The document provides information about resources from the Student Learning Centre at Massey University, including: - Links to online resources on academic vocabulary, podcasts, and video presentations. - Details about study skills presentations on topics like paragraph writing, essay writing, and report writing. - Information on developing academic English vocabulary, with examples comparing everyday and academic English. - A vocabulary exercise identifying words missing from academic English sentences. - Recommendations on developing academic vocabulary and dealing with new terms in readings.

1. Welcome to Massey from the Student Learning Centre Martin McMorrow ESOL Learning Advisor

2. SLC Online Resources tinyurl.com/2rlcoe academic vocabulary tinyurl.com/6xy9hy podcast tinyurl.com/slcvideos video presentations tinyurl.com/slcalbany Student Learning Centre owll.massey.ac.nz online writing and learning link

3. Study Skills Presentations Wednesdays 12 pm QB5 Jul 21 Paragraph writing Jul 28 Essay writing Aug 4 Report writing Aug 11 APA referencing Sep 29, Oct 6, 13 Exam skills

5. No evidence is given for the claim The claim is supported by reference to relevant research Teachers play a big part in motivation because, if you ask me, even if you’re motivated to begin with, if the teacher’s boring, you’ll soon lose your motivation. Opinion is clear enough Opinion is even clearer It’s impersonal Teachers can influence the motivation of their learners. A study by Nikolov (2001) showed how initially positive attitudes to language learning were badly affected by a dislike of the teaching methodology (as cited in Dornyei, 2005, p. 75) It’s personal. The sentence runs on in an unfocused way The sentences are more focused Everyday English Academic English

6. Teachers can influence the motivation of their learners. A study by Nikolov (2001) showed how initially positive attitudes to language learning were badly affected by a dislike of the teaching methodology (as cited in Dornyei, 2005, p. 75) All sources used must be referenced in-text Most paragraphs in the body of your essays and reports should include 1 or more references (author’s surname + year of publication + page if it’s a direct quote)

7. Dornyei, Z. (2005). The psychology of the language learner . Mahwah, NJ.: Lawrence Erlbaum Associates. name, initial (year) title city And the full details need to be in your reference list at the end publisher

8. Crookes, G., & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41 , 461-512 Davidson, C., & Tolich, M. (2001). Social science research in New Zealand . Auckland, New Zealand: Pearson Education Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self- determination in human behaviour . New York: Plenum Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Teaching Journal, 78 (iii), 273-284 Dornyei, Z. (2005). The Psychology of the Language Learner . Mahwah, NJ: Lawrence Erlbaum Associates Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1-19). Honolulu, HI: University of Hawai'i Press Skehan, P. (1989). Individual differences in second language learning . London: Arnold Example reference list (APA style)

10. Comparison of everyday and Academic English ‘ Ageism’ means when someone is treated badly just because they’re young or old. Ageism may be defined as “unfair discrimination towards someone on account of their age” (Smith & Davidov, 2003, p. 23).

13. Comparison of everyday and Academic English ‘ Ageism’ means when someone is treated badly just because they’re young or old. Ageism may be defined as “unfair discrimination towards someone on account of their age ” (Smith & Davidov, 2003, p. 23).

14. Comparison of everyday and Academic English What matters most isn’t whether or not someone’s treated differently but whether it’s got anything to do with what’s going on at the time. The crucial aspect is not discrimination in itself, but its unfairness.

17. Comparison of everyday and Academic English What matters most isn’t whether or not someone’s treated differently but whether it’s got anything to do with what’s going on at the time . The crucial aspect is not discrimination in itself, but its unfairness .

18. Comparison of everyday and Academic English For instance, someone might not get a job or get promoted because people think they’re too young or too old. Let us consider the case of someone prevented from obtaining employment or promotion because they are considered too young or too old.

21. Comparison of everyday and Academic English You’d probably think that a bar that wouldn’t give a job to a 50 year old to serve drinks was being a bit ageist and if that person was good enough in every way except for the fact that they were getting on a bit, then you could call them ageist and, if you ask me, they wouldn’t really have a leg to stand on. A bar which refused to employ a 50 year old to serve drinks might be considered ageist, if that person fulfilled the employment specifications in every other respect.

25. Comparison of everyday and Academic English But you could hardly say a bar was being ageist if they didn’t take on a 16 year-old for the job because they’re not allowed to do so. However, no one could claim a bar was being ageist because they didn’t employ a 16 year-old, since they are legally prohibited from doing so.

