1

UNIVERSITAS BUDDHI DHARMA

FAKULTAS ILMU SOSIAL DAN HUMANIORA

PROGRAM STUDI
STRATA-1 SASTRA INGGRIS

RENCANA PEMBELAJARAN SEMESTER

&
MODUL PERKULIAHAN
TAHUN AKADEMIK 2019-2

DOSEN KOORDINATOR : PC. SUDARMADI, S.Pd., SP.1

KODE MATA KULIAH : BIA4E2
MATA KULIAH : Upper Intermediate WRITING
SEMESTER :4
TANGGAL BERLAKU : 18 Februari 2021 – 18 Juli 2021

TANGERANG
Februari 2020

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UPPER INTERMEDIATE WRITING

The Objectives:

1. Guiding the students to improve their skills on writing paragraphs with specific topics.
2. After taking the course the students must be able to:
a. Understand the theory of writing multiple paragraphs with specific method.
b. Understand the way to make quotation, to do paraphrase, and to write summary.
c. Understand and have skills to write paragraphs of essays and improve them to be
academic articles for academic purposes

Grading System:

No Components Presentage Notes

1 Attendance 10 % Minimal attendance 75 % (absent 4 times)
2 Assignments 20 % May be given with or without prior information
3 Mid Term Test 30 % The material is specififcally prepared
4 Final Test 40 % The material is specififcally prepared

The Process:

Ss The Goals Topics Activities Scoring’s Scores

s Sub Topics indicators
1 Students can recover The rule of the activity Explanation Students’
their understanding Chapter I INTRODUCTION Discussion participation 1%
of writing
paragraphs.
2 Students understand Chapter II ESSAY and Explanation Students’ 2%
how to compose an PARAGRAPHS and discussion participation
essay Exercise
3 Students can write CHAPTER III Explanation The ability to 4 %
– Descriptive PARAGRAPH WRITING: Discussion describe
4 Paragraphs DESRIPTIVE PARAGRAPHS Exercises something
5 To know the Quiz -1 Writing The method of 5 %
students’ ability to writing and the
describe something. information given
6 Students can Narrate CHAPTER III Explanation The way they 5 %
- thier experiences PARAGRAPH WRITING: Discussion narrate their
7 NARRATIVE PARAGRAPHS Exercise experiences
Quiz-2
8 MID TERM TEST MID TERM TEST MID TERM MID TERM TEST 30 %
TEST
9 The students can Overviewing Mid Term Test Discussion The students’ 1 %
- identify and Material Explanation participation
1 recognize their .
0 weakness in the
previous test.
1 The students can CHAPTER III Explanation, The method of 1%
0 write Argumentative PARAGRAPH WRITING: discussion, writing and the
and persuasive ARGUMENTATION AND exercise message existing

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paragraphs PERSUASION PARAGRAPHS in the paragraph

1 Quiz-3 Quiz-3 Quiz-3 Quiz-3 4%
1
1 Students can learn to CHAPTER IV Explanation The way to write 2 %
2 write and use WRITING REFERENCES Discussion reference,
– references correctly Exercise paraphrase,
1 and appropriately quotation,
3 summary.
1 Students can write OVER VIEW the Material Explanation The class’ 3%
4 Argumentasion and learnt. Discussing and participation
– Persuasion THE ASSIGNMENT reporting the
1 Paragraphs, progress of
5 completed with the
correct and assignment
appropriate
references.
Students can finish TERM PAPER Finishing the The completness 40 %
1 the assignment on assignment of the paragraphs
6 time and submitting and the use of
it in the reference
examination The way to use
class reference.

Tangerang, 18 Februari 2020.

Disusun oleh, Menyetujui Mengetahui,

`
PC. Sudarmadi, S.Pd., Sp.1. Riries Mutiara P.M.Hum. Iwan, S.Pd., M.M., M.Pd.
Koordinator Mata Kuliah Ketua Jurusan Sastra Inggris Sekretaris F.S.H.

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CHAPTER I
INTRODUCTION

1. Introduction
For some students, writing an essay is something hard to do. But, for some others, writing is
interesting activity. For those who suppose that writing is difficult, are often confused how to start
to write. In the other hand, those who like writing think that by writing they can explore and
express their imagination freely.

