Unit 6 Presenting Your Ideas

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• Unit 6 Presenting Your Ideas
• Warm Up
• What is the purpose of expository writing? (p.
  244)
• Activity 1
• Classification Breaking Subjects into Parts
• What is classification?
• Logical division ---identifying criteria (p.249)
• Sample analysis
• --What are the criteria of Text 1 and Text 2?

2

• Text 1
• Every educated person has at least two ways
  of
• speaking his mother tongue. The first is that
  which he
• employs in his family, among his familiar
  friends, and
• on ordinary occasions. The second is that which
  he uses
• in discoursing on more complicated subjects, and
  in
• addressing persons with whom he is less
  intimately
• acquainted.  It is, in short, the language which
  he
• employs when he is "on his dignity," as he puts
  on
• evening dress when he is going to dine.

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• Text 2
• There are three kinds of book owners. The
  first has all
• the standard sets and best-sellers--unread,
  untouched.
• (This deluded individual owns wood pulp and
  ink, not
• books. ) The second has a great many books--a few
  of
• them read through, most of them dipped into, but
  all of
• them as dean and shiny as the day they were
  bought.
• (This person would probably like to make books
  his own,
• but is restrained by a false respect for their
  physical
• appearance. ) The third has a few books or
  many-every
• one of them dog-eared and dilapidated shaken and
• loosened by continual use, marked and scribbled
  in from
• front to back. (This man owns books. )

4

• The criteria are occasions of use (Text 1) and
  the use of books (Text 2).
• Analyze Task 3
• This is the beginning of an exposition, in what
  direction do you think the exposition will
  develop?
• What is the function of the first paragraph?
• Present your ideas in flow charts
• Read Text 2 above again and fill in the
  chart

feature
feature
feature
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Kinds of book owners
Owns all the standard sets and best-sellers
Has a great many books
Has a few books or many
Feature reads every book and makes notes
Feature Does not read or even touch all books
Feature Only reads a few and skim many.
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• Writing practicewrite a piece of exposition
  according to the diagram in Task 6

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• Activity 2
• Definition Clarifying Your Ideas
• Definition
• When we write, it often happens that we have
  to make clear certain concepts or ideas or even
  words and expressions that we think our readers
  might not understand. So learning to define
  things accurately is an important writing skill.
• What is a formal logical definition?
• -- It is a one-sentence definition made of three
• parts (1) the term being defined, (2) the
  general
• class or category, (3) the characteristics which
• distinguish the given term from other terms in
  the
• same class or category .

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• Term Class
  Distinctions
• being defined
• A Biologist is a person who
  studies
• 
  living organisms
• Rust is a reddish formed
  on iron
• brown coating by the
  action
• 
  of water and air.
• Extended definition
• What is an extended definition? (p.265)
• Analyze the sample text pick out examples from
  the text to match the statements

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• Writing practice (Task 5)
• Give a formal definition of friendship. Then
  contrast friendship with other forms of
  relationships. You may use negation to show what
  friendship is not, perhaps by example. Classify
  main kinds of friendships and compare or contrast
  them, and provide examples if necessary. Finally,
  present your own conclusion of what real
  friendship is.

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• Activity 3
• Exemplification demonstrating Your Ideas
• Exemplification is a basic thought pattern that
  we use consciously or unconsciously all the time,
  a skill we are ready to turn to in explaining
  abstract, difficult or unfamiliar points or
  concepts.
• Select good examples
• Good examples should be specific.
• Good examples should be lively and interesting.
• Good examples must be appropriate.
• Analyze the sample in Task 1
• Types of examples
• Indirect knowledge
• Personal experience

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• Useful expressions or structures to signal
  exemplification (Tasks 3 and 4)
• Writing practice
• Start with the following sentence as the
  topic sentence Internet-based learning can
  greatly facilitate adult learners.

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• Activity 4
• Comparison and Contrast
• Using Familiar Things to Explain the Unfamiliar
• Clarify the concepts of comparison and contrast
• Comparison and contrast in a text
• Read the following samples and decide whether
  they follow a half-and-half structure (????)or an
  interwoven structure (????)

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• Sample 1
• It follows an interwoven structure.

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• Sample 2
• It follows a half and half structure.

15

• Further notes on transitions
• If it is so written that it is clear a
  comparison or contrast is being made, no
  transition is necessary. See sample texts.
• Writing practice (Task 5)

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• Activity 5 Cause and Effect
• One Thing Leading to Another
• Read the following text and complete the tasks
  modeled on the course materials.
• Identifying cause and effect
• Completing the sentences
• Analyzing the overall structure
• The Telephone
• John Brooks
• 1. What has the telephone done to us, or for
  us, in the hundred years of its existence? 2. A
  few effects suggest themselves at once. 3. It has
  saved lives by getting rapid word of illness,
  injury, or famine from remote places. 4. By
  joining with the elevator to make possible the
  multistory residence or office building, it has
  made possible for better or worsethe modern
  city. 5. By bringing about a quantum leap in the
  speed

