ENGL 101 Unit 3

Unit 3
READING (Periodicals) ………………………… 2

Features …………………………………….. 2
Overview exercise ……………………………. 3
Magazine article …………….……………… 3
Close study exercise ……………………. 5
WRITING (Comparison) ………………...... 7

Vocabulary and sentences ……………………. 7
Composition ……………………………. 10
Writing tips ……………………………. 21
Cohesion …………………………… 21
REMEDIAL WORK ………………………... 25

Sentence fragments ……………………. 25
Run-on sentences ……………………………. 26
VOCABULARY ………………………............ 30
Academic Word List (AWL) 4 ……………. 30
Academic Word List (AWL) 5 ……………. 30
PRESENTATIONS ……………………...… 31
Comparison ……………………………. 31
READING: Periodical articles
A periodical is a print or online publication that is
issued at regular intervals such as daily, weekly,
monthly and quarterly. The three most common types
are newspapers, magazines and journals.
Newspapers are usually published every day. Their

purpose is to inform the reader—the general public—
about current events. The content tends to consist of
short, simple, non-technical articles supplemented by
photos and advertisements. Newspaper articles are
written by journalists, who may or may not have
technical expertise in the subjects they write about.
Examples of newspapers include the Daily Telegraph,
the Saudi Gazette and the New York Times.
Magazines can be classified into two types: general-

interest and special-interest. The former, exemplified
by Time and Newsweek, have a lot in common with
newspapers while the latter, exemplified by The
Economist and New Scientist, share some similarities
with journals (see below). Magazines are published
weekly or monthly for the general public or for a
specialized group, and aim to inform and to entertain.
They tend to give a more in-depth coverage of topics
than newspapers and the writers are usually
knowledgeable in the specialized areas they write
about. Magazine articles, however, sometimes present
problems for non-native speakers: they often contain
humour, colloquialisms, and cultural references that can
be puzzling to non-native speakers.
Journals are scholarly publications issued at monthly

or quarterly intervals. The writers and the audience tend
to be the same: academics, experts, and researchers.
The articles can be quite long and typically report
experimental findings using highly technical language.
On the scale of reliability of information, journal
articles are the most reliable. They are normally peer-
reviewed (ie, checked by experts) while newspaper and
magazine articles undergo only editorial checking.
In English 101, your reading texts for course work and

examinations will be taken from encyclopedias,
websites, newspapers and magazines, and these are the
types of publications that you are also likely to need in
English 102, when you must find sources to write a
term report.
An Introduction to Academic Discourse (4th ed.) T131 & 132 page 2

To read the article on the following pages, follow the two-step procedure outlined and
practised earlier: first, skim the article to get an overview of its basic content and features and,
secondly, read the article closely to gain a full understanding of its ideas. The exercise below
and the one after the article will help you. The article is taken from The Economist, a special-
interest magazine that focuses mainly on economic and commercial matters.
Exercise 1: Overview
Answer the following questions.
1. What is the article about? What is being compared in this article?

2. What is the purpose of each of the four lines above the cartoon?
3. Explain the meaning of the cartoon in relation to your answer to question 1. How does this
cartoon relate to the article’s title, “Fracking here, fracking there”?
4. Read the first sentence of the article. What does it mean?
5. Read the whole of the introductory paragraph. What message does it send about America’s
shale gas industry?
6. What is being compared in the third paragraph?
7. Read the topic sentences of paragraphs 4 and 5. What is being compared here?
8. Read the topic sentences of paragraphs 6 and 7. What is the main idea of each paragraph?
9. Read the whole of the concluding paragraph. What does it predict about Europe’s shale gas
industry?
Shale gas in Europe and America
Fracking here, fracking there

Europe will have trouble replicating America’s shale-gas bonanza
Nov 26th 2011 | from the print edition

1. SHALE gas has turned the American energy market on its head. Production has soared
twelvefold since 2000, to 4.9 trillion cubic feet, or a quarter of the country’s total gas output.
By 2035 the proportion could rise to half. As the shale gas flows, prices have come crashing
down. Not long ago, America depended on imports of liquefied natural gas. Now it is likely
to become a gas exporter. These benefits have not gone unnoticed in Europe.
2. The old continent has nearly as much technically recoverable shale gas (natural gas trapped
in shale formations) as America. Europe’s reserves are 639 trillion cubic feet, compared with
America’s 862. But technically recoverable does not mean economically recoverable.
3. Costs are higher in Europe, for several reasons. First, European geology is less favourable:
its shale deposits tend to be deeper underground and harder to extract. Second, America has a
long history of drilling for oil and gas, which has spawned a huge and competitive oil-
services industry bristling with equipment and know-how. Europe has nothing to compare
with that. In 2008, at the height of the gas boom in America, 1,600 rigs were in operation. In
Europe now there are only 100. America’s more cut-throat market drives costs down. A
single gas well in Europe might cost as much as $14m to sink, three-and-a-half times more
than an American one. Third, America’s gas industry faces fewer and friendlier regulations
than Europe’s. Call it the Dick Cheney effect. And fourth, in America wildcat drillers, if they
strike it rich, enjoy access to a spider’s web of existing pipelines, so they can get their gas to
market. Europe has no such network nor open-access rules.
4. Some European countries are keen to replicate America’s shale-gas boom. Poland, which
may have Europe’s largest deposits, has issued exploration licences to more than 20 firms.
Test wells have been sunk. But Poland’s prime minister, Donald Tusk, reckons that
commercial production will not get under way until 2014.
5. Other European countries are less gung-ho about shale gas, often for environmental
reasons. France has potentially abundant reserves, but has imposed a moratorium on
hydraulic fracturing (or “fracking”), the technique for winkling gas from rocks deep
underground, while the dangers are assessed. These include the possible pollution of
groundwater by the chemicals in fracking fluids, and the leakage of methane, a gas that
aggravates global warming. Another fear is that fracking may cause earth tremors. Recent
seismic activity near a test well in Britain has been linked to it. Such concerns are real and
widespread—in August South Africa followed France’s lead and slapped a moratorium on
fracking. More studies will be needed before the public is reassured.
6. Americans worry about the environmental impact of fracking, too, but Europeans worry
more, not least because western Europe is far more densely populated than America.
Extracting shale gas is more disruptive than hoicking other hydrocarbons out of the ground—
far more wells must be sunk than are needed to produce the same quantity of conventional
gas. Fracking requires oceans of water, brought in by fleets of noisy tankers. More people
will live close to a typical European drilling site, so opposition to drilling permits is likely to
be louder.
7. The legal framework is different, too. In America, mineral rights belong to the landowner.
In Europe, they usually belong to the state. So when American property–owners see drills,
they see dollar signs. European landowners just see big, ugly drills. (The situation is different
in America if the gas lies under federal land. If so, getting leases can be trickier.)