2. The Goal and Function of the subject

The goal of the subject is to guide the students to write paragraphs of essay accordingly. The
students are also guided to know the way to develop certain kind of paragraph, such as,
description paragraphs, narration paragraphs, and argumentation & persuasion paragraphs.
After Mid Term Test, the students are also guided to do paraphrasing, quoting, and summarizing.
All of the activities are aimed to help the students avoid plagiarism and prepare themselves to
write thesis to complete their studies’ requirements.

3. The Activity
The activity of the class will be about writing paragraphs, summarizaing, paraphrasing, and writing
quotation. Before they do writing, they will read some examples and discuss the elements existing
in the examples. All students have to do the exercises given by the lecturers in order that they will
get experinede and be able to do writing well.

4. The Rule of the Class

The class is managed accordingly. Every student will be treated fairly. However, the students must
also obey the rule of class, such as the attendance, class participation, taking mid test and final test
in the right time.

CHAPTER II
ESSAY AND PARAGRAPHS

Essay is a piece of writing made up of a number of paragraphs (Peter Chin and friends in
Academic Writing-2). Each paragraph has a specific role in an essay. In a five paragraphs
essay, the first paragraph has a role as an introduction, the second, third, and fourth
paragraphs perform the body of the essay, and the fifth paragraph performs as a
conclusion. Essays may vary in length, and a five paragraph-essay’s structure can be
adapted for longer or shorter essays.

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A Structure of a Five-Paragraph Essay.

INTRODUCTORY PARAGRAPH
Thesis Statement (what will be talking about in the paragraphs that
follow)

BODY PARAGRAPH-1
Topic Sentence
Supporting sentences
Concluding sentence
BODY PARAGRAPH-2
Topic Sentence
Supporting sentences
Concluding sentence
BODY PARAGRAPH-3
Topic Sentence
Supporting sentences
Concluding sentence

CONCLUDING PARAGRAPH
Restating what have already been stated/explained in the previous
paragraphs. It Summarises the ideas. It is the final thought that
closes the article.

Note:

1. Thesis is the most important sentence because it shows what the paragraphs
will be about.
2. After thesis statement, there will be topic sentences (hook) in each paragraph.
Topic sentence is usually put in the first sentence or at the end of the paragraph.
However, beginners, both the writers and the readers, will get a lot of help if the
topic sentence is put in the first sentence of the paragraph. Because, the topic
sentence can guide them to focus their minds to understand the message of the
paragraph.
3. Here are examples of the topic sentences:
- Solar power improving people’s lives in developing countries
- Tangerang is getting busy and crowded
- Studying English needs a lot of practice

The examples above show:

Topic sentence functions as a hook

No Topic Controlling ideas
1 Solar power Improving people’s lives
2 Tangerang Is getting busy and crowded

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3 Studying English Needs a lot of practice

4. Supporting sentences must show and prove that the topic sentence is true.
Therefore, before writing topic sentences, the writer must organize the
information in their minds, including the reason, evidence, and explanation.

Exercise:

Please write 10 topic sentences of your own:

1. ...................................................................................................................
2. ...................................................................................................................
3. ...................................................................................................................
4. ...................................................................................................................
5. ....................................................................................................................
6. ....................................................................................................................
7. ....................................................................................................................
8. ....................................................................................................................
9. ....................................................................................................................
10. .....................................................................................................................

CHAPTER III
PARAGRAPH WRITING
In the previous semester, the students have learnt how to write and develop paragraphs.
They also learnt some type of paragraphs. In this module, the students are guided to write
essays consisting of five paragraphs developed on certain type of paragraphs, such as
Descriptive Paragraphs, Narrative Paragraphs, Argumentation and Persuasion Paragraphs,
and the way to use references by paraphrasing, quoting, and summarizing to support their
works .

A. DESCRIPTIVE PARAGRAPHS
Taking a picture of something with a camera. Picturing something with words.
Like a photograph, descriptive paragraphs must present a real condition of
something clearly, even clearer than a photograph. For example, when you
describe someone or something, you give a picture of them by using words to your
readers.

