EAP 4 Weeks 6-10 Learner Manual 2022

English Language Program
Academic English for Tertiary Studies

EAP 4 Learner Manual
Weeks 6 - 10
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Academic English for Tertiary Studies: EAP 4
EAP 4: Weeks 6-10
Table of Contents
Week Six: Page

Branding and visual landscaping 3
Listening and note-taking 4
Personal branding 8
Evaluating arguments in academic texts 10
How to write a summary 16
Summary writing – manslaughter trial 17
Critical reading 22
Model critique 28
Using citations in a text 30
Paraphrasing 35
Week Seven:
Listening: Problems facing learners of English 37
Nominal groups 44
Nominalisation 47
Listening and reading: Metropolitan Bank 49
Case study: SWOT analysis 51
Norminalisation practice 53
Facts and opinion 55
Week Eight:
Summary writing 56
Listening: Earthquakes: Can they be predicted? 59
Writing classification texts 70
Writing persuasive analytical essays: A beautiful set of numbers 74
Summary writing practice 77
Arguments and counter arguments 79
Listening: Beauty and appearance 82
Writing summaries – Information technology and the new workplace 85
Referencing 87
V2.4 APR 2014
EAP 4 WKS 6-10 1

EAP 4: Weeks 6-10
Table of Contents
Week Nine: Page

Integrated skills: Women in the military 89
Paraphrasing 91
Essay analysis: Censorship 93
Persuasive analytical essay practice 97
Appendix
Vocabulary list 6-8 101
EAP 4 WKS 6-10 2

Branding and Visual Landscaping
Pre-Listening Quiz
Work in groups of 3 -4 to answer the questions presented by your teacher.
In this exercise, your guesses are more important than correct answers! Even if
you do not know the answer, think about possible answers and, in your group,
decide on the best possible answer and record it here.
Question 1 Answer 1
Question 2 Answer 2
Question 3 Answer 3
Question 4 Answer 4
Question 5 Answer 5
Question 6 Answer 6
Question 7 Answer 7
Question 8 Answer 8
EAP 4 WKS 6-10 3

Listening and Note-Taking:
Branding and Visual Landscaping

http://www.abc.net.au/rn/bydesign/stories/2010/3063916.htm - 12k - [ html ] - 17 Nov
2010
Retrieved: 26.02.13
Listen to Alan Saunders, an Australian radio presenter, introduce his

program and fill in the missing words.
Alan: In our conversation spot this week, we meet Ken Cato, Chairman
of Cato Purnell Partners, an Australian company behind some very big
brands from major banks and airlines to our favourite food and beverages.
These brands make up a large part of the visual landscape we
experience every day. As the company celebrates 40 years in business,
we’ve invited Ken Cato to explain what exactly goes into successful brand
communication and where visual language is taking us. Ken, welcome.
Ken: Thank you Alan.
Alan: I think, for better or worse, probably for better and worse,
increasingly it’s true to say that people seem to favour _____________
communication. Given a choice of _____________ a description of
something, _______________ about it, or ______________ it, most
would probably choose to __________ it – so, do you believe a picture is
really worth a thousand ___________?
From this excerpt, what do you understand the expression visual

landscape means ?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
EAP 4 WKS 6-10 4

Now listen to the first part of the conversation and complete the guided
notes.
Ken:
Today, people are very good at
_____________________________________
But people rarely
________________________________________________
What is important in communication is
_______________________________
Also, business has gone from a ____________ to an
____________________ community and language doesn’t easily
_____________________.
Consequently, ________________ really cross the language and cultural
barrier.
For example, in a Mexican dictionary I worked on, to communicate a difficult
word like “cramp”, I used a visual of _______________________________
____________________________________________________________
In the next part of the conversation, Ken talks about the concept of a
broader visual landscape and its importance in branding.
Now listen to the second part of the conversation and complete the guided
notes.
EAP 4 WKS 6-10 5

Ken:
Well, today, people rarely get ___________________________________.
People part _________________ but also do _______________________.
Consequently, a client / business has to communicate in that split second that
is seen:
 who ____________________________________
 what ___________________________________
Using a broader visual language started for us in ____________________.
It involved creating a second language that was instantly visually
_____________________.
Because people know who speaks to them in that particular way, they are not
focussed on who’s talking but on ______________________________.
The branding of Qantas is a specific example of how we used a broader visual
landscape. We did this by talking about how the airline represented Australia:
 it brought people _________________________________________
 it was probably our ______________________________ experience
before leaving the country
 you’re always flying _______________________________________
Our idea was to link the country, the company and the _______________.
We did this by assembling photographs of the Australian landscape and then
thinking about how we could make these a part of the culture of the company.
So, we based the fabric design of the airline _______________ on a particular
aspect of the landscape. We colour coded the different classes. For example,
EAP 4 WKS 6-10 6

the colour for first class was ____________ and was based on an aerial
photograph of the Great Barrier Reef.
Because everything was coming from the country itself, it meant that the
airline was not just an ambassador for _____________ but also for the
_________________.
Alan now turns the conversation to another airline branded by Ken Cato –
Uruguay Airlines.
Listen to the third part of the conversation and complete the guided notes.
Ken:
I needed to know more about Uruguay and about what their airline was
about. I learnt that Uruguay means
_______________________________________ - there couldn’t be a more
romantic notion for an airline than this!
We investigated the __________________________ of Uruguay and then
assembled silhouettes of those birds into a ______________________
formation. We then applied this to the aircraft. Each of the aircraft was
painted __________________________________________________.
Consequently, when the planes were grounded, you had
_____________________________
_________________________ on the tarmac!
EAP 4 WKS 6-10 7

Personal Branding
things we buy things we wear way we cut our hair the way we do
things
http://www.flickr.com/photos/thejameskendall/
Retrieved: 02.12.2010
EAP 4 WKS 6-10 8

My Personal Branding
things I buy things I wear way I cut my hair the way I do things
Summary statement:
EAP 4 WKS 6-10 9

Evaluating arguments in academic texts

Adapted from: http://www.sussex.ac.uk/s3/?id=88; Retrieved: 04.01.13
Academic writing must be considered in the context of the writing that has
previously been written on that topic. Other people’s points of view should be
examined, and used to inform the author’s argument.
Key questions for evaluating arguments are:
 Are different points of view considered fairly, not just the

writer’s?
 Has the author failed to refer to another author whose argument

could be used to support or undermine their argument?
In order to answer these questions, you should make sure that you have
researched what has previously been written on the subject.
In your own writing, you should make sure that you have done your
research homework too.
Examples of logic
This is an example of a valid argument.
John is a human.
All humans have brains.
Therefore, John has a brain.
In contrast, in an invalid argument the conclusion does not follow from the
premises.
John is a fast runner.
John is a UWSCollege student.
Therefore, all UWSCollege students are fast runners.
EAP 4 WKS 6-10 10

In some circumstances, it may be that whilst the conclusion does not follow
from the premises, the conclusion is still true. In such an instance, the
argument would be invalid, but the conclusion would be true.
This is an example of an invalid argument with a true conclusion.
All seagulls are birds.
Some birds fly.
Therefore, all seagulls fly.
NOT
How ^ to construct arguments
From: the University of Plymouth Critical thinking guide (2008) – adapted from: Warburton,
N. (1998) Thinking, from A to Z. London: Routledge
Here is a very common error.
Error: Ignore alternative explanations
 I become bad tempered if I have a hangover.

 I am bad tempered.
 Therefore, I must have a hangover.
Some other examples of errors that your teacher will show you are intended
to be a humorous guide showing how not to construct arguments. These
examples should be easy for you to understand and will help you to
appreciate sound and faulty logic. You should look out for these common
errors when analysing academic texts at university and try to avoid these
faults in your own arguments.
EAP 4 WKS 6-10 11

Critical thinking check list

From: http://www.sussex.ac.uk/s3/?id=88; Retrieved: 04.01.13
Identify what’s important:
 What are the key ideas, problems, arguments, observations, findings,

conclusions?
 What evidence is there?
 Distinguish critical from other types of writing (eg descriptive); fact

from opinion; bias from reason.
Evaluate what you find:
 Explore the evidence – does it convince?
 What assumptions are being made and inferences drawn?
 Is there engagement with relevant, up to date research?
 How appropriate are the methods of investigation?
 Is there a consistent and logical line of reasoning?
 How is language being used (emotive, biased etc)?
Look beyond what you’re reading/hearing:
 What other viewpoints, interpretations and perspectives are there?

What’s the evidence for these? How do they compare?
 How does your prior knowledge and understanding relate to these

ideas, findings, observations etc?
 What are the implications of what you’re reading/hearing?
 Weigh up the relevant research in the area.
 Find effective reasons and evidence for your views.
 Reach conclusions on the basis of your reasoning
 Illustrate your reasons with effective examples
EAP 4 WKS 6-10 12

Evaluating arguments in academic texts
From: http://www.sussex.ac.uk/s3/?id=88; Retrieved: 04.01.13
Read the passages below.
 What feedback would you give to the authors about the clarity of their
arguments?
 How could their arguments be made clearer?
 How, if at all, could the author make it more appropriate as an

academic piece of writing?
Passage 1
Frequently, researchers have sought to provide neuropsychological

explanations for apparent gender differences in certain intellectual abilities,
such as spatial skills and verbal skills. However, a number of investigations
have shown that the social context of schooling is itself of considerable
importance. Some studies of mathematics in children are a case in point. In
one series of investigations involving thousands of children in Taiwan, Japan
and the United States (Lummis and Stevenson, 1990), mothers tended to
rate the achievement of young boys in mathematics as better than that of
girls, even though the research did not in fact find gender differences in tests
of children’s general mathematical concepts and skills. Furthermore, mothers
showed this pattern especially in the case of their kindergarten children –
children who had yet to experience any formal mathematics instruction!
References:
Banjeree, R (2002). Gender identity and the development of gender roles, Ch 5 pp173 In S.
Ding & K. Littleon (Eds.), Children’s personal and social development. Oxford, UK: Blackwell.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
EAP 4 WKS 6-10 13

Passage 2
Girls and boys natural abilities in maths do not reflect the number from either
sex going on to study maths at higher education level. I am currently
studying maths at university and the number of women in my course is
significantly lower that the number of men. I think this is a result of the
outdated and outrageous attitude still prevalent in schools, which suggests
that boys are more suited to scientific pursuits. Teachers and parents are not
as encouraging of girls who wish to pursue science or maths further than A-
level, and this means that fewer girls apply to university. This is certainly a
waste of great talent.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Passage 3
During the last fifty years researcher have explored gender differences and
their relation to academic achievement and several theories have been
proposed to explain why girls do less well at maths than boys. Boaler (1997)
suggests that girls’ underachievement in maths is due to the teaching
methods in schools which favour boys. This theory is supported by Byrne who
explains that underachievement in maths ‘springs from adverse conditioning
in the primary years’ (Byrne, 1978). It is clear that if we want to increase the
numbers of girls entering higher education to study maths we need to change
the way they are taught in schools.
References:
Byrne, E.M. (1978) Women and Education, Routledge, [online]. Available from
http://books.google.co.uk.books?id=xNoNAAAAQAAJ&pg=PA35&dq=girls+maths PPA36,M1
[accessed 17 December 2008]
EAP 4 WKS 6-10 14

Boaler, J, (1997) Reclaiming School Mathematics: the girls fight back. Gender and Education,
Vol. 9, No. 3, pp. 285-305 [online]. Available from
http://pdfserve.informaworld.com/869886_751307726_713668555.pdf [accessed 17
December 2008] This is an article in an electronic journal.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
EAP 4 WKS 6-10 15