8. In America, almost everything points in the right direction for the shale-gas industry while
in Europe most things point the other way. But not all. Europeans may care passionately
about the environment, but they also care about the security of their energy supply, and its
price. Many European countries buy gas from Russia, a country that uses hydrocarbons as a
weapon to bully its neighbours. This is perhaps why Poland has been quickest to embrace
shale gas; it trusts Russia as it would trust a bear to guard a picnic hamper. Ukraine, another
nervous neighbour, recently awarded exploration licences to Exxon Mobil and Shell, two
Western energy firms.
9. America’s shale revolution began 20 years ago, but its impact has been felt only in the past
five years. Europe’s may take just as long. But when the fracking begins in earnest, it could
turn Europe’s energy market on its head, too.
Exercise 2: Close Study

Answer the following questions.
1. How would you describe the development of America’s shale gas industry since 2000?
2. How has shale gas development affected American energy prices?
3. How is the country’s import-export balance likely to change in the near future?
4. Compare Europe’s shale gas reserves with America’s.

5. What problem does Europe have regarding its shale gas supplies?
6. How many reasons does the article give to explain why costs in Europe are higher?
Why is European shale gas harder to extract?
Compare the European and American oil services industries.
Which continent has more industry-friendly regulations?
Why should this make a difference to shale gas companies?
How do the two continents’ distribution networks differ?
7. It costs $14m to sink a European gas well. What is the cost of an American one?
8. Vocabulary. Identify all the comparison vocabulary used in paragraph 3.
9. Dictionary work. Choose the best meanings for cut-throat (line 6) and wildcat (line 9).

10. Poland and France both have large shale gas supplies. Compare their different attitudes to
shale gas production.
11. Where is the word “fracking” derived from?
12. Describe three reasons why some European countries are reluctant to allow shale gas
exploration.
13. Vocabulary. What is a “moratorium” (para. 5, lines 2, 8)?
14. Why is population density a factor in the environmental difficulties experienced by

European countries? (para. 6)
15. Why is shale gas drilling likely to cause more disruption than conventional drilling?
16. Explain what is meant by the following sentence: “when American property–owners see
drills, they see dollar signs. European landowners just see big, ugly drills.” (para. 7)
17. For Europeans, what two aspects of their energy may be even more important than their
environmental concerns?
18. Explain why Poland “trusts Russia as it would trust a bear to guard a picnic hamper.”
Which other European country has similar concerns?
19. In what sense has a “revolution” occurred in America’s energy industry?

20. Is the writer optimistic about Europe’s future exploitation of its shale gas reserves?
Two anti-fracking cartoons. What potential risk of fracking do the cartoons attack?

Writing: Comparison
When we compare two or more items, we show the similarities between them. When we
contrast them, we show the differences. In everyday usage, "compare" is commonly used to
refer to both similarities and differences.
Comparison is a natural way of thinking, and many of the choices we make involve it to some
extent. Should I do the homework or watch the football game? (Compare the consequences.)
Should I buy an iPhone or a Samsung Galaxy? (Compare the price and specifications.)
Should I go to university or get a job? (Compare the potential benefits.) Comparison is
particularly important in the field of academic inquiry. Scientists, for example, must compare
before they can classify anything. The efficiency of a new device is evaluated by comparing
it with comparable devices doing the same job. Basic trends and patterns of development are
perceived by comparing present conditions with those in the past, and so on.
Because comparison is so essential, everyone involved in academic inquiry must learn how to
express similarities and differences logically and effectively in writing. One essential
requirement is that only items in the same general class can be compared. For example, one
can compare fission with fusion but not with a nuclear reactor. Equally importantly, the
writer must have a clear purpose in comparing. This purpose may be to inform the reader
how something has changed over time; it may be to prove that one thing is better than
another; it may be to show how two similar items are really different, or how two apparently
different items are really similar.
Comparison: Vocabulary & Sentences

Comparison is often used as a small part of a piece of writing, contributing just a sentence or
two to the discussion. The following examples illustrate a variety of vocabulary that shows
the similarities and differences between two subjects. It should be remembered, however, that
these words and structures are not interchangeable in every context.
The star and ring networks are both used in local area networks.
Wind power and solar power are alike in being clean, renewable sources of energy.
Like cordless phones, cellular telephones send radio signals.
The Ancient Egyptians built pyramids as tombs for their kings. Likewise, pyramids are a
feature of the Mayan civilization though they were not usually used as tombs.
Alligators are similar to crocodiles in many respects.
Solids and liquids have this property in common: when one tries to compress them, strong
repulsive atomic forces resist the deformation.
Qatar is a member state of the GCC and Bahrain is as well.
The new Kindle reader is as expensive as the latest Sony version.

The hydrogen atom has just one proton in its nucleus but the helium atom has two.
Whereas the Earth has only one moon, Jupiter has 63.
Hydroelectric power provides the USA with around 250 TWh (terawatt hours) of energy per
year. By contrast, China produces over 650 TWh from hydroelectricity.
Most people believe that the oil in the sea comes mainly from oil tankers. However, the
primary source is used industrial oil that has been illegally disposed of.
Bahrain covers an area of 650 square kilometers. This contrasts greatly with its near
neighbor, Saudi Arabia, whose surface area exceeds 2 million square kilometers.
The iPad is more expensive than its competitors.
Magazines are published weekly or monthly; journals tend to be published quarterly.
Exercise 1: Comparison vocabulary

Use the words in the box below to complete the sentences.
More than one word might be required in each blank.
whereas while but differ different (-ce)
by contrast however on the other hand likewise in common
like / unlike alike similar (-ity) similarly likewise
neither … nor .... as well ….. too nevertheless although
1. _________________ concave lenses are curved inwards, convex ones curve outwards.
2. The word “discovery” suggests finding something that already existed. ______________,
we use the word “invention” to describe something that is completely new.
3. The Moon and a space telecommunications device have one thing __________________:
they are _______________ types of satellite.
4. Toyota is a Japanese make of car __________________ Mercedes is German.
5. It was dark, cold and very wet. __________________, they began to climb the mountain.
6. ________________ islands, which are surrounded by water, peninsulas have water on
three sides only.
7. Helium is a very light gas so it is used in air balloons. _______________, hydrogen gas is
lighter than air. ________________, hydrogen is a flammable gas so it’s too dangerous for
air balloons.