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To make the words picture as vivid and real as possible, you must observe and
record specific details that appeal to your readers’ senses. Remember, there are
five senses owned by every people; they are: sight, hearing, taste, smell, and
touch.
More than any other type of essay, a descriptive paper needs sharp and colourful
details.
Here is a sentence in which almost none of the senses is used:
“In the window was a fan,”
In contrast, here is descriptive rich in sense impressions:
“The blades of rusty window fan clattered and whirled as they blew out a
stream of warm, soggy air.”

Sense impressions here include sight (rusty window fan, whirled), hearing
(cluttered), and touch (warm, soggy air).

The vividness and sharpness provided by the sensory details give us a clear
picture of the fan and enable us to share in the writer’s experience.

This section will ask the learners to practice to describe sharply a person, place, or
other thing. For helping do the assignment, first read the essay given as examples,
and then answer the questions that follow.

Here is an example,
Pay special attention to paragraph-1 and paragraph-2, and see how the reporter
tried to describe the situation.

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And, here is another example

Family Portrait
My mother, who is seventy years old, recently sent me a photograph of herself that I had
never seen before. While cleaning out the attic of her home, she came across a studio protrait she
had had taken about a year before she married my father. This picture of my father as a twenty
year old girl has fascinated me from the moment I began to study it closesly.

The young woman in the picture has a face that resembles my own in many ways. Her face
is a bit more oval than mine, but the softly waving brown hair around it is identical. The small
straight nose is the same model I was born with. My mother’s mouth is closed, yet there is just the
slightest hint of smile on her full lips. I know that if she had smiled, she would have shown the
same wide grin and downcurving “smile lines” that appear in my snapshots.

I’ve also carefully studied the clothing and jewelry in the photograph. My mother is
wearing a blouse and skirt that, although the photo was taken fifty years ago, could easily be worn
today. The blouse is made of heavy eggshell-coloured satin and reflects the light in its folds and
hollows. It has a turned-down cowl collar and smocking on the shoulders and below the collar. My
mother is wearing silver drop earrings. They are about two inches long and roughly shield-shaped.

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The story behind the picture is interesting to me. Mom, who was
earning twenty-five dollars a week as a file clerk, decided to give her
boyfrined (my father) a picture of herself. She spent almost two week’s salary
on the skirt and blouse, which she bought at a fancy department store down
town. Just before giving the picture to my father, she scrawled at the lower
left, “Sincerely, Beatrice.”
When I study this picture, I react in many ways. I think about the trouble that mom went to
in order to impress the young man who was to be my father. I laugh when I look at the ring that
was probably worn to make my father jealous. I smile at the serious, formal inscription my mother
used in this stage of the budding relationship. It is a moment of beauty, of love, and in a way of my
own past.

And here are questions to guide you understanding the paragraphs:

1. What is the first paragraph talking about?
2. In which parts are the content of this essay?
3. What is this kind of paragraphs written based on?
4. What is your conclusion about these paragraphs?

Exercise:
Complete the following draft with correct and appropriate sentences to compose good descriptive
paragraphs.

My Fantasy Room

1. Recenty, the comic strip “Peanuts” had a story about going to camp for a week. At the camp, there is no
flag raising or required activity. All the campers do is staying in a room on the mattress and eating junk
food. The idea appeald to me and I began to think of having my own room of my dream.
2. First of all, my fantasy room would be decorated in a way that would make me feel totally at ease. The
walls would be
...........................................................................................................................................................
...................................................................................
……………………………………………………………………………………………………………………………
……………………………………………….
3. I would like to have a king-sized bed with ……………………………………………………………………
.....................………………………………….. .............................................................................................
......................................................................................................................................................................
........................................................................................................................................................................
4. Finally, my fantasy room would
Upper Intermediate Writing, 2019-2
have ................................................................................................................................................................
.....
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WWriting Assignment

write an essay about a particular place that you can observe carefully or that you already known
well. Here are some places that can be the topics:
 Pet Shop * Super Mall * My House * Bus Driver
 Teacher * Students

B. NARRATIVE PARAGRAPHS

When we want to narrate something, we mean to write down on papers something we have
experienced. Narration is a written text talking about anything happened in the past.
As an experience, narrative paragraphs should be presented in order, i.e., in the sequence in which
the events or the experiences happened. A person might say, for example, “I always really
embarrassed the day I took my driver’s test.”

Then, go on to develop that statement with an account of experience. If the story is sharply
detailed, we will be able to see and understand just why the speaker felt that way.

Here is an essay to read.

