the CommCube. By connecting them with ‘and’ and
‘but,’ the relationship between the sentences becomes clearer to the reader.
2. The sentences ‘The peer coaches welcome students of both varieties’ and ‘They are at the
CommCube to help’ have a causal relationship. Peer coaches welcome students of both
varieties because they are there to help. Therefore, it is logical to combine the two sentences
with the word ‘because.’
3. The final sentence in the original paragraph addresses an idea that is opposed to the idea
immediately before it. In this case, ‘however’ is used to make a distinction between the two
points. Without this transition, the final sentence appears to be out of context.
Activity 2.6
Identifying Transition Signals
Read each sentence below and choose the correct transition word.
1._______ I met my former roommate, I never really understood the meaning of the word
‘inconsiderate’.
a. Where Before First of all
b. The transition indicates: time addition contrast
2. One reason people read books is for knowledge; _______ is for pleasure.
a. once frequently another
b. The transition indicates: illustration addition conclusion
3. _________ Plants vs Zombies is an old game; it is still very popular.

a. Although When In the same way
b. The transition indicates: contrast cause and effect time
4. There’s no room in your new apartment for your sofa set, _____ we will have to donate it to
the salvation army.
a. for example so but
b. The transition indicates: contrast cause and effect illustration
5. Turtles stay in their shells when they are frightened. _______ dogs put their tails between
their legs in frightening situations.
a. After Similarly Therefore
b. The transition indicates: cause and effect comparison time
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Activity 2.7
Identifying Transition Signals
Fill in the blanks with the appropriate transition signal from the list provided. You may use a
transition signal more than once. Two have already been done for you.
first, second , for one thing, for another thing, finally, for example, for instance, in addition, also,
additionally, moreover all in all, on the whole, as one can see.
Sources for College Writing
Students can draw on a variety of sources to help them with writing assignments. _________________,
they can draw on personal experiences. _______________, for an assignment about communication skills,
a writer might think about the way he or she communicates through conversations with others while at
work or at home. _________________, a writer might look at ways he or she communicates with others
electronically via email or texting or Facebook. Students might _________________ find examples of
written communication skills by looking at skills they’ve learned for previous writing assignments.
_________________, student writers can look for ideas from other people’s experiences.
___________________, writers can interview other students or even family members. __________________,
a writer may have heard others talk about this topic, maybe in class. Another source would be
television shows on the topic of communication. _________________, college writers may find that they
need to do some research to complete an assignment. _______________, lots of experts have written
articles or books on the topic of communication skills. ______________, a search of ‘communication skills’
on the internet might provide useful information; moreover , reference librarians can help students find
research materials in special collections or databases. _________________, college writers need to be
able to draw on a combination of personal experience, observations of others, and research materials to
develop their written assignments.
(Adapted from Langan, 2010)
Activity 2.8
Speaking and Writing Activity Using Transition Signals
Form groups of 3. Create a story from the given first sentence. Each student must contribute one
sentence. Each sentence must start with a transition word. Your story must contain at least 12
sentences.
Be prepared to share your stories with the rest of the class. Do not copy the example given.
First sentence: It was a dark and stormy night.
Student 1: Therefore, Jennifer decided to invite her friends over to watch a horror movie.
Student 2: However, her best friend Monica informed her that it was a bad idea.
Student 3: In spite of Monica’s objection, Jennifer insisted on watching a horror movie
Student 1: As a result, the two of them had a terrible fight.
(continue on until there are at least 12 sentences)
Another first sentence that can be used for this exercise:

Scientists have discovered that aliens are planning a massive invasion in three days’ time.
23
Putting it all Together

Now that you have learnt about paragraph writing and transition signals, it is time for you to
construct good paragraphs.
Activity 2.9
Paragraph Writing
Read the following. Rewrite the paragraph in order to make it more detailed and substantial
using adjectives and transition signals. Use what you have learnt about readability in Unit 1 to
make your sentences more interesting.
The Best Place to Visit

Singapore is a wonderful place to visit because of its great weather and beautiful heritage
buildings. Visitors to Singapore can expect sunny weather. Furthermore Singapore has
beaches and two unique gardens. The shopping in Singapore is great as well. In addition,
there are historical and cultural sites in Singapore that every visitor will love. There is also a
world class amusement park in Sentosa. So, Singapore is indeed the most wonderful place to
visit.
1. Using your knowledge of Singapore, give examples of the following that are found in
Singapore. Details like these make your writing more interesting.
Weather:________________________________________________________
Beach:__________________________________________________________
Gardens:________________________________________________________
Shopping:_______________________________________________________
Historical and Cultural sites:_______________________________________
Amusement Park:________________________________________________
Summary
In this unit, you have learnt how to construct paragraphs. A paragraph usually contains a topic
sentence, supporting details and a concluding sentence. A good paragraph is adequately
developed, cohesive and unified.

The next tutorial is on writing compare and contrast paragraphs.
References
Langan, J. (2010). Exploring writing: Paragraphs and essays. New York: Mcgraw-Hill.
24
Note: The references used throughout this book are set out using the so-called American
Psychological Association (APA) system. Note the format here:
Author’s last name (Sentence case) + Comma + Initial letter of author’s first name + Full stop + Year
of publication (In brackets) + Full stop + Title of publication (Sentence case) + Full stop + Place of
publication + Colon + Name of publisher + Full stop.
For more information on the APA citation system, please visit:
Web Resource (American Psychological Association, n.d.)
APA style
http://www.apastyle.org/learn/quick-guide-on-references.aspx#Websites
25
Unit 3
Compare and Contrast Paragraphs
26
Introduction
Unit 3 of this course aims to give you an understanding of the strategies needed to write an effective
‘compare and contrast’ paragraph. Comparing and contrasting are tools that enable writers to
identify similarities and differences. The process of comparing and contrasting is used to identify
how two or more things are alike and different. The process helps us clarify concepts and makes
the information memorable. As a reading strategy, the process enables us to think more deeply
about what we are reading in order to determine these similarities and differences.
Learning Outcomes
1. analyse similarities and differences within a written passage; and

2. develop paragraphs using compare and contrast sentences structures and transition words.
When you are thinking about buying a new smartphone, you will do your due diligence and
compare the features of the newest smart phones on the market before making your choice. You
will most likely visit tech websites in order to get the latest information and insights.
Reading
Activity 3.1
Analysing Compare and Contrast Ideas in an Essay
Compare contrast organisation pattern also helps us understand a new concept. In order to
better facilitate understanding, we sometimes compare a new concept to a familiar one.
The article compares Libra (the new Facebook cryptocurrency) with Bitcoin (an established
cryptocurrency). This comparison helps the reader understand why Libra is so revolutionary.
Read the article and complete the activity below.
The Difference Between Bitcoin and Facebook’s Libra

Facebook has finally revealed the details of its cryptocurrency, Libra, which allows you to buy things or send
money to people with nearly zero fees. You will be able buy or cash out your Libra online or at local
exchange points like grocery stores. You can also spend it using third-party wallet apps or Facebook’s
own Calibra wallet that will be built into WhatsApp, Messenger and its own app.
The cryptocurrency industry cannot get enough of Libra, touting its ability to gain mainstream adoption
which bitcoin strived to do for years.
“Libra is potentially one of the most positive external tailwinds in Bitcoin in its 10-year history,” said
Spencer Bogart, of Blockchain Capital to CNBC over email.
However there are differences between bitcoin and Libra and it stems from their use case.
Use-case
Bogart explains that Libra is a medium-of-exchange where users can send money and house transactions.
Bitcoin, while it attempted to became a platform for facilitating transactions, has been regarded as more
of an investment and store-of-value. Michael Moro of Genesis Capital, among others, still calls bitcoin
“digital gold.”
27
Adoption
Libra is coming to market with a lot of powerful players behind it including Mastercard, Uber, Booking
Holdings, Visa, which Cannacord Genuity says should help Libra achieve mass adoption.
“There’s a good opportunity to get a lot of adoption whereas bitcoin was a grass roots experiment that
is still in development,” said Michael Graham, analyst at Canaccord Genuity to CNBC.
Libra’s low fee transaction should incentivize customers to use the token to send money, analysts said.
Bitcoin, on the other hand, is getting more expensive and slower in conducting transactions.
“Libra is meant to be built from the ground up to be fast and inexpensive to transact with. In contrast it
still costs a lot to trade bitcoin, said Graham.
Volatility
The volatile nature of bitcoin has invited risk takers to trade the cryptocurrency.
Since bitcoin is not owned or governed by any central party and lives on a decentralized network, it is
vulnerable to bring price swings.
Alternatively, Libra is supported by currencies like the dollar and euro.
“While bitcoin is a hypervolatile cryptocurrency, Libra is a stable coin which is backed by a basket of
currencies and debt securities,” said Tom Lee of Suntrust Global Advisors to CNBC.
Suntrust Global analysts say this is the main reason they prefer it over bitcoin.
“Unlike the volatility seen around other cryptocurrencies in the past, we believe that Libra’s focus on
creating a stable, low inflation currency backed by a reserve or real assets is a differentiator. Furthermore,
unlike other stablecoins, Libra will not be pegged to one currency but instead a basket of assets ranging
from bank deposits to short-term government securities.”
If you had $2,000 to invest, which cryptocurrency would you choose to invest in? Why?
Activity 3.2
Analysing Compare and Contrast Ideas in an Essay
Read the following passage about the differences and similarities between food in Malaysia and
Singapore. Complete the exercise below.
Singaporean vs Malaysian Food: What's The Difference?

Whether it’s due to their proximity to each other or because of the cross-over cultural influences, there is
an assumption that food in Singapore and Malaysia is the same. So the question remains, is there really a
difference?
Both Singaporean and Malaysian cuisine are influenced by Chinese, Indian, Malay and Peranakan cultures
with regional dialects thrown in. For example, in Singapore, the Chinese cuisine is strongly influenced by
Hokkien and Teochew traditions, whereas in Malaysia, Cantonese traditions play a bigger role. The best
way to see the differences between Malaysian and Singaporean food is by looking at some of the famous
dishes found on both sides of the Johor Strait.
Chicken Rice is widely considered Singapore’s most famous dish and one of the city-state’s national dishes.
The dish’s popularity certainly rose after Anthony Bourdain included it as one of his top meals to eat before
you die. In Singapore, a bowl of fragrant rice made using the chicken stock is served alongside a plate of
sliced poached chicken breasts and a selection of condiments for extra flavour. In Malaysia, however, the
chicken is served roasted or even in a BBQ or honey-style sauce. The rice differs as well, served as tightly
packed rice balls but still with an array of soy and chilli sauces.
28
Another hugely popular dish found on both sides of the border is chilli crab. Generally considered to be
Singaporean, its true origins came under fire a few years ago when Malaysia’s Tourism Minister claimed
that it, along with several other dishes, had been co-opted by other nations. The dish is prepared in a
similar style in both countries with various species of crab cooked in a tomato sauce and garnished with
chilli and eggs, resulting in a sweet and spicy sauce.
The dish that best shows the culinary differences between the two nations is curry laksa, a popular spicy
soup that can have a wide assortment of ingredients. In Singapore, it is sometimes named Katong Laksa
for the famous Joo Chiat restaurant, 328 Katong Laksa. The Singaporean version is a thick coconut curry
soup, and other ingredients include fish cakes, prawns, and a large serving of noodles. By comparison, the
Malay dish is assam laksa, sometimes called Penang Laksa. This dish is sour, and the soup base comprises
tamarind (which gives it its sour taste) and fish stock. An array of vegetables, ginger, fish slices and
vermicelli are then added to complete the soup.
Is there really a difference between the cuisines of these two countries? Give examples based on
your personal experience.
Activity 3.3
Comparing KFC and McDonald’s
After your morning lectures, your group of friends are discussing where to go for lunch. It’s a
toss-up between KFC and Mcdonald’s.
If you need to choose between 2 alternatives, the first step is figure out how they are similar and
how they are different. This will enable you to put your ideas forward and make better choices.
In order to find out which fast food restaurant offers customers wider food choices and better
value, let’s compare McDonald’s and Kentucky Fried Chicken.
How are they similar?

 Food items, dining concept, target consumers, prices.
How are they different?