8. __________________ the team played very well, they still lost the game 4-0.
9. __________________ many students, Ali only studies hard before exams.
10. __________________ tension is a stretching force, compression is the opposite.
11. Bronze is a copper alloy and brass is ________________.
12. _________________ protons and neutrons contain negative charges.
13. Extinct volcanoes never erupt _________________ active ones could erupt at any time.
14. ________________ solar power, coal is not a renewable form of energy.
15. Ali and Fahad ____________ greatly in age ____________ they have the same hobbies
and interests.
Exercise 2: Comparison vocabulary

Use the words in brackets to re-write the sentences. Don’t forget to make
any necessary grammatical changes.
1. Whereas the atoms in a solid are tightly packed, those in a gas or liquid are looser. (but)
2. Argon and neon are both noble gases. (and … as well).
3. Although millions of dollars was spent on the experiment, it failed to achieve its
targets. (nevertheless)
4. Radiation is a means of heat transfer and convection is too. (both)
5. While evaporation is a process in which a liquid becomes a gas, in condensation, the
opposite transformation occurs. (however)
6. Like the reading exam, the grammar exam had 40 questions. (both)
7. Ali had been feeling unwell all morning. Nevertheless, he decided to stay and attend
his 5pm lecture. (although)
8. What’s the difference between pure and applied sciences? (differ)
Exercise 3 Similarities
Write short sentences that show the similarities between the following subjects.
1. uranium and plutonium 6. Malta and Cyprus

2. Twitter and Facebook 7. CNN and Al-Jazeera
3. solar power and wind power 8. fax and email
4. hydrogen and helium 9. Newton and Galileo
5. Somalia and Ethiopia 10. newspapers and magazines

Exercise 4 Differences
Write short sentences that show the differences between the following subjects.
1. islands and peninsulas 6. freshman and sophomore

2. weather and climate 7. psychiatrist and psychologist
3. proton and electron 8. WF and WP grades
4. KSA today and 100 years ago 9. lectures and labs
5. KFUPM and KAAU 10. gigabyte and terabyte
Exercise 5 Similarities and differences

Write sentences that show both the similarities and the differences between the
following subjects. You can connect the two sentences with ‘However’.
Example: pen and pencil

Both pens and pencils are used for writing on paper. However, pens use
ink while pencils have a graphite core.
1. atlas and satnav 6. Boeing 737 and F16

2. Riyadh and Jeddah 7. microscopes and telescopes
3. iPad and iPod 8. shark and whale
4. the Moon and Nilesat 9. bar chart and pie chart
5. Qatar and South Korea 10. magazine and journal
Exercise 6 Various comparison structures

Complete the sentences using the words in parentheses.
1. Ali is the __________ and ___________ student in the class. (tall; intelligent)
2. Mount Everest is 2000 meters __________ than K2 on the China/Kashmir border. (high)
3. Ali studied hard for the exam but did much __________ than expected. (bad)
4. No structure in the world is ______ __________ ______ the Burj Kalifa. (high)
5. After taking the medicine, Mohammed felt slightly __________. (good)
6. Fahd had _______ time to study than his friend so ended up with _______ points. In fact,
he received the _______ score in the class. (little; few; low)
City populations
Tokyo (Japan) = 30 million New York (USA) = 20 million
Los Angeles (USA) = 15 million Paris (France) = 10 million
Baghdad (Iraq) = 5 million Naples (Italy) = 3 million
7. Compare Tokyo with Los Angeles; compare it with Naples.

8. Compare New York with Baghdad.
9. Compare Paris with New York; compare it with Baghdad.
10. Compare Baghdad with Los Angeles; compare it with Tokyo.

Comparison: Composition
To write a one-paragraph or multi-paragraph composition of comparison, you need at least

two subjects and at least one point of similarity or difference. For example, the two subjects
copper and aluminum could be compared on three main points: their source, their properties,
and their uses. Travelling in Saudi Arabia by plane and by car could be compared on three
points: the cost, comfort, and time of journey. High school and university could be compared
on two points: teaching methods and level of difficulty. Points of comparison are also
referred to as criteria.
For WT3, your teacher will set you a question to answer in the form of a complete
composition. The specific question you are asked will determine if you need to gather points
of similarity or difference, or both. You obtain your points of comparison from your own
knowledge and experience or, possibly, from a reading source provided by your teacher that
may have been discussed in class.
For example, your teacher may set you the following question:
In Saudi Arabia, there are two main ways to travel long distances such as from
Dammam to Jeddah: by plane or by car. Write a full composition that discusses
the differences between these two methods.
Use a brainstorming technique to gather ideas:
Convenient: leave when you

Expensive: air ticket, want; take any bags you want;
Comfortable: food, taxis to and from airport have a car at your destination, no
drink, movies, relax security or check-in hassle.
Inconvenient: you can’t

choose your time to Cheap: you just pay for petrol
travel; security checks, (but you must already own a
check-in; baggage re- FLY DRIVE car) or car hire = very costly!)
strictions; must hire car
or take bus to get round
destination city.
Dangerous: bad drivers, bad
roads, bad driving conditions,
Safe: flying safer than driving. tiredness, loss of concentration.
Quick: just a couple of

hours (but check-in, etc.) Slow: can take 12 hours
The brainstorming diagram above shows nine separate points, five about flying and four
about driving. Clearly, it would not make a good composition simply to list those nine points
one after another. The next step, therefore, is to try and gather those nine separate points into
two or three main points of comparison. Obvious criteria of comparison in this example
would be cost, comfort/convenience and safety.

Organizing a comparison composition
Before a rough plan can be made using these three points of comparison, the student must
decide on a method of organization. There are two common ways to organize a comparison
composition: by subject or point by point. Compare how the rough plans would differ:
By Subject
Introduction
Flying
Cost
Comfort/Convenience
Safety
Driving
Cost
Comfort/Convenience
Safety
Conclusion
When the information is organized by subject, the writer focuses first on one subject and then
on the other. In our example above, the student first discusses flying according to the three
points of comparison; then, in the next paragraph, he discusses driving using the same three
criteria.
Organization by subject is a neat, straightforward method of arranging information. It is
appropriate when the points of comparison represent broad similarities and differences rather
than very specific points of comparison and contrast. It is therefore especially useful when
the writer is interested in giving an overall picture of his subjects. However, there is a
drawback. Because the two subjects are discussed separately, points of similarity and
difference may not always be immediately apparent; the reader may have to refer back to
make the connection.
Also, because the two subjects are discussed separately, this method of arrangement requires
little or no comparison vocabulary. If the writer does attempt to make an explicit connection
between the two subjects in the second part of the composition, it could result in unnecessary
repetition, if handled carelessly.
The composition on the following page exemplifies the by subject method of organization.