How to write a summary

From: http://www.flinders.edu.au/slc_files/Documents/Brochures/writg_summaries.pdf
Retrieved: 09.01.13
A summary is a shortened and precise text which outlines the main points of
a longer text. It should provide a comprehensive version of the significant
points made in the original text, thus saving much time for the reader.
Summaries should be clear and self-contained and faithful to both the original
message and to the order of information presented.
READ
Skim original text
Read introduction in detail, identifying

purpose and organization of original
Read each paragraph for the most important points

(often in the first few lines)
WRITE
Provide referencing details of original
Paraphrase (write in your own words and

style) main points, in chronological order
Check your word count and adjust amount of detail

accordingly, ensuring all significant points are covered
Edit and proofread your work to make it

fluent and grammatically correct
EAP 4 WKS 6-10 16

Summary writing – manslaughter trial
The following text is from the International Business Times
http://www.ibtimes.com/italian-earthquake-manslaughter-trial-could-chill-
scientist-government-relations-852556
Retrieved: 09.01.13
Italian Earthquake Manslaughter Trial Could Chill Scientist-

Government Relations
By Roxanne Palmer
October 23 2012 4:23 PM
Italy’s not always an easy place to be a scientist: just ask Galileo. Now, about
400 years after the Roman Inquisition held a
hearing on heliocentrism, a different Italian court has
sentenced six Italian scientists and a government
official to six years in prison for manslaughter. The
alleged weapon? Falsely reassuring statements Photo: Reuters)
Women read a newspaper, with pictures
about earthquake risk. of people killed by the earthquake, in
L'Aquila, Italy.
Now scientists across the globe say that the ruling is anti-science, and worry
that the Italian court’s ruling may have a ‘chilling effect’ on researchers,
making them skittish about offering their advice to governments on natural
disasters.
In April 2009, a 6.3-magnitude earthquake struck the town of L’Aquila. 308

people were killed, 1,600 were injured and more than 65,000 were left
homeless.
The L’Aquila earthquake came after tremors and less powerful earthquakes
were recorded in the region. A man named Giampaolo Giuliani had predicted
an earthquake in late March of that year, using his own method involving
measuring levels of radon gas emitted by rocks. The method is not accepted
by most scientists, and Giuliani has struggled to find funding in his native
land.
Soon after Giuliani’s earthquake failed to materialize in March, a scientific

advisory panel called the Major Risks Committee held a meeting to assess the
probability of a big quake in the region. At the meeting, none of the scientists
EAP 4 WKS 6-10 17

completely dismissed the possibility of a big quake, but said that one was
‘unlikely,’ according to minutes obtained by Nature.
But after the meeting, Civil Protection Agency official Bernardo De Bernardinis
told reporters that the scientists told him "there is no danger because there is
an ongoing discharge of energy” and that "the situation looks
favorable," according to the Guardian.
There was the heart of the case: some locals said that they had been
considering leaving their homes, but stayed put after the statement. A year
after the quake, De Bernardinis and six scientists from that committee were
charged with manslaughter.
Alan Leshner, the CEO and executive publisher of the journal Science,
expressed deep concerns about the case in a letter to Italian president
Giorgio Napolitano in June.
“Years of research, much of it conducted by distinguished seismologists in

your own country, have demonstrated that there is no accepted scientific
method for earthquake prediction that can be reliably used to warn citizens of
an impending disaster. To expect more of science at this time is
unreasonable,” Leshner wrote.
When the scientists were first charged, the American Geophysical Union
condemned the court’s treatment of their colleagues. The AGU said the case
could “harm international efforts to understand natural disasters and mitigate
associated risk, because risk of litigation will discourage scientists and officials
from advising their government or even working in the field of seismology
and seismic risk assessment.”
Now with the ruling in, the AGU’s prediction seems to be coming true. The
head of the Major Risks Committee, Luciano Maiami, resigned in protest on
Tuesday along with several other scientists.
"It is impossible to produce serious, professional and disinterested advice

under this mad judicial and media pressure. This sort of thing doesn't happen
anywhere else in the world," Maiami told Agence-France-Presse. "This is the
end of scientists giving consultations to the state."
EAP 4 WKS 6-10 18

“Scientists need to be able to share what they know—and admit what they do
not know—without the fear of being held criminally responsible should their
predictions not hold up,” Michael Halpern of the Union of Concerned
Scientists wrote in a blog post.
The ruling does seem to encourage a broad definition of manslaughter in

Italy. Could meteorologists now be prosecuted over flawed weather
predictions? Could epidemiologists rack up manslaughter charges for failing to
control the spread of some new flu virus?
The Italian scientists will have two chances to appeal the verdict. In the
meantime, many scientists are saying the trial distracts from the real
infrastructural causes of the disaster.
As geophysicist Dario Albarello told the AFP: "It is not earthquakes that kill,
it's badly built buildings that collapse.”
(660 words)
EAP 4 WKS 6-10 19

Summary writing – manslaughter trial
Italian Earthquake Manslaughter Trial Could Chill Scientist-

Government Relations
Skeleton Summary
In April 2009
___________________________________________________________
___________________________________________________________
__________________________________________ in Italy. As a result,
______________________________________________________________
___________________________________________ left injured or
homeless. The earthquake had been preceded by ___________________
___________________________. In late March, an Italian researcher,
Giampaulo Giuliani ____________________________________________
based on rising emissions of radon gas from rocks. Subsequently, a panel of
scientists advised that _______________________________________
______________________________________________________________
________ its possibility.
Following Giuliani’s advice, some locals ___________________________
_______________________ but stayed following __________________
____________________________________ - with fateful consequences.
In the wake of the disaster, an Italian court ________________________
___________________________________________________________
EAP 4 WKS 6-10 20

___________________________________________________________
___________________________________________________________
The international scientific community has reacted __________________
________________________________. They maintain that, at present,
there is no __________________________________________________
________________________________ and such litigation will ________
______________________________________________________________
_____________________________________________ in the future.
EAP 4 WKS 6-10 21

Critical reading
 Read the following abstract1 from an article entitled, Organisational

Change Management: A Critical Review by Rune Todnem in the Journal of
Change Management, Vol.5, No.4, 369-380, December 2005 then answer
the questions below.
It can be argued that the successful management of change is crucial to any

organisation in order to survive and succeed in the present highly competitive
and continuously evolving business environment. However, theories and
approaches to change management currently available to academics and
practitioners are often contradictory, mostly lacking empirical evidence and
supported by unchallenged hypotheses concerning the nature of
contemporary organisational change management. The purpose of this article
is, therefore, to provide a critical review of some of the main theories and
approaches to organisational change management as an important first step
towards constructing a new framework for managing change. This article
concludes with recommendations for further work.
 Tick () which of the following most accurately states the purpose of the
article as outlined in the abstract.
a. ______ to provide a new framework for managing change
b. ______ to argue that management of change is crucial to the success

of any organisation
c. ______ to review and comment on current thinking about change

management
d. ______ to criticise current change management
 Underline the ‘structure’ words in the abstract which tell the reader what
is happening in the text.
Always read the abstract before reading the entire article as it will highlight
the main ideas that you will read about in the text.
Abstract – a summary of the important points of a longer text

1
EAP 4 WKS 6-10 22

 Now read one of the paragraphs from the article.
Burnes (2004) refers to incremental change as when individual parts of an

organisation deal increasingly and separately with one problem and one
objective at a time. Advocates of this view argue that change is best
implemented through successive, limited and negotiated shifts (Burnes,
2004). Grundy (1993) suggests dividing incremental change into smooth and
bumpy incremental change. By smooth incremental change Grundy (1993)
identifies change that evolves slowly in a systematic and predictable way at a
constant rate. This type of change is suggested to be exceptional and rare in
the current environment and in the future (Senior, 2002). Bumpy incremental
change, however, is characterised by periods of relative peacefulness
punctuated by acceleration in the pace of change. (Grundy, 1993; Holloway,
2002). Burnes’ (2004) and Balogun and Hope Hailey’s (2004) term for this
type of change is punctuated equilibrium.
 Answer the following questions about the different ideas in the text.
a. How does Burnes define incremental change?
___________________________________________________________
___________________________________________________________
___________________________________________________________
b. What does Grundy add to this idea?
___________________________________________________________
___________________________________________________________
c. What does Senior add to this idea?

___________________________________________________________
___________________________________________________________
d. Which author agrees with Grundy about the definition of bumpy

incremental change?
___________________________________________________________
e. What do Burnes and Balogun and Hope Hailey call bumpy incremental
change?
___________________________________________________________
EAP 4 WKS 6-10 23

 Read another paragraph from the article.
The difference between Burnes’ (2004) understanding of continuous and

incremental change is that the former describes departmental, operational,
ongoing changes, while the latter is concerned with organisation-wide
strategies and the ability to constantly adapt these to the demands of both
the external and internal environment. In an attempt to simplify the
categories, Luecke (2003) suggests combining continuous and incremental
change. However, it can be suggested that this combination makes it difficult
to differentiate between the departmental and organisation-wide approaches
to change management…..
 Answer the following questions about the text.
a. Underline the sentence in the text which is the opinion of the writer of the
journal article.
b. What is the writer commenting on?
___________________________________________________________
___________________________________________________________
c. Is the writer’s comment favourable or unfavourable?
___________________________________________________________
___________________________________________________________
___________________________________________________________
 Now read the conclusion to the article.
Conclusion
It is evident from this article that change is an ever-present element that

affects all organisations. There is a clear consensus that the pace of change
has never been greater than in the current continuously evolving business
environment. Therefore, the successful management of organisational change
currently tends to be reactive, discontinuous and adhoc with a reported
failure rate of around 70 percent of all change
EAP 4 WKS 6-10 24

programmes initiated (Balogun and Hope Hailey, 2004). This may indicate a
basic lack of a valid framework of how to successfully implement and manage
organisational change since what is currently available is a wide range of
contradictory and confusing theories and approaches, which are mostly
lacking empirical evidence and often based on unchallenged hypotheses
regarding the nature of contemporary organisational change management.
 Answer the following questions about the first part of the conclusion.
a. What does the writer say that the sources agree about?
___________________________________________________________
___________________________________________________________
b. According to Balogun and Hope Hailey (2004), the current management of

organisational change tends to be reactive, discontinuous and ad hoc with
a failure rate of 70% for all change programmes started.
How does the writer account for this?
___________________________________________________________
___________________________________________________________
c. What are the writer’s criticisms of the current theories and approaches?
___________________________________________________________
___________________________________________________________
___________________________________________________________
 Read the concluding paragraph.
By providing a critical review of current change management theories and

approaches, applying Senior’s (2002) three categories of change as the focal
structure, this article has made an attempt to highlight the need for a new
and pragmatic framework for change management. In order to construct
such a framework it is recommended that further exploratory studies of the
nature of change and how it is managed should be conducted. Such studies
EAP 4 WKS 6-10 25

would arguably identify critical success factors for the management of

change. The article also suggests that methods of measuring the success of
organizational change management should be designed in order to evaluate
the value of any new framework suggested.
 Reread both paragraphs of the conclusion and complete the skeleton

summary below. Make sure that you paraphrase where you can.
Note: the conclusion is 237 words; your summary should be no more

than 90 words.
Todnem (2005) asserts the importance of _________________________
____________________ in today’s ______________________________
environment. However, Todnem highlights the failure rate ____________
__________________________ that are based on current theories and
practices – around ____________ percent. Todnem surmises that this failure
is probably due to the lack of ___________________________________
___________________________ that is based on __________________
studies. Todnem advocates both the design of such a framework as well as
___________________________________________________________
 Write the reference to this article as it would appear in a reference list at

the end of an assignment. Use the Harvard referencing system guide that
your teacher shows you.
____________________________________________________________
____________________________________________________________
EAP 4 WKS 6-10 26

 Note the difference between summaries and critiques:
Summaries ______________________________________________
____________________________________________________________
Critiques
Complete the elements in a critique from the power point slide:
 full ______________________ details
 an overview of what _______________________________________
 a summary of the article and who ____________________________
 a discussion of the quality of the _____________________________
_______________________________________________________
 an evaluation of how well the text ____________________________
Remember:
 Start with the _____________, then address the _______________.
 Make _________________________________________________ -
don’t be vague!
EAP 4 WKS 6-10 27