 Food items, branding.
Write a compare and contrast paragraph. This will help you make a decision and justify your
choice. Fill in the details in the graphic organiser below. This will give you a good idea of what
your compare and contrast paragraph will look like.
Your topic sentence should state your choice. Your supporting sentences are the reasons for this
choice.
29
Compare and Contrast Graphic Organiser
Item #1: Item #2:
This will be your supporting details
How are they similar?
How are they different?
Concluding sentence
Activity 3.4
Analysing the Differences Between Hong Kong and Singapore
Read the compare and contrast passage and complete the exercise below. The last bit of
information has been omitted. Read the passage carefully and fill it in.
The Great Hong Kong versus Singapore Debate
Singapore and Hong Kong have often been compared with each other as they both strive to be the
preeminent business hub in Asia, excluding Japan.
In the midst of the global financial crisis in 2009, investment banks in London were shedding thousands of
jobs.
A Chinese friend of mine in the United Kingdom fell victim to the cuts and was considering a move back
to Asia.
"Where do you think I should go?" he asked. "Singapore or Hong Kong?"
As someone who had spent a lot of his professional life in the UK, I was of little help.
Both are prominent regional financial centers and were being touted as a refuge for bankers looking for
opportunities away from Western markets during the financial crisis.
30
This is a dilemma facing every banker who wants to work and settle in Asia. If you are a banker in North
America, you probably wouldn't hesitate too much where to work before heading to New York, and
London still has the biggest draw among financial centers in Europe.
But in Asia, Singapore or Hong Kong is a less obvious choice, because these two de facto financial centres
in Asia (ex-Japan) have long been competing to be the preeminent financial hub in the region.
After moving to Singapore a little less than a year ago, I realise that the appeal of these two cities largely
depends on your personal status.
It may sound like a cliche, but several people — including banks' recruiters — have said that Hong Kong,
as a dynamic and vibrant city, is more attractive to young, single bankers.
Meanwhile, those with a family would prefer Singapore more, mostly "because of better air quality and
better education", according to a human resources manager at a Hong Kong bank.
As someone who lived in Beijing for many years, I initially thought Hong Kong's air quality was much better.
This has been the case for many years, but more recently, it dipped to the point where it's "nearly on par
with Beijing's", according to the South China Morning Post.
Mr Lee Quane, regional director for Asia at ECA International, a management consultancy, said in 2012
that Hong Kong was already among the worst locations worldwide for air quality, along with cities like
Santiago, Mexico City and Cairo.
His comments were echoed by London's municipal government in a report released in 2014 on the air
quality in the world's major cities.
In that report, Hong Kong ranked 30th among 36 cities, just slightly higher than Mexico City (31st), Beijing
(35th) and Cairo (36th).
Singapore's air quality, on the contrary, is generally much better. I moved there from London earlier this
year and found that the air quality was as fresh as the city, albeit more humid.
But the last month and a half has been a pain for everyone, as Indonesia's forest fires have created a haze
across the city-state.
In previous years, this haze would only last a few weeks. Yet this year, the fires have not been successfully
put under control, so the haze has stuck around.
Singapore's education system is a big draw.
Ms Karen Yep, a Singapore-based associate director at the executive search firm Profile Search & Selection,
said that Singapore has "an educational system which fosters and emphasises strongly on the
development of bilingual skills from the very start". Of course, she means English and Mandarin.
Governed by the British for over a hundred years, followed by the urgent need to promote a harmonious
society among different ethnic groups just after independence, the city-state made English its official
language.
On the other hand, each ethnic group is allowed to keep its own language.
Considering that more than 70 per cent of Singaporeans are ethnic Chinese, Mandarin has always been
widely spoken, and Mandarin education has never been marginalised throughout Singapore's short history
as an independent nation.
As a result, a large proportion of students in Singapore grasp Mandarin to a pretty good level by the time
they graduate. In teaching Mandarin, Singapore is likely to stand in a better position than Hong Kong,
which counts Cantonese as its local language.
In investment banking, there has been a dramatic shift in requirements. As experienced expat deal-makers
were all the rage five years ago, the incoming analyst classes in international banks predominantly speak
Mandarin as a first language.
While banks in Hong Kong look to the Chinese mainland for deal activity, demand for Mandarin speakers
soars. Singaporean graduates thus suddenly find themselves in an advantageous position.
There is one more reason why families prefer Singapore — a sense of security coupled with an easy-going
lifestyle.
31
To someone who witnessed the chaos of the London riots in 2011, this is an appealing prospect.
Singapore is small, but it is well-planned, has great public transport as well as numerous gardens and
wetlands.
However, such order and discipline may come at a cost of individual freedom and dynamism, or so they
say. What can be reassuring to families can be a little stifling for young people.
I've heard people say numerous times that Hong Kong — which has more of a reputation as a party town
— is more attractive to young, single or even male bankers because it is more vibrant.
"Those who like to travel and party will surely like Hong Kong," said Mr Lesley Li, a Shanghai-based
financial headhunter who works with Hong Kong clients.
But maybe this view is dated. Singapore is making more of an effort to appeal to party animals.
"How can it be boring?" said Mr Will Tan, managing director at Principle Partners, an executive search
firm. "I dare say that Singapore has got more world-class bars and clubs than Hong Kong now, or at least
as many.”
Bars and clubs might be appealing to young bankers, but in an industry where junior employees are
required to work 80 to 90 hours a week, career considerations are also key.
If a banker happens to be Chinese and can speak Mandarin, he has every reason to choose Hong Kong
because of its proximity to mainland China. This is where the businesses are these days. Singapore simply
can't compete. Hong Kong is being positioned as the place to launch your career.
Mr Patrick Lecomte, an executive director at ESSEC Business School Singapore, said that during one of
his recent trips to London, he was intrigued to hear a seasoned British trader talking to a group of students:
"Go to Hong Kong. This is the best place to do finance today. You will get more money than in London
and access to more exciting career opportunities. If I were your age, this is what I would do."
A long-time friend of mine, who has lived in Hong Kong for over a decade now, advised me not to go to
Hong Kong unless I work in banking or real estate.
"The pressure is huge," he said. "Everything is expensive, especially housing."
If you want to live in a prime area of Hong Kong, rental on an 85 sq m property can set you back HK$38,000
(S$6,966) per month.
It's not just about housing, but the overall cost of living.
In Mercer's 2015 Cost of Living Rankings, the consulting firm ranked Hong Kong the second-most
expensive city in the world, with Singapore in fourth place.
The Hong Kong vs Singapore debate has been around for decades, and it is unlikely to disappear any time
soon. For someone like me who moved into the region only fairly recently, it's interesting to be introduced
to arguments from both sides, as well as to see it with my own eyes.
And where do you think my banker friend in London eventually ended up? He got offers from both
Singapore and Hong Kong, and he opted for ____________.
He has a family, after all.
Differences Singapore Hong Kong
Overview
Education
City Life
Night Life
32
Career
Considerations
Cost of Living
Question for Class Discussion
Considering what you know about Hong Kong and Singapore, which country do you prefer? Why?
Building Blocks of Compare and Contrast Paragraphs

Compare and Contrast Transition Words
Transitional words used in comparison:

 and, also, in addition
 as well as
 both, neither
 each of
 in the same way
 just as…so
 like
 similarly
 the same
 too
Transitional words used in contrast:

 although
 but
 conversely
 despite the fact
 even though
 however
 in contrast
 on the other hand
 nevertheless
 nonetheless
 regardless
 unlike
 whereas
 while
 yet
Compare and Contrast Sentence Structures
You can use the following sentence structures and transition words in your writing.
To start your paragraph  A comparison of ______ and ______ shows that …

 By comparing ______ and _______, it is clear that …
 ___________ and ____________ have some similarities and
some differences
33
Start with how both are similar  _____ and ____ are similar because they are both_______
 Their common characteristics include ______, ______ and
_______
 ______ and _____ both show ________
More details can be added  In addition, they are both______

 One similarity/difference is _______
 In the same way,______ and ________ are ________.
 Likewise, both are ________
To contrast  The most obvious difference between _____ and ______ is

______
 Although ______ and ______ are _______,they are
also_______
 On the other hand ____ and ____ have some differences
 While _______is ________, ________is ________
 __________, yet ________________
 __________ and _________ are different in that ______
 __________ is _________, on the other hand______ is ____
 _______ is ______, while ______ is _______
To conclude  By comparing ____ to _____, it is obvious that …

 The differences between ______ and _____ are important
because…
Putting it all Together
Compare Contrast
Coordinators and but, yet
Subordinators although
even though
though
while
whereas
Transition Words However

on the other hand
Coordinators can join sentences and begin sentences. When they join sentences, place a comma
before the coordinator.
Jen likes heavy metal, but Tim prefers pop music. (1 sentence)
Jen likes heavy metal. But Tim prefers pop music. (2 sentences)
Subordinators join dependent clauses to main clauses to form sentences. Sometimes the
dependent clause comes first, sometimes second.
Jen likes fried chicken, while Tim prefers rice and vegetables. (Main clause +dependent clause)
While Jen likes fried chicken, Tim prefers rice and vegetables. (Dependent clause +main clause)
34
Transition words do not join sentences; you have to use a semicolon (;) to join the sentences or
begin a new sentence with the transition word.
Jen and Tim have different tastes in music and food; however, they both love to read.
Jen and Tim have different tastes in music and food. However, they both love to read.
Activity 3.5
Constructing Compare and Contrast Sentences
Using the coordinators and, but, and yet, and the subordinators while, whereas, although, (or
even though), write five sentences in which you compare and contrast running and walking.
Getting in Shape
John has just celebrated his 40th birthday. He is slightly overweight and has not exercised
regularly for the past 10 years. He now wants to begin a regular exercise program in order to
lose weight, but he can't decide between running and walking. To make a rational choice, list
the similarities and differences between the 2 activities. In the topic sentence, state which
activity is better suited for John.
Running Brisk walking
improves cardiovascular endurance can be done in an urban or rural area

burns 800 to 1000 calories per hour is relatively injury-free
can be done in an urban or rural area weather dependent
can cause injuries such as muscle strain requires no special equipment
requires no special equipment improves circulation and posture
weather dependent burns 300 calories per hour
Organising Compare and Contrast Paragraphs

Watch the video on organising a compare and contrast paragraph.
Video (Sussman, 2013)
Compare-Contrast Paragraphs, Part 2

https://www.youtube.com/watch?v=HCEdJLIXlmE
How to Organise your Compare and Contrast Paragraph
There are two ways to organise compare and contrast paragraphs. The first way is called ‘Block
organisation’ while the second way is called the ‘Point-by-point organisation’. ‘Block organisation’
is when you organise your paragraph by writing about one of your subjects, covering it completely,
and then you move on to your other subject. Block comparison is preferred if there are more
differences than similarities between your subjects. ‘Point-by-point organisation’ is when you
organise your paragraph by subtopics. This method of organisation is preferred if there are more
similarities than differences.
35
Point-by-point Comparison
Look at the table and make short notes on the similarities and differences in relation to the social
and cultural conditions in Singapore and Malaysia. Then read the sample of a point-by-point
paragraph.
English widely spoken Singapore
Malaysia
Different races living in harmony Singapore
Malaysia
Wide variety of good food Singapore
Malaysia
Population Singapore
Malaysia
Cost of living Singapore
Malaysia
Malaysia and Singapore are two South East Asian nations which share a similar heritage. Being
neighbours, Malaysia and Singapore are very similar in many ways. Firstly, both Singapore and Malaysia
were once colonised by the British. Being a British colony means that English is widely spoken in
Singapore. Likewise, most Malaysians speak relatively good English as well. However, the Malay
Language is more widely spoken in Malaysia compared to English. Just like Singapore, Malaysia is
made up of 3 main races — Malays, Chinese and Indians. All races live in harmony and there is mutual
respect among the different cultures and religions. Malaysians and Singaporeans both share a similar
love for good food. Food such as chicken rice, char kway teow, laksa and chicken curry are widely
available in both countries. Although Malaysia and Singapore are very similar, there are also many
differences between these two countries. Malaysia is a much bigger country with a population of nearly
30 million whereas Singapore is small island nation with a population of just 5.5 million. One of the
biggest differences between Malaysia and Singapore is the cost of living. The cost of living in Singapore
is much higher. For example, a brand new Toyota Altis in Singapore can cost around S$120,000 while
a similar car in Malaysia will cost around S$40,000. Even though Malaysia and Singapore are different
in many ways, Malaysians and Singaporeans share a similar history and a close relationship.
Block Comparison
Block comparison is a more suitable organisation style to choose if there are more differences than
similarities. If there are more similarities between the 2 ideas/objects that you are comparing, block
comparison may make your sentences rather repetitive. The table shows how to use block
organization to contrast the social and cultural differences and similarities between Singapore and
Malaysia. Below the table is a sample of a block paragraph on this topic.
Singapore Language spoken
Different races
Food
Population and size
Cost of living
36
Malaysia Language spoken
Different races
Food
Population and size
Cost of living
Malaysia and Singapore are two South East Asian nations which share a similar heritage. Being
neighbours, Malaysia and Singapore are very similar in many ways. Singapore is a former British colony.
This means that English is widely spoken and most Singaporeans speak relatively good English.
Singapore is made up of 3 main races – Chinese, Malay and Indian with Chinese being the majority.
Chinese make up around 75% of the population. Having so many races living harmoniously together
means that the food culture in Singapore is very vibrant. Singaporeans love their food and are willing
to travel long distances just to sample new or interesting foods. In addition, Singapore has a population
of 5.5 million in a land space of 278 square miles. It takes just 45 minutes to drive from Tuas to Changi.
Singapore has one of the highest costs of living in the world making it the world's most expensive city
according to the Economist Intelligence Unit (EIU).The cost of car ownership in Singapore is prohibitive,
with a brand new Toyota Altis costing around S$120,000. Just like Singapore, Malaysia is a land where
many races live together in peace. The only difference is that in Malaysia, the Malays make up the
majority instead of the Chinese. Malaysia is also a former British colony but the standard of English in
Malaysia is slightly lower compared to the standard of English in Singapore. While Singapore is relatively
small, Malaysia has a vast land area of nearly 130,000 square miles with a population of 30 million. The
cost of living in Malaysia is relatively lower and cars are more affordable. For example, a Toyota Altis
costs around S$40,000. To summarise, even though Malaysia and Singapore sometimes cannot agree
on many issues, the people of both countries share a similar history and a close relationship.
Activity 3.6
Comparing NTU and SMU
Your cousin has been accepted into both NTU and SMU to study Business Administration. He
cannot decide between the two. He comes to you for advice.
Additional information about your cousin
He lives in Yishun. He is outgoing and gregarious. Consequently, he wants to be in a university

environment that embraces his personality. In addition, he is not from a wealthy family. This means
that tuition fees are a concern for him. As a result, he needs to graduate in the shortest time
possible.
Using the information provided, write a compare and contrast paragraph of 150 words.
In your topic sentence, state which university is better suited for your cousin. Your reasons should
be covered in your supporting sentences.
NTU SMU
Founded 1981 2000
Courses offered Full-fledged comprehensive Business, Economics, Law, Information

university. Only Law is not offered. Systems, Computer Science and Social
Science courses only.
37
Learning system Traditional mode of teaching. More interactive.