Adopting a Handycap
My church recently staged a “Sensitivity Sunday” to make our congregation aware of the
problems faced by people with physical handicaps. We were asked to “adopt a handicap” for
several hours one Sunday morning. Some members chose to be confined to wheelchairs as I did,
while others stuffed cotton in their ears, or wore blindfolds.

Wheelchairs had never seemed like scary objects to me before I had to sit in one. A tight
knot grabbed hold in my stomach when I first took a close look at what was to be my only me ans of
getting around for several hours. I was sturck by irrational thought. “Once I am in this wheelchair,
the handicap might become real, and I might never walk again.” This thought, as ridiculous as it
was, frightened me so much that I needed a large dose of courage just to sit down.

After I overcome my fisrt fear of the wheelchair, I had to learn how to cope with it. I
wiggled around to find a comfortable position, and thought I might even enjoy being pampered
and wheeled around. I glanced over my shoulder to see who would be pushing me. It was only
then that I realized I would have to navigate the contraption all by myslef! My palms reddened and
started to sting as I tugged at the heavy metal wheels. I felt as though everyone was staring at me
and commenting on my clumsiness.

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When the service started, more problems cropped up to frustrate me even further. Every
time the conggregation stood up, my view was blocked. I could not see the minister, the choir, or
the altar. Also, as the church’s aisles were narrow, I seemed to be in the way no matter where I
parked myself. For instance, the ushers had to step around me in order to pass the collection plate.
This made me feel like a nuisance. Thanks to a new building program, however, our church will
soon have the wide aisles and well spaced pews that will make life easier for the handicaped. This
made me feel like a little child being talked down to and added to my sense of helplessness.

My few hours as a disabled person left a deep impression on me. Now, I no longer feel
resentment at large tax expenditures for ramp-equipeed buses, and I wouldn’t dream of parking
my car in space marked “Handicapped Only.” Although my close encounter with a handicap was
short-lived, I can now understand the challenges, both physical and emotional, that wheelchair-
bound people must overcome.

Writing assignment

Direction:
Write an essay telling about an experience in which a certain emotion was predominant. The
emotion might be dissapointment, embarrassment, happiness, frustration, or any of the following:
* Fear * Anger * Pride * Nostalgia * Disgust * Jelaousy * Relief * Loss

How to Proceed
a. Think of experience or event in your life in which you felt a certain emotion strongly. Then spend at least
ten minutes for free writing about that experience. Do not worry at this point about such matters as
spelling or grammar or putting things in the right order, instead, just try to get down as many details as
you can think.
b. This preliminary writing will help you decide whether your topic is promising enough to continue work
on. If it is not, choose another emotion.
c. Write out your thesis in a single sentence, underlining the emotion you will focus on.
d. Make up a list of all the details involved in the experience. Then arrange those details in chronological
(time) order.
e. Using a list as a guide, prepare a rough draft of your paper. Use time signals such as first, then, next,
after, while, during, finally, etc.

Quiz:
Direction: Write an essay of Narration that consists of 5 paragraphs. You may choose one of the
the following topics to develop. Remember, your paragraphs must always follow the rule of writing
narration paragraphs. Here are the topics:

1. Sadness 2. Greed 3. Sympathy 4. Love 5. Shyness 6. Loneliness

Don’t forget , in this kind of paragraf, simple past sentences are usually used to tell the experience
of you or someone else.

C. ARGUMENTATIVE AND PERSUASIVE PARAGRAPHS\

Sesi-9

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Sediakan contoh contoh argumen orang lain (satu kutipan pernyataan) untuk
ditanggapi oleh mahasiswa: setuju atau tidak setuju. Mahasiswa hrs menulis tiga
alasan utamanya langsung nyambung di paragraf yg sama. (alasan ini yg akan
diuraikan pada paragraf berikutnya)
Most of us have often made argumentation to argue our friends’ argumentation. Or, it often
happens, our friends argue our argumentation. He or she doesn’t agree with our opinion, so they
challenge any sweeping statement we might make. He or she will ask, “Why do you say that?”
“Give your reasons,” etc.