Travelling Long Distances in Saudi Arabia Give your composition an inform-
ative title.
Saudi Arabia is the biggest country in the Gulf and

The introduction contains two
travelling across it often involves hundreds of miles and parts: some brief background and
many hours. Long-distance travellers—for example a specific thesis statement.
those who go from Dammam to Jeddah—are faced with
two basic choices: flying or driving. There are several
The thesis statement and each
differences between these options. topic sentence is where you
address the question you were
Many people choose flying. It is very comfortable as given.
the passengers can just sit and relax, watch a movie and
eat their lunch during the short two-hour flight.
Statistics show that it is also the safest way to travel
long distances. But there are inconveniences, too. For In this paragraph, the writer
example, passengers must get to the airport by a certain discusses only flying. He has
time where they will face strict security checks and divided the paragraph into
baggage restrictions. Finally, there is the cost. A flight advantages and disadvantages.
from Dammam to Jeddah costs passengers not only the
price of the air ticket but also taxis to and from the
airport and maybe even car hire if they need to get
around the destination city.
Driving is a very different experience. First, the
driver is free to leave when he wants and he can take as Here the writer discusses only
driving. As with the preceding
much baggage as his car will hold. He can also enjoy paragraph, he has organized his
the scenery along the way and stop whenever it is points into advantages and
convenient. In addition, driving to Jeddah is very cheap disadvantages.
because he only needs to fill the tank a couple of times.
There are, however, some drawbacks. It can take ten
hours to get there, and then another ten to drive back. What explicit cohesive devices
Also, driving is very dangerous because there are many has the writer used to link the
hazards along the way like bad drivers, bad roads and sentences in this paragraph?
difficult driving conditions.
It is clear that flying and driving long distances differ in
many ways. In the end, it comes down to the individual
How has the writer ended his
traveller’s preferences, his needs and his resources. In composition?
my opinion, safety is the most important factor of all
so, if I had a choice, I would pay more and fly.
Has the writer answered the question? Is there any irrelevant information, for
example a discussion of similarities? Does this method of organization clearly
bring out the differences between the two subjects?
Compare this method of organization with the other method on the following page.

Point by Point
Below is an example of an outline for the same topic, this time organized using the point-by-
point method.
Introduction
Cost
Flying
Driving
Comfort/convenience
Flying
Driving
Safety
Flying
Driving
Conclusion
When the writer arranges his information using the point-by-point method, he focuses on
each point in turn, describing how the two subjects are similar to, or different from, each
other. For instance, in the example composition about the differences between flying and
driving long distances in Saudi Arabia, he would first compare the two methods according to
cost, then deal with comfort and convenience in the next paragraph, and finally with safety.
In each paragraph, the two subjects are contrasted side by side.
Point-by-point organization is especially useful when the writer has a number of specific
points of similarity or difference to discuss. By placing the subjects side by side, this method
of organization emphasizes the similarities or differences between them more effectively than
the other method. In addition, with this method, comparison/contrast vocabulary and
structures are likely to be more prominent than with the other method.
The composition on the following page exemplifies the point-by-point method.

Travelling Long Distances in Saudi Arabia
Saudi Arabia is the biggest country in the Gulf and

Notice the difference between
travelling across it often involves hundreds of miles and the thesis statements of the two
many hours. Long-distance travellers—for example compositions.
those who go from Dammam to Jeddah—are faced with
two basic choices: flying or driving. The three With the point-by-point method,
it is easier to specify your points
differences between them are cost, of comparison in the thesis
comfort/convenience, and safety. statement itself.
Driving and flying differ greatly in cost. While a

flight can cost well over a thousand riyals between air What is the main idea of this
tickets and taxis, driving to Jeddah requires only two paragraph? Find the topic
tanks of cheap petrol. In addition, the driver will have sentence.
his own car when he arrives in Jeddah but the air
Identify any comparison
passenger must pay more to hire a car or use public vocabulary.
transport. Of course, driving is only cheaper if the
driver already has his own car.
There are also big differences in comfort and
convenience. Flying is much more comfortable because
the passenger can relax completely, eat a meal and
watch a movie. By contrast, the driver must stay alert
and watch out for bad drivers. Also, the flight is What is the main idea of this
paragraph? Find the topic
completed in just a couple of hours while the car
sentence.
journey can take five times as long. However, it’s not
all bad news for the driver. He can leave whenever he Identify the comparison
wants, take as much luggage as he wants, and enjoy the vocabulary.
scenery along the way. This contrasts greatly with the
air passenger, who must leave when the plane is ready
and undergo a series of strict security and baggage vocabulary.
checks before he even gets on the plane.
Finally, the two ways to travel are very different in What is the main idea of this
the safety aspect. Many people are afraid of flying but paragraph? Find the topic
statistics show it is by far the safest way to travel. By sentence.
contrast, road safety statistics clearly demonstrate that
driving long distances is very dangerous, especially on vocabulary.
bad roads and in bad conditions. Drivers get tired easily
on long journeys and that is when accidents happen.
It is clear that flying and driving long distances differ in Having read both compo-
many ways. In the end, it comes down to the individual sitions, can you say that one of
traveller’s preferences, his needs and his resources. In them discusses the differences
my opinion, safety is the most important factor of all so, more effectively than the
if I had a choice, I would pay more and fly. other? Explain your answer.

Exercise 7 Model Texts
Study the following texts carefully, and answer the
questions that follow each one.
Example 1
The Advantages of Fusion over Fission
As a source of energy, fusion has three important advantages over fission.

Most important of all, the energy available from nuclear fusion is
considerably greater than that given off in the fission of an equal mass of a
heavy element. Another important advantage is that fusion is a "clean"
process in the sense that final products are stable rather than the radioactive
isotopes required for fission. Finally, light isotopes suitable for fusion are far
more abundant than the heavy isotopes required for fission. Unfortunately,
fusion processes, unlike neutron-induced fission, have very high activation
energies, requiring the development of new technology if electricity is ever
to be generated by this means.
1. Is this paragraph mainly about similarities, differences, or both?

2. Which method of organization has been used: by subject or point by point?
3. Circle comparison/contrast vocabulary and structures.
4. What criterion has been used to sequence the three main points?
5. How have the three main points been connected? Identify cohesive devices.
6. Does this paragraph have a formal ending? What is its purpose?
7. This paragraph is more than just a comparison. What is the writer trying
to show with his points of comparison?
Fusion Fission

Example 2
Financial and Managerial Accounting
The field of accounting includes many important activities. Two of these

are financial accounting and managerial accounting.
Financial accounting is mainly concerned with external reporting, that is,

communicating the results of past economic activities to parties outside
the company. Such parties might include potential owners, creditors, and
governmental agencies. This form of accounting focuses mainly on the
profitability of operations. Financial accounting is very heavily regulated
by governments and there are strict standards of reporting which allow
comparisons to be made for the benefit of investors.
By contrast, managerial accounting involves the reporting of results to

managers within an organization. Both past and future data items are
reported, normally for selected parts of the firm (e.g. divisions, products,
and so on). There are no rules and regulations that must be followed for
internal reporting, with the result being a wide variety of reports among
businesses and managers.
1. How has this composition been organized: by subject or point by point?