29. Paragraph in everyday English style Define ‘ageism’ giving an example to show what you mean? ‘ Ageism’ means when someone is treated badly just because they’re young or old. What matters most isn’t whether or not someone’s treated differently but whether it’s got anything to do with what’s going on at the time. For instance, someone might not get a job or get promoted because people think they’re too young or too old. You’d probably think that a bar that wouldn’t give a job to a 50 year old to serve drinks was being a bit ageist and if that person was good enough in every way except for the fact that they were getting on a bit, then you could call them ageist and, if you ask me, they wouldn’t really have a leg to stand on. But you could hardly say a bar was being ageist if they didn’t take on a 16 year-old for the job because they’re not allowed to do so.

30. These changes make the same paragraph in academic English more concise, more exact, more focused and more persuasive. Define ‘ageism’ giving an example to show what you mean? Ageism may be defined as “unfair discrimination towards someone on account of their age” (Smith & Davidov, 2003, p. 23). The crucial aspect is not discrimination in itself, but its unfairness. In other words, whether or not age is a relevant consideration in the circumstances. Let us consider the case of someone prevented from obtaining employment or promotion because they are considered too young or too old. A bar which refused to employ a 50 year old to serve drinks might be considered ageist, if that person fulfilled the employment specifications in every other respect. However, no one could claim a bar was being ageist because they didn’t employ a 16 year-old, since they are legally prohibited from doing so.

32. In order to write more academically, you’ll need a larger academic vocabulary – and to use the same word as a noun, adjective, adverb etc. You’re going to see 20 sentences written in academic English. Each sentence has a missing word. You’ve been given the first three letters of the word. What is the word? Your target is to recognise 16 or more of the words! How good is your academic English vocabulary?

33. 1) It’s difficult to define the con_ _ _ _ of beauty. 2) The internet gives you acc_ _ _ to information and personal contacts from around the world. 3) Evolution explains how simple animals developed into more com_ _ _ _ ones over a long period of time. 4) Come to the meeting if you feel you have anything to con_ _ _ _ _ _ _ to the discussion. 5) We are not really in competition with them, but there are a few ove_ _ _ _ _ between our products. concept access complex contribute overlaps

34. 6) She asked me to check the first dra_ _ of her presentation. 7) The final cost of the project should not exc_ _ _ $ 10 000. 8) It’s impossible to eli_ _ _ _ _ _ crime completely, but this government aims to reduce it substantially. 9) Financial experts have det_ _ _ _ _ some signs that the economy may be improving. 10) No agreement has been reached but negotiations are still ong_ _ _ _. draft exceed eliminate detected ongoing

35. 11) One reason that many goods are manufactured in China is the lower lab_ _ _ costs there. 12) We have to inf_ _ from his silence on the matter that he has nothing he wishes to say. 13) A recent sur_ _ _ found that more than 60 % of workers were dissatisfied with their bosses. 14) We had to make several calls to the tec_ _ _ _ _ _ support line before anyone came to repair out computer. 15) We all ass_ _ _ _ _ _ in the meeting room to hear from takeover news. labour infer survey technical assembled

36. 16) The company publishes its ann_ _ _ accounts every September. 17) At the moment we don’t ant_ _ _ _ _ _ _ any problems with the new system. 18) The internet has become an important med_ _ _ of communication for companies. 19) Her work has been a cru_ _ _ _ part of the company’s success. 20) Unemployment will be one of the most important iss_ _ _ in the next election. annual anticipate medium crucial issues

37. Massey papers 192.101 English for Academic Purposes 192.102 Academic Writing Massey word-of-the-day service and website tinyurl.com/2rlcoe tinyurl.com/6xy9hy How to develop your academic English vocabulary

38. Hong Kong University of Science and Technology: http://uvt.ust.hk/about.html Hong Kong Polytechnic University: http://elc.polyu.edu.hk/cill/eap/default.htm University of Hertfordshire: http://www.uefap.com/vocab/vocfram.htm University of Manchester: http://www.phrasebank.manchester.ac.uk Selected online resources

39. How to deal with new vocabulary in your academic reading You need to be selective: There is far too much new vocabulary for you to learn.