Our questioners then listen carefully as we state our case, waiting to see if we really have solid
evidence to support our point of view. Such questions may make us feel uncomfortable, but we
may also feel grateful to him or her for helping us clarify our opinions.
Ability to advance sound and compelling arguments is an important skill in everyday life. For
example, students can use persuasion to make a point in a class discussion, persuade a friend to
lend them money, or talk an employer into giving you a day off from work.
Learning about persuasion, logical reasoning can also help someone see through, sometimes, the
faulty arguments in advertisements, newspaper articles, political speeches, and the other
persuasive appeals that people see and hear everyday.
So, let’s argue a position and defend it with a series of solid reasons to persuade the other people
to agree with us.

Read the following example

TEENAGERS and JOBS

“The pressure for teenagers to work is great, and not just because of the economic plight in the world today.
Much of it is peer pressure to have a little bit of freedom and independence, and to have their own spending
money. The concern we have is when the part time work becomes the primary focus,” says Roxane
Bradshaw, educator and officer of the National Education Association. Really, working can be a valuable
experience for the young. However, working more than about fifteen hours a week is harmful to adolescents
because it reduces their involment with school, encourages a materialistic and expensive lifestyle, and
increases the chance of having problems with drugs and alcohol.

Schoolwork and the benefits of extracurricular activities tend to go by the wayside when
adolescents work long hours. As more and more teens have filled the numerous part time jobs
offered by fast-food restaurant and mall stores, teachers have faced increasing difficulties. They
must both keep the attention of tired pupils and give homework to students who simply don’t have
time to do it. School bands and athletic teams are losing players to work, and sport events are
poorly attended by working students. Many students get exhausted because of working and
studying, and doing other school activities.

Another drawback of too much work is that it may promote materialism and an unrealistic
lifestyle. Some parents say that a work teaches adolescents the value of a dollar. Undoubtedly, it
can, and it’s true that some teenagers work to help out with the family budget or save for college.
However, surveys have shown that the majority of working teens use their earnings to buy
luxurious hand phones, clothings, or even vehicles. These young people do not worry about
spending money wisely.

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Finally, teenagers who work a lot are more likely than others to get involved with alcohol and drugs.
Teens who put in long hours may seek a quick release from stress, just like the adults who need to drink a
couple of martinis after a hard days at work. Stress is probably greater in our society today that it has been at
any time in the past. Also, teens who have money are more likely, for various obvious reasons, to get
involved with durgs.

Teenagers can enjoy the benefits of work while avoiding its drawbacks simply by limiting their work
hours during the school year. Exhausted students are usually not able to concentrate their minds to follow
the learning activities in the classroom. A moderate approach will be the most healthy and rewarding.

Questions to guide the students in understanding the paragraphs

1. What is the first paragraph talking about?
2. In which parts are the content of this paragraphs?
3. What is this kind of paragraphs written based on?
4. What is your conclusion about these paragraphs?

Writing asignments

Write an essay in which you argue for or against any one of the three comments below. Support
and defend your argument by drawing upon your reasoning ability and general experience.

1. In some ways, television has proved to be one of the worst inventions of recent times. All
too often, television is harmful because of the shows it broadcasts and the way it is used in
the home.
2. College athletes devote a lot of time and energy to teams that sometimes make a great deal
of money for their schools. Often athletes stress a sport at the expense of their education.
And their efforts rarely give these young men and women experiences and skills that are
useful after college. It is only fair, therefore, that college athletes be paid for their work.
3. Many of society’s worst problems with drugs result from the fact that they are illegal.
During prohibition, America discovered that making popular substances unlawful causes
more problems than it solves. Like alcohol, drugs should be legal in this country.

How to Proceed

1. take several minutes to think about the comments. Which one in particular are you for or against
– and why?
2. On a sheet of paper, make up a brief outline of support for your position on one of the
comments. Preparing the outline will show whether you have enough support for your position.
3. Next, decide how you will develop each of your three supporting points. Make up brief outlines
of the three points.
4. Decide in what order you want to present your paragraphs. Often, emphatic order (in which you
end with the most important reason) is an effective way to organize an argument, for the final
reason is the one your reader is most likely to remember.
5. Provide as many convincing details as possible.
6. As you write, imagine that your audience is a jury that will ultimately believe or disbelieve your
arguments. Have you presented a convincing case?
7. As you are working on the drafts of your paper, keep the four bases of unity, support, coherence,
and sentence skills in mind.