Lectures and tutorials. American style seminars. (40 students
per class)
Students are expected to participate
actively and speak up in class.
Location of campus Yunnan Garden campus in Jurong. Vibrant campus within the city.
Accommodation 24 halls of residence to 2 halls of residence to accommodate

accommodate almost 50% of the around 8% of the student population.
student population. Most local students live at home.
Student population 33,000 9,000
Course duration 3 4
Average gross monthly $3776 $4133

salary for business
graduates (2018)
Yearly Fees for citizens $9400 $11,450

( 2019)
Activity 3.7
Comparing a Bonded and Bond-free Scholarship
Your friend is a Singaporean citizen. He has been accepted into Engineering Year 1 at NTU. He
has applied for and managed to obtain 2 scholarships. One scholarship carries a bond while the
other is bond-free. He can only accept 1 scholarship.
Both are equally attractive and he is undecided about which to accept. He has come to you for
advice.
Below are details of both scholarships. Based on your experience as an NTU student, which do
you think is the better choice?
Compare the pros and cons of each scholarship before coming to a decision. Write a compare
contrast paragraph of 200 words stating the reasons for your choice. In your topic sentence,
state your preference. Your reasons should be covered in your supporting sentences.
NTU Nanyang Plus Scholarship vs SG Engineering Local Scholarship
SG Engineering local scholarship
SG Engineering is an engineering company based in Singapore specializing in aerospace, electronics,

land systems and marine sectors. This group employs about 25,000 people across offices in Asia,
America, Europe and Middle East serving customers in over 100 countries.
 Full coverage of subsidised tuition fees (after tuition grant);

 Living allowance of $15,000 per academic year;
 Accommodation allowance of $2,700 a year (for NTU hostel only). Recipients who live at home are
not eligible for this allowance;
38
 Computer and textbook allowance of $4,000 (one off);

 Where applicable, recipients of this scholarship are required to complete their industrial attachment
with SG engineering;
 Upon graduation, recipients of this scholarship will be bonded to work in SG engineering for 4 years.
NTU Nanyang plus bond-free scholarship
 Full coverage of subsidised tuition fees (after tuition grant);

 Living allowance of S$6,500 per academic year;
 Accommodation allowance of $2,000 per academic year;
 Guaranteed hostel accommodation for 4 years;
 Grant of $5 ,000 for an overseas programme (one-off);
 Computer allowance of $2,000 (one-off).
Activity 3.8
Comparing Gun Laws in the US and Canada
Watch the video as the narrator compares gun laws in the US and Canada.
Video (AJ+, 2016)
Canada Vs. USA: Who Does Gun Control Better?

https://www.youtube.com/watch?v=zE0MiJeCzN0
As you listen, takes notes and complete the exercise below. Using these notes, write a short
compare and contrast paragraph of 150 words. Which country has more sensible gun laws?
Construct a suitable topic sentence and concluding sentence. Try to use your own words as much
as possible.
United States Canada
Gun homicides
Rate of gun ownership
Gun lobbies
Gun laws
Background checks
39
Summary
In this unit, you learnt how to craft a compare and contrast paragraph. You have learnt how to utilise
appropriate language forms and constructions in order to write good paragraphs. Using language
correctly and appropriately is essential for good writing.

The next tutorial is on writing cause and effect paragraphs. Please read this unit beforehand in
order to gain a better understanding.
References
Ghosh, P. (2018, June 07). Singaporean vs Malaysian Food: What's The Difference? Retrieved June
18, 2019, from https://theculturetrip.com/asia/singapore/articles/singaporean-vs-malaysian-
food-is-there-really-a-difference/
Mody, S. (2019, June 18). The difference between bitcoin and Facebook’s Libra. Retrieved June
19, 2019, from https://www.cnbc.com/2019/06/18/the-difference-between-bitcoin-and-
facebooks-libra.html?__source=facebook|crypto
Zhang, T. (2015, November 9). The great Hong Kong versus Singapore debate. Straits Times.
Retrieved from http://www.straitstimes.com/asia/east-asia/the-great-hong-kong-versus-singa
pore-debate-china-daily
40
Unit 4
Cause and Effect Paragraphs
41
Introduction
Previously in Unit 3, you were taught how to write a ‘compare and contrast’ paragraph Unit 4 aims
to give you an understanding of the strategies needed to write a good ‘cause and effect’ paragraph.
Cause and effect is a common method of organising and presenting information. Constructing a
cause effect paragraph is essential in order to explain why things happen (cause) and the result of
that particular action or event (effect). It is also a very important technique used to analyse events
and happenings. Cause and effect organisation is used to:
 analyse events;
 persuade;
 predict an outcome; and
 understand a situation.
Learning Outcomes
1. construct sentences using cause and effect signal words;
2. understand cause and effect relationships;
3. write a cause and effect paragraph; and
4. combine both cause effect and compare contrast in order to make your writing more
persuasive.
What is Cause and Effect Analysis?

It is a method which lists all the possible reasons and outcomes associated with a particular problem
or situation. Cause is an event or action that causes something else to happen. It answers the
question ‘why did this happen?’. Effect is an event or action that happened as a result of another
event or action. It answers the question ‘what are the consequences?’. We read about cause and
effect events in our newspapers all the time. All global events are analysed in terms of why
something happened and the consequences of that event.
Activity 4.1
Analysing Cause and Effect Outcomes in a Paragraph
Read the following paragraph and complete the following exercise.
DINKS in Singapore
The declining birth rate, which is brought about by the high cost of living and the changing social situation
of women, is a serious problem in Singapore. When people talk about it, you can hear a word that was
first coined in Japan, ‘DINKS,’ which means ’Double Income No Kids’. First, in Singapore, the cost of
buying a home is extremely high. A young couple who want to buy their own home may have to pay as
much as S$500,000 for a small apartment in the outskirts of town. Moreover, if they have a child, the child’s
education is very expensive. For example, good kindergartens charge at least S$10,000 a year. In such a
situation, it is very difficult to afford children. Second and more importantly, the number of married women
who want to continue working is increasing rapidly because Singaporean women are highly educated and
most enjoy their jobs. However, if they want to have children, they face childcare issues. Even though all
companies provide maternity leave for women, most women find it very difficult to leave their new born
baby with babysitters or maids when their maternity leave ends. Furthermore, it is not easy to find good
babysitters or maids as there are countless stories in the newspapers about babies being abused or even
42
killed by their minders. This makes it very difficult to convince women that going back to work after having
children is a good idea. In conclusion, the government must do more in order to solve the problem of
declining birthrates.
Effect — Low birthrate in Singapore
Cause 1 Cause 2
Specific details Specific details
Question for Class Discussion
Do you think there are other reasons for Singapore’s declining birthrate?
Activity 4.2
Analysing Cause and Effect Outcomes in a Paragraph
Read the following paragraph and complete the following exercise.
How we can Benefit from Taking Vitamin A
Scientific studies have shown that vitamin A may have beneficial effects in clearing up skin problems,
treating eye disorders, and fighting infection. Vitamin A pills have been used effectively to treat skin
problems like acne. When applied directly on the skin, vitamin A can also clear up boils and heal ulcers.
Injections of vitamin A have been used to remove wards from people’s skin. Vitamin A is a successful
way of treating such conditions such as night blindness and blurred vision. In addition, therapeutic doses
of vitamin A are used to treat glaucoma and conjunctivitis (inflammation of the eye lids). Most
importantly, vitamin A plays an integral role in fighting infections. Because it strengthens cell walls,
vitamin A protects the mucous membrane from invading bacteria. Furthermore, dosages of vitamin A
have shortened the duration of communicable diseases, such as colds and measles. In conclusion, these
many beneficial effects demonstrate the importance of taking a regular dose of vitamin A daily.
(Adapted from Rooks 1999)
Cause — Benefits of Vitamin A
Effect 1 Effect 2 Effect 3
Examples Examples Examples
43
Activity 4.3
Analysing Cause and Effect Outcomes
This short video examines the causes of street protests in Hong Kong which took place in mid
June 2019.
As you are watching, take note of the reasons why (causes) the protests took place and the effects
of these protests. List out the possible effects of these street protests.
Video (BBC News, 2019)
Hong Kong protests: Why people are taking to the streets - BBC News
https://www.youtube.com/watch?v=wgm6zut1RdM
Cause effect. Why did protests take place in Hong Kong (mid June 2019)?
The main causes of the protests
 People are really worried about a proposed law that would allow extradition to mainland china.
 Critics that pointed out that business and expats in HK, or even tourists could be potentially, in
theory, be extradited to mainland China. Some of these charges may even be political motivated.
 Even some judges that spoken out against the law as they are concerned that this will affect KH’s
independence.
Effects of the protests
 Previous protests in HK have led to changes in government policy in the past.

 On the day of the historic turnout at the protest, the term ‘Hong Kong’ was censored on Chinese
media.
 The Chinese government has been issuing statements telling western countries not to get
involved.
What do you think of other more significant effects (political , social and economic) of these
street protests? Write of paragraph of 200 words.
Activity 4.4
Cause Effect + Compare Contrast Paragraphs
Whenever we need to understand a phenomena or event, we need to analyse why it happened.
A good cause effect paragraph may also utilise elements of compare contrast. Incorporating these
2 rhetorical patterns within a paragraph makes your ideas more persuasive.
Watch the video about the reasons why people should not go to college.
44
Video (Improvement Pill, 2017)
Why 63% of you should not go to college (stop the video at 4.00 mins)
https://www.youtube.com/watch?v=iPrnfM7LNDE
This video has elements of cause effect and compare contrast.
He explains why many people who are interested in starting their own businesses should NOT go
to college. (cause effect)
He compares college graduates and non-graduates in terms of abilities and attributes (compare
contrast)
After listening to the video, are you convinced by his arguments ? Why?
Constructing Cause and Effect Sentences

Transitions and signal words used in cause and effect writing.
As a consequence Due to …is the reason for …
As a result The effect of … is … is the result of …
… can be attributed to … For this reason … resulted in …
Because/because of futhermore since
This explains why If …. Then …. so
caused In addition to therefore
… is caused by … … influences … This means that …
One consequence of this is that … leads to… thus
Cause and effect sentence structures
The following are the sentence structures you can use in order to construct cause and effect
sentences.
Jim failed his quiz, because he was too lazy to study.
Jim was too lazy to study, so he failed his quiz.
Jim was too lazy to study. Therefore, he failed his quiz.
Consequently, he failed his quiz.
As a result, he failed his quiz.
This resulted in him failing his quiz.
This caused him to fail his quiz.
Jim failed his quiz. This meant that he was too lazy to study.
45
The reason (that) Jim failed his quiz is that he was too lazy to study.
Due to the fact that Jim was too lazy to study, he failed his quiz.
Jim was too lazy to study. This explains why he failed his quiz.
Activity 4.5
Constructing Cause and Effect Sentences
Use the sentence patterns featured in the video to complete the following exercise.
Video (Anglo-Link, 2016)
Linking Words of Cause & Effect - English Grammar Lesson

https://www.youtube.com/watch?v=S-_qTiOA7nI
Try to make as many sentences as you can using the transition markers provided.
due to because therefore consequently so since because of but
Jennifer missed her flight. She overslept.
Janice had to work late. She missed her favourite TV program.
My brother did not sleep very well. Neighbours had a party.
Sample outline for cause and effect paragraph
Use this sample outline when you construct your cause and effect paragraph;
In your cause and effect paragraph, details should be organized in the following patterns:
 categorical;
 chronological; and
 order of importance.
Your paragraph can follow this template:
Topic sentence
Supporting sentence #1
Specific example/details
Concluding sentence
46
Activity 4.6
Crafting Causes and Effects
Complete the following exercise by adding a cause or an effect, as needed. Choose one example
and construct a cause and effect paragraph with an appropriate topic sentence.
Try to incorporate elements of cause effect as well as compare contrast in order to make your
writing more persuasive.
Cause/s Effect/s
Illnesses such as obesity and diabetes
Obtained a prestigious scholarship
Did not turn up for Intro to academic