Model critique
From: http://learnline.cdu.edu.au/studyskills/studyskills/critiques.html
full Gleick, P 1999, ‘The Human Right to Water’, Water Policy vol.1,
referencing
no.5, pp.487-503
details
Peter Gleick sets out to show that the right to water (and
sanitation – although not explicitly stated) is a fundamental
human right which has been either intended implicitly or stated
explicitly in international human rights declarations. In doing so,
overview of Gleik explores the question of what it means to ensure that people
what the have their basic needs for water met and how that this is linked
article is
with adequate water management and planning. He also points
about
out that water rights are not always about the lack of water but
also the quality of the water.
Gleick explores the argument of whether this right to adequate

water and sanitation would be better mandated if it were explicitly
enshrined in all declarations. However, he argues that if this were
summary of the case, it would place greater pressure on states to ensure

the content adequate access, which would encourage better water
of the text management and more discussion on equitable sharing of
resources. He also warns that where states were not able to
provide for the needs of their populations, it could become
incumbent on neighbouring states to do so if they could.
Gleick goes on to point out the difficulties of meeting the water

needs of human populations despite efforts by international
organisations and suggests that while it is outside the
EAP 4 WKS 6-10 28

parameters of this paper to set out any specific strategy, proposes

that a mix of economic, political and social strategies could
address needs – but if not, states must address this. If this issue
is not addressed, the human and economic cost would be far
reaching and as well increase human suffering and conflict.
Gleick bases his discussion on a review of human rights

declarations and accompanying documentation and establishes
critical the credibility of his argument that adequate access to water is a
analysis of fundamental human right. He does not however reach any

the content / definitive conclusion about whether such a right would be better
ideas
enforced if specifically mandated by human rights declarations
and only alludes to the potential problems if it was. The other
aspect of his argument that could have been sustained but was
only alluded to, is the economic cost of such a high proportion of
the world’s population without access to clean water or sanitation.
While it is beyond the scope of the paper to suggest how states
ensure this right for their populations, the author does conclude
that it could probably be managed by a mix of strategies including
economic, social and political.
Overall, Gleick is successful in arguing for water as a fundamental

final overall
evaluation right while at the same time demonstrating the complexity of
addressing the water needs for populations across the world.
EAP 4 WKS 6-10 29

Using citations in a text
 Read the following extract:
Overweight and obesity affect about 23% of Australian children and

adolescents, with 6% being obese. These are conservative estimates, as
there has been no systematic monitoring of the prevalence of overweight
and obesity in Australian children and adolescents since 1995. However,
over the previous decade, the prevalence of overweight children almost
doubled, and the prevalence of obese children more than tripled.
(Source: Medical Journal of Australia, Childhood obesity:

modernity’s scourge. Elizabeth B. Waters & Louise A. Bauer, 2003,
178(9): 422 – 423.)
In the Reference List at the end of an academic paper, information about the
author and title of the reference used, would be written in the following way
(according to the Harvard System):
Waters, EB and Bauer, LA 2003, ‘Childhood obesity: modernity’s scourge’,

Medical Journal of Australia, vol. 178, no. 9, pp. 422-3
 Identify the following:
The author __________________________________________________
Title of the publication _________________________________________
Year of publication ____________________________________________
Title of the article ____________________________________________
Page number(s) ______________________________________________
EAP 4 WKS 6-10 30

At university level, what is assessed in your written work varies across

disciplines and across courses. However, you are NOT assessed on your
ability to merely recite facts or reproduce information from other sources.
Instead, you WILL BE assessed on your ability to use information from a
variety of sources to support and develop a clear and logical argument.
 Continue the essay using a direct quote from the original text:
Obesity is a serious, chronic medical condition which is associated with a wide

range of debilitating and life-threatening illnesses. Large increases in obesity
rates among Australians have the potential to undermine many recent health
gains. For example, _____________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Using a direct quotation is one way of using information from a source. If you
wish to use more than one or two lines from a source, paraphrasing is
required. This is a skill which will improve with practice, but these steps may
help.
1. Read the sentences you wish to paraphrase several times until you
understand the meaning of the text.
2. Make notes of the main points (especially helpful in a longer text).
3. Change both the structure and the language (except for key words which
are an essential part of the text).
EAP 4 WKS 6-10 31

 In groups, read the extract and write a suitable paraphrase.
While scientists agree that the levels of greenhouse gases are rising,
there is less certainty about what the precise effects of this will be. Many
researchers are predicting that the world will get warmer, but exactly how
much warmer or how quickly it will happen is still being debated.
(Source: Australian Academy of Science, Nova, December 1997)
Paraphrase:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
 Continue the text below using your paraphrase. Use correct citation.
Human activity, especially since the industrial revolution, is changing the

composition of the earth’s atmosphere. The concentration of carbon dioxide,
for example, has risen by approximately 30 percent over the last 200 years.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
EAP 4 WKS 6-10 32

 Now, consider this essay topic on immigration and population growth in

Australia.
Immigration is essential to Australia’s future prosperity. Evaluate this

statement.
The thesis statement is that continued population growth through

immigration will not contribute to the future prosperity of Australia.
The first paragraph of the body develops the following controlling idea – a
fragile environment.
 Continue developing the paragraph. To support your argument, use a

direct quote and /or paraphrase from the article in Healey.
Most importantly, increasing Australia’s growth through immigration

will put unsustainable pressure on a fragile environment. Australia is
an arid land, with poor water resources. The soils are, on the whole,
unsuitable for agriculture, and the grazing of animals requires large areas of
land to be economically viable. ____________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
EAP 4 WKS 6-10 33

Source:
While the population boosters are entitled to their own values, they should be
careful to avoid false claims. Some, like the economist John Nieuwenhuysen,
still claim that much of the environmental damage was done in the first
century of white settlement when the population was much smaller. Hence,
human numbers aren’t a problem.
The truth is otherwise. The authoritative Australia: State of the

Environment 1996 (SoE) report makes it clear that the situation for two key
issues – land clearance and water diversion – is worse now than ever before.
As much land has been cleared in the last 50 years as in the previous 150
years; and over 80% of the Murray River’s flow is now diverted for human
use compared with 15% in 1920. The effects on native fish have been
devastating, a problem heightened because over 90% of our freshwater
animal species occur only in Australia.
The boosters claim that Australia is a huge empty land and there’s something
wrong if we cannot support a greatly increased population, but this is an
elementary error in geography. The carrying capacity of a region depends on
its productivity, not its acreage. Only 6% of Australia is arable, the soils are
shallow and infertile, and rainfall is both poor and variable.
In fact, the basic viability of Australian agricultural practices has been

questioned by the Prime Minister’s Science and Engineering Council who said
in 1995 ‘Agriculture’s future survival will depend on agricultural producers
paying significant attention to sustainability, and fundamentally changing the
way they manage the whole farm system’. In 1998, the Council found that
dryland salinity affects 2.5 million hectares of land with potential for this to
increase to 15 million hectares. Moreover, concerning biodiversity, the SoE
report says that ‘the situation continues to deteriorate as population and
demands on natural resources increase’. In the words of its Chair, Professor
Ian Lowe, ‘There is no prospect – even in principle – of a sustainable pattern
of development unless we devise a socially acceptable way of stabilizing the
human population’.
(Source: Sustainable Population Australia, nd. The population debate

– a few facts please. In: Healey,J. ed. Debating the Issues, Thirroul,
NSW: The Spinney Press, 115-116)
EAP 4 WKS 6-10 34

Original Sentence:
Essential to a successful nation is a good education system.
1. Write synonyms for the following words/phrases:
essential a successful nation a good education system
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. Possible paraphrases: Use the same basic words but change the
sentence structures.
 If a nation
_____________________________________________________
 If a nation’s
_____________________________________________________
 The success
_____________________________________________________
 National
_____________________________________________________
 The essence of
_____________________________________________________
 Successful
_____________________________________________________
EAP 4 WKS 6-10 35

3. Now write 5 (five) more different sentences (paraphrases) using three

synonyms but retaining the meaning of the original sentence.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
EAP 4 WKS 6-10 36

Listening: Problems facing learners of English

Adapted from Listening Comprehension and Note Taking Skills by James, Jordan, Mathews and O’Brien, Collins 1988
Unit 1 Stage 2: Exercise 1 Listening Comprehension
Read the following sentences and as you listen to the stage 2 talk decide
whether they are true or false according to the passage. Write T (true) or F
(false) in the brackets ( ) after each sentence.
1. There are three types of problems: sociocultural, cultural and linguistic.

( )
2. The linguistic problems are discussed in most detail. ( )
3. In order to understand English people better, perhaps the most important

thing for a student to do is to listen to the radio and TV. ( )
4. The advice given on how to improve spoken English will seem difficult to
follow. ( )
5. A student should try to think in English and translate from his mother
tongue. ( )
Unit 1 Stage 2: Exercise 2 Listening and Blank-Filling
Complete the following by writing one or more words in each space as you
listen to the talk.
Some of the problems facing learners of English
Today, _________________ like to talk about some of the problems that

students face when they follow a course of study through the medium of
English – if English is not their mother _____________________.
The problems ________________ divided into three broad categories:

psychological, cultural and linguistic. The first two categories mainly affect
those who come to study in Australia. _________________ comment only
briefly on these two categories and then spend most of the time looking at
linguistic difficulties which apply to everyone. Some _______________
common psychological problems really involve fear of the unknown: for
example, whether one’s academic ____________________ will be too
difficult. Looking at the cultural problems, we can see that some of them
EAP 4 WKS 6-10 37

____________ a very practical nature, ________________ arranging

satisfactory accommodation. Others are less easy to define.
The largest category seems to be linguistic. __________________ look at

this in some detail. Most students, in their own countries,
______________________ little opportunity to practise using English. When
foreign learners first have the opportunity to speak to an English-speaking
person they may have a shock: they often have great difficulty in
understanding! I’ll just mention three of the possible reasons
_______________.
First it seems to students that Australian people speak very quickly. Second,
they speak with a variety ___________________. Third, different styles of
speech are used. For all of these reasons students will have difficulty, mainly
because they lack everyday _____________________ in listening to
Australian people speaking English.
What can a student do then to overcome these difficulties? Obviously, attend

English classes and ___________________. He should also
__________________ to programmes in English on the radio and TV.
Perhaps the most important of all, he should take every opportunity to meet
and speak with native Australian-speaking people.
In addition, the student probably has difficulty in speaking English

_________________. The advice here will seem difficult to follow but
_______________ necessary. Firstly, they must simplify what they want to
say so ___________________ express themself reasonably clearly.
Secondly, _______________________ try to think in English, not translate
from their mother tongue. This’ll only begin to take place when their use of
English becomes automatic: and listening __________________ English as
possible will help.
Unit 1 Stage 2 Exercise 3 Reading Comprehension

Read the following sentences and as you read the text in exercise 2 decide if
they are true or false according to the passage. You must (i) write T or F in
the brackets and (ii) justify your answer, in the space provided, by giving
evidence (i.e. by quoting) from the talk.
EAP 4 WKS 6-10 38

1. The speaker says she will not spend a long time talking about the
psychological and cultural problems. ( )
________________________________________________________
________________________________________________________
2. The cultural problems are all of a very practical nature. ( )
________________________________________________________
________________________________________________________
3. There are really only three reasons for having difficulty in understanding
people. ( )
________________________________________________________
________________________________________________________
4. The speaker says that students speak with a variety of accents. ( )
________________________________________________________
________________________________________________________
Unit 1 Stage 2 Exercise 4 Verb stem + ing. By verb stem is meant the
basic form of the verb e.g. talk
(a) The construction preposition + verb stem + ing occurs in the talk.
e.g. They often have great difficulties in understanding
Now find two more examples from the talk and write them below:
1. __...they _________________________________________________
___________________________________________________________
EAP 4 WKS 6-10 39