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8. Finally, proofread the next-to-final draft of your paper for sentence-skills, mistakes, including
spelling.
Session-8

CHAPTER IV
WRITING REFERENCES

When you write a scientific article, reports, theses, term papers, etc., you will have to use some others’
inventions or statements written in books, journals, and other forms of academic works as reference and as
sources to get data and other information. The relevant data or information are then quoted, paraphrased, or
summarized as reference to support and complete the works you are doing.

Reference is very important as it will support your idea and the data or statement of it will make your
scientific articles more reliable. According to Oxford Advanced Learners Dictionary, reference is a thing
you say or write that mention something else or the act of mentioning something; or the act of looking at
something for information.

One important thing to remember is when you take or copy someone’s invention or statement, you have to
mention their names; if not, your work will be punished as plagiarism. Keep out of danger. Plagiarism
is forbidden.

When you begin writing your final paper/thesis, you must be careful, not to commit plagiarism. Longman
Exams Dictionary, Pearson Educational Limited states that plagiarism means copying someone else’s ideas
or words without naming the original writer, or without acknowledging that you have copied their words
exactly.

It is taken very seriously at most universities and may result in your failing in term paper, or even you are
being asked to leave the university.

To avoid committing plagiarism, academic writing introduces three ways of taking others’ opinion
or statement to support and complete their academics paper or works.

The three ways are:

1. QUOTATION

Oxford Advanced Learners Dictionary states that to quote means to repeat the exact words that
another person has said or written.
It means, you will write the other statement and therefore you oblige to write their names.

Note:
Be careful not to quote directly too often.
You may quote only when the original writer has expressed an idea so clearly that you could not
rewrite it without damaging its quality. Here, you can copy the exact words.
These must be enclosed in quotation marks, with the name of the writer clearly stated and a
footnote or bibliographical reference that includes the page number where the words can be
found.

Here are some examples:

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1. John Smith claims: “this is a significant issue, which the academic community has ignored”
(Smith, 1980, p107)

2. According to Brown (2001), perhaps the best way to teach reading is through bottom up
methodology: teach symbols, grapheme-phoneme correspondences, syllables, and lexical
recognition first, and then comprehension would be derived from the sum of the parts.

3. Nunan (2003) describes some principles for teaching reading such as exploiting the reader’s
background knowledge, teaching reading strategies, and encouraging the students to
transform strategies into skills.

4. Including in the bottom up models, the phonics approach was in use during the period of 1776
to 1840 in the United States. Phonics approach remained the dominant approach for
instructional materials (Maggart and Zints, 1992).

Note:

1. If the quotation is a phrase (not a complete sentence) it can be included as part of your own
sentence, in quotation marks. If it is a longer quotation, indent it as a separate paragraph.

2. If the information comes from certain people:

a. Someone says: “bla bla, bla.”

3. When quoting what someone said in a speech, or written in a book, article etc:
a. John F. Kennedy once famously said “Ask not what your country can do for you. Ask
what you can do for your country.”
b. In their report, they say that they see no reason to change the existing system.
c. Someone writes: “bla... bla...bla.”
d. Du Bois wrote that the United States was “a land of magnificent possibilities – the
home of noble souls and generous people.”
e. People point out: “bla... bla,.. bla..”

4. When mentioning something in a book, article etc., which seems particularly important and
relevant:
a. Dr. Graham points out that “All normal children show some degree of antisocial
behavior.”
b. As Rachel Carson points out in her book “Silent Spring,” chemicals used in a farming
area are having a devastating effect on our country side.

5. Other examples:
Flavell probably provides the clearest description when he says, “thus the mind neither copies
the world, passively accepting it as a ready-made given, nor does it ignore the world,
autistically creating a private mental conception of it out of whole cloth” (1985, p.5)

2. SUMMARY

To summarize means to give summary of something.

Oxford Advanced Learners Dictionary states that summary is short statement that gives only the main
points of something, not the details. So, summarizing is reducing several sentences, paragraphs or even
an entire paper into one or two sentences by explaining the author’s key point.

When you summarize, you must credit the idea to the original writer and add a footnote or a reference
to the details of the summarized work at the end.

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For example:

In his book The Health Link Michael J. Brown argues that a more dynamic model is needed.