41. high low ignore work out meaning and move on look it up to confirm and move on Look it up, file it in your system with an example sentence. Review it at the end of the day and week Choose a different strategy to deal with highly relevant and less relevant vocabulary future relevance

42. Some practice in working out meaning and moving on Try to work out the meaning of the highlighted word in this sentence from a marketing text book “ adequate research of overseas markets is … one of several prerequisites for international marketing success” things that will make a profit things that must be done things that will surprise you Quester, McGuiggan, Perreault, & McCarthy, 2004, p. 118

43. “ it is easy for both consumers and marketing managers to be lulled by the promise of constantly increasing standards of living. made to feel worried made to feel embarrassed made to feel relaxed Quester, McGuiggan, Perreault, & McCarthy, 2004, p. 118

44. “ If you watch a Yoplait advertisement that shows other people enjoying a new yoghurt flavour, you might conclude that you would like it too. For services, such vicarious learning is essential, as consumers can rarely assess the benefit directly and have to rely on the experience of others…” second-hand enjoyable common Quester, McGuiggan, Perreault, & McCarthy, 2004, p. 199

50. Step 1 : Find a relevant text

52. Step 2 : Highlight the key points

54. Step 3 : Transform into notes

57. According to Dunbar and Holmes (2003), cognitive behavioural therapy is increasingly preferred ….. Dunbar and Holmes (2003) claim that cognitive behavioural therapy is increasingly preferred ….. Cognitive behavioural therapy is increasingly preferred to more traditional medical interventions in such cases (Dunbar & Holmes, 2003).

58. Author (year) + verb + that .... claim argue explain point out provide evidence suggest

59. Step 5 : Expand notes into linked sentences

65. Although, as we have seen, sexism and racism continue to be prevalent in New Zealand organisations, there is a clear legal framework for identifying and dealing with both practices. This is not the case with ageism - defined as “unwarranted discrimination on the basis of age” (Smith & Davidov, 2003, p. 23). Because its legal status is less clearly marked, ageism is potentially even more endemic, since organisations may not recognise it as a problem. One obvious reason for this lack of recognition is that there are frequently justifiable reasons to take age into account in recruitment. For instance, no one could claim a bar was being ageist because they refused to employ a 16 year-old. Discrimination it may be, but it is not unwarranted. Sample Paragraph – first half

66. On the other hand, a bar which refused to employ a well-qualified 46 year-old to serve drinks clearly has an ageist policy, even if they justify this policy as what their customers and other staff expect. Such discrimination appears to be common in New Zealand (Morrison, 2000, p. 18) which indicates an underlying failure to respond to the changing demographics of our society (Executive Taskforce Group, 2004). Its negative impacts on organisations are likely to worsen over the coming decades in which older workers will be our main talent pool (Statistics New Zealand, 2006, ch. 8). Therefore, ageist policies, though currently legal, betray a backward-looking organisational culture, ill-equipped for the challenges and opportunities that lie ahead. Sample Paragraph – second half

68. Features of a well-made paragraph 1. Builds on what’s been said already

69. Start your paragraph with a bridge First part summarises previous paragraph Second part introduces new topic

70. Start your paragraph with a bridge Although, as we have seen, sexism and racism continue to be prevalent in New Zealand organisations, there is a clear legal framework for identifying and dealing with both practices. This is not the case with ageism …

71. Features of a well-made paragraph 2. Focuses on the essay question

72. Discrimination in the workplace Essay Question Organisations suffer as well as individuals New Zealand business environment General topic Claim which needs to be discussed Context

73. Discrimination in the workplace Essay Question General topic

74. Although, as we have seen, sexism and racism continue to be prevalent in New Zealand organisations, there is a clear legal framework for identifying and dealing with both practices. This is not the case with ageism - defined as “unwarranted discrimination on the basis of age” (Smith & Davidov, 2003, p. 23). Because its legal status is less clearly marked, ageism is potentially even more endemic, since organisations may not recognise it as a problem. One obvious reason for this lack of recognition is that there are frequently justifiable reasons to take age into account in recruitment. For instance, no one could claim a bar was being ageist because they refused to employ a 16 year-old. Discrimination it may be, but it is not unwarranted. On the other hand, a bar which refused to employ a well-qualified 46 year-old to serve drinks clearly has an ageist policy, even if they justify this policy as what their customers and other staff expect. Such discrimination appears to be common in New Zealand (Morrison, 2000, p. 18) which indicates an underlying failure to respond to the changing demographics of our society (Executive Taskforce Group, 2004). Its negative impacts on organisations are likely to worsen over the coming decades in which older workers will be our main talent pool (Statistics New Zealand, 2006, ch. 8). Therefore, ageist policies, though currently legal, betray a backward-looking organisational culture, ill-equipped for the challenges and opportunities that lie ahead.