2. _...the student ____________________________________________
___________________________________________________________
(b) Complete the following conversation by writing the appropriate form of a

suitable verb selected from the list below:
Express understand read use follow

tell borrow speak listen ask
Tutor: I know your English is very good, but have you had any difficulties in
_____________________ the lectures?
Student: Yes, a few problems in _____________________ the various
accents.
Tutor: Perhaps you need more practice in ____________________ to the
different British accents, then.
Student: That’s right. And then there are the different styles of
____________________.
Tutor: You mean formal and informal: the lecturer’s way of
_______________________ himself.
Student: Exactly. One lecturer, for example, always starts his talk by
_____________________ a couple of jokes.
Tutor: Ah yes. I know that man. He always insists on
_______________________ a very formal style, with lots of slang. How do
you manage in such cases?
Student: By ________________ lecture notes from the other students and
by ____________________ them questions on things I haven’t understood.
You can get a lot of help through _____________________ the hand-outs as
well.
Unit 1 Stage 2 Exercise 5 Giving Advice: Should
(a) In the talk the speaker gives advice on a number of matters. Notice how
he does this (i.e. the construction the speaker uses)
1. ‘should’= a firm suggestion (almost it is your duty):

They should also listen to programmes in English on the radio and TV.
EAP 4 WKS 6-10 40

Now find more examples from the talk in exercise 2 and write it below:
_______________________________________________________
_______________________________________________________
2. ‘must’= indicates necessity (it is necessary to):

They must simplify what he wants to say
Now find more examples from the talk and write it below:
_______________________________________________________
_______________________________________________________
NOTE: should and must are often called modal verbs or modals.
Other modals include: will, shall, might, ought to, can etc.
THEY ARE ALWAYS FOLLOWED BY THE VERB STEM.
(b) Give advice in the following situations by using a sentence containing

should.
(i) Use an opposite verb in meaning to the one used in the problem
Eg That student speaks too quickly. He should speak more slowly.

1. He speaks too quietly when he
talks to his tutor.
2. He writes rather carelessly when
he does his essays.
3. He often arrives late for classes
and seminars.
(ii) The following exercises are more difficult than those above. Use should
again in giving advice, but note that the sentence construction will be
more varied than in (i).
EAP 4 WKS 6-10 41

4. He never checks his written work

for mistakes in spelling.
5. He doesn’t attend all the lectures
that have been recommended.
6. He doesn’t write up his lecture
notes after the lecture has
finished.
Unit 1 Stage 3 Guided Note Taking
Complete the following table as you listen to the Stage 3 talk.
These abbreviations are used in the table below:
poss. possible diff. difficulty

v. very s.a self access
Aust. Australian imp. important
1st first prob. probable
Eng. English e.g. for example
st’s prob’s students’ problems
EAP 4 WKS 6-10 42

Title:
Purpose: 1. aware
2. suggest
3 1. ______________________________
categories: 2. cultural
3. ______________________________
1. some= fear ________________________ e.g.
_______________________________ Also
_______________________________ poss.
homesickness etc.
2. some= v. practical e.g.
Aust. way of life e.g.
3. little practice
when people 1st speak to Aust. person=
great diff.
Reasons: (i) Aust. people

(ii) “ “
(iii) different styles (speech)
What can (a) ___________________________________ and s.a.

students (b)
do?
(c) most imp. =
prob. diff. in
Advice: 1.
2. try to _______________________ NOT ____________

3. practice
4.
EAP 4 WKS 6-10 43

Nominal groups
A nominal group is an expansion of a word ie a noun. The group of words are

clustered around a head noun and add information to that noun.
Consider the nominal group, the rapid rate of economic growth. The head
noun in this nominal group is rate and all the other words in the group add
meaning or expand the meaning of rate. So,
The rapid rate of economic growth
In this nominal group, the tells us that it is about a particular rate – not just
any rate; rapid qualifies (or describes) the type of rate it is, and of economic
growth further specifies the type of rate it is.
Note that the prepositional phrase of economic growth itself includes a

nominal group ie economic growth. Meaning is packed into nominal groups
within nominal groups.
As you can see from the above example, nominal groups can have a pre
modification and a post modification ie words added before the head noun
and after the head noun to expand the meaning of the head noun. The words
before are called the pre-modification and the words after are called the
post-modification.
Pre modification can include:
deictic + numerative + epithet + classifier
The words that typically fill these functions are:
article numeral adjective adjective

demonstrative noun
possessive
eg
These ten intelligent English
EAP 4 WKS 6-10 44

Post modification can include:
phrases and/or clauses
eg
from overseas who graduated last year
The full nominal group would then be:
These ten intelligent English students from overseas who graduated last year
The head noun is students and all the words in the nominal group expand
the meaning of the head noun. Note that this is not a sentence; it is a
nominal group with a post modification clause. To make it a sentence, we
have to add a main verb – at least. So,
These ten intelligent English students from overseas who graduated last year
have returned home.
Academic writing includes many nominal groups and many of the nouns in
these nominal groups are nominalisations ie verbs that have been changed
into nouns.
eg The government reduced taxation.
The verb reduced can be nominalised to the noun reduction.
The government reduction of taxation….

 Turn the nominal group into a sentence and also add some more
information to the nominal group.
The___________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
 The following nominal groups come from an academic article about the
theory of income taxation. Identify the head nouns in each of the
nominal groups. The first one has been done for you.
EAP 4 WKS 6-10 45

(1) the effects of taxation on saving

(2) information about a man's income-earning potential
(3) an optimum income tax
(4) the effects of taxation on saving
(5) the optimum tax schedule
(6) the maximum marginal tax rate
(7) the distribution of skills in the population
(8) a weapon for redistributing income
(9) the most striking feature of the result
(10) the neglect of administrative costs in the analysis
(11) the welfare loss that would arise from restriction to linear schedules
(12) the labour-discouraging effects of the tax
(13) the assumptions that are used in the numerical illustrations
(14) a much less effective tool for reducing inequalities
 Now read the introductory paragraph to the article and underline all the
nominal groups in the paragraph and draw a box around each head noun.
One would suppose that in any economic system where equality is valued,
progressive income taxation would be an important instrument of policy. Even
in a highly socialist economy, where all who work are employed by the State,
the shadow price of highly skilled labour should surely be considerably greater
than the disposable income actually available to the labourer. In Western
Europe and America, tax rates on both high and low incomes are widely and
lengthily discussed: but there is virtually no relevant economic theory to
appeal to, despite the importance of the tax.
From: http://aida.econ.yale.edu/~dirkb/teach/pdf/mirrlees/1971%20optimal%20taxation.pdf
Retrieved: 18.03.13
EAP 4 WKS 6-10 46

Nominalisation Exercise
Academic English does not use contractions, avoids reference to human

participants and uses more nouns than verbs to express meaning. This
turning of verbs into nouns is called nominalization. This exercise is designed
to help you with the process of turning verbs into nouns. The process is
modelled in the example below.
Example:
The main problem with HIH2 was that people managed it poorly.
1
Step 1: Eliminate the ‘human’ subject by using the passive voice.
The main problem with HIH was that it was managed poorly.
Step 2: Change the verb and adverb into an adjective and noun.
The main problem with HIH was poor management.
Now nominalise the following sentences using these two steps.
1. HIH trained its staff inadequately.
Step 1:
___________________________________________________________
Step 2:
___________________________________________________________
2. As well, people managed claims poorly, didn’t collect data carefully and
then didn’t monitor it very precisely so that they then analysed portfolio
performance incompletely.
Step 1:
___________________________________________________________
2
HIH - HIH Insurance Limited was a publicly listed company in Australia. It collapsed in
2001. Before it collapsed, the HIH Group was the second largest general insurer in
Australia and had operations in many other countries.
EAP 4 WKS 6-10 47

Step 2:
______________________________________________________________
______________________________________________________________
3. Another reason HIH collapsed was that employees didn’t really understand
company policies and procedures.
Step 1:
______________________________________________________________
______________________________________________________________
Step 2:
______________________________________________________________
______________________________________________________________
4. Because HIH was such a large insurance organization, when it collapsed, it

affected small companies as well as individuals a lot.
Step 1:
______________________________________________________________
______________________________________________________________
Step 2:
______________________________________________________________
______________________________________________________________
EAP 4 WKS 6-10 48

Metropolitan Bank: Listening and writing
Adapted from: Business First by C. Benn & P. Dummett, 1992, Heinemann
Metropolitan Bank
 Listen to a conversation between Christophe Marquet and Margit Schultz,

head of the international marketing department at Metropolitan Bank.
They are discussing an experimental campaign that they are carrying out
to promote the bank’s free advice service for customers.
 As you listen take notes in the appropriate space in the grid below
What they have done about… What does she say about…
1. information leaflets: 4. the results:
2. advertising: 5. the cost:
3. advice for small businesses:
EAP 4 WKS 6-10 49

 Use your notes to write up the information for the Metropolitan Bank
report. Use passive voice forms where appropriate. Begin your text with
the following:
An experimental campaign was carried out in order to
Information leaflets were put
EAP 4 WKS 6-10 50

Case Study: SWOT analysis

Adapted from: http://www.quickmba.com/strategy/swot/
A SWOT analysis is a useful tool in planning a business strategy. A SWOT

analysis helps to identify a company’s internal strengths and weaknesses,
and its external opportunities and threats.
The following gives some information and examples of each of the categories.
Strengths
A firm’s strengths are its resources and capabilities that can be used as a
basis for developing a competitive advantage. Examples include:
 strong brand names

 good reputation among customers
 proprietary know-how
 exclusive access to high grade natural resources
 favourable access to distribution networks
Weaknesses
The absence of certain strengths may be viewed as a weakness. Examples

include:
 a weak brand name

 poor reputation among customers
 lack of access to the best natural resources
 lack of access to key distribution channels
Opportunities
The external environment may present opportunities for profit and growth.
Examples include:
 an unfulfilled customer need

 arrival of new technologies
 loosening of regulations
 removal of international trade barriers
EAP 4 WKS 6-10 51

Threats
Changes in the external environment may present threats to a company.

Examples include:
 shifts in consumer tastes away from the company’s products

 emergence of substitute products
 loosening of regulations
 increased trade barriers
 Complete the following information about the writing style used in case
studies from the power point presentation.
Writing style for case studies:
 state __________________________________________________
______________________________________________________
 avoid _________________________________________________
______________________________________________________
 use ___________________________________________________
______________________________________________________
EAP 4 WKS 6-10 52

Nominalisation Practice
Academic writing uses more nouns than verbs. In order to depersonalize

writing, verbs are changed to nouns but when we do this we have to change
the structure of the sentence.
In each of the following sentences, change the verbs in bold to nouns and
then reconstruct each sentence to make it grammatically accurate. The first
one has been done for you.
resolution
1. The best answer to this problem is that we resolve the differences in

the workplace.
The best answer to this problem is resolution of the_______________

differences in the workplace / OR workplace differences.___________
2. One international effect of strikes is that export requirements

decrease.
________________________________________________________
______________________________________________________
3. Employees should discuss problems before striking.
______________________________________________________
______________________________________________________
4. Businesses may close because of strikes.
______________________________________________________
______________________________________________________
EAP 4 WKS 6-10 53

5. If an employer communicates more with employees, strikes may be

avoided.
___________________________________________________________
___________________________________________________________
6. Business processes have sped up because technology has advanced.
___________________________________________________________
___________________________________________________________
EAP 4 WKS 6-10 54

Facts and opinions
 Study the following statements about education.