Longer example,

Credit cards cut back some fees. Now, companies cannot charge a fee if you go over your credit
limit. Instead, the charges will be declined. The companies also cannot charge a fee for using a
certain method of payment, such as the phone or computer transfer. You may still pay extra if you
need the help of a live person.

Then, you may rewrite:

Credit cards cut some fees, such as a fee for using the phone or computer transfer. But, extra
payment is still necessary if we need help of a person.

Exercise:
Please summarize the following paragraphs:

i. At first glance, the terms of ”adolescent” “teenager” and “youth” seem to mean exactly
the same thing: they all refer to young people who are not children, and yet who are also
not quite adults. However, there is also a sense in which these words suggest different
forms of identity, different groupings of the British population.

ii. The traditional upper class was always closely associated with the aristocracy. They lived in
stately homes and had their character shaped on the playing fields of Eton. They were a
hereditary elite whose wealth and position were based on property and title.

iii. At present, there are factors pulling in opposite directions in terms of the size of the British
population. While the average lifespan has increased in the United Kingdom, British fertility
rates have been steadily declining since the population boom of the immediate postwar
years.

3. PARAPHRASE

Oxford Advanced Learners Dictionary states that to paraphrase means to express what somebody
has said or written using different words, especially in order to make it easier to understand.

Based on Longman dictionary, paraphrasing is slightly less common. It means using more or less the
same number of words or sentences as the original writer, but using different vocabulary and
sentence structure. You must credit the idea to the original writer.

Moreover, Longman Exams dictionary explains that paraphrasing means:

1. To express in s shorter, clearer, or different way what someone has said or written.
2. A statement that expresses in a shorter, clearer, or different way that someone has said or
written.

So, when you want to take data or statement from the reference books, you may paraphrase them
and rewrite in your own words. Don’t forget to mention the books’ writer and its publisher.

For example:
1. The Original Text:
According to John Smith the statement will become a significant issue, which the academic
community has ignored. Many don;t realize the significance factor of it.

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Paraphrase:
“John Smith claims the important point that has not received enough attention from the
academic community.”

2. The original text:

Sprinthall, Collins, and Edwall (1994) explain that teenager recognized the variety of
possibilities and then focused on the sequence with the highest probable payoff. Elementary
children tend to think about what is, and adolescent tend to think about what might be.

Paraphrase:
Sprinthall, Collins, and Edwall (1994) state that teenaggers focuse on the highest
probability.Elementary children think about what is possible, while adolescent think about
what may be.

EXERCISES

a. Quotation

1. The notion of linguistic relativity, associated with Edward Sapir and Benjamin Lee Whorf, is an idea
that has spread far outside the fields of anthropology and linguistics where it began.

2. Adjectives derived from verbs are either active-subjective or passive-objectives (Magnusson and
Persson 1986: 195-8). An envious person is one who envies, an enviable person is one that we
envy, one to be envied. Envious is active-subjective, enviable is passive-objective.

3. A traditional way of defining a sentence is “something that expresses a complete thought. This
definition is a rather strange way of explaining since it assumes that we know what a complete
thought is and with this knowledge can determine whether something is or is not a sentence
(Charles W. Kreidler 1998:62).

4. Nestled in the golden bush grass of an open savanna, a black rhinoceros lies on her side. Her
head is haloed by a dried pool of blood. The animal’s horns have been sawed off at the
stump. Her eyes have been gouged out. “That’s a new thing,” notes Rusty Hustler, the
manager of South Africa’s North West Parks and Tourism Board, whose job includes
tracking the escalating number of endangered rhinos poached for their body parts. “The
Vietnamese have started keeping the eyes for medicine.”

5. On the triumphant tour of Europe just days after overseeing the rescue of 33 trapped miners
from their 70 day ordeal, Chilean President Sebastian Pinera was shown the London
bunkers where Winston Churchill directed the fight against Hitler in World War II. He did
not waste the symbolism. “Many people thought the rescue was impossible,” said an
exuberant Pinera after having shown Churchillian determination during the rescue effort.
“But we made a commitment to look for the miners as if they were our own sons.”

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b. Summarizing

1. Perhaps one of the most significant shifts over the last twenty years has been in attitudes towards
marriage, which, though still popular (around 75 percent of people marry at least once) is less so
than at any previous time in British history. The decline in registered marriages has also been
mirrored by a sharp increase in marital breakdown.