communication tutorial
Did not turn up for Intro to academic

communication tutorial
Conscripting Singaporean women into National

Service
Activity 4.7
Paragraph Writing
Read the passage about the causes of stress among undergraduates. As an undergraduate, do
you agree with the author? Which aspect of university life do you find the most stressful?
Elaborate on that in your own words. Your paragraph should be around 150 words.
Reasons why University life can be Stressful
University life is a vital academic experience, but for many students it is also the first time they have been
away from home. The pressure to succeed in the classroom and balance other aspects of university life,
including work, social activities and relationships, can be overwhelming. For these reasons, university
can be very stressful time for freshmen.
47
Academic Expectations
While some students prefer to focus on social objectives in school, the reality is that students usually feel
academic pressure from one or more people. Parents often expect students to achieve certain academic
goals, whether those include making the dean's list or graduating on time. Professors, staff and peers at
school may also push students to work hard in school. Consequently, ambitious students face self-
inflicted pressure to get good grades, graduate and get a great job.
Finances
College is often a time where young adults face major financial responsibilities and stressors for the first
time. Learning to keep to a budget and making personal financial decisions on a regular basis can be
challenging. For this reason, many may work to pay for some or all of their tuition, books and living
expenses. Balancing work and school responsibilities adds to the stress.
Social Relationships
College students often encounter a number of new social experiences and relationships during their first
several weeks of school. Romantic relationships can escalate in significance, thus increasing the potential
for hurt feelings, excessive worrying and heartache. Peer relationships can be a source of support for
college students. However, students must be cautious about the types of close friends they gather.
Friendships with constant party-goers who engage in drinking can lead students down an undesirable
path.
Independence and Accountability
For many college students, gaining some level of independence can lead to greater accountability, and
subsequently, stress. The freedom to make choices and get out from under parental control is appealing
to many first-year undergraduates. When tutorials and assignments need to be completed, bills paid,
rooms cleaned and problems resolved, the reality of what independence really means can contribute to
a university student's stress.
(Kokemuller n.d)
Summary
In this unit, you learnt how to craft a cause and effect paragraph. You also learnt how to utilise the
appropriate language forms and constructions in order to write good paragraphs.
In-class Assignment
The last half hour of tutorial 4, week 6 have been set aside for you to complete Assignment 1:
Cause and effect paragraph. Refer to Assignment 1 of the Course assignment section for
instructions.

The next tutorial is on summarizing and paraphrasing.
References
Kokemuller, N. (n.d.). What are the reasons why college life can be stressful? Retrieved from
http://education.seattlepi.com/reasons-college-life-can-stressful-1244.html
48
Liew, K. K. (2017, June 11). Commentary: Southeast Asia's romance with Korean drama shows.
Channel NewsAsia. [online] Retrieved, from http://www.channelnewsasia.com/news/asiapaci
fic/commentary- southeast-asia-s-romance-with-korean-drama-shows-9021166
Mahbubani, K. (2015, August 3). Why Singapore Is the world’s most successful society. The
Huffington Post. Retrieved from http://www.huffingtonpost.com/kishore-mahbubani/singa pore-
world-successful-society_b_7934988.html
Rooks, G. (1999). Paragraph power (2nd ed). White Plains, NY: Longman
Too little sleep linked to health problems in children, teens. Channel NewsAsia (2016, July 14).
Retrieved from http://www.channelnewsasia.com/news/health/too-little-sleep-linked-t/28697
04.html
49
Unit 5
Reader Response Essay: Paraphrasing
50
Introduction
In the previous units, you were taught how to construct paragraphs. We are now progressing
towards essay writing. In this unit, you will learn how to paraphrase. Paraphrasing is an important
academic writing skill which will help you to complete both assignment 2 & 3.
Learning Outcomes
After completing this unit, you will be able to:
1. identify the purposes of paraphrasing for essay writing; and
2. practise some basic writing strategies for producing a paraphrase.
Activity 5.1
What is Paraphrasing?
Quiz
1. Work individually and make a quick note below of what paraphrasing means to you. (Don't
turn over the page for the 'correct' answer), if you are not sure you can leave the question
unanswered.
2. When you paraphrase, what steps do you usually take (again, do not turn over the page -
write down how you do it now.)
What does it mean to Paraphrase?

Paraphrasing
Paraphrasing requires you to describe other writers’ statements in your own words. A paraphrase is
a detailed description of specific points and ideas in the reading. A paraphrase should rewrite the
material in detail and, in some cases, could be longer than the original text. Paraphrasing also
requires a citation, because you are using another author's ideas.
You must present the author’s ideas neutrally and accurately in order not to misrepresent or confuse
them, and to show you understand them clearly. To achieve this, keep your language neutral —
avoid words or phrases that make judgements about the ideas you are describing.
Throughout your university career, you will be required to paraphrase other writers’ work.
Paraphrasing can help you to strengthen your own point of view, or identify weaknesses in an
opposing argument. It can also help show your insights into the idea you are describing.
Paraphrasing is not the same as translating an idea, because you choose what words and ideas you
use.
Activity 5.2
Paraphrasing
Work in groups, discuss the following questions.
51
1. What is the main purpose of paraphrasing?

2. What are the main two reasons for presenting information as neutrally as possible?
3. What are some of the ways that paraphrasing can help your writing?
4. Why do you need to cite other writers’ works when you paraphrase?
5. Write down one example of when you might use a summary in your writing and explain why
and how you would use it.
Qualities and Strategies for Paraphrasing

Steps for paraphrasing a sentence.
Step 1
Begin by highlighting words that you think can be changed and finding alternatives e.g. synonyms,
antonyms and phrasal verbs.
A good summary demonstrates the following essential features.
Summarising well includes several important elements.

Step 2
Next, reorder the sentence, by changing the grammar and word order where possible.
Summarising well includes several important elements
There are several important elements to summarising well.
Activity 5.3
Paraphrasing and Quoting
Watch the following video, and discuss the following questions with your groups. Be prepared
to share your answers with the class.
Video (GeneseeLibrary, 2014)
Paraphrasing and Quoting: A guide to Doing it Right!

https://www.youtube.com/watch?v=qoCdhJsS6Bw
Start 3:50 – 11.50 = 8 minutes running time.
1. When should you use quotation marks rather than paraphrase?

2. What makes a paraphrase unacceptable?
3. How often should you use quotes?
52
Activity 5.4
A. Paraphrasing: A Race
Work in groups of three.
Your instructor will put a sentence up on the board, and give you a time limit to write as
many paraphrases as you can.
The group that writes the most correct paraphrases is the winner.
Your instructor will determine whether a paraphrase is correct based on the following
criteria: accurate meaning and correct grammar.
In case of a tie, the team with the best paraphrase will be judged the winner.
B. Paraphrasing: Pass the Paraphrase

Work in groups of three.
Your instructor will give each group a sentence, and give you a time limit to paraphrase
that sentence. The group writes their paraphrase and folds the paper so that only their
sentence is visible.
The group then passes the sheet of paper to the next group, who will paraphrase the
previous group’s sentence and fold the paper again and pass it on.
By the end of the activity the whole class should have written one paraphrase per sheet
of paper.
Your instructor will review the paraphrases and show the original sentences.
Steps for Paraphrasing a Paragraph

Step 1
Find the sentence or phrase in the passage that contains the main idea.
Public housing in Singapore generally comprises high-density, high-rise developments, mostly

located in suburban areas. The majority of public housing estates are self-contained communities
that also have various community amenities such as schools and recreational facilities. Over the last
30 years, the emphasis of building programmes has slowly shifted from meeting the population’s
basic need for proper shelter to improving their quality of life. Efforts have been made to improve
the architecture of housing estates and provide better amenities for the residents. Upgrading works
are continually carried out to prevent physical decay and obsolescence and to enhance the residents’
living environment.
(Adapted from Chew n.d)
53
Step 2
Paraphrase the sentences in the passage starting with the main idea. (Note that an idea can include
more than one sentence. Therefore, you may wish to paraphrase sentences together to keep the
meaning clear.) Begin by highlighting words that you think can be changed and finding alternatives.
1. Public housing in Singapore generally 1. Singapore public housing is typically

comprises high-density, high-rise found on the outskirts of the city in the
developments, mostly located in form of densely-populated tower blocks.
suburban areas.
2. The majority of public housing estates are 2. Most public estates also have
self-contained communities that also have educational institutions as well as leisure
various community amenities such as amenities.
schools and recreational facilities.
3. Over the last 30 years, the emphasis of 3. The objectives of building schemes have
building programmes has slowly shifted gradually changed from merely putting a
from meeting the population’s basic need roof over the head of Singaporeans to
for proper shelter to improving their
enhancing their living conditions
quality of life.
4. Efforts have been made to improve the 4. Enhancements have been made to the
architecture of housing estates and quality of buildings and to provide better
provide better amenities for the residents. services.
5. Upgrading works are continually 5. Improvements are regularly made to

carried out to prevent physical decay and maintain the buildings, and improve
obsolescence and to enhance the people’s living conditions.
residents’ living environment.
Step 3
Start the paraphrase with the main idea and if necessary rearrange the other sentences. In some
cases, you might need to break up or combine sentences together. In the example below, the 4th
and 5th sentences have been combined.
1. Singapore Public housing is typically found on the outskirts of the city in

the form of densely-populated tower blocks.
2. Most public estates also have educational institutions as well as leisure

amenities.
3. The objectives of building schemes have gradually changed from merely

putting a roof over the head of Singaporeans to enhancing their living
conditions.
4. Enhancements to the quality of buildings and services have been made

along with regular maintenance to improve people’s living conditions.
54
Step 4
Ensure your new passage is logically ordered and linked together with clear transitions.
Singapore Public housing is typically found on the outskirts of the city in the form of densely-populated tower
blocks. In addition, most public estates also have educational institutions as well as leisure amenities. The
objectives of building schemes have gradually changed from merely putting a roof over the head of
Singaporeans to enhancing their living conditions. For example, enhancements to the quality of buildings and
services have been made along with regular maintenance to improve people’s living conditions.
Step 5
Compare your paraphrase with the original text to ensure the meaning is still the same. Make sure
you have cited the writer’s ideas, even though you have put them in your or own words you still
need to cite a paraphrase.
Original
Public housing in Singapore generally comprises high-density, high-rise developments, mostly

located in suburban areas. The majority of public housing estates are self-contained communities
that also have various community amenities such as schools and recreational facilities. Over the last
30 years, the emphasis of building programmes has slowly shifted from meeting the population’s
basic need for proper shelter to improving their quality of life. Efforts have been made to improve
the architecture of housing estates and provide better amenities for the residents. Upgrading works
are continually carried out to prevent physical decay and obsolescence and to enhance the
residents’ living environment.
(Adapted from Chew n.d)

100 words
Paraphrase
Singapore Public housing is typically found on the outskirts of the city in the form of densely-
populated tower blocks. In addition, most public estates also have educational institutions as well
as leisure amenities. The objectives of building schemes have gradually changed from merely
putting a roof over the head of Singaporeans to enhancing their living conditions. For example,
enhancements to the quality of buildings and services have been made along with regular
maintenance to improve people’s living conditions.
Summary of Chew (n.d)
78 words
Summary of Steps for Paraphrasing a Paragraph
1. Find the sentence or phrase in the passage that contains the main idea and rewrite it.
2. Paraphrase each of the sentences in the passage.
i. Highlight any words that you think can be changed. Make a quick note of words that
come to mind before you reach for a thesaurus.
ii. Reorder the sentence, by changing the grammar and word order.
3. If necessary rearrange your sentences, starting with the main idea. In some cases, you might
need to break or combine sentences together.
4. Ensure your new passage is logically ordered and linked together.
5. Compare your paraphrase with the original text to ensure the meaning is still the same.
i. Make sure you have cited the author’s ideas.Even though you have put them in your
own words you still need to cite a paraphrase.
55
ii. Always provide a reference to the source text. For example, as above, (Summary of
(Chew n.d)).
Activity 5.5
Paraphrasing a Paragraph
1. Work in pairs and, using the space provided, paraphrase the paragraph ‘Silver Support
Scheme’ in your own words.
2. Your paraphrase should be of a similar length to the original.
Silver Support Scheme
The Silver Support Scheme (SSS) aims to top up the incomes of older Singaporeans (aged 65 or above)
who have not accumulated sufficient retirement savings during their working life. The SSS is the latest
addition to Singapore’s social safety nets. It is part of a wider suite of schemes that the Government has
put in place in recent years to support elderly Singaporeans. The SSS provides a quarterly cash
supplement to the bottom 20% of Singaporeans aged 65 and above. These are individuals who had low
incomes through life and who currently have little or no family support. This is on top of existing financial
assistance schemes from the Government and the community. The scheme is born out of a recognition
that the lives of some of Singapore's elderly have not improved in parallel with Singapore's rapid
economic development. They might have worked hard in their younger days when Singapore was poor
and grown old as Singapore became developed - and became more expensive. Reducing their burden
would be seen as a fair move by society. Findings suggest that the SSS will benefit not just the low-
income senior citizens who qualify, but also their children who might themselves be facing financial
stress. In contrast with the Pioneer Generation Programme which focuses solely on Singaporean
pioneers who are Singaporean citizens during independence, the Silver Support Scheme looks after both
current and future generations of elderly.
(Adapted from Gee and Yap 2015)
3. Exchange your paraphrase with another group and give them feedback:
a. Have they identified the main idea?
b. Have they changed a sufficient number of words with appropriate meaning?
c. Have they changed the word order in their sentences?
d. Have they rearranged the order of sentences and phrases?
e. Is the paraphrase clear, understandable and accurate?
Activity 5.6
Giving Feedback
Exchange your summary with another group and give them feedback:
1. Have they identified the main ideas of the reading?

