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DISPENSA A.A. 2018 – 2019 English for Specific Purposes 1 Esercitazioni (James) Risk Recreation Ethical Tourism Cultural Heritage (051-2097241; [email protected]) 1 Contents Page 1 Writing 3 Guidelines on essay assessment, writing, style, organization and structure 2 Essay writing exercises 13 3 Reading texts (including reading, listening and writing exercises) Risk Recreation: Tornado Tourism (essay assignment) 20 Ethical tourism: Canned Hunting 28 Pamplona Bull Running 36 La Tomatina 43 Museums and the Ownership of Cultural Heritage: The Rosetta Stone, The Parthenon Marbles, The Mona Lisa 45 (essay assignment) The Impact of Mass Tourism: Venice, Florence, Barcelona 68 All the copyrighted materials included in this ‘dispensa’ belong to the respective owners and, following fair use guidelines, are hereby used for educational purposes only. 2 1 Writing Guidelines on essay assessment, writing, style, organization and structure Assessing writing: criteria Exam task: 500-word argument essay 1 Task achievement (9 points) Has the student focused on the question and respected the length? Fully answers the question in depth. Answers the question in sufficient depth to cover the main points. There are some unnecessary or irrelevant ideas. There are too many minor issues or irrelevant ideas dealt with. Shorter than the required length. Does not answer the question. Much shorter than the required length. 2 Structure and organization (9 points) Does the essay have a structure? Is there an introduction and conclusion? Is the body divided into paragraphs which are linked? There is a suitable introduction and conclusion. Paragraphs and sentences link up and make the essay easy to read and the text easy to understand. Paragraphs follow a general to specific structure. There is an introduction and conclusion. Paragraphs and sentences generally link up and make the essay quite easy to read and the text quite easy to understand. Paragraphs generally follow a general to specific structure. There is an introduction and conclusion although they may be rather brief. The sequence of paragraphs may show some weaknesses. There is sometimes a lack of cohesion. Information structuring may not always be adequate. There may not be a suitable introduction or conclusion. Sequencing of the paragraphs is insufficient. There is a general lack of structure in paragraphs. Cohesion generally not up to the task. It is difficult for the reader to follow the ideas or understand the text in parts. The essay is unstructured, or structured in a way that prevents understanding. Very few sentence linking devices appear, and these are usually used incorrectly. 3 3 Language (9 points) This relates to the use of the functional language and accuracy in grammar. Mistakes are not significant. A wide range of functional language is used which is appropriate for the essay question. Vocabulary is appropriate throughout. Appropriate academic style is used. Occasional mistakes occur, which do not prevent understanding. A good range of functional language is used which is appropriate for the question. Vocabulary is mostly appropriate throughout. Academic style is used for most of the essay. Repeated mistakes occur which sometimes prevent understanding. Some functional language is used. Vocabulary is not always appropriate, and the style is sometimes not academic. There are a large number of very serious mistakes. Meaning is often unclear. There is only limited use of functional language. Vocabulary and style are frequently inappropriate. The student has very little control over grammar and vocabulary, and is unable to make the meaning clear to a reader; or the language is clearly not the student’s own. 4 Presentation (3 points) This concerns the overall appearance of the essay: layout, spacing, spelling and punctuation. The essay is extremely well presented and easy to read with no mistakes in spelling or punctuation. The essay is well presented and easy to read with only a few mistakes in spelling or punctuation. This essay is readable, but mistakes in spelling and punctuation interfere with the smooth flow of reading. Teacher resource – photocopiable (adapted). EAP Essentials © 2008 Garnet Publishing Ltd. 4 Writing an Expository Essay An essay is a piece of writing made up of a number of paragraphs. Each paragraph has a specific role in an essay. In a five-paragraph essay, the first paragraph is an introduction; the second, third, and fourth paragraphs form the body of the essay; and the fifth paragraph is a conclusion. The three stages of essay writing: 1 Tell the reader what you are going to tell them (introduction: paragraph one) 2 Tell them (body: paragraphs two, three and four) 3 Tell them what you have told them (conclusion: paragraph five) Expository essay = explanation of a short theme, idea or issue. Introductory paragraph Introduces the topic. Provides thesis statement The first sentence(s) introduce(s) the topic of the essay in an interesting way. The thesis statement is the most important sentence in the entire essay. It