 Divide them into facts and opinions.
 Compare your answers with your group.
 Discuss how you can recognize a fact and an opinion.
1. We have all learned most of what we know outside of school.
2. In the United States the per capita costs of schooling have risen almost
as fast as the cost of medical treatment.
3. School groups people according to age.
4. I believe that a desirable future depends on our deliberately choosing a

life of action over a life of consumption.
5. A good education system should provide all who want to learn with
access to available resources at any time in their lives.
6. Half the people in the world never set foot in school.
7. The University graduate has been schooled for selective service among
the rich of the world.
8. Paradoxically, the belief that universal school is absolutely necessary is

most firmly held in those countries where the fewest people have been –
and will be – served by schools.
9. Equal obligatory schooling must be recognized as at least economically

infeasible.
10. Schools create jobs for school masters, no matter what their pupils learn
from them.
EAP 4 WKS 6-10 55

Summary writing
Below are the first two section of an article on body image from:
In Psych highlights June 2004

‘The man behind the mask: male body image dissatisfaction’
By Steven Gregor, InPsych production editor
Historically, body image has been seen by many to be a female concern; few
would have considered these issues as being relevant to males. Certainly,
these are very serious issues having affected the psychological wellbeing of
many women for a very long time and the reported statistics are alarming.
Figures collated by the Eating Disorders Association of South Australia
conclude that: anorexia is the third most common disease in Australian
females aged 15–24 years and mortality rates after 20 years are between
15–20 per cent; the incidence of bulimia within the same age group is five in
every 100; at least two studies have indicated that only about one tenth of
bulimia cases are detected; and women who diet frequently (more than five
times) are 75 per cent more likely to experience depression.
Dennis Kelynack, a Melbourne-based counselling psychologist with experience

in treating men’s issues, believes men are less likely to present themselves
with such concerns. “The presenting problem is seldom one of body image.
Men worry about how they present to others; they worry about anything that
may bring about a perceived loss (in social standing)”, he says.
Helen Fawkner, a PhD psychology student at the University of Melbourne has

been researching body image issues, including those relevant to males. Her
research confirms that in recent years there has been an increase in the
number of men seeking treatment for body image dissatisfaction. “Evidence
suggests that more men are experiencing body image dissatisfaction than
was previously thought. There is an increasing recognition that men can
suffer from these problems.”
Traditionally, a male’s role in society has been clearly defined; the “ideal”
man offered strength through security. Today, this male function is no longer
as valid; today, it would seem, men feel the need to display strength, and
indeed masculinity, through physical appearance. “It used to be that men
were defined by their jobs; in a sense that has changed and it has been
EAP 4 WKS 6-10 56

argued that their body is one of the few remaining ways in which they can
differentiate themselves from women”, says Ms Fawkner.
Perhaps inevitably then, the statistics pertaining to men and body image are
also concerning. It is believed that men’s body image dissatisfaction has
tripled in the previous 25 years, from 15 per cent to 45 per cent (of all
western men). Figures released on www.betterhealth.vic.gov.au reveal:
approximately 17 per cent of men are dieting at any given time; one in 10
people with anorexia are male; four per cent of men purge after eating; three
per cent binge eat; and an estimated three per cent of adolescent boys use
muscle enhancing drugs (including steroids) to help achieve the “ideal” body.
Quite simply, recent research has shown that body dissatisfaction is a serious
and growing concern for males, and their psychological and physical wellbeing
is being adversely affected.
THE WEIGHT OF THE MEDIA

Body image is big business; the men’s cosmetic and grooming industry
boasted a 37 per cent jump in sales between 1991 and 1996. Also in 1996,
men accounted for 30 per cent of all Australian cosmetic surgery procedures.
These evolving cultural trends, arguably the result of the mass media and
skilled global advertising campaigns, have given birth to the new
“metrosexual” man – an urban heterosexual man who is image conscious and
spends accordingly – and the pressure to conform to this image appears to be
mounting.
Elaine Hosie, a registered psychologist and the Director of Counselling for an

organisation working with adolescent males, acknowledges the power of the
media. “The media promotes a certain idealised image of what it means to be
a male. In regard to the body image debate, the media plays a large role in
the idealised notion of what it is to grow from a child, to an adolescent, to an
adult male.”
Research over the years has shown that body image dissatisfaction among
females has concentrated on weight and, more to the point, wanting to lose
it. Research into men and body image dissatisfaction shows the same weight
preoccupation; however, it would appear that there are as many men wanting
to increase their weight (with muscle mass) as those who want to lose it. “We
have found that a very large percentage of men, as many as 85 per cent, are
EAP 4 WKS 6-10 57

dissatisfied in terms of weight; around half want to lose weight and half want
to gain weight. They are looking for the “ideal” – minimal body fat and a large
amount of muscle”, says Ms Fawkner.
So, what does the “ideal” man look like? He is muscular, athletic, without
body hair, trim to the point of being devoid of fat, his skin is flawless, and
comes packaged neatly in a classic “V” shaped 190 cm frame. The danger
with this, despite the characteristics describing what would appear to be a
healthy man, is that the “average” male has little or no hope of achieving the
“ideal” without deploying extreme measures; excessive gym visits, eating
disorders, taking supplements to increase muscle mass, and drug abuse
(including steroids) appear to be on the rise. In fact, Ms Fawkner’s research
has discovered that 68 per cent of steroid users contributed their usage to its
enhancement of body image and other appearance related issues.
These issues are not new; women and adolescent girls have had to deal with
them for many years. What is new, however, is that men and adolescent boys
are now under the exact same pressure; what is most worrying,
subsequently, is the possibility that men and boys may be less equipped or
willing to address such traditionally female concerns.
(938 words)
REFERENCE
Pope, H, Philips, K & Olivardia, R 2000, The adonis complex: the secret crisis
of male body obsession, Simon & Schuster (Trade Division), Australia.
Nominal groups which pack information:
For example:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
EAP 4 WKS 6-10 58

Listening: Earthquakes: Can they be predicted?

Source: Learn to listen listen to learn by Roni S Lebauer, Pearson Longman, 2010
Vocabulary related to earthquakes
Check () the words that you know. Underline the words that you want to
learn. Then check their meaning with your teacher or in a dictionary.
earthquake / quake tsunami Richter scale

temblor tidal wave earthquake magnitude
tremor
aftershock
to shake destruction, to destroy
foreshock
to vibrate devastation, to devastate
seismic wave collapse, to collapse
seismic activity
epicentre seismologist earthquake preparedness

fault (line/zone) seismology
tectonic plate
the earth’s crust
1 Pre-lecture reading and discussion
Discuss the following in small groups.
1. Read the following excerpt from a newspaper science column. Then

answer the questions that follow.
Q. What site on Earth has the most earthquakes?
A. According to Craig Brunstein of the United States Geological Survey in

Denver, no single site qualifies for the honour. Rather, the highest
number of earthquakes occur all around the rim of the Pacific Ocean in the
so-called ring of fire, where the movement of tectonic plates 3 is the
greatest. That ring includes all of the west coast of North and South
America, Japan, the Philippines, Indonesia, New Guinea, and New
Zealand. This area has not only the largest number of quakes but also the
most severe ones.
3
A dozen or so plates make up the surface of the Earth. Their motion is studied in the field of
plate tectonics.
EAP 4 WKS 6-10 59
What do you already know about earthquakes? What do you know about
tectonic plates? Brainstorm with your class about the causes and locations of
earthquakes.
2. Read the excerpt below. Then answer the questions that follow.
Warning from Space?

1. A Russian Scientist Claims He Has Devised4 a System for Detecting5 Earthquakes
from Outer Space Several Hours before They Hit. U.S. Experts Remain Doubtful
Richard C. Paddock and Robert Lee Hotz, Los Angeles Times
Moscow - A Russian forecasting proposed by particles8 in the radiation

scientist says he has physics professor Arkady belt that rings the planet.
come up with a way to Galper is based on the Galper, director of the
predict earthquakes from discovery that Institute of Space Physics
outer space that could electromagnetic waves at the Moscow
provide a warning as emanating6 from Earth Engineering and Physics
much as three hours in just before a big Institute, said …
advance of major tremblor7 appear to
quakes. The method of change the behaviour of
According to the article, what does Galper believe he has discovered? What
are the reactions of some of the scientific community? Have you heard of any
other techniques for earthquake prediction?
2. Preparing for the lecture
The title of the lecture is “Earthquakes: Can They Be Predicted?” How do you
expect the lecturer to answer this question? What do you expect the lecturer
to talk about? Brainstorm ideas with your classmates.
4
devise: to create, invent
5
detect: to notice
6
emanate: to radiate; to come from
7
tremblor: earthquake
8
particle: very small piece; (physics) an extremely small piece of matter
EAP 4 WKS 6-10 60
Listen to the beginning of the lecture
What do you expect the lecturer to do in the remainder of the lecture? Check
() one or more.
________ a. talk about what typically causes earthquakes
________ b. talk about earthquake-prediction possibilities
________ c. give a scientific definition of “earthquakes”
________ d. talk about earthquakes caused by atomic explosions
________ e. talk about earthquakes caused by volcanic eruptions
3. Listening for the larger picture
Listen to the lecture once without taking notes. Refer to the following
diagrams as the lecturer talks.
DEFORMATION OF ROCKS DEFORMATION OF A LIMBER STICK
A. Original position A. Original position
B. Buildup of strain B. Buildup of strain
C. Slippage C. Slippage
D. Strain released D. Strain released
EAP 4 WKS 6-10 61

After listening, work in small groups to answer the following

questions.
1. Look at the diagrams again. Then use your own words to explain what the
images demonstrate.
2. What two kinds of earthquake prediction techniques are discussed?
3. What conclusions does the lecturer reach about earthquake prediction?
4. Organization
Read this summary of the lecture organization.
The lecturer defines the term earthquakes and then explains their causes.
Then he explains the process of stress buildup and stress release, partly by
comparing the process to familiar objects such as bent wooden sticks or
rubber bands. He next describes different types of earthquake-prediction
techniques that have been investigated – short-range and long-range
prediction studies. He uses these studies to make some generalisations
about earthquake predictions.
What do you remember about the different kinds of short-range and long-
range prediction techniques? Discuss with a partner.
5. Listening and note-taking
Listen to the lecture a second time. Take notes using the following format.
Introduction Earthquake:
Definition
Causes Causes of quakes?
EAP 4 WKS 6-10 62

Description
of plate
tectonics
and elastic
rebound
process
Research on EQ prediction
quake
prediction
2 types quake prediction:
1st type of short-range pred:

prediction
strategy
2nd type of long-range pred:

prediction
strategy
Conclusions
EAP 4 WKS 6-10 63

6. Replay question
Listen to this section from the lecture and answer the question.
Why does the lecturer talk about a pond? Check () one.
______ a. To give an example to show what an underwater earthquake might

look like
______ b. To compare damage caused by a tidal wave caused by

earthquakes
______ c. To give an analogy to show how energy radiates in waves from an

impact
______ d. to digress and remember a pond that appeared after an

earthquake
Listening and note-taking strategies
1. Review your notes soon after listening, adding information that you
remember.
2. Ask classmates for specific pieces of information that you might have
missed.
3. Consider rewriting your notes soon after listening to make the

relationship between ideas more clear. Make sure that
comparisons/contrasts, important generalisations, and cause/effect
relationships are immediately apparent. Use diagrams or pictures,
instead of words when helpful.
7. . “Other Voices” follow-up
Breaking news – an earthquake near Los Angeles! An earthquake

specialist, Dr. Kim Hurston, is holding a press conference reporting on
the quake.
1. Listen to the specialist and fill in the information about the quake.
EAP 4 WKS 6-10 64

What time did it occur?
What magnitude9 was the main earthquake?
How many aftershocks10 were reported?
How deep was the main earthquake?
What are some results of the earthquake?
2. Listen to the remainder of the press conference. Reporters asked four

questions:
 How long was the earthquake?
 People used different words to describe their impression of the

earthquake. Some said it was a “rolling motion” and others described it
as “jolting”. How do you explain the differences in how people perceived
the earthquake?
 What is the chance of this earthquake being a precursor to a larger

earthquake?
 Was there any warning of this earthquake?
In small groups, write what you remember of Dr. Hurston’s answers to each
of these questions. Then listen again to check your understanding.
9
magnitude: size
10
aftershocks: smaller earthquakes after a larger one
EAP 4 WKS 6-10 65
8. Post-lecture reading and discussion
Read the remainder of the article that you started at the beginning of this
lesson. Then, work in small groups to answer the questions that follow.
Warning from Space?