2. Have they changed a sufficient number of words with appropriate meaning?
3. Have they changed the word order in their sentences?
4. Have they rearranged the order of sentences and phrases?
5. Is their summary understandable, accurate and brief?
56
Activity 5.7
Paraphrasing Star Wars
Work individually and, paraphrase the opening crawl from the Star Wars film ‘Episode V: THE
EMPIRE STRIKES BACK in your own words.
"It is a dark time for the Rebellion. Although the Death Star has been destroyed, Imperial troops have
driven the Rebel forces from their hidden base and pursued them across the galaxy.
Evading the dreaded Imperial Starfleet, a group of freedom fighters led by Luke Skywalker has
established a new secret base on the remote ice world of Hoth.
The evil lord Darth Vader, obsessed with finding young Skywalker, has dispatched thousands of remote
probes into the far reaches of space...."
Homework Task
Bring your written task (from Activity 5.5) to the CommCube for consultation. Ensure you book
your slot early. Provide your course code, tutorial group and your partner’s name in the ‘remarks’
box when you sign in. You need to complete the consultation before Tutorial 7. Attendance will
be taken.
Summary
In this unit, you have learnt the purpose of paraphrasing other writers’ ideas and some basic
strategies. You worked with a partner to produce one example of a paraphrased paragraph.

By the next tutorial (two weeks’ time) you will complete Assignment 2. Be sure to visit the
CommCube with your partner to get feedback on the paragraph you produced in class.
References
Chew, V. (n.d). Public housing in Singapore. Retrieved from http://eresources.nlb.gov.sg/info
pedia/articles/SIP_1585_2009-10-26.html
Gee, C and Yap, M.T.(2015, Feb 17). Silver support scheme should not be too restrictive.
Retrieved from http://www.straitstimes.com/opinion/silver-support-bonus-should-not-be-too-
restrictive
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Unit 6
Reader Response Essay: Summarising
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Introduction
In the previous chapter, you were taught how to paraphrase.In this unit you will learn another
fundamental writing skill which is summarising a reading. Summarising and paraphrasing are
important academic writing skills that will enable you to avoid plagiarism in your own writing. These
skills are essential in your undergraduate writing and will also help you to complete assignments 2
and 3.
Learning Outcomes
1. identify the purposes of summarising a reading; and
2. practise some basic writing strategies for producing a summary.
Summarising
Summarising a reading involves finding the text’s most important ideas and briefly reporting these
to your reader in your own words. When you summarise you must include a citation. Even though
you are using your own words, you are presenting another author’s ideas.
Summarising versus Paraphrasing

Summarising involves some paraphrasing skills as you are using your own words to present
another authors’ ideas. However, a summary differs to a paraphrase because a summary is a brief
survey of the main ideas in a reading, whereas a paraphrase is a detailed description of specific
points and ideas in the reading.
Video (GeneseeLibrary, 2014)
Summarizing, Paraphrasing, and Quoting: A Guide to Doing it Right!

https://www.youtube.com/watch?v=qoCdhJsS6Bw
Start 0.00 - 3:49 = 3.49 minutes running time.
Activity 6.1
Warming Up
Watch the video and discuss the following questions with your groups, if necessary use Unit 5 to
help you find the answers. Be prepared to share your answers with the class.
Questions:
1. What are the key features of an acceptable summary?

2. How and why should you use quotation marks?
3. Why did she italicise the title, ‘Star Wars’?
4. What makes a summary unacceptable?
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Activity 6.2
Analysing a Text
Before you start writing a summary you need to analyse the original text. In pairs examine the
reading sample below and follow these steps:
1. Identify the text’s structure (the order of the ideas).

2. Underline the main idea, thesis or question of the text (This sentence is often found at the
end of the introductory paragraph/s).
3. Identify the main idea in the body paragraphs of the text. This is often but not always the
first sentence of the paragraph). What are the most important ideas and examples in each
paragraph? – underline these.
4. Review the conclusion; does it restate/answer the thesis?
5. Compare your choices with another pair and give feedback.
Reading Sample
The secret of Singapore's success in education
Lee Kuan Yew’s achievements have been the subject of much global discussion since his recent death. But
one aspect of his success has been little mentioned: the investments that he, and his successors, made in
education. His strategy, he would often remark, was “to develop Singapore’s only available natural
resource, its people”.
Today, Singapore routinely ranks among the top performers in educational attainment, as measured by
the Organisation for Economic Cooperation and Development’s Programme for International Student
Assessment. Moreover, though a city-state of just five million people, Singapore boasts two universities
among the top 75 in the latest Times Higher Education World University Rankings, the same number as
China, Japan and Germany.
How did that happen? What did Mr Lee and Singapore do right?
For starters, it should be emphasised that Singapore’s education system was not designed by Mr Lee and
his colleagues. Rather, it was built on the very solid foundations inherited from Singapore’s British colonial
past. In contrast to many of his contemporaries among post-colonial leaders, Mr Lee was not afraid to
embrace whatever elements from that past that would prove useful to the nation-building enterprise.
Nowhere is this approach more evident than in education. Many of the country’s premier educational
institutions – for example, the National University of Singapore (founded in 1905), Raffles Institution
(founded in 1823), and the Anglo-Chinese School (founded in 1886) – significantly predate independence.
Moreover, the curriculum for secondary education is modelled on the British O-level and A-level.
The key focus of educational investment is students and teachers. A national system of generous
scholarships enables the best students to avail themselves of an education at some of the world’s premier
universities, even as Singapore develops its own world-class institutions. With starting salaries above the
national median, the teaching profession attracts, develops and retains some of the best graduates.
Moreover, Singapore’s education system is unabashedly meritocratic in its focus on identifying and
developing the very best talent and, equally important, directing it towards public service. Government
scholarship recipients are obliged to serve in the public sector for a minimum of two years for every one
year of study. The same meritocratic approach governs the development and promotion of teachers. Top-
performing teachers are given leadership responsibilities, and there is a revolving door between the
Education Ministry, classrooms, and school administration. Educators are frequently seconded to carry out
policy work. Many subsequently choose to return to the classroom.
Singapore’s education system is relentlessly forward-looking; from adopting bilingualism with English (in
addition to the mother tongue of Mandarin, Malay or Tamil), to its focus on science, technology,
engineering and mathematics (STEM). The choice of English was driven by history and a multi-ethnic
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society’s need for a common language. But it was also a prescient recognition of English’s rapid
emergence as the lingua franca of global commerce and science, and that once entrenched it was likely
to remain so for decades, if not centuries, to come. In this regard, too, Mr Lee distinguished himself from
other post-colonial leaders of his generation. Rather than pandering to narrow nationalist sentiment and
opting for the majority language and culture, he and his colleagues chose to adopt a global language for
a global city.
Finally, Singapore’s education system evolves with the times and in the light of new evidence. In the 1990s,
Singapore’s policymakers, concerned that their approach to education might be somewhat regimented
and overly focused on STEM, began to provide avenues for excellence in the humanities, arts and sport.
That rebalancing is still ongoing, with a new emphasis on identifying ways to foster creativity and
entrepreneurship. For Singapore’s founding father, education went beyond formal schooling. As he put it
in a speech in 1977: “My definition of an educated man is a man who never stops learning and wants to
learn.”
Yiannouka (2015)
Stavros Yiannouka is former executive vice-dean of the Lee Kuan Yew School of Public Policy at the
National University of Singapore, and is chief executive officer of the World Innovation Summit for
Education (Wise), an initiative of the Qatar Foundation.
Steps for Writing a Summary of a Reading

Writing a summary involves many of the same strategies as paraphrasing, because you are taking
ideas from another author and putting them in your own words. However, the overall goal of a
summary is to provide a brief overview for your reader of another authors work. Follow the steps
below using the sample reading about paraphrasing and summarising.
Step 1
Identify the text’s structure (the order of the ideas).
Step 2
Locate the main idea, thesis or question of the reading. If the thesis statement is not clearly stated,
make a quick note of what you think the introduction is about.
Step 3
Review the main paragraphs and highlight the main ideas in each. Look for the topic sentence at
the beginning of each paragraph as it should explain the main thrust of the paragraph. Review the
sentences and identify the explanations and examples that are most important. You won’t be able
to include all of these, so choose carefully.
Step 4
Review the conclusion of the reading. Compare the conclusion to the introduction, to ensure you
understand the main idea of the reading.
Step 5
Draft: Write a rough draft of your summary. Begin by writing a summary of each of the sections of
the reading. Your summary should:
a. introduce the topic;

b. introduce the reading;
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c. summarise the reading in your own words highlighting the most important ideas and the
key explanations and examples; and
d. note that in most cases you don’t need a conclusion for your summary.
Step 6
Compare and revise: When you have finished your rough draft, compare it to the reading and
ensure you have covered all the major ideas and selected the best examples and explanations.
Make changes and adjustments where necessary.
Step 7
Cite: Ensure you include a citation at the end of your summary. Although you are using your own
words, the ideas are those of another author, so it is crucial that you cite their work.
Activity 6.3
Summarising
Draft: Together with your partner, write a summary of the reading above in about 150 words.
1. Begin by summarising each of the sections of the reading.

2. You should then write a rough draft of your summary paragraph which should:
b. introduce the reading; and
c. summarise the reading in your own words, highlighting the most important
ideas and the key explanations and examples.
3. Compare your rough draft to the reading and ensure all the major ideas, examples and
explanations are covered.
4. Your summary should be no longer than 100 words (a single paragraph).
5. Peer check: swap your summary with another pair and give feedback based on points A,
B, C.
Activity 6.4
Summarising Star Wars
1. Draft: Work individually to write a summary of the opening crawl of the Star Wars Film;
Episode VI: RETURN OF THE JEDI. Remember that this is a summary not a paraphrase.
2. Begin by summarising each of the sections of the paragraph.
3. You should then write a rough draft of your summary paragraph which should:
b. introduce the paragraph; and
c. summarise the paragraph in your own words, highlighting the most important ideas
and the key explanations and examples.
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4. Compare your rough draft to the reading and ensure all the major ideas, examples and
explanations are covered.
5. Peer check: swap your summary with another person and give feedback based on points A,
B, C.
6. Your summary should be no more than 30 words (around 2 sentences).
Episode VI: RETURN OF THE JEDI
Luke Skywalker has returned to his home planet of Tatooine in an attempt to rescue his friend Han Solo
from the clutches of the vile gangster Jabba the Hutt.
Little does Luke know that the GALACTIC EMPIRE has secretly begun construction on a new armored
space station even more powerful than the first dreaded Death Star.
When completed, this ultimate weapon will spell certain doom for the small band of rebels
Summary
In this unit, you have learnt about summarising another author’s ideas, and you have also learnt
some basic strategies to do so.

The next tutorial is on writing a ‘reader response essay’.
References
Yiannouka,S. (2015, April 8). Secret of Singapore’s success in education. Retrieved from
http://lkyspp.nus.edu.sg/news/the-secret-of-singapores-success-in-education/
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Unit 7
Reader Response Essay:
Structure, Organisation and Language
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Contents Unit 6 Week 10 Tutorial
Introduction
Writing a reader response essay requires you to respond to another author’s ideas. It is a
fundamental academic skill required of all academics. A written response to another text allows you
to engage with other experts in a conversation about the ideas and concepts within your field. The
process of reading and responding enables you to describe and assess ideas from your own unique
point of view. You are then able to explain and assess these ideas as well as link them to the wider
field. In order to accomplish all that successfully, you are required to apply the skills of summarizing
and paraphrasing, which were taught in the previous units.
Learning Outcomes
1. identify the definition and purpose of a reader response essay;

2. establish connections between reader responses and your own academic practices; and
3. practise some basic strategies for writing a reader response.
Activity 7.1
Warming Up
Responding and developing opinions about ideas is an important aspect of being a critical
thinker.
What is your response (agree/disagree) to the statement? ‘Durians are fragrant and delicious’.
Discuss your response with your group. Can you think of a good explanation and any examples
from your own experience to support your position?
What is a Reader Response Essay?