2. Is the writer interested in similarities or differences?
3. Trace the cohesive devices running through paragraph 2 (“Financial accounting …”).
4. Why is there so little comparison/contrast vocabulary in these paragraphs?
5. List the main differences between the two forms of accounting.

Example 3
Diamond and Graphite
Allotropes are basically different structural forms of the same chemical

element. Carbon is an example of an element with two principal allotropes:
diamond and graphite. The different structure of these substances has led to
vastly different applications.
The two carbon allotropes differ greatly in their structures. In diamond, each
carbon atom forms single bonds with four other carbon atoms arranged around
it. These bonds are strong enough to produce a robust, three-dimensional
lattice structure. By contrast, each carbon atom in graphite is surrounded at
120˚ angles by just three of its neighbors. Unlike diamond, in graphite the
forces between the layers are quite weak. As a result, the layers can easily
slide past one another. These different structures make diamond very hard but
graphite very soft and slippery.
Diamond and graphite are both used commercially, but in very different ways.
Diamond, for example, is widely used in industry in special precision tools
that cut, grind, and bore other very hard substances. This contrasts with
graphite, which has important commercial applications as a dry lubricant and
as an electrode in dry-cell batteries. It is, however, most familiar to us as the
core of an ordinary "lead" pencil.
1. Is this comparison mainly concerned with similarities, differences, or both?

2. What are the two points of comparison? Does the thesis statement reflect this?
3. Identify comparison vocabulary in the second paragraph.
4. Identify cohesive devices in the third paragraph.
Diamond Graphite

Example 4
Crocodiles and Alligators
Crocodiles and alligators are animals which belong to a group of reptiles
known as "crocodilians." They represent some of the largest living reptiles
and date back to the time of the dinosaurs. Because of their physical
similarities, people generally have difficulty telling them apart.
Indeed, the two animals have much in common. For example, both are lizard-
like with long, low bodies, short legs, and powerful tails which help them
swim. The skin of the alligator is composed of dozens of small, hard bones
known as osteoderms, and the crocodile's skin is, too. Like the crocodile, the
alligator is oviparous (egg-laying). They both lay their eggs in large nests
made of plants and grass which are situated close to the swampy water they
inhabit. Finally, they are alike in the food they eat: fish, snakes, frogs, turtles,
and small mammals living near the water.
Despite the similarities, crocodiles and alligators are in fact different, if

closely related, animals. The most obvious differences are seen in the head.
While the snout of the alligator is broad, flat, and rounded, the crocodile has a
short, pointed snout. Both animals have a long lower fourth tooth; however,
when the mouth is closed, this tooth is visible only in the crocodile. In
addition, crocodiles are generally up to two-thirds lighter than alligators and
consequently are much faster and far more active. Finally, while both animals
can be dangerous, the crocodile is usually regarded as being the more
aggressive.
The two animals have one other unfortunate similarity in common: they are
threatened with extinction. Although they have lived on the earth for millions
of years, these animals could die out within 50 years if steps are not taken now
to protect them.
1. Is this composition concerned with similarities, differences, or both?

2. The organization is point by point. But the writer has gathered
his points into two main groups. What are they?
3. Identify the two parts of the introduction.
4. Identify the topic sentences of the body.
5. Find comparison/contrast vocabulary and structures.
6. What is the purpose of the conclusion?

Exercise 8 Comparison composition topics
Write compositions on the topics below.
Decide on the most suitable method of organization and prepare a rough plan before writing.
1. Develop any of the subjects in exercises 3, 4 or 5 into a short composition.

2 High school and university (e.g. academic and social aspects)
3. The Preparatory Year and the Freshman Year (focus on one or two aspects)
4. Two places (cities, regions, countries) that you know
5. Saudi Arabia today and Saudi Arabia 100 years ago (Choose 2 points of comparison)
6. Two courses you are taking
7. Living on-campus and living off-campus
8. Two cars you have owned or know well
9. Lectures and labs
10. English-medium and Arabic-medium universities
11. Living in a city and living in a village
12. Living with a roommate and living alone
13. Learning from books and learning from experience
14. Eating at home and eating out
15. Traditional classroom learning and distance learning online
16. Living/working in KSA and living/working abroad
17. Holidaying alone and holidaying with friends
18. Jobs: working for yourself and working for a boss
19. Working independently and working in a team
20. Short trips (30-mile) by car or by public transport
21. Teenagers and adults
22. Studying for your Master’s in KSA and in the USA/UK

Writing Tips: Cohesion
Cohesion is the word used to describe a variety of devices used to connect together the
clauses, sentences and paragraphs of a text. Examples of these devices include the use of
certain adverbs (also called transition words) like “However” and “By contrast”; the use of
conjunctions like “whereas” and “but”; the use of pronouns and certain adjectives such as
“it”, “they”, “another” and “its”; the use of parallel grammatical structure; and the use of
repetition, especially the repetition of key words in the text.
These cohesive devices can help make a text coherent. A coherent text is easy to understand.
It consists of ideas that are arranged in a logical way and is composed of clauses, sentences
and paragraphs which flow smoothly from one to the next. The overall effect of a coherent
text is a well-written, logically arranged piece of writing that has a clear meaning.
Compare the two paragraphs below. In the one on the left, most of the cohesive devices
within and between the clauses and sentences have been removed: the sentences are short and
apparently unconnected. The other paragraph, however, contains a variety of cohesive
devices, flows more smoothly and is more logical and coherent.
What happens when gas particles What happens when gas particles
collide? Two gas particles collide. collide? When two gas particles
The individual energies of gas collide, their individual energies may
particles may change. A gas particle change. Typically, one speeds up and
speeds up. A gas particle slows the other slows down but the total
down. The total energy remains the energy remains the same. Also, no
same. No kinetic energy is converted kinetic energy is converted to heat so
to heat. The temperature of a gas the temperature of a gas insulated
insulated from the surroundings of a from its surroundings does not
gas does not change. change.
What cohesive devices were used in the second paragraph above?
“Gas particles,” “collide” and “energy” are key words.

“Their” is a possessive adjective which Repetition of key words can achieve cohesion but it
refers back to “two gas particles”. must not be overdone. Pronouns should also be used.
“but” is a coordinating
What happens when gas particles collide? When two gas conjunction; it connects
particles collide, their individual energies may change. two independent clauses.
Typically, one speeds up and the other slows down but the
total energy remains the same. Also, no kinetic energy is
converted to heat so the temperature of a gas insulated from its “its” is another
surroundings does not change. possessive adjective. It
refers back to “gas”.
“so” shows a causal relationship

between two clauses.
“Typically” and “Also” are The words “one” and “the
conjunctive adverbs. They achieve other” are pronouns. They refer
cohesion by connecting sentences back to “two gas particles”.
and paragraphs together.