1. A Russian Scientist Claims He Has Devised11 a System for Detecting12
Earthquakes from Outer Space Several Hours before They Hit. U.S. Experts
Remain Doubtful
Richard C. Paddock and Robert Lee Hotz, Los Angeles Times
(Continued) years have proposed physicist is stringing

… three groups of various techniques to together phenomena18
Russian scientists have predict earthquakes, that may seem plausible
corroborated13 his none have worked in but that are extremely
results. But no major practice. “Most scientists unlikely to ever happen
scientific papers have would say that in nature. You would also
been published on his earthquake prediction is want to see that there
earthquake forecasting a very long way off, if not have been multiple
idea and it has not been impossible,” said Thomas successes, and one would
subjected to the Henyey, director of the have to look at that very
scrutiny14 of peer Southern California carefully, too.”
review15 that is standard Earthquake Centre. Galper acknowledged
in the United States. Henyey called the that, so far, his method
Indeed, several U.S. Russian prediction theory of prediction is largely
earthquake experts have “implausible”17. theoretical19 and would
queried16 about Galper’s To take it seriously, require the launch20 of at
work, were deeply Henyey said, “I would least three satellites and
sceptical, that there was have to see a very, very the creation of a ground-
little evidence to support careful discussion of the based network that could
it or any other prediction physics of the entire rapidly process data from
theory. process. You have to be space…
Although many sceptical as to whether Galper said he and his
researchers over the some theoretical
11
devise: to create, invent
12
detect: to notice
13
corroborate: to verify the truth of something that someone else says
14
scrutiny: close examination
15
peer review: a process of evaluation done by colleagues in the field
16
query: to question
implausible: not likely to be true or possible
17
18
phenomena: facts, events, or images that attract attention
19
theoretical: in the world of ideas, not applied in practice
20
launch: to send into the air
EAP 4 WKS 6-10 66
(Continued) [California] earthquake Galper said ….

… colleagues happened found that Toe establish an
on21 the possibility of electromagnetic waves earthquake warning
forecasting earthquakes emanated from the system for the entire
while studying the 600- epicentre24 three hours planet would require a
mile-high radiation belt before the tremblor large network of
that encircles the planet’s struck. Theorising that satellites. But Galper said
tropical region like a such radiation could it would be possible to
giant doughnut. Early on, affect particle movement cover the region where
they observed an in near space, they most of the world’s
occasional unexpected analysed the timing of population lives – with
“bulge”22 in the belt as the bulges they had three satellites.
particles dipped down – discovered. Galper said When a satellite
or “fell out” – in the that in about 80 out of detected a bulge in the
direction of Earth for about 100 cases belt, the information
periods of 10 to 15 analyzed his research would immediately be
minutes. Although team has found a routed to a
sampling of the radiation correlation25 between the communications satellite
belt was normally limited unusual behaviour of the that would feed
to two hours a week, space particles and the information to stations on
they happened one day electromagnetic radiation the ground. There, the
in 1985 to record a large transmitted before major data would be rapidly
amount of “falling out” earthquakes. processed to estimate
activity on Earth, and Because of a time lag26 the location of the
they speculated23 that of several days in epicentre within an area
there could be a retrieving the data from of 60 square miles. The
connection . In 1989 a space, the scientists have affected region would be
seismic measuring never predicted a quake. notified and the public
station in San Francisco “our system is not would have as much as
Bay area near the site of designed for rapid three hours to prepare
the Loma Prieta feeding of information, for the quake.
21
happen on something/ happen to do something: to find something by chance
22
bulge: a rounded projection or swelling
23
speculate: to guess, to theorise using insufficient evidence
24
epicentre: the exact centre of an earthquake
25
correlation: meaningful connection between two events
26
lag: delay
EAP 4 WKS 6-10 67
1. Several earthquake experts are doubtful about Galper’s work. Give at

least four reasons for their scepticism.
2. Galper’s claims are purely “theoretical” right now. What does this mean?
3. Describe Galper’s idea for creating an earthquake warning system.
4. According to the article, are Galper’s ideas impossible?
9. Using your notes
Use your notes to answer the following questions.
1. An earthquake is the v____________________ of the Earth produced by

the rapid release of e___________________.
2. Name five different kinds of short-range prediction strategies that

researchers have examined.
a. _______________________________
b. _______________________________
c. _______________________________
d. _______________________________
e. _______________________________
3. True or false?
____ a. Most earthquakes are caused by volcanic eruptions.
____ b. Chinese seismologists successfully forecast a large earthquake

and saved thousands of lives.
____ c. Since 1975, Chinese seismologists have repeatedly been able to

predict serious earthquakes.
EAP 4 WKS 6-10 68

____ d. Researchers who try to make long-range predictions focus on

finding historical cycles or patterns.
____ e. Seismologists found one site in California that has had a serious
earthquake every 22 years, without exception.
____ f. According to the lecturer, almost all seismologists believe that

short-term earthquake prediction is difficult, if not impossible.
____ g. There are more scientists who believe that short-range

prediction tools will be found than scientists who believe that
long-range prediction tools will be found.
4. In a paragraph, explain how a flexible stick, a rubber band, and a stone

thrown into a pond can demonstrate aspects of the earthquake process.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
EAP 4 WKS 6-10 69

Writing classification texts

 Read the three classification texts on the power point presentation and
answer the questions below.
Text 1
 How is the information organised?
___________________________________________________________
___________________________________________________________
___________________________________________________________
 What expressions are used for making classifications?
___________________________________________________________
___________
Text 2
EAP 4 WKS 6-10 70

Text 3
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
EAP 4 WKS 6-10 71

Mountains
Adapted from: http://www.woodlands-junior.kent.sch.uk/Homework/mountains/types.htm
Retrieved: 22.01.13
Type How they are formed Examples
 most common
 2 earth plates collide
 millions of years
 world’s largest
mountain ranges
 Earth’s crust cracks

(or fractures)
 breaks into blocks or
chunks
 chunks move  
 chunks stacked
 melted rock (magma)

pushes  under
Earth’s crust
 magma cools 
hardens
 rock layers above
magma warp 
spherical shape
 melted rock (magma)

erupts as lava
 piles onto Earth’s
surface
 ash and lava cool
 build a cone
 high level flat land

(over 600 metres) 
erosion
 + billions of years
EAP 4 WKS 6-10 72

Writing classification texts – Rocks
Type _______________
_____________  molten rock (magma) –

deep in Earth ______________
_____________  solidifies slowly
= plutonic or intrusive
typically – large crystals
 molten rock (magma) 

_______________ volcano
_______________
 solidifies quickly
- on or near Earth surface
= volcanic or extrusive
________________
typically – small, fine crystals
_____________  accumulations of pre-

existing rocks or once-living ________________
organisms
 wind + water+ time –
cemented together
typically – layered + small
particles – can be rubbed off
_____________ igneous / sedimentary + high

heat + high pressure + time ________________
 metamorphic rock
typically = streaked + small
crystals
EAP 4 WKS 6-10 73

A beautiful set of numbers
 Read the following passage and then answer the questions below.
The Japanese embrace a concept of naturally weathered beauty that they

term “wabi-sabi”. This aesthetic requires an appreciation of time's passage
and the impression it leaves. It's the antithesis of a beauty ideal that seeks
to erase all change and hold the face in a frozen, ageless state of dubious
beauty. Cosmetic surgery promises to perfect perceived flaws and forestall
the natural aging process, but in removing any sign of time's impact, it can
also rob people of self-esteem, self-image and even good health.
1. Find words in the passage that mean the following:
opposite _________________________
idea _________________________
doubtful _________________________
steal _________________________
remove _________________________
effect _________________________
enthusiastically accept _________________________
stop or delay _________________________
sensed _________________________
imperfections _________________________
judgment about beauty _________________________
moving on _________________________
EAP 4 WKS 6-10 74

A beautiful set of numbers – argument prompts
“It is no measure of good health

A person has no to be well-adjusted to a
control over their profoundly sick society.”
physical looks but Jiddu Krishnamurti
they do have control
over their
character.
Outer beauty is transient and
does not last.
Inner beauty is cultivated
through the years and can
last a lifetime
All human qualities
are important.
If outwardly beautiful people are

constantly selfish and
inconsiderate, their beauty fades in Outer beauty does
other's eyes as they continue to be a not solve any
nuisance and cause trouble to problems; love,
others.
charity, compassion
are far more
important.
Outer Beauty is easily

created by means of a
temporary camouflage of
creams, scents, ointments,
styles, and various kinds of
outer wrappings. Inner
beauty takes a bit more
effort.
EAP 4 WKS 6-10 75

A beautiful set of numbers – arguments, counter arguments and rebuttals
It is better to be beautiful on the outside than on the inside. Do you

agree?
 Thesis statement:
________________________________________________________
________________________________________________________
 List arguments to support your thesis in the appropriate column

 Formulate counterarguments against each argument
 Formulate a rebuttal to you counter argument that supports your
argument
 Write an essay using the generic persuasive analytical essay outline
Argument Counter argument Refutation
EAP 4 WKS 6-10 76

Summary writing practice

Adapted from: Extended writing and research skills by J. McCormack & J. Slaught, Garnet, 2007
N.O.W. summarising approach:
 NOTE down key points

 Organize the points
 Write your summary using these points
A Using the same order of facts and ideas as the original
B Using all the information from the original
C Using none of the same vocabulary as the original
D Using different grammatical structures from the original
E Emphasising the points that you feel are important in the original
F Giving your opinion about or commenting on the original text
(Adapted from: Trzeciak, J. & Mackay, S.E. (1994) Study Skills for Academic Writing, Hemel Hempstead
UK: Prentice Hall)
 Below is a short extract from a text on Environmental Problems and

Management. The key points have been underlined and notes made.
 Read through the text and notes and then write a summary based on the
notes.
Interest in the environment is not a recent phenomenon; the environment

has always affected the growth and development of humankind, both as a
source of materials as well as a refuge for the human spirit. The recent
interest in protecting the environment is a reflection of both the demand of
society for a better quality of life, which may include using the environment
as a haven, as well as the need to replenish sources. The difference between
the present day and the pre-1960s era is the extent to which concern for the
environment has become important; there is much greater interest…
EAP 4 WKS 6-10 77

1: interest in env. = not just recent: always int. as source of raw

materials + ‘refuge for human spirit’
2: reasons for recent int. = int. in ‘better quality of life’ + need to

replenish sources of raw materials
3: cf. current interest with pre 1960s = environmental concerns

now given more priority
Summary
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
EAP 4 WKS 6-10 78

Arguments and counter arguments

From: Keller & Warner, (1994) Conversation Gambits. Language Teaching Publications
Very often, when we have a plan, someone has an objection or a reservation.