A ‘reader response essay’, sometimes called a ‘response essay’ is an essay that responds to a
reading (text) written by another author. Think of a response essay as a conversation between you
and the reading. You read the text (listen), describe in your own words what the author says and
means (summarise); assess how you think and feel about the author’s ideas and whether you agree
with them; and explain why you think and feel this way (respond). You need to provide clear links
between each of these stages in your essay.
• Read the text;

• Describe what the author says and means;
• Assess how you think and feel about the reading;
• Explain why you think and feel this way; and
• Link these stages together.
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Activity 7.2
Topic Discussion: Gun Control
Read the article: ‘Every Teacher in America Should have a Gun’.
Every teacher in America should have a gun
The Arkansas Christian Academy in Bryant, Arkansas, is making national headlines after it announced that
some staff members will be armed with guns. It’s about time we have one institution that is finally standing
up and protecting our children, and hopefully it won’t be the last. In fact, every school teacher in America
should be armed in the classroom.
After my interview late last year on MSNBC’s Hardball with Chris Matthews, many balked and even made
fun of my position. But here’s the thing: This is a viable solution for the Arkansas Christian Academy, and
mark my words: it won’t be the last education institution to do this.
How many more times are we going to hear about a crazed gunman walking into a school armed and
ready to kill? How many more innocent children need to die before we wake up and prepare our teachers
to fight back? The only solution is self-responsibility: arm school officials and give them a fighting chance.
No gunman is going to target a school that can defend itself and fight back.
Every second counts in a school shooting. Calling 911 and waiting for police to arrive isn’t good enough.
Spartanburg County South Carolina Sheriff Chuck Wright says, “Our form of justice is not making it. Carry
a concealed weapon. That’ll fix it.” He’s also been quoted in many other instances in favor of more guns.
Then there was Milwaukee County Sheriff David Clarke Jr. who recently created a national uproar for
urging citizens to learn how to handle firearms so they can defend themselves, because he says, “simply
calling 911 and waiting is no longer your best option.” What happens when the closest police unit is 10
minutes away? One of two scenarios will happen: die or become injured waiting to be rescued, or fight
back. Shouldn’t we give our children and teachers a fighting chance?
Arming our teachers and training them how to properly use a firearm will translate to less heinous acts.
We can’t have another Columbine or another Sandy Hook. Just this week outside Atlanta it almost
happened again when Michael Brandon Hill allegedly walked into Ronald E. McNair Discovery Learning
Academy with an AK-47 and enough ammunition to takeout half the school. Luckily, Antoinette Tuff, who
works in the front office of the school, was able to talk Hill down. But what if she wasn’t able to? This had
the potential to be one of the worst school massacres in history. The one place you can bet something like
this will never happen: Arkansas Christian Academy.
If we look back at Sandy Hook last year, first grade teacher and hero Victoria Soto, who was shot and killed
after hiding her kids in a closet and told the gunman the kids were in gym, might still be alive had she
been armed and able to defend herself. So could a lot of other children and teachers who tragically died
that day.
Then there was the Pearl High School shooting in 1997 when a student killed two classmates and injured
seven others at his high school. An assistant principal, who was armed, intervened and held the shooter at
gun point until police arrived, and most probably prevented more people from being killed.
I believe that very shortly, carrying a firearm will become a requirement for all teachers and school
administrators. It’s the way it has to be and if teachers aren’t comfortable with that they’re going to have
to find a new profession.
In a perfect world we wouldn’t need to take such measures. But until that happens, critical thinking
suggests that we all exercise our second amendment rights, arm our teachers and school officials to ensure
the safety of our children, voice our support and keep a close eye on anti-gun crusaders who want to make
our decisions for us. A school should be a safe haven where children can learn and grow. And right now,
arming teachers is the only practical solution.
Siebold (2013) 663 words
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1. Discuss with your group: What is the topic of the article?

2. What do you think the author is saying about this topic?
3. Work individually and make a quick note of whether you agree or disagree with the author,
and briefly, why.
4. Share your thoughts and feelings about the reading with your group. Do you have any
differences of opinion on the topic? Be prepared to share these with the class.
Why Reader Response Tasks?

Whether you study science, social science, engineering, or the humanities you will be expected to
read and respond to ideas. Reading and responding is not simply reading a text and labelling it
‘correct’ or ‘incorrect’. Your professors assign reading and response tasks to assess whether you
understand the ideas and concepts you are learning about, and also, to determine whether you
can assess these ideas and link them to your own personal experience, and to other ideas and
concepts within your field of study.
Activity 7.3
Stating Your Stand
1. In Activity 7.2 you noted down whether you agree or disagree with the author of the topic
‘Every teacher in America should have a gun’. Now develop your thesis further by writing
down one reason why you agree or disagree with, find merit/no merit in the author’s
argument. Explain this reason carefully and include an example to support your point of
view.
 Is there anything in your own background or personal experience that you can use as
an example?
 Are there ideas that you are aware of, from your own reading or expertise, which you
could use to support your point of view?
2. Share your example with your group.

3. Your group should choose two examples to share with the class.
What does a Reader Response Essay look like?

In this course you will write a reader response essay of 300 words. It is important you structure the
essay well. So what is the best way to structure a reader response essay?
Response Essay Structure
The structure of a persuasive essay is similar to the hamburger structure you used for creating
paragraphs in Unit 2.
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It should look something like this:

Response Essay Structure
Introduction
• Topic/author introduction
• Thesis statement ( your stand)
Body (3 paragraphs)
• Summary of the reading
• Reason 1 +explanation + evidence/example
Conclusion
• Restate thesis
• Summarise reasons
• Call for action (optional)
Introduction
Overview
Your introduction should begin by introducing the author, the topic of the reading
and the author’s main idea.
Thesis statement ( your stand)
A thesis statement describes what you think about the article and what is to come in
the body of your essay. This way the reader has a clear idea of your point of view
(what you think) and what you are going to talk about in the body of your essay.
Body
A good way to order the body of your essay is to summarise the reading in the first
body paragraph, and then in the two subsequent paragraphs, describe what aspects
you agree and disagree with in the reading. (See figure below)
Paragraph 1: Summary of the reading
Paragraph 2: The points you agree with/like/find merit in
Paragraph 3: The points you disagree with/dislike/find no merit in
Conclusion
Your conclusion should provide a brief summing up of the points you have made.
You should not include any new points or ideas in the conclusion.
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Activity 7.4
Structuring an Essay
1. Review the diagram above and discuss with your group members any similarities between
structuring a persuasive essay and structuring a reader response essay. Be prepared to share
your ideas with the class.
2. In the following sample response essay the sections A-E are out of order. Work with a partner
to order and label them correctly.
A. In his article Siebold proposes that training and equipping teachers with concealed firearms
would give them ‘a fighting chance’ and places the onus on them to protect their own lives
and those of their students. In support of his arguments, Siebold suggests that police response
times are too slow to stop gunmen who target schools, and that arming teachers is a pragmatic
solution. He further proposes such a policy could have prevented the deaths of both staff and
students in past school shootings and would deter gunmen from targeting schools in the future.
Siebold concludes by arguing that his proposal is a necessary and workable strategy for the
defence of America’s children and warns against the arguments of anti-firearms groups which
he believes undermine the right for Americans to bear arms.
B. To conclude, Siebold advocates arming teachers in schools.This solution he suggests would

act as a deterrent and save lives. Yet, his argument rests on solving the problem of guns with
more guns, and could lead to more gun-related incidents in schools than less and have adverse
effects on the classroom. Stopping school shootings requires reducing people’s access to guns
not giving them more.
C. Siebold warns that Americans’ right to bear arms is undermined by the arguments of anti-
firearm groups. Yet, access to guns in American remains the central reason why so many tragic
shooting in schools and other public places continue to occur in America. The protection of
this second amendment freedom is directly responsible for the high number of fire-arm related
deaths in America. Laws that restrict gun access in America are the most practical and workable
solution to prevent more school shooting tragedies.
D. In Every teacher in America should have a gun, Steve Siebold defends his argument that
teachers should be required to carry firearms in American schools. Citing the Arkansas Christian
Academy in Bryant, Arkansas, which armed some of its teachers, Siebold attempts to offer an
answer to the problem of school shootings in America. His proposal, however, has potential to
create more harm than good and overlooks the fundamental causes of such tragedies and their
solutions.
E. At first glance Siebold’s arguments offer feasible solutions. Arming teachers might deter
people from attacking schools, nonetheless, it could also cause would-be-attackers to use
more powerful weapons and other destructive devices such as bombs. Siebold further notes
that police are often unable to respond fast enough to stop perpetrators from harming others
in school shootings. Nonetheless, while armed teachers would seem to solve this, teachers with
firearm training are not weapon experts, and might be unable to stop a determined gunman.
In addition, the policy would force teachers to carry weapons and put themselves in harm’s
way to protect their students. This undermines the rights of teachers to work in a gun-free
environment. Furthermore, speaking as a teacher, I would also argue that such a policy could
have adverse effects on the teacher student dynamic in the classroom and lead to an increase
in shooting incidents due to teacher’s guns being misplaced, stolen or seized during the course
of the school day.
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A Note on Linking
It is important to link the introduction, body and conclusion of your essay together. In unit 2 you
linked ideas together in your paragraphs with clear transitions. You need to do the same with the
sections and paragraphs of your essay. You can do this by creating sentences at the beginning and
end of each paragraph that link to each other. Your essay should also clearly outline the parts of
the reading you agree and disagree with. Finally, it should link together the ‘reading’ and ‘response’
parts of your essay accurately together.
Activity 7.5
Highlighting Key Words and Phrases
1. In the reader response essay the author has been careful to link the sections and paragraphs
together. Read the essay and underline the key words/phrases/sentence that link the
sections and paragraphs of the response together. Be prepared to share with the class.
2. Highlight the sections of the essay that focus on the reading and those parts that focus on
the response.
Tips for Writing a Reader Response Essay

After reading your essay, your reader should have a clear summary of the original reading, have a
good understanding of your response to the reading, and the reasons for your response. To achieve
this, it is important that your essay shows evidence of the following:
Show your Reader you Understand what the Author is Saying.

Your essay should describe the author’s ideas and arguments. You need to show the reader you
understand the topic the author is describing and her/his opinions about it. You also need to
demonstrate that you are not misinterpreting or misunderstanding these in anyway.
Show you have Thought About the Reading and your Response.
You need to show the reader that you have carefully thought about the reading. Your response
needs to describe your own personal thoughts and feelings about the topic and the author’s
ideas. Within your class are people from different backgrounds and cultures, people who have
had different experiences and possess different kinds of expertise. Each of these people will
therefore respond differently to the reading.
Don’t just Agree or Disagree, Explain why you Think and feel a certain way about the
reading.
If you feel angry, bored, enlightened or saddened by the reading then you need to say so, and
then explain why you think or feel this way. In other words, you need to give the reader reasons
why you like/dislike or agree/disagree with the reading.
Be specific about what idea you are responding to and how you are responding to it.
Each time you agree or disagree with an author, identify the specific idea in the reading that
made you feel or think this particular way. Describe why you agree or disagree with that point,
and support your response with an explanation and an example to demonstrate what you mean.
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Write in an understandable and concise way.

Your essay needs to be understandable, that means it is logically organised with clear transitions
between each point and section. Your choice of words, phrases and sentences should be
accurate rather than vague. To write concisely, you need to think like a computer programmer
and do more with less, that is, fit in more detail and explanation into fewer words. In other
words, you should write as efficiently as possible, so that you can include as many explanations
and examples as you can within the word limit.
Activity 7.6
Comparing 2 Essays
Compare the response essay with the original reading and answer the questions below. Underline
examples to support your answers.
1. Do the paragraphs do a good job of summarising the reading? Why/why not?

2. Does the response essay provide an explanation for why the author likes/dislikes
agree/disagrees with/find merit/no merit in the reading? Identify the paragraphs and any
sentences where the author of the response explains his/her position.
3. Does the response link the topic and the readings to the author’s personal experience?
4. Does the response identify the specific ideas in the reading that author is responding to?
5. Is the response essay understandable and logically ordered?
Summary
In this unit, you have learnt about the reader response essay, its purpose and structure. You have
also identified the qualities of a well-written reader response essay.
Preparing for Week 10 tutorial

In the next tutorial, you will complete Assignment 3 by writing a reader response essay.
References
Siebold, S. (2013, August 22). Every teacher in America should have a gun. Retrieved from
http://www.huffingtonpost.com/steve-siebold/every-teacher-in-america-_b_3797752.html
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Week 10 Tutorial
In-class Assignment
(Assignment 3: Reader response essay)
Half of the tutorial for Week 10 have been set aside for you to complete Assignment 3: Reader
response essay.
Hour 1: Reviewing the Readings
Activity 1
1. Read the readings in the appendix of the book and identify the main topic, argument and
the key points.
2. Share these with a partner. Be ready to share your notes with the whole class.
3. Discuss your stand on the issue with your partner. Be ready to share with the whole class.
4. Make a few notes of examples, evidence and points that support your response.
5. Sketch out a plan and structure for your essay with an introduction, body paragraphs, and
conclusion using the table.
Introduction
• Topic
• Author/s
• Thesis statement ( your stand)
Body (3 paragraphs)
• Summary of key points

Conclusion
• Restate thesis
• Summarise reasons
• Call for action (optional)
Hour 2: In-class Assignment

Please refer to Assignment 3 of the Course assignment section for instructions.
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Contents Week 10 Tutorial Presentation Checklist
Unit 8
Oral Presentation
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Introduction
This unit introduces you to the important skills and techniques for delivering presentations. It
focuses on how delivery, language, voice and non-verbal communication can help you develop
and improve your presentations.
Learning Outcomes
1. recognise basics skills and techniques for presentations including: delivery mode, language,
voice and non-verbal communication; and
2. prepare confidently for a 3-minute presentation in class.
Activity 8.1
Warm-up Activity
Discuss with your group:
1. When people present, what are their most common mistakes?