presents the essay topic and your position on the topic and indicates the main ideas that will be discussed in the body paragraphs. Body paragraphs The body of an essay consists of three paragraphs. Each body paragraph explains in detail one of the main ideas expressed in the thesis statement. There are three parts to a body paragraph: 1 a topic sentence 2 supporting sentences 3 a concluding sentence (optional) The topic sentence The first sentence – the topic sentence – expresses the topic of the paragraph It provides a controlling idea about the topic. All information in the paragraph supports the controlling idea. Supporting sentences Supporting sentences explain and develop the topic sentence. They present logical thoughts, evidence, and explanations in support of the controlling idea. 5 Concluding sentence The paragraph may end with a concluding thought on the paragraph topic. It may also show a transition to the next paragraph. IMPORTANT It is a good idea to look at the issue you are addressing in your essay from another viewpoint and not just your own. In this case One topic sentence will consist of a conflicting opinion. The rest of the paragraph will provide your counterarguments. The concluding paragraph The conclusion consists of three elements: a restated thesis, a summary of main ideas, (and a final thought). The thesis is restated in words different from those in the introduction. The main ideas from each of the body paragraphs are summarized as a reminder to the reader. You may wish to end the essay with a final thought on the topic – for example, by stating an opinion, a solution, or a prediction. The final thought should leave a strong impression and encourage the reader to think further about the topic. NB The introduction and conclusion (together) should account for approximately 20% of the word count (100-110 words). 6 FIVE-PARAGRAPH ESSAY STRUCTURE INTRODUCTORY PARAGRAPH HOOK BUILDING/INTRODUCTORY SENTENCES THESIS STATEMENT BODY PARAGRAPH ONE TOPIC SENTENCE SUPPORTING SENTENCES (CONCLUDING SENTENCE) BODY PARAGRAPH TWO TOPIC SENTENCE SUPPORTING SENTENCES (CONCLUDING SENTENCE) BODY PARAGRAPH THREE TOPIC SENTENCE SUPPORTING SENTENCES (CONCLUDING↓ SENTENCE) CONCLUDING PARAGRAPH RESTATED THESIS SUMMARY/REITERATION OF MAIN IDEAS 7 PLANNING YOUR ESSAY The plan gives your essay a clear structure. This makes it a lot easier for the reader to follow your argument. A good essay has a carefully planned structure that is clear, logical and relevant to the question. Plans should be in note form. It serves as a map for you to follow. Points to remember when planning your essay: Brainstorm ideas. Edit and organize ideas. Discard those not relevant to your arguments. Make sure you have evidence to support those you will include in your essay. Set out your arguments clearly. Chose words and phrases to convey them accurately and concisely. Use domain-specific lexis. NOTE Making up your ideas as your write your essay will lead to an unstructured, and unorganized, piece of writing. It will not have logical coherence or persuasive force. Your arguments will not be clear. Very often, the language suffers as a result. 8 Writing a Compare/Contrast Essay • A compare/contrast essay notes similarities and differences. • The comparison or contrast should make a point or serve a purpose, for example: Bring one or both of the subjects into sharper focus. Show that one subject is better than the other. The thesis can present the subjects and indicate whether they will be compared, contrasted, or both. The same points should be discussed for both subjects; it is not necessary, however, to give both subjects the same degree of development. The common organizational structures are: Block method /vertical structure (subject by subject) Point by point / horizontal structure Use detailed topic sentences and the following connecting words to make the relationship between your subjects clear to your reader: Connectors That Show Comparison (Similarities) In addition Correspondingly Compared to Similarly Just as As well as Likewise Same as At the same time Connectors That Show Contrast (Differences) However On the contrary On the other hand Even though In contrast Although Unlike Meanwhile 9 Compare and Contrast Essay Structure: Block Method / vertical In the Block Method, each paragraph addresses My Essay ONE TOPIC ONLY from your pair of topics and includes the SHARED ASPECTS you have chosen to Compare to topic 2. Use the following chart to organize your ideas for your essay Introduction introduction of general topic specific topic areas to be covered in this essay Topic Sentence: Topic 1 Aspect 1 Detail Detail Aspect 2 Detail Detail Aspect 3 Detail Detail Topic Sentence: Topic 2 Aspect 1 Detail Detail Aspect 2 Detail Detail Aspect 3 Detail Detail Conclusion Summary of main points Evaluation 10 Compare and Contrast Essay Structure: Point by Point Method/Horizontal In the Point-by-Point Method, each paragraph My Essay contains details on ONE ASPECT of BOTH TOPICS organized in the same order.
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