We then have to think up a counter-argument to try to persuade them. In
this dialogue the husband is trying to persuade his wife that they need a cottage in
the country.
Him: Why don't we buy a cottage in the country - somewhere we

could go at weekends and for holidays. (Plan)
Her: That's a good idea, but don't you think the children will get bored
- can't you hear them - not the cottage AGAIN this summer!
(Reservation)
Him: That's probably true, but I think it would be nice for us, and after
all, it won't be long before they'll want to go off with their own friends.
(Counter-argument)
 Work in pairs with these ideas using the following phrases for reservations
and counter-arguments.
Reservation Counter-arguments
 Yes, but ...  Even so,

 Yes, but don't forget ...  Even if that is so,
 That would be great, except ...  That may be so, but ...
 That's a good idea, but...  That's probably true, but...
 Possibly, but ...
1. A: take up skiing 2. A: buy a new car - the old one's

rusty
B: don't have the time or
B: we haven't finished paying
money
for the old one
A: it would be fun, good A: the old one's dangerous
exercise
EAP 4 WKS 6-10 79

4. A: buy a flat
3. A: have a party
B: can't afford it
B: the neighbours would object
A: cheaper than paying rent
A: why not invite them
5. A: fly to Moscow 6. A: your plan
B: cheaper to go by train B: your reservation
A: we'd lose a week of holiday A: your counter-argument

just travelling, plus all the
money on food
Are you an optimist or a pessimist?

This is an optimist's game!
The class divides into two teams. Take
turns to make complaints, starting with the ideas below.
The other side must try to say something positive.
Use the expressions below.
 On the other hand,  OK, But...
 But then again,  But in the long run,
 Look at it this way,  Very true, but...
 Anyway,  To make up for it,
 Even so,
Each team takes it in turn to make statements and to answer. The answers
must be introduced by one of the phrases from the list. Each team has 10
seconds to answer. Play two or three 'rounds' with each round lasting 5
minutes.
EAP 4 WKS 6-10 80

1. It's been raining now every day this month.
2. This coffee is really strong.
3. English is very difficult.
4. Grammar is really boring.
5. I hate learning to spell.
6. I've put on 5 kilos since Christmas.
7. Volvos are very expensive.
8. You can't park anywhere around here!
9. It can be very cold in Norway in winter.
10. I can't understand Pierre's accent.
11. Bill is very mean with money.
12. Liz is always late.
13. Joan can't dance. She's awful, isn't she!
14. Children have too much money these days.
15. Schools are far too liberal.
16. Teachers aren't strict enough.
17. I hate starting school at 8 in the morning.
EAP 4 WKS 6-10 81

Listening: Beauty and Appearance

Adapted from: Pathways 4 Listening, Speaking and Critical Thinking, by P. MacIntyre, Heinle CENGAGE, 2013
Discussion: With a partner, discuss the following questions.
1. Look at the two rows of photos. These photos were shown to people who
participated in a study on beauty. In each row, select the photo that
shows the most beautiful face, in your opinion. Do you and your partner
agree?
Listening: A News Report
A Listening for main ideas
Listen to a news report about beauty. Match each scientist or group of

scientists with the correct research results.
EAP 4 WKS 6-10 82

Scientists Research results
1. Judith Langlois ______ a. Men’s ideas about beauty

and attractiveness evolved
over thousands of years.
2. Pamela M. Pallett b. Symmetry is a key part of

Stephen Link what makes a face beautiful.
Kang Lee ______
3. Victor Johnston c. There is a “golden ratio” for

David Perrett ______ the ideal distance between
the eyes, the mouth and the
edge of the face.
4. Don Symons ______ d. Men prefer large eyes, full

lips, and a small nose and
chin.
B Listening for details
Listen again and circle the correct answer to each question or statement.
1. According to the research, most people think that a beautiful face is
a. a face with small eyes

b. average and almost symmetrical
c. disturbing to observers
2. The “golden ratio” for the length of a face states that the distance
between the eyes and the mouth
a. is 36 percent of the length of the whole face

b. is 56 percent of the length of the whole face
c. is 66 percent of the length of the whole face
EAP 4 WKS 6-10 83

3. What facial features did scientists Victor Johnston and David Perrett think
men find most beautiful?
a. blue eyes, full lips, and a strong chin

b. large eyes, full lips and a small chin
c. large eyes, thin lips, and a strong nose
4. What conclusion does the reporter, Gwen Silva, probably agree with?
a. Beauty is in the eye of the beholder.

b. There is no variation in the ideas about beauty between cultures.
c. People from the same culture mostly agree on what makes someone
beautiful.
After listening
Critical thinking
Form a group with two or three other students and discuss the following
questions.
1. Do you agree or disagree with the saying “Beauty is in the eye of the
beholder”? Explain your opinions.
2. Scientists believe that a beautiful face is a symmetrical face. What other

features make a face beautiful to you?
3. The news report said that perceptions of beauty vary from culture to
culture. Can you give any examples of how perceptions of beauty vary
between cultures?
EAP 4 WKS 6-10 84

Information Technology and the New Workplace

From textbook: Schermerhorn, J.R., Campling, J., Poole, D., Wiesner, R., (2004) Management, An Asia-Pacific
Perspective, John Wiley & Sons, Brisbane
 Read the first paragraph of the text about Information technology and the
new workplace and then complete questions 1 & 2 below.
1. How is Information technology defined in the first paragraph?
______________________________________________________________
______________________________________________________________
2. How is this signalled?
______________________________________________________________
 Below is a summary of the whole text as a total cloze. Read the complete
text and underline or highlight the important information that you would
include in a summary. Now look at the cloze below and make guesses
about the words that fill in the spaces – remember: a summary is a
paraphrase of the main ideas of a text.
___ ‘_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _’ ___________ ___
______ __ ___________ __________ __ ____
_ _ _ _ _. __ ____ __ _ _ _ _ _ _, _________ ___
_______ ____________ ___ ________ __
_________ _ _ _ _ _ _ _ _ _, ____ _____ __ ___
_______ _ _ _ _ _ _ _. _______ _ _,
_____________ ___ __ _______ “_ _ _ _ _
_ _ _ _ _, ______ _______ ___ ________
________ _ _ _ _ _ _ _” -___ _ _ _ _, ___________
_ _ _ _ _ _ _ _ _.
EAP 4 WKS 6-10 85

4. Look at the chart carefully and complete the cloze description of it below.
People, teams and Organizations are

departments are flatter as IT
better connected replaces
by IT management levels
IT
breaks
barriers
Supplier Customer
s s
Supply chain Customer

management is relationship
improved by IT management is
connections Strategic improved by IT
partners connections
More things are done by

outsourcing and
partnerships using IT
Figure 3.1: Information technology is breaking down barriers and changing

organizations.
The impact of information technology in businesses is most evident in its
____________________________________________ inside and outside of
organizations. Within organizations, because of IT, management
_______________________________________ and individual workers,
__________________________________________. Outside organisations,
because of IT, suppliers ________________________________________
________________________ management, _______________________
benefit from _________________________________________________
and ________________________ from the increased efficiencies.
EAP 4 WKS 6-10 86

Referencing
In academic contexts it is always important to include details of all the
sources used in your work. Usually sources are referenced within the text as
well as in a reference list at the end of a text.
For each source, you need to supply several pieces of information. Different
information is needed for different types of texts. For example, books and
journal articles require different information:
For a book For a journal article
 author’s name  author’s name

 title of book  title of book
 date of publication  name of journal
 name of publisher  date of publication
 volume and number of journal
 pages on which the article is
published
Adapted from: Academic culture: A student’s guide to studying at university by J. Brick, 2006, Macquarie
University, Sydney
EAP 4 WKS 6-10 87

 Complete the exercise below which requires you to recognize how

different types of texts are referenced.
In the reference list below, find the following:
1. A document on the internet

2. A book by one author
3. A newspaper article from an electronic database
4. An E-book
5. A book by two authors
6. A book with seven authors or more
7. An article in an edited book of articles
Reference List
Andreasen, NC 2001, Brave new brain: conquering mental illness in the era of
the genome, Oxford University Press, Oxford.
Davis, M, Charles, L, Curry, MJ, Shanti, P, Prasad, S, Hewings, A et al. 2003,

Challenging spatial norms, Routledge, London.
Este, J, Warren, C, Connor, L, Brown, M, Pollard, R, O’Connor, T 2008, Life in

the clickstream: the future of journalism, Media Entertainment and Arts
Alliance, viewed 27 May 2009,
<http://www.alliance.org.au/documents/foj_report_final.pdf>
Ferres, K 2001, ‘Idiot box: television, urban myths and ethical scenarios’, in I
Craven (ed.), Australian cinema in the 1990s, Frank Cass, London, pp. 175-
188.
Schneider, Z, Whitehead, D & Elliott, D 2007, Nursing and midwifery

research: methods and appraisal for evidence-based practice, 3rd edn,
Elsevier Australia Marrickville, NSW.
Storey, KB 2004, Functional metabolism: regulation and adaptation, John

Wiley & Sons, Hoboken, NJ, viewed 4 April 2009, NetLibrary database.
Wentworth, WC 1984, ‘Why we need a permanent base on the moon’, Sydney

Morning Herald, 24 January, p. 11, viewed 3 April 2009, Sydney Morning
Herald Archives database.
EAP 4 WKS 6-10 88

Integrated skills: Women in the military

Adapted from: Challenge to think, by C. Frank, M. Rinvolucri and M. Berer, Oxford
University Press, 1982
Preliminary discussion: The decision
In battle, a small group of soldiers were outnumbered. They had retreated

across a bridge over a river, but the enemy were still mostly on the other
side. If someone went back to the bridge and blew it up while the enemy
were crossing, the group of soldiers could escape. However, the man who
blew up the bridge would probably be killed – it is a 4 to 1 chance. The
commander has to decide what to do. He asks for volunteers but no one
comes forward.
These six courses of action occur to him:
a. To go back himself and ask the sergeant to take command of the group of
soldiers. The sergeant has never been in command before.
b. To send a man who has a lot of strength and courage but who is a bad
troublemaker. He is always stealing things from the other soldiers, beating
them up and refusing to do his share of the work.
c. To send a man who has caught a fatal disease. Although he is ill and will
probably die in a short time anyway, the man is strong enough to do the
job.
d. To take the whole company of soldiers back to the bridge to fight it out
with the enemy.
e. To make everyone in the group, including himself, draw lots to see who
must go back.
f. Not to send anyone back to the bridge.
EAP 4 WKS 6-10 89

Consider these questions:
1. If you were the man in (b) and the commander told you to go back, what
would you do?
2. If you were the man in (c), how would you feel?
3. If you were in the group of soldiers in (d), how would you feel? Would you
go back?
4. If you were a soldier in (a) or (f), would you volunteer to go back after the
commander told the group his decision?
5. If you were the commander, which choice would you make?
EAP 4 WKS 6-10 90

Paraphrasing
 The ‘skeleton’ sentences below paraphrase the quotations on the power

point presentation. Match each paraphrase with its author and complete
the sentences so that they express the original meaning and are
grammatically correct.
1. Patriotic women / necessary physical and intellectual abilities /

discriminated against
According to _________________________, ___________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2. Women / men / should have the right / defend / give / lives / country
According to ________________________, _____________________
________________________________________________________
________________________________________________________
________________________________________________________
3. Wars and violence / loathsome; / during war / role of women / restricted /

mere home duties
___________________________________________; ___________,
according to ________________________, _____________________
________________________________________________________
________________________________________________________
EAP 4 WKS 6-10 91

4. Because / women / excessively ferocious / they / used / battle
According to ________________________, _____________________
________________________________________________________
________________________________________________________
________________________________________________________
5. Women /so precious / deployed / battle
According to ________________________, _____________________
________________________________________________________
________________________________________________________
________________________________________________________
EAP 4 WKS 6-10 92