2. What do you find most difficult about delivering presentations?
3. Is there a presenter or presentation that you particularly like? Explain why you like
this person.
4. In previous communication skills courses what did you like or dislike about your
presentations in class?
Delivery
The way you use language in a presentation is important for communicating your ideas to the
audience, holding their attention and creating a good rapport.
When presenting your ideas avoid memorizing your presentation word for word, reading from a
manuscript, or reading a script as these approaches can disconnect you from your audience.
The biggest mistake that presenters make is to read their PowerPoint slides word for word.
Remember that your audience can see the words for themselves.
The best strategy is to plan your presentation carefully, and, for longer presentations (over 5
minutes) use some brief notes to help guide your presentation.
Language
Audience members cannot review what you say if they miss something during your presentation. It
is therefore important that you engage your audience, maintain their attention and ensure they can
easily follow your presentation (*Note that in this course you will not be using PowerPoint).
 You should use short, clear and concise sentences that are easily understandable.
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 Use transition words and phrases to link sentences and ideas together and to guide your
audience through the presentation.
 If you are speaking to a general audience, ensure that technical content is explained for non-
experts.
 Avoid highly informal language unless you have a specific purpose for using it.
 Avoid fillers ‘ums, er and ah’ sounds, as these make you sound unconfident, unprepared and
uncertain about the topic you are presenting.
Activity 8.2
Analysing for Language
Video (TED, 2011)
Try something new for 30 days | Matt Cutts

https://www.youtube.com/watch?v=JnfBXjWm7hc&list=PLBWAcGsO1NwpDpk
_f4UpZNBqHy22sMDoA&index=5
1. Watch the 3-minute presentation and tick the checklist below:

Yes No
a. Avoided fillers ‘ums, er and ah’
b. Used short, clear and concise sentences that are easily understandable.
2. Review the transcript of the presentation.

Yes No
a. Used transition words and verbal signposts.
b. Used any informal or inappropriate language.
3. Discuss with your group:

Yes No
a. Was the presentation easy to follow?
b. Do you have a clear understanding of the concepts described?
Voice
Voice refers to the quality of your speech and its volume. You need to ensure your presentation is
clear and audible.
 Ensure you maintain eye contact with audience.
75
 Speak loudly and clearly, and avoid mumbling, slurring or mispronouncing your words.
 Speak at a steady pace, as nervous speakers tend to speak too quickly.
 Use pauses to slow your speech down and to emphasise important points.
 Stress important words and ideas.
 Use intonation and avoid a monotonous tone (speaking like a robot) to make yourself more
expressive.
 Utilize a downward inflection at the end of your sentences to indicate certainty and
confidence.
Non-verbal Communication
Non-verbal communication refers to the movement of your face and body when you are presenting.
When doing your presentation, it is important to keep the following in mind.
Eye contact with your audience will keep them engaged.
Facial expressions show your engagement and interest in the topic you are presenting.
Gestures can be an important for enhancing your expressions and for emphasising your ideas.
However, avoid gesturing too quickly or repetitively as this can be distracting for your audience.
Also avoid gestures that suggest to your audience uncertainty, defensiveness or a lack of
confidence. These include: covering your mouth, crossing your arms and putting your hands in your
pockets.
Posture and movement is also important. Avoid casual poses that might suggest disinterest or a
lack of professionalism. Keep you posture upright and your stance confident.
Activity 8.3
Analysing for Non-verbal Communication and Voice
Video (TED, 2011)
Try something new for 30 days | Matt Cutts

https://www.youtube.com/watch?v=JnfBXjWm7hc&list=PLBWAcGsO1Nwp
Dpk_f4UpZNBqHy22sMDoA&index=5
Watch the 3-minute presentation again and make a note of the checklist below:
Yes No
a. Does the speaker face the audience?
b. Does he speak at an understandable speed?
c. Does he speak with expressive intonation and avoid a monotonous tone?
d. Does he use pauses effectively?
76
e. Does he stress important words appropriately?
f. Does he utilize a downward inflection at the end of important sentences?
g. Does he make eye contact with the audience?
h. Does he show expressive facial expressions?
i. Does he avoid gesturing too much, too quickly or repetitively?
j. Does he demonstrate good posture and movement?
Activity 8.4
Reading Out Loud
Work in groups of three and take turns to read aloud a few lines from the transcript using the
appropriate word stress, pauses, intonation and inflection.
Matt Cutts. Try Something New for 30
A few years ago, I felt like I was stuck in a rut, so I decided to follow in the footsteps of the great American
philosopher, Morgan Spurlock, and try something new for 30 days. The idea is actually pretty simple. Think
about something you've always wanted to add to your life and try it for the next 30 days. It turns out 30
days is just about the right amount of time to add a new habit or subtract a habit -- like watching the news
-- from your life.
There's a few things I learned while doing these 30-day challenges. The first was, instead of the months
flying by, forgotten, the time was much more memorable. This was part of a challenge I did to take a
picture every day for a month. And I remember exactly where I was and what I was doing that day. I also
noticed that as I started to do more and harder 30-day challenges, my self-confidence grew. I went from
desk-dwelling computer nerd to the kind of guy who bikes to work. For fun!
Even last year, I ended up hiking up Mt. Kilimanjaro, the highest mountain in Africa. I would never have
been that adventurous before I started my 30-day challenges.
I also figured out that if you really want something badly enough, you can do anything for 30 days. Have
you ever wanted to write a novel? Every November, tens of thousands of people try to write their own
50,000-word novel, from scratch, in 30 days. It turns out, all you have to do is write 1,667 words a day for
a month. So I did. By the way, the secret is not to go to sleep until you've written your words for the
day. You might be sleep-deprived, but you'll finish your novel. Now is my book the next great American
novel? No. I wrote it in a month. It's awful.
But for the rest of my life, if I meet John Hodgman at a TED party, I don't have to say, "I'm a computer
scientist." No, no, if I want to, I can say, "I'm a novelist."
So here's one last thing I'd like to mention. I learned that when I made small, sustainable changes, things
I could keep doing, they were more likely to stick. There's nothing wrong with big, crazy challenges. In
fact, they're a ton of fun. But they're less likely to stick. When I gave up sugar for 30 days, day 31 looked
like this.
So here's my question to you: What are you waiting for? I guarantee you the next 30 days are
going to pass whether you like it or not, so why not think about something you have always
wanted to try and give it a shot. For the next 30 days.
77
Activity 8.5
Preparing your Presentation
Make a one-minute presentation based on your reader response essay. When you have
completed your presentation work in groups of 3 and practice presenting to each other. Use the
checklist on the next page to give feedback to your partners.
Summary
In this unit, you have learnt some basic skills for presentation delivery. You have studied how good
delivery, use of language, voice and non-verbal communication can enhance your presentations.
Preparing for Week 12 and 13 tutorial

In the next tutorial you will complete Assignment 4 — a 3-minute presentation.
78
Contents Unit 8 Week 12 and 13 Tutorial
Presentation Checklist
Language ✓
 Used short, clear and concise sentences that were easily understandable.
 Used transition words and phrases to link sentences and ideas together.
 Ensured that technical content was explained for non-experts.
 Avoided highly informal/inappropriate language.
 Avoided fillers ‘ums, er and ah’ sounds.
 The presentation was easy to follow (why/why not).
Voice
 Maintained eye contact with the audience.
 Spoke clearly. Avoided mumbling, slurring or mispronouncing words.
 Spoke at a steady understandable speed.
 Used pauses to slow speech down and to emphasise important points (e.g.).
 Stressed important words and ideas.
 Used intonation and avoided a monotonous tone (speaking like a robot).
 Utilized downward inflection at the end of important sentences.
Non-verbal Communication
 Maintained steady and constant eye contact with audience.
 Facial expressions showed engagement and interest in the topic.
 Avoided gesturing too much, too quickly or repetitively.
 Avoided casual poses.
 Kept posture upright and confident.
79
Contents Presentation Checklist Course Assignments
Week 12 and 13 Tutorial

In-class Presentation
(Assignment 4: Oral Presentation)
Tutorial for Week 12 and 13 have been set aside for you to complete Assignment 4: Oral
presentation.
Please refer to Assignment 4 of the Course assignment section for instructions.
To prepare for your presentation, you can use the Presentation checklist to plan your presentation.
80
Contents Week 12 and 13 Tutorial General Instructions
HW0001
Course Assignments
81
Contents Week 12 and 13 Tutorial Assignment 1
General Instructions
HW0001 Introduction to Academic Communication is a non-examinable course. Your performance
will be assessed through 4 assignments and class participation. The table below provides a detailed
breakdown of the course assignments and weightings:
Assignment Word limit/duration Type Weighting

Cause and Effect Paragraphs 30 minutes
In-class Assignment

Summary Take-home Assignment

Reader Response Essay 1 hour
In-class Assignment
Assignment 4 3 minutes Individual 20%

Oral Presentation In-class Assignment
Class Participation Weeks 3 -13 Individual 15%
Total 100%
82
Contents General Instructions Assignment 2
Assignment 1
Paragragh Writing
Overview
Type: Individual
Word limit: 150 words
Weighting: 15%
Deadline: Tutorial 4, Week 6 (In-class assignment)
Objectives: To assess your ability to write a paragraph
Instructions
Details will be provided by your tutor.
83
Contents Assignment 1 Plagiarism Declaration Form
Assignment 2
Summary
Overview
Type: Individual
Weighting: 20%
Deadline: Tutorial 7, Week 9 (take-home assignment)
Objectives: To practise summarising
Instructions for Assignment 2

1. Please refer to Appendix I for the articles to complete the assignment.
2. Summarise both articles in no more than 300 words.
3. Your summary must include the main ideas from both the articles.
Instructions for Submitting Assignment 2

1. On the day of your tutorial, submit:
a. a soft copy of your written assignment through the Turnitin link in your tutorial site; and
b. a hard copy of the assignment to your tutor.
2. Type your assignment in Times New Roman, font size 12, and use double space.
3. Attach the Plagiarism Declaration Form to your assignment before submission.
4. Marks drop by 10% for each day that an assignment is submitted late. If the assignment is not
received by the tutor after the 5th day (including weekends and public holidays), it will not be
accepted for grading unless there is a valid reason.
5. Read the guidelines on academic dishonesty found at http://www.plagiarism.org/ and the
penalties for academic dishonesty below before submitting your assignment:
• A student who is suspected of academic dishonesty will be requested to attend an

interview conducted by the coordinator of the course and his/her tutor. If the
student refuses to attend the interview, his/her assignment will receive a ‘fail’ grade.
• If it has been established that the extent of the dishonesty is serious (i.e. a plagiarism
score* of between 30% and 50%), the student’s grade for that assignment will be
lowered by a letter grade.
• In especially serious cases (i.e. a plagiarism score* equal to or higher than 50%), the
assignment will receive a ‘fail’ grade.
84
Contents Assignment 2 Assignment 3
Plagiarism Declaration Form

Assignment 2: Summary
HW0001 Introduction to Academic Communication
Student’s (official) name:
Tutorial group number:
Tutorial day/time:
Tutor’s name:
Declaration
I/we have read and understood the guidelines on academic dishonesty as found
at http://www.plagiarism.org/ and the penalties for academic dishonesty (see
instructions for Assignment 2), and declare that this assignment is my own work
and does not involve plagiarism or collusion according to the University’s honour
code and pledge. The sources of other people’s work have been appropriately
referenced. I have also not submitted any part of this assignment for another
course.
I give my consent for my assignment to be used for teaching or research purposes.
Student’s signature: Date:
Note: The assignment will not be marked unless this form is completed and signed.
85
Contents Plagiarism Declaration Form Assignment 4
Assignment 3
Reader Response Essay
Overview
Type: Individual
Weighting: 30%
Deadline: Tutorial 8, Week 10 (In-class assignment)
Objectives: To assess your ability to write a reader response essay
Instructions
1. You are given 1 hour to write an essay of 300 words.
2. Read Texts A and B carefully and write an essay in response to the following question.
The proliferation of fake news on the internet has become a concern for many. On the other
hand, many advocates have supported the notion that everyone has the right to freedom
of expression. Which view do you agree with?
3. Use ideas from the texts, your knowledge and experience to support your arguments.
4. Use your own words as much as possible. Marks will be deducted if you lift from the texts.
5. Please refer to Appendix I for the articles to complete the assignment.
86
Contents Assignment 3 Assignment 4 Checklist
Assignment 4
Oral Presentation
Overview
Type: Individual
Weighting: 20%
Deadline: Tutorial 10 and 11, Week 12 and 13 (In-class assignment)
Objectives: To assess your ability to deliver a short presentation
Instructions
Task
You will give a one-to-one presentation to your tutor for 3 minutes. Your presentation will be
recorded and together with your tutor, the presentation will be reviewed.
You can present one of the following:

1. Your reader response essay (Assignment 3)
2. A topic you feel strongly about. You are required to read up on your chosen topic and bring
your selected article/s to class.
Preparation for Presentation