2. betting on horse-racing, the sport of the rich, has always been practiced by working rather than the
middle classes, whose Puritanism in regard to gambling has been tempered only by government
sponsored Premium, Bonds and the National Lottery. The latter has become a major national
talking point in Britain, which for reasons largely to do with inherited Puritanism was the last
country in Europe to introduce the game, in November 1994.

3. What gives cancer its awful power is its mystery. For thousands of years, there was virtually
no mention of the disease in the nascent medical literature because we could not see it,
could not recognize our cells rebelling against us. Even though doctors began to understand
the nature of certain cancers – and then began reducing death rates through better screening,
drugs and surgery – the essential enigma of the disease has never been resolved. Nowhere is
that more the case than with brain tumors, which remain as deadly as they are rare. Lung
tumors and other cancers can be blamed on lifestyle factors or environmental triggers, but
aside from statistical quirks, there is little explanation for why a brain tumors strikes one
patient and spares another.

c. Paraphrase

Paraphrase the following paragraphs so that they can support the scientific articles
without being identified as plagiarism.
1. “At the time, the nearest indigenous community was around 40 kilometers away from the
Bagan Siapiapi coastline. So, the newcomers found almost no competitors and resistance
from locals when developing the area,” Rokan Hilir tourism official Ahmad Arslan said.
2. “I am aware that most Indonesian s have a prejudice that Chinese people like us are not
nationalistic. But I can assure you that those born in BaganSiapiapi would always call this
city and Indonesia home,” said A Kok, a fourth-generation resident of the city.
3. “It was so completely unexpected that people would like “The History of Love,” I was
absolutely sure that no great number of readers would have the patience of desire to finish
or get through that book,” Nicole Krauss, an American author, said.
4. “Songwriters today are pretty awful, which is why everything sounds the same.
Contemporary pop is not very inspiring,” Elton John, a British singer, said.
5. Stroke is a major cause of long-term disabilities and premature death. Stroke ranks second
to ischemic heart disease as a cause of serious disability, sparing no age, sex, ethnic origin,
or country. Experts urge to raise awareness level and early treatment to prevent the growing
epidemic and lessen the disabilities due to this. If nothing is done, the predicted number of
people who will die from stroke will increase to 6.7 million each year by 2015.
6. The Claims Conference says about 650,000 art objects were taken, and thousands of items
are still lost. But the true number may never be known because of lack of documentation,
the passage of time and the absence of a central arbitration body.
7. Working with the local community, the Dutch administration built public facilities
including schools, hospitals, detention centers, a telephone network, tap water facilities, and
electric generators, turning Bagan Siapiapi into one of the busiest fishing ports on the
Malacca Strait.

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The METHOD OF WRITING REFERENCE

Universities have their own requirements for writing the referencing materials which they make clear
at the beginning of the course.
As a general rule some oblige their students to write as follows

a. Books:

The surname of the writer + the first name (s) or initial + the title of the book + the publisher +
the year of publication
Examples:
- Olon, Olivia. “The Battle to Make Wikipedia More Welcoming, Wired.co., Singapore 2010
- Wolf, Martin. Why Globalization Work, New Heaven, Yale, 2005.

b. Journals:

The surname of the writer + the first name (s) or initials + the title of the article + the page
numbers of the article + the title of the journal + the issue number or date of the journal

REFERENCE

1. Chin, Peter, Samuel Reid, Sean Wray, and Yoko Yamasaki, Academic Writing Skills,
Cambridge University Press, Singapore, 2014
2. Hornby, A.S., Oxford Advanced Learner’s Dictionary, 7th edition, Oxford University
Press, New York, 2005.
3. Kreidler, Charles W., Introducing English Semantics, Routledge, London, 1998.
4. Longman, Advanced American Dictionary, Pearson Education Limited, Edinburg,
England, 2000.
5. Oshima, Alice, and Ann Hogue, Introduction to Academic Writing, 2 nd edition, Longman,
Essex, England, 1998.
6. Saeed, John I., Semantics, Trinity College Dublin, Blackwell Publisher, Oxford, United
Kingdom, 2000.
7. Story, Mike, and Peter Childs, British Cultural Identities, Routledge, London, 1997.

Upper Intermediate Writing, 2019-2