Cohesive devices
Transition words Reference Repetition Parallel structure
1. Transition Words
Various words and phrases, known as transition words, are used to show relationships
between ideas and to indicate movement from one idea to the next. For example, we can
show contrast with but, however, and whereas; we can show similarities with likewise and
similarly; we can indicate addition with first, also, and finally; we can introduce results with
therefore, so, and consequently; we can introduce lists with namely and show examples with
for instance and for example. (See the table below.)
Examples
Antibiotics can fight against bacteria. However, they are useless against viruses.
Natural gas is odorless. As a result, smell is added to it so that leaks can be detected.
Newton and Rutherford made great advances in physics. Einstein subsequently went on to
develop their theories more thoroughly. Specifically, he revolutionized theories of time,
space and matter.
Some common transitional words and phrases

Causal Analysis Comparison Contrast
Because / As / Since Likewise Whereas / While
Consequently Similarly But
Therefore In the same way However
So Correspondingly In contrast / By contrast
As a result Like x … Yet
As a consequence Unlike x … On the other hand
Example Addition Enumeration

For example In addition First / second, etc.
For instance Also In the first place
As an example Moreover After that
To exemplify Furthermore Subsequently
Specifically Next Last
too / as well Finally
Emphasis Generalisation Conclusion

In fact Generally. To sum up
Primarily In general In summary
Without doubt As a rule In conclusion
Above all On the whole To conclude
More / most importantly

2. Reference
Reference refers to the use of pronouns and certain kinds of adjectives to connect one part of
a sentence or paragraph to another part mentioned earlier. Pronouns are words which
represent nouns or noun phrases. (See also pronoun–antecedent agreement in unit 2.)
Examples of pronouns include he, it, they, another, this, that and these. Certain kinds of
adjectives have a similar function. Examples include its, their, another, this and such when
these words are used before a noun. Reference is a useful device for achieving cohesion
because of the explicit connections it makes to other parts of the text. When reference is used
correctly, the writer can also avoid the problem of wordiness and unnecessary repetition.
Examples
Most people eat both plants and animals but some choose not to eat meat and fish. They are
known as vegetarians. Those who eat no products at all from animals are called vegans.
About 8% of children and 2% of adults have a food allergy. This occurs when the body
wrongly assumes that a particular food is harmful and attacks it. One common allergic
reaction is to shellfish; another is to peanuts.
The sense of smell is far more sensitive than that of taste.
Hydrogen is the first element on the periodic table. It’s the most common element in the
universe and its atomic number is 1.
3. Repetition of Key Words

Another way to achieve coherence in a paragraph or composition is to repeat the key words
or to use synonyms of key words. Although this can be an effective way of binding the
sentences together, care must be taken to avoid unnecessary repetition. Remember that
pronouns can be used to substitute for nouns and they are also important cohesive devices. As
examples of key-word repetition, refer to the paragraph about gas particles on page 21 above
and to the example below:
Ultrasonics is the science of high-frequency sound. The word is derived
from “ultra” (meaning “beyond”) and “sonics” (meaning “sound”).
Ultrasonic sounds are produced by converting electrical pulses into
mechanical ones. These sounds have such high frequencies that humans
cannot hear them, hence the name of this science. With the aid of
ultrasonics, fishing vessels can detect schools of fish and Navy vessels can
detect enemy submarines.
4. Parallel structure
Parallel structure involves using the same grammatical forms—typically nouns, phrases and
even sentences—as a way of achieving coherence in a sentence or paragraph. Using such
parallel forms indicates the close relationship between the items. As an example, study the
paragraph about transition words on page 22 above and note how the same structure is used

to give examples. Parallel structure must be used with care, however, or your sentences will
lack variety.
Examples
Before you enter the exam hall, make sure that you have enough pencils and erasers, that
you have an up-to-date ID card, and that you know the number of the row where you will be
sitting.
Ali failed the exam because he hadn’t studied for it, had spent the previous day sleeping, and
had even missed the first 20 minutes of the exam.
Exercise 1
Identify the type of coherence devices in the following paragraph.
Black words: Red words:
Ultrasonics is the science of high-frequency sound. The word

is derived from “ultra” (meaning “beyond”) and “sonics”
(meaning “sound”). Ultrasonic sounds are produced by
converting electrical pulses into mechanical ones. These sounds
have such high frequencies that humans cannot hear them,
hence the name given to the science. With the aid of
ultrasonics, fishing vessels can detect schools of fish, Navy
vessels can locate enemy submarines, and scientists can
analyse how greenhouse gases dissolve in the ocean.
Green word: Blue words:
Exercise 2
Use the words below to complete the blanks in the following paragraph.
this consequently them

as well unlike for example
it another also
Apart from its applications under water, the science of ultrasonics has plenty of uses on land,
__________. It is, __________, used in hospitals because __________can penetrate human
bodies without causing __________ any harm. __________, it can be used on patients
frequently without any health risks. __________ advantage is that __________method is
very fast and can produce results instantaneously, _____________ X-rays, which require
some time to be processed and prepared. Ultrasound’s uses in hospitals __________ extend
to the sterilization of surgical instruments such as scalpels.

Remedial Work
Sentence Fragments
One very common writing error is the sentence fragment. The everyday meaning of
"fragment" is a "broken piece" so a sentence fragment can be seen as a "broken" sentence
because a part of it is missing. Fragments look like sentences because they start with a capital
letter and end with a full stop. However, they lack an essential element such as a subject or
main verb, or they consist of a group of words, such as a phrase or dependent clause, which
cannot stand alone as a sentence.
The examples below illustrate three common occurrences of the sentence fragment:
Example 1:
The eye has a number of vital parts. For example, the cornea, the lens, and the retina.
Every sentence requires a verb. In this example, the second "sentence" has no verb. To
correct it, supply a verb, or change the punctuation and capitalization to make one sentence:
The eye has a number of vital parts. Examples include the cornea, the lens and the
retina.
The eye has a number of vital parts, such as the cornea, the lens and the retina.
Example 2:
Leadership is an important quality of any manager. Because managers have to motivate
their employees to work hard.
In this example, a dependent clause (Because managers have to ...) stands alone as if it were
a complete sentence. To correct such errors, attach the dependent clause to the independent
clause if there is one, or supply an independent clause to the dependent one:
Leadership is an important quality of any manager because managers have to motivate
their employees to work hard.
Example 3:
The molecular formula indicating the actual number of atoms of each type in a molecule.
In this example, the sentence does not have a main verb. To correct the error, change the Ving
(indicating) to a main verb (indicates) which agrees with the subject, "formula":
The molecular formula indicates the actual number of atoms of each type in a molecule.
When proofreading written work, check every sentence very carefully. In simple sentences—
those consisting of a subject and a verb—be sure that there actually is a subject and a main
verb to which it belongs. In complex sentences—those consisting of an independent and a
dependent clause—be alert to words such as which and who, or because, when and if. They
indicate the presence of a dependent clause, which must be attached to an independent clause
elsewhere in the sentence.