Are there times when censorship is justified?
The popularity of television has Introduction

resulted in both significant benefits
1. Identify the 4 stages.
as well as significant disadvantages.
One particular disadvantage is that 2. Find two examples of parallel
people spend a lot of time viewing structure.
television programmes. This means
3. What does “this” refer to in
that their thinking is powerfully
line 5?
affected by the programmes that
they watch. For this reason, 4. What does “this” refer to in
television programmes should be line 8?
subject to limited censorship. These
5. Why is “be” used in line 10?
limitations should be decided on the
basis of the ‘harm principle’, should
provide for the protection of children,
and should include advertisements.
Of course, the most difficult question 1. What is the topic of the

about any censorship is whose paragraph?
values determine the criteria for
censorship. The principle which 2. Is the paragraph topic linked
seems to provide the best guide for to the thesis? If so, how?
censorship is the harm principle.
According to this principle, television
stations should be free to broadcast 3. Identify the stages in the
paragraph.
any TV programme as long as it does
not encourage or incite viewers to
engage in harmful activities towards
others; yet even this is problematic. 4. How is each stage signaled?
It is often argued that there is no
established link between obscene
material (that is of either a sexual or 5. What follows “seems” in line
violent nature) and behaviour that 4? Why?
causes harm. However, it seems
obvious that viewing such material
must influence behaviour. If
television images had no impact on
viewers, advertisers would not spend
so much money on them. It seems
EAP 4 WKS 6-10 93

reasonable, then, to use the harm 6. What should be included after

principle to determine censorship “it is often argued”?
criteria with the proviso that extreme
violent and sexual material that
exploits the young and powerless
(including women) should be
censored.
Indeed, as television viewers, 1. Identify the stages in this part

children and young people need even of the paragraph.
greater protection than simply the
‘harm principle’. During their
formative years, parents – not just
2. How is each stage signaled?
TV programmers, must decide the
values that they want to impart to
their children. A classification system
that evaluates the suitability of 3. Identify any markers of
modality in the essay and
television content for children and
comment on the degree of
young people (and is, therefore, a certainty they convey.
form of censorship) can be of great
assistance to parents. Such a system
would ensure that material only
suitable for adults would not be
screened during peak viewing times.
Moreover, if programmes were
classified on the basis of their
sexual, violent or offensive language
content, parents would be able to
assess their children’s level of
maturity and resistance to undue
influence. It is clear that there will
always be lax parents who care little
about their children’s development.
However, the great majority of
parents are keenly aware of the
vulnerabilities of their children and a
classification system that provides
them with information about
programme content would be a very
useful resource.
EAP 4 WKS 6-10 94

Television programmes include a 1. Identify the stages in this

variety of genres such as movies and paragraph.
news, as well as advertisements. The
same censorship criteria should be
2. How is each stage signaled?
used for all programme types.
Today, news programmes include
graphic footage of human suffering
due to natural disasters and human 3. What does “such images”
aggression. Such images show not refer back to?
acting but reality yet there seems
little censorship of these. The result 4. Would you call this exact or
is that news media, left unregulated, parallel repetition?
have enormous power to damage
sensitive, young minds. However,
5. What is the head noun in the
any censorship of news leaves the
nominal group: “broadcasting
public ignorant of world events and time suitability”?
thus, disempowered. Perhaps the
only solution is to ensure that, as
with other programmes, news items
are classified according to
broadcasting time suitability.
Advertisements are yet another 1. Identify the stages in this

television genre that may require paragraph.
limited censorship. For example,
overly explicit sexual references are
often used to sell products so these 2. How is each stage signaled?
product advertisements should only
be broadcast outside of children’s
normal viewing times. Of course,
3. How many subordinating
some products themselves are of conjunctions are there in the
public concern. An example of sentence beginning “Although
positive censorship of such a product …” (line 7)
is the case of cigarette
advertisements. In recent years,
cigarette advertisements have
disappeared from Australian
television screens. Although tobacco
companies may protest that this is a
denial of freedom, because of the
EAP 4 WKS 6-10 95

significant negative effect of smoking

on health, such censorship can only
be applauded. Thus, there is need
for limited censorship across all
television programmes.
In conclusion, while television 1. How do you know this is the

delivers many benefits, there need concluding paragraph?
to be limits set to broadcasting
freedom. Such limitations should be 2. What are the elements in a
determined as broadly as possible. concluding paragraph?
The harm principle provides a basic
criterion for determining censorship.
However, because they are
particularly vulnerable, children need 3. Identify those elements in this
special protection which can be paragraph.
provided through a classification
system. By implementing such
safeguards the whole community can
enjoy the benefits of television.
EAP 4 WKS 6-10 96

Persuasive analytical essay practice
Argument essay 1: Working parents do not harm their children
Underline Today, in many families, both parents have full-time jobs as well
the thesis as responsibilities of home and family. Such partnerships can be
statement stimulating and valuable for the whole family. Not only are there
Number financial benefits but also benefits for the community and
the topics individual as well as special benefits for the children.
in the
essay When both parents work, the financial benefits are obvious and
outline
Underline extend to the whole family. Added income means more
the topic
comfortable living arrangements, better education opportunities
sentence
for children, the possibility of more frequent and varied holidays
Highlight
as well as more stimulating leisure activities such as music
the
supporting lessons and sports coaching. Moreover, parents are relieved of
ideas the stress of increasing bills and added expenses as their
children grow.
Underline Of importance too, is the value to both the community and the
the topic individual of the employment of skilled workers. The community
sentence profits from its employees and work brings some satisfaction and
Highlight self-esteem to the worker too. This positive feeling,
the
psychologists suggest, is recognised by children who identify
supporting
ideas
with the ‘good’ feelings and feel ‘good’ as well.
Children benefit in other ways too when both their parents have
full-time jobs. Such parents argue that they concentrate on
Underline
the topic
‘quality time’ with their children rather than taking the time that
sentence they have with their children for granted. Their children, they
Highlight say, also benefit from having different input into their lives from
the other care givers rather than having only one source of values
supporting and ideas. Finally, children who are sent to child care centres
ideas
learn independence and social skills earlier and more quickly
than other children.
EAP 4 WKS 6-10 97

What are In conclusion, there are a number of benefits for the whole
the
family when both parents work. As a unit, the family benefits
elements in
the
financially, and individuals benefit from a more stimulating
conclusion? lifestyle.
Argument essay 2: Working parents do harm their children
Today, in many families, both parents have full-time jobs as well

Underline
the thesis as responsibilities of home and family. Of course, such
statement commitments put added strains on family relationships.
Number Furthermore, it is the children who suffer when both parents
the topics work full-time. First of all, the family environment is adversely
in the affected by working parents; secondly, there is a breakdown in
essay
the parent/child relationship; and thirdly, the role of parent is
outline
often taken over by the outside care-giver.
In many working families, the important family ‘environment’ is

Underline seriously damaged by stress. Parents feel anxiety and guilt
the topic
because their children are either left to themselves or placed in
sentence
the care of others. These feelings are often transferred to the
Highlight
children who resent their parents’ absence. Moreover, because
the
supporting parents are often very tired due to their busy schedules, even
ideas their spare time is not available to their children. Indeed,
children are encouraged to occupy themselves by watching
excessive amounts of television.
Underline The parent/child relationship suffers from lack of communication

the topic when both parents are engaged in full-time employment outside
sentence the home. Talking is crucial if parents are to keep in touch with
Highlight their children and often the time needed for such communication
the
is not available. Even more scarce is the time available to
supporting
express the fundamental emotional necessities such as “I love
ideas
you”. So, the parent/child relationship withers.
Underline
Busy working parents often do not monitor the child-care
the topic
arrangements of their children. Of necessity, since the child
sentence
EAP 4 WKS 6-10 98

spends more time in the care of the child-care worker rather

than his or her parent, that child-care worker often takes over
the parent role. Thus, the parent no longer is the teacher of
Highlight
the
values and the values that the child learns may be different to
supporting those held at home. The parents’ standards in discipline may
ideas also be different to those of the child-care worker and such
discrepancies may lead to future problems. The most frightening
possibility is that, by handing the child over to another care-
giver, the child may be laid open to abuse – verbal, physical or
sexual.
These, then, are the dangers that working parents face when
What are
they hand over their children to outside care-givers. The
the
elements in importance of family life for both parent and child should be
the given priority. Moreover, time invested in ‘family’ is not without
conclusion? its rewards.
 Analyse both of the essays above and complete the grid below. You will
need to add some of your own ideas. The first one has been done for you.
Argument Counter argument Refutation

 double income  material benefits  children’s time is
means financial can never make-up filled with enriching
benefits for the for loss of parental activities which can
whole family attention only be afforded
because of the extra
income
 employment adds
value to the
community (skilled
work) as well as the
individual (self-
esteem)
EAP 4 WKS 6-10 99

 children benefit:
o ‘quality time’
with parents
o broader social
interaction
o earlier
development of
independence
and social skills
 both parents
working means
greater stress on
families
 the parent –family

relationship is
damaged
 the role of parent is

taken over by an
‘outside’ care-giver
whose values
become the main
influence in a
child’s life
 children are open to

abuse from
‘outside’ care givers
EAP 4 WKS 6-10 100

APPENDIX
EAP 4 WKS 6-10 101

Vocabulary List 6
Word Class Translation Noun Verb Adjective Adverb
adjust
aggressive
appropriate
detention
exaggerate
hazard
immune
indicate
inevitable
irritable
liberate
manage
modify
monitor
perplexing
reconcile
revision
suffer
valid
violate
EAP 4 WKS 6-10 102

Vocabulary List 7
beneficial
conservationist
contentious
debate
desolation
disturbing
economic
elimination
extinct
governmental
inflation
interfere
neglect
potential
predict
preservation
priority
regenerate
resource
threat
EAP 4 WKS 6-10 103

Vocabulary List 8

acknowledge
apparent
capability
collect
complex
confront
consequently
dependent
destruction
emotive
evolve
exploitation
interaction
necessary
originally
progressive
protect
public
speculate
sufficient
EAP 4 WKS 6-10 104

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English Language Program

Academic English for Tertiary Studies

EAP 4: Weeks 6-10

Week Six: Page

V2.4 APR 2014

EAP 4 WKS 6-10 1

EAP 4: Weeks 6-10

Week Nine: Page

EAP 4 WKS 6-10 2

Branding and Visual Landscaping

EAP 4 WKS 6-10 3

Listening and Note-Taking:

Branding and Visual Landscaping

Listen to Alan Saunders, an Australian radio presenter, introduce his

Ken: Thank you Alan.

From this excerpt, what do you understand the expression visual

EAP 4 WKS 6-10 4

Today, people are very good at

But people rarely

What is important in communication is

Also, business has gone from a ____________ to an

____________________ community and language doesn’t easily

Consequently, ________________ really cross the language and cultural

For example, in a Mexican dictionary I worked on, to communicate a difficult

word like “cramp”, I used a visual of _______________________________

EAP 4 WKS 6-10 5

Well, today, people rarely get ___________________________________.

People part _________________ but also do _______________________.

Consequently, a client / business has to communicate in that split second that

Using a broader visual language started for us in ____________________.

It involved creating a second language that was instantly visually

focussed on who’s talking but on ______________________________.

The branding of Qantas is a specific example of how we used a broader visual

 it brought people _________________________________________

 it was probably our ______________________________ experience

before leaving the country

 you’re always flying _______________________________________

We did this by assembling photographs of the Australian landscape and then

So, we based the fabric design of the airline _______________ on a particular

EAP 4 WKS 6-10 6

photograph of the Great Barrier Reef.

about. I learnt that Uruguay means

_______________________________________ - there couldn’t be a more

romantic notion for an airline than this!

We investigated the __________________________ of Uruguay and then

assembled silhouettes of those birds into a ______________________

Consequently, when the planes were grounded, you had

_________________________ on the tarmac!

EAP 4 WKS 6-10 7

EAP 4 WKS 6-10 8

EAP 4 WKS 6-10 9

Evaluating arguments in academic texts

Key questions for evaluating arguments are:

 Are different points of view considered fairly, not just the

 Has the author failed to refer to another author whose argument

This is an example of a valid argument.

All humans have brains.

Therefore, John has a brain.

John is a fast runner.

People part _ but also do _______.