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• and ease with which information moves from place
  to place, it
• has greatly accelerated the rate of scientific
  and technological
• change and growth in industry. 6. Beyond doubt it
  has crippled if
• not killed the ancient art of letter writing. 7.
  It has made living
• alone possible for persons with normal social
  impulses 8. by so
• doing, it has played a role in one of the
  greatest social changes of
• this century, the breakup of the
  multigenerational household. 9. It
• has made the waging of war chillingly more
  efficient than
• formerly. 10. Perhaps (though not probably) it
  has prevented wars
• that might have arisen out of international
  misunderstanding
• caused by written communication. 11. Or perhaps
  again not
• probablyby magnifying and extending irrational
  personal
• conflicts based on voice contact, it has caused
  wars. 12. Certainly
• it has extended the scope of human conflicts,
  since it impartially
• disseminates the useful knowledge of scientists
  and the babble of
• bores, the affection of the affectionate and the
  malice of the

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• malicious.
• 13.But the question remains unanswered. 14. The
  obvious effect
• just cited seems inadequate, mechanistic 15.
  they only scratch
• the surface. 16. Perhaps the crucial effects are
  evanescent (?
• ?)and unmeasurable. 17. Use of the telephone
  involves personal
• risk because it involves exposure 18. for some,
  to be hung up
• on is among the worst of fears 19. others dream
  of a ringing
• telephone and walk up with a pounding heart. 20.
  The
• telephones actual ringmore, perhaps, than any
  other sound in
• our daily livesevokes hope, relief, fear,
  anxiety, joy, according
• to our expectations. 21. The telephone is our
  nerve-end to society.

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• 22. In some ways it is in itself a thing of
  paradox. 23. In one
• sense a metaphor for the times it helped create,
  in another sense
• the telephone is their polar opposite. 24. It is
  small and gentle
• relying on low voltages and miniature partsin
  times of
• hugeness and violence. 25. It is basically simple
  in times of
• complexity. 26. It is so nearly human, recreating
  voices so
• faithfully that friends or lovers need not
  identify themselves by
• name even when talking across oceans, that to ask
  its effect on
• human life may seem hardly more fruitful than to
  ask the effect
• of the hand or the foot. 27.The Canadian
  philosopher Marshall
• McLuhanone of the few who have addressed
  themselves to
• these questionswas perhaps not far from the mark
  when he
• spoke of the telephone as creating a kind of
  extrasensory
• perception.

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• Identifying cause and effect
• 3. It has saved livesE by getting rapid word of
  illness, injury, or famine from remote places.
  C
• 4. By joining with the elevator to make possible
  the multistory residence or office building,C
  it has made possible for better or worsethe
  modern city. E
• 5. By bringing about a quantum leap in the speed
  and ease with which information moves from place
  to place, Cit has greatly accelerated the rate
  of scientific and technological change and growth
  in industry. E
• 6. Beyond doubt it has crippled if not killed the
  ancient art of letter writing. E

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• 7. It has made living alone possible for persons
  with normal social impulses E
• 8. by so doing, C it has played a role in one
  of the greatest social changes of this century,
  the breakup of the multigenerational
  household.E
• 9. It has made the waging of war chillingly more
  efficient than formerly.E
• 10.Perhaps (though not probably) it has prevented
  wars that might have arisen out of international
  misunderstanding caused by written
  communication.E
• 11. Or perhaps again not probablyby magnifying
  and extending irrational personal conflicts based
  on voice contact, Cit has caused wars. E

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• 12. Certainly it has extended the scope of human
  conflicts, E since it impartially disseminates
  the useful knowledge of scientists and the babble
  of bores, the affection of the affectionate and
  the malice of the malicious. C
• 2nd Paragraph
• 17. Use of the telephone involves personal risk
  E because it involves exposure C
• 18. for some, to be hung up on C is among the
  worst of fearsE
• 19. others dream of a ringing telephoneC and
  walk up with a pounding heart. E
• 20. The telephones actual ringCmore, perhaps,
  than any other sound in our daily livesevokes
  hope, relief, fear, anxiety, joy, according to
  our expectations. E
• 21. The telephone is our nerve-end to society. E

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• Completing the sentences
• The telephone can carry news rapidly. ___, it has
  saved lived since its invention.
• As a result/consequence for this reason
  consequently
• ____ of the popularity of telephone is the damage
  to the art of letter writing.
• The result/consequence
• ____the telephone has made rapid and convenient
  communication possible, it has played a role in
  the breakup of multigenerational household
• Because As Since Now that

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• One of ___ for the rapid scientific and
  technological change and growth in industry is
  the invention of telephone.
• the reasons
• According to the text, the use of the telephone
  may ____ the extension of the scope of human
  conflicts.
• lead to result in cause
• Living alone is possible nowadays ___ the
  telephone.
• because of as a result of owing to
• Analyzing the overall structure

25

Effects what has the telephone done to us, or
for us, in the hundred years of its existence?
Negative effects
Positive effects
Effect cause
Effect cause
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• Avoid fallacies in establishing causal
  relationship (p.293)
• Writing practice (Task 5)