Run-on Sentences
When speaking, we usually indicate the start and finish of clauses and sentences with pauses
or a change in the voice. When writing, we do so with capital letters and with punctuation
such as commas, full stops (periods), and semi-colons.
A complete sentence typically starts with a capital letter and ends with a full stop, such as
“The sun rises in the east.” The dependent and independent clauses of a complex sentence
are sometimes separated by a comma, for example “When the bus finally arrived, everybody
got on it.” In addition, two closely related independent clauses can be joined with a semi-
colon, as in the following example: “Gas was injected into the cylinder; the mixture was then
ignited.”
One very important rule of English is that two independent clauses (ie, two complete
sentences) cannot be joined by a comma and cannot be written side by side without any
punctuation at all. When this occurs, these incorrect sentences are generally known as run-on
sentences. (Those joined by a comma are also known as comma splice sentences while those
without punctuation are also referred to as fused sentences.)
See the examples below:
Run-on (comma splice) error:
Ali did his homework quickly, then he went to do some shopping.
Fahad felt sick during the exam, however, he still managed to get a grade A.
Run-on (fused) error:

Mohammed is a hard-working student that’s why he always gets excellent
grades in all his courses.
The tree collapsed across the road it took ten men to remove it.
Correcting run-on sentences

With careful proofreading—and a basic knowledge of sentence structure—you should be able
to identify the errors above without much difficulty. To correct them, use one of the
following methods:
1. full stop (period) (.)
2. semi-colon (;)
3. coordinating conjunction (and, but, or)
4. subordinating conjunction (when, if, because, whereas, since, although, after, etc.)
5. conjunctive adverb + punctuation (such as however, likewise, thus, moreover)

Examples
Comma splice: Protons are positive particles, electrons are negative.
Fused sentence: Protons are positive particles electrons are negative.
1. Protons are positive particles. Electrons are negative.
2. Protons are positive particles; electrons are negative.

3. Protons are positive particles but electrons are negative.
4. Whereas protons are positive particles, electrons are negative.
5. Protons are positive particles. However, electrons are negative.
Exercise 1 Sentence structure errors

Identify and correct the errors in the following sentences.
They contain sentence fragments and run-on sentences.
One sentence is correct.
1. The ice cube was placed in tepid water, it melted very quickly.
2. As a drill turns, it collides with the metal. Causing the atoms to speed up.
3. Petroleum is the fuel which industry most depends on its price is currently quite high
4. There are many forms of energy. For example, electrical, mechanical and chemical.
5. The hydrogen molecule is diatomic; its structure can be shown as H—H.
6. When a liquid is heated, it evaporates this vapor is then cooled.
7. Natural resources falling into two categories, namely renewable and nonrenewable
resources.
8. Diamond and graphite both pure forms of carbon with different crystal structures.
9. Although concrete has many limitations. It is extremely popular in the building industry.
10. The suction pump was attached to the can, then it was switched on.
11. The bridge had been constructed with cheap materials it collapsed within a year.
12. Sonar an echo-sounding system; it uses ultrasonic waves to measure the depth of the sea.

Exercise 2 Sentence structure errors
Choose A, B, C or D.
1. Some people like coffee for ________ prefer tea.

A. breakfast, others
B. breakfast; others
C. breakfast, however, others
D. breakfast others
2. Although it may be hard to _________ is one of the strongest

compounds known to man.
A. believe so glass
B. believe, that glass
C. believe, glass
D. and glass
3. The Japanese have several large car ________ Toyota, Mazda and
Honda.
A. manufacturers. For example,
B. manufacturers, examples include
C. manufacturers. Three examples are
D. manufacturers
4. Nobody got grade A on the _________ was much too difficult.

A. exam. Because it
B. exam, it
C. exam it
D. exam; it
5. A powerful undersea earthquake _________ a tsunami.

A. causing
B. cause
C. causes
D. to cause
6. Isaac Newton is one of the world’s greatest _________ is famous for

the three laws of motion.
A. scientists. He
B. scientists, he
C. scientists he
D. scientists, for example, he

GLOSSARY of TERMS
SENTENCE: A group of words that usually contains a subject and a verb and expresses a
complete idea.
The plane landed at Heathrow Airport.
CLAUSE: A group of words containing a subject and a verb. It is often only part of a sentence
(dependent) but may also form a complete sentence (independent).
which measures temperature although nobody wanted it they used it
INDEPENDENT CLAUSE: A clause that forms a complete sentence.
He went back to his room.

The Moon revolves around the Earth.
DEPENDENT CLAUSE: A clause that does not form a complete sentence. It depends on
another clause, the independent clause.
after the rocket was launched
which gives the definitions of words
SENTENCE FRAGMENT: An incomplete sentence. It usually lacks a subject or a main verb.

Bahrain an island near to Saudi Arabia
The College of Science has many departments. For example,
Physics, Chemistry and Earth Sciences.
RUN-ON SENTENCE: The collective term for sentences incorrectly joined by a comma
(comma splice) or by no punctuation at all (fused).
The Earth is a planet, the Moon is a satellite.
KSA is a member of the GCC it has the largest population of all.
COORDINATING CONJUNCTION: A word which joins two independent clauses. The most
common ones are and, or and but:
Ali has been to London but he’s never visited Paris.
You can take the test now or you can do it tomorrow.
SUBORDINATING CONJUNCTION: A word which introduces a dependent clause.

Examples include when, if, although, whereas, while, because and since.
Although it was a hard exam, nobody failed.
The meeting was cancelled because not enough people turned up.
If you speak more slowly, I’ll be able to understand you.