During the presentation weeks, please be punctual for class. Your presentation should be
consistent and cohesive in terms of content, organisation and language.
Dress appropriately for your presentation. Also, bring along a copy of the presentation feedback
form to give to your tutor at the beginning of the class. The form should be filled in where
applicable before it is handed in.
To prepare for your presentation, you can use the Presentation checklist on the following page to
plan your presentation.
87
Contents Assignment 4 Class Particiaption
Assignment 4: Oral Presentation

Presentation Checklist
Name: Tutorial group:
Content & Organisation Comments
● An appropriate opening:
- Gets attention.
- Introduces topic.
- Outlines presentation.
● Elaborates main claims:

- Explains claims clearly, displaying knowledge of
the issue.
- Provides evidence and support.
- Acknowledges and critically evaluates opposing
opinion(s).
- Transitions between claims logically/ logical
development of points.
● An effective closing:
- Briefly summarises presentation.
- Closes with memorable statement.
Presentation Delivery Comments
● Effective use of voice:

- Employs appropriate volume.
- Employs appropriate pauses.
- Uses appropriate word stress.
- Employs varied speaking rate.
- Utilizes downward inflection at the end of
sentences.
● Appropriate body language:

- Uses appropriate posture and movement.
- Uses eye contact.
- Uses appropriate gestures.
- Displays confidence.
● Language:
- Uses language effectively.
- Clear and accurate pronunciation.
(Adapted from Language and Communication Centre course HW0101/0103 Introduction to Critical Writing,
Unit 10)
88
Contents Assignment 4 Checklist Appendix I
Class Participation
Your class participation will be assessed according to the following criteria, with (1) being poor and
(5) being excellent:
1. No participation
2. Infrequent/inconsistent participation
3. Occasional participation (answers questions when asked)
4. Voluntary and regular participation
5. Always voluntary, frequent and very insightful participation
89
Contents Class Participation Text A
HW0001
Appendix 1: Articles for Assignments 2 and 3
Read the following articles in order to complete Assignments 2 and 3.
Tham, Y. C. (2019, May 07). Parliament: Fake news law necessary to prevent crisis of trust that
has hit other countries, says Shanmugam. Retrieved June 14, 2019, from
https://www.straitstimes.com/politics/fake-news-law-necessary-to-prevent-crisis-of-trust-
that-has-hit-other-countries-shanmugam
Vaswani, K. (2019, April 04). Concern over Singapore's anti-fake news law. Retrieved June 14,
2019, from https://www.bbc.com/news/business-47782470
90
Contents Class Participation Text B
Text A
Parliament: Fake News Law Necessary to Prevent Crisis of Trust That Has Hit Other Countries,
Says Shanmugam
SINGAPORE - Singapore's proposed law against fake news is aimed at preventing the loss of trust
in the government and institutions that has taken root in many Western societies, affecting the very
foundations of democracy, said Home Affairs and Law Minister K. Shanmugam on Tuesday (May 7
2019).
Describing this trust deficit as a fundamental problem in many countries, he urged Members of the
House to pay heed to this bigger picture, to understand why Singapore needs the Protection from
Online Falsehoods and Manipulation Bill.
The minister spent much of his two-hour long speech setting out the rationale for the proposed law
that has come under fire by some segments who feel it is too elaborate and far-reaching.
Casting his eye on developments around the world, he said there has been a serious loss of trust
in governments in Europe and in the United States.
At the same time, trust in important public institutions such as the media and medical and legal
professions has also been eroded.This creates a vicious circle that could lead to populism, he
warned, adding that in the end, society suffers and everyone suffers. While Singapore is doing well
compared to other countries, with trust in the Government and the media still relatively high, he
added, "we cannot ignore the global risk, and we are likely to be impacted by the same forces".
He singled out four factors that he said Singapore must guard against: rising inequality, failing
political systems, media abuse of power and new media being abused.
When inequality is high, and standards of living stagnate, people lose faith in democracy and
governments, he said. Add to this a media that aligns itself with partisan interests, new media is
weaponised to spread falsehoods, and the net effect is a destruction of trust, free speech and the
infrastructure of fact, which are the foundations of democracy, he added.
Citing countries such as the US, Australia, Britain, the Netherlands, New Zealand, and Sweden,
among others, Mr Shanmugam said that the percentage of people who say it is "essential" to live
in a democracy has fallen significantly, especially among the young.
"The desire for an upending of the status quo can lead to serious consequences and destabilisation,
with global effect," he added.
The crisis of trust has in turn opened the doors to the dangerous and destructive politics of
populism in many countries, making it harder for governments to fix problems, he said as he set
out the context under which the Bill was proposed.
"It will be very unwise for us to watch and do nothing because it can sweep us over very quickly. I
believe we are at one of those crucial turning points in history," he added.
"This Bill is an attempt to deal with one part of the problem. The serious problems arising from
falsehoods spread through new media. And to try and help support the infrastructure of fact and
promote honest speech in public discourse. It is an important part - even as we work on other
aspects."
(Tham, 2019)
91
Contents Text A
Text B
Concern Over Singapore's Anti-Fake News Law
This week Singapore's government proposed its anti-fake news law in parliament - the Protection
from Online Falsehoods and Manipulation Bill.
The government says the law is necessary to protect Singaporeans from fake news and educate
them about potential damage it can cause - in particular inciting racial and religious disharmony.
But critics say this new law puts too much power in the hands of the Singapore government,
potentially threatening civil liberties.
Under the new law Singapore's government will determine what is factual news and what is not. If
there is content about public institutions the government says is false, it can issue corrections that
must be published, though it is yet unclear the exact process of how that would happen. In extreme
cases, it can tell online platforms to remove content it deems false.
This would affect not just individuals but also social media sites like Facebook, Google and Twitter
which have their regional headquarters in Singapore. Facebook and Google have said while they
support regulation around fake news, they are concerned over some elements of the proposed
law. Twitter has said it is reviewing the draft legislation. Media outlets like the BBC, Financial Times,
Wall Street Journal and Reuters who are also based in Singapore, will be affected if their content is
deemed to be false.
Jail sentences and fines are also on the cards for those found guilty of publishing falsehoods with
malicious intent or going against Singapore's public interest.The government says the law will not
target opinions or freedom of expression. "Lawyers will know you can define what is true and what
is false and refer to facts," Singapore's Home Affairs and Law Minister Kasiviswanathan Shanmugam
said. "This legislation deals with false statement of fact. It doesn't deal with opinion, it doesn't deal
with viewpoints. You can have whatever viewpoints, however reasonable or unreasonable."
But experts say the law is too vague."The law is sweeping, broad and contains vague wording that
can be common to legislation in Singapore," says Chong Ja Ian, a political scientist working in
Singapore. Professor Chong points to a number of clauses that he says gives broad latitude to the
Singapore government. "Several sections [4(f), 7(1)(b)(vi), 8(3)(f), 9(3)(f)] say that a person must not
do anything in or outside Singapore, according to the law, to 'diminish public confidence' in a state
body," says Professor Chong. "What does 'diminish public confidence' mean? A minister can have
a lot of latitude to determine whether a statement diminishes public confidence or not."
Take for example the high profile escape of alleged terrorist Mas Selamat, who escaped from a
Singapore prison in 2008 by climbing out of a window. Under the proposed law, that he broke out
may be a fact, but could reporting that it was because of inadequate security measures, thereby
eroding confidence in a public institution, be in violation of the law?
Experts say clauses like this could potentially make commenting or reporting on matters of public
interest problematic.
Professor Chong also refers to Clause 61 which, according to the draft bill, "enables the Minister
to exempt a person or class of persons from any provision of the Bill". The way the law is worded
suggests the government "can exempt anybody from this act that they want," he says. The fear is
that if power is abused, the law leaves open the possibility that a government official would not be
brought to account for potentially spreading falsehoods.
The government says that if you do not agree with their decision, there is always a judicial review
open for you. "The government is not the final arbiter of truth" Mr Shanmugam says in a Facebook
92
Contents Text A
post, in an attempt to clear up misconceptions about the proposed law. "If the person who puts it
[the content in question] up says, no this is true, this is not false, then challenge it in court...The
courts are the ultimate arbiters of the truth." But Kirsten Han, editor of New Naratif, a regional-
focused news site, says that's not a realistic option for most Singaporeans who don't have the time,
money or the will to go up against the government. "I would question the number of alternative
sites and Singaporeans who would have the resources to take the government to the high court in
an attempt to overturn a minister's direction," she said.
"The most important near term impact will be that people will stop sharing and commenting as
much online," says Singapore writer Sudhir Vadaketh. "If people become afraid to talk about
things… then they won't just become hesitant in talking about race or religion. They will be afraid
to criticise any government policy." "They will be worried about commenting on what is going on
in Singapore."
The draft bill will most likely be voted on in parliament next month ( May 2019). Singapore's ruling
party, the PAP, has been in power since independence in 1965. It controls at least 80% of the seats
in parliament, so it is almost certain the bill will become law.
When it does, the next step is to watch how Singapore uses this law in practice. Rights groups point
to previous cases which they say show the Singapore government's sensitivity to criticism, and say
that sets a worrying precedent for how this law may be used. The bill is also being pushed through
ahead of widely expected elections which it is thought will be held soon.
"This is politically driven," says Phil Robertson, of Human Rights Watch. "A government heading
to an election...they are worried. Singapore is using this law to set themselves up as the lord and
master of what is right on the internet." Still, some legal experts say the law has the potential to
add clarity to matters of public debate, and should not be seen as something sinister.
"There is a pragmatic streak in the law," says Eugene Tan, Associate Professor of Law at Singapore
Management University."It seeks to have the government's version of the facts and its side of the
story known. When it becomes law, the content producer and/or the online platforms will have to
carry the competing narratives."
Regulating fake news is necessary. And how Singapore is proposing to tackle this will be watched
closely in other Asian capitals. But laws should be designed to protect citizens - that includes from
the potential abuse of government. No government is perfect, but Singapore's approach may
depend far too much on the benevolence of those in power.
(Vaswani, 2019)
93

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HW0001

Introduction to Academic Communication

Academic course team members Dr Christopher John Hill

Course advisor/Editor Dr Angela Frattarola

Editorial assistant Siti Sulaiha bte Kamsani

Copyright © The Language and Communication Centre

Welcome to LCC course, Introduction to Academic Communication! HW0001 Introduction to

Course Description .........................................................................................................1

Unit 1: Sentence Structure .............................................................................................4

Unit 2: Paragraph Structure ......................................................................................... 15

Unit 3: Compare and Contrast Paragraphs .................................................................. 26

Unit 4: Cause and Effect Paragraphs ........................................................................... 41

Unit 5: Reader Response Essay: Paraphrasing ............................................................. 50

Unit 6: Reader Response Essay: Summarising ............................................................. 58

Unit 7: Reader Response Essay: Structure, Organisation and Language...................... 64

Week 10 Tutorial: In-class Assignments .................................................................. 72

Unit 8: Oral Presentation ............................................................................................. 73

Week 12 and 13 Tutorial: In-class Presentations ..................................................... 80

Course Assignments ..................................................................................................... 81

General Instructions .................................................................................................... 82

Assignment 1: Paragraph Writing ............................................................................... 83

Assignment 2: Summary .............................................................................................. 84

Plagiarism Declaration Form ..................................................................................... 85

Assignment 4: Oral Presentation .................................................................................... 87

Presentation Checklist ................................................................................................ 88

Appendix 1: Articles for Assignments 2 and 3 ................................................................ 90

Tutorial Topic Assignments/Remarks

Week 6 Cause Effect and Compare Contrast Assignment 1

Week 7 Students are required to visit the LCC

Tutorial Topic Assignments/Remarks

Week 9 Submit Assignment 2

15% Class Participation - Tutorials will be conducted as workshops focusing on written

Assignment Word Limit/Duration Type Weighting

Assignment 1 150 words Individual 15%

Assignment 2 300 words Individual 20%

Assignment Word Limit/Duration Type Weighting

Assignment 3 300 words Individual 30%

Assignment 4 In-class Assignment Individual 20%

Class Participation Weeks 3-13 Individual 15%

Ice Breaking Activity

Who, what, where, when, how, why

These are two primary pieces of information a reader looks for:

To revise, just give the context before the list:

 People are commonly allergic to things like peanuts, shrimp....

Video (Anglo-Link, 2012)

There are two main ways to do this.

Strong verb: Using stronger verbs can ‘improve’ your writing.

2. Use specific and concise verbs.

Simple verb: He ‘is getting’ a new car.

Srong verb: He ‘purchased’ a new car.

Simple verb: The hungry animal ‘ate’ his food.

Strong verb: The hungry animal ‘devoured’ his food.

Watch the 2 videos to learn about strong verbs.

Video (Curriculum Pathways, 2013)

Video (ZephyrWritingTips, 2013)

1. There was a bird in a tree.

Expanding Your Vocabulary

Take for example the word ‘good’

Other words that can used as a substitute for ‘good’:

Look at the following sentence.

Bill is good at what he does as a result of his years of experience or

Experienced Bill’s surgical skills come from his extensive experience.

Responsible/Trustworthy Bill is dependable and reliable.