VOCABULARY: AWL 4
In this unit, you must also study English Vocabulary in Use, chapters 10 and 25.
181. access 201. error 221. parallel

182. adequate 202. ethnic 222. parameters
183. annual 203. goals 223. phase
184. apparent 204. granted 224. predicted
185. approximated 205. hence 225. principal
186. attitudes 206. hypothesis 226. prior
187. attributed 207. implementation 227. professional
188. civil 208. implications 228. project
189. code 209. imposed 229. promote
190. commitment 210. integration 230. regime
191. communication 211. internal 231. resolution
192. concentration 212. investigation 232. retained
193. conference 213. job 233. series
194. contrast 214. label 234. statistics
195. cycle 215. mechanism 235. status
196. debate 216. obvious 236. stress
197. despite 217. occupational 237. subsequent
198. dimensions 218. option 238. sum
199. domestic 219. output 239. summary
200. emerged 220. overall 240. undertaken
VOCABULARY: AWL 5
241. academic 261. evolution 281. perspective
242. adjustment 262. expansion 282. precise
243. alter 263. exposure 283. prime
244. amendment 264. external 284. psychology
245. aware 265. facilitate 285. pursue
246. capacity 266. fundamental 286. ratio
247. challenge 267. generated 287. rejected
248. clause 268. generation 288. revenue
249. compounds 269. image 289. stability
250. conflict 270. liberal 290. styles
251. consultation 271. licence 291. substitution
252. contact 272. logic 292. sustainable
253. decline 273. marginal medical 293. symbolic
254. discretion 274. mental 294. target
255. draft 275. modified 295. transition
256. enable 276. monitoring 296. trend
257. energy 277. network 297. version
258. enforcement 278. notion 298. welfare
259. entities 279. objective 299. whereas
260. equivalent 280. orientation

PRESENTATIONS: Comparison
During the semester, students will give one or more presentations
of around 3 to 4 minutes using only note cards as a memory aid.
PowerPoint, the blackboard, or other visual aids should not be
used. Teachers should schedule roughly a half dozen
presentations for the end of each of the four core units with the
topics being connected to the particular rhetorical mode of the
writing component. For example, in unit 1 a half dozen or so
students will give extended definitions in unit 2, the next half
dozen will speak about problems and solutions or causes and effects; in unit 3, the topics will
be based on comparison; and in unit 4, they will be based on argument. As mentioned
above, if time allows, students can give more than one presentation during the semester.
Order of speakers
As a general rule, it is advisable not to follow ID number order when drawing up the schedule
of speakers so students should be allowed to draw lots and leave it to chance. Speakers need
at least a week’s notice to prepare their presentation so determining the order of speakers for
the whole semester is probably best done as early as possible. Presentations can be done
individually, in pairs, or in groups as long as the students all do an equal amount of
preparation and speak for roughly the same amount of time.
Comparison topics
Teachers can select the topics for comparison or can let students choose. Topics should be
chosen for their interest value and need not be connected to any particular theme.
Organization
Students should first of all identify themselves and then identify the topic they are going to
speak about. Presentations that deal with a comparison can closely follow the written model,
that is, students start off with an introduction and then go on to discuss the topic using either
the by-subject method or the point-by-point method. A formal conclusion is necessary.
Delivery
Students are not allowed to use PowerPoint or other visual aids so one of the key features is
their delivery. They must not read out their presentation but can refer to brief notes written on
note cards. The tone is relaxed, informal and conversational. The delivery should be
authoritative with students speaking slowly and clearly, moving and making appropriate
gestures, and maintaining eye contact with the audience.
Refer to the checklist on the following page:

Checklist for English 101 oral presentations
Does the student give his presentation within the set time limits?
Does he introduce himself and identify the topic?
Does he show clear divisions between different parts of his speech?
Does he speak loudly, slowly and clearly enough to be easily understood?
Does he pronounce his words, especially key words, correctly?
Does he use grammar correctly?
Does his voice sound natural and relaxed?
Does he sound interested and enthusiastic?
Is his delivery confident and authoritative?
Does he occasionally use Arabic without realising it (shismuh)?
Does he have any voice mannerisms that need eliminating (coughs, “okay?”, “errr”, “right”)?
Is he dependent on reading his presentation?
Does any memorisation sound unnatural?
Does he position himself correctly at the front of the class?
Does he move and make appropriate gestures that support his speech?
Does he maintain eye contact with his audience?
Does he end his speech effectively?
A marking sheet
A simple marking sheet is given below. Teachers are free to modify it or use their own.
English 101 Oral Presentation Marking Form
Name: ID#: SEC/SN:
Presentation topic:
1. Delivery:
2. Body language:
3. Content:
4. Organization:
5. Overall impression:
Additional comments: Grade:

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Unit 3

READING (Periodicals) ………………………… 2

WRITING (Comparison) ………………...... 7

REMEDIAL WORK ………………………... 25

Newspapers are usually published every day. Their

Magazines can be classified into two types: general-

Journals are scholarly publications issued at monthly

In English 101, your reading texts for course work and

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 2

1. What is the article about? What is being compared in this article?

Shale gas in Europe and America

Fracking here, fracking there

Nov 26th 2011 | from the print edition

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 3

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 4

Exercise 2: Close Study

4. Compare Europe’s shale gas reserves with America’s.

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 5

14. Why is population density a factor in the environmental difficulties experienced by

19. In what sense has a “revolution” occurred in America’s energy industry?

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 6

Comparison: Vocabulary & Sentences

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 7

Magazines are published weekly or monthly; journals tend to be published quarterly.

Exercise 1: Comparison vocabulary

whereas while but differ different (-ce)

by contrast however on the other hand likewise in common

like / unlike alike similar (-ity) similarly likewise

neither … nor .... as well ….. too nevertheless although

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 8

Exercise 2: Comparison vocabulary

1. uranium and plutonium 6. Malta and Cyprus

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 9

1. islands and peninsulas 6. freshman and sophomore

Exercise 5 Similarities and differences

Example: pen and pencil

1. atlas and satnav 6. Boeing 737 and F16

Exercise 6 Various comparison structures

Tokyo (Japan) = 30 million New York (USA) = 20 million

Los Angeles (USA) = 15 million Paris (France) = 10 million

Baghdad (Iraq) = 5 million Naples (Italy) = 3 million

7. Compare Tokyo with Los Angeles; compare it with Naples.

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 10

To write a one-paragraph or multi-paragraph composition of comparison, you need at least

Use a brainstorming technique to gather ideas:

Convenient: leave when you

Inconvenient: you can’t

Quick: just a couple of

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 11

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 12

Saudi Arabia is the biggest country in the Gulf and

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 13

The composition on the following page exemplifies the point-by-point method.

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 14

Saudi Arabia is the biggest country in the Gulf and

Driving and flying differ greatly in cost. While a

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 15

The Advantages of Fusion over Fission

As a source of energy, fusion has three important advantages over fission.

1. Is this paragraph mainly about similarities, differences, or both?

An Introduction to Academic Discourse (4th ed.) T131 & 132 page 16

Financial and Managerial Accounting

The field of accounting includes many important activities. Two of these

Financial accounting is mainly concerned with external reporting, that is,