75. Essay Question Organisations suffer as well as individuals Claim which needs to be discussed

76. Although, as we have seen, sexism and racism continue to be prevalent in New Zealand organisations, there is a clear legal framework for identifying and dealing with both practices. This is not the case with ageism - defined as “unwarranted discrimination on the basis of age” (Smith & Davidov, 2003, p. 23). Because its legal status is less clearly marked, ageism is potentially even more endemic, since organisations may not recognise it as a problem. One obvious reason for this lack of recognition is that there are frequently justifiable reasons to take age into account in recruitment. For instance, no one could claim a bar was being ageist because they refused to employ a 16 year-old. Discrimination it may be, but it is not unwarranted. On the other hand, a bar which refused to employ a well-qualified 46 year-old to serve drinks clearly has an ageist policy, even if they justify this policy as what their customers and other staff expect. Such discrimination appears to be common in New Zealand (Morrison, 2000, p. 18) which indicates an underlying failure to respond to the changing demographics of our society (Executive Taskforce Group, 2004). Its negative impacts on organisations are likely to worsen over the coming decades in which older workers will be our main talent pool (Statistics New Zealand, 2006, ch. 8). Therefore, ageist policies, though currently legal, betray a backward-looking organisational culture, ill-equipped for the challenges and opportunities that lie ahead.

77. Discrimination in the workplace Essay Question Organisations suffer as well as individuals New Zealand business environment General topic Claim which needs to be discussed Context

78. Although, as we have seen, sexism and racism continue to be prevalent in New Zealand organisations, there is a clear legal framework for identifying and dealing with both practices. This is not the case with ageism - defined as “unwarranted discrimination on the basis of age” (Smith & Davidov, 2003, p. 23). Because its legal status is less clearly marked, ageism is potentially even more endemic, since organisations may not recognise it as a problem. One obvious reason for this lack of recognition is that there are frequently justifiable reasons to take age into account in recruitment. For instance, no one could claim a bar was being ageist because they refused to employ a 16 year-old. Discrimination it may be, but it is not unwarranted. On the other hand, a bar which refused to employ a well-qualified 46 year-old to serve drinks clearly has an ageist policy, even if they justify this policy as what their customers and other staff expect. Such discrimination appears to be common in New Zealand (Morrison, 2000, p. 18) which indicates an underlying failure to respond to the changing demographics of our society (Executive Taskforce Group, 2004). Its negative impacts on organisations are likely to worsen over the coming decades in which older workers will be our main talent pool (Statistics New Zealand, 2006, ch. 8). Therefore, ageist policies, though currently legal, betray a backward-looking organisational culture, ill-equipped for the challenges and opportunities that lie ahead.

79. Features of a well-made paragraph 3. Makes ONE clear basic point

80. In an argument essay, each paragraph should have a sentence which expresses an opinion on the question in relation to the topic of the paragraph. This topic sentence should normally be short and near the beginning. Because its legal status is less clearly marked, ageism is potentially even more endemic, since organisations may not recognise it as a problem.

81. Features of a well-made paragraph 4. Supports this point with argument, references to research & examples

82. Because its legal status is less clearly marked, ageism is potentially even more endemic, since organisations may not recognise it as a problem. One obvious reason for this lack of recognition is that there are frequently justifiable reasons to take age into account in recruitment. For instance, no one could claim a bar was being ageist because they refused to employ a 16 year-old. Discrimination it may be, but it is not unwarranted. On the other hand, a bar which refused to employ a well-qualified 46 year-old to serve drinks clearly has an ageist policy, even if they justify this policy as what their customers and other staff expect. argument and examples topic sentence

83. Because its legal status is less clearly marked, ageism is potentially even more endemic, since organisations may not recognise it as a problem. Such discrimination appears to be common in New Zealand (Morrison, 2000, p. 18) which indicates an underlying failure to respond to the changing demographics of our society (Executive Taskforce Group, 2004). Its negative impacts on organisations are likely to worsen over the coming decades in which older workers will be our main talent pool (Statistics New Zealand, 2006, ch. 8). references to research topic sentence

84. Features of a well-made paragraph 5. Each sentence builds on earlier sentences

85. Your paragraph construction toolkit 5.1 repetition and variation of key words Don’t be vague – remind the reader what you’re talking about in every sentence – don’t rely too much on ‘it’ – hoping they’ll guess what was in your head when you wrote it!

86. Although, as we have seen, sexism and racism continue to be prevalent in New Zealand organisations, there is a clear legal framework for identifying and dealing with both practices . This is not the case with ageism - defined as “unwarranted discrimination on the basis of age” (Smith & Davidov, 2003, p. 23). Because its legal status is less clearly marked, ageism is potentially even more endemic, since organisations may not recognise it as a problem. One obvious reason for this lack of recognition is that there are frequently justifiable reasons to take age into account in recruitment. For instance, no one could claim a bar was being ageist because they refused to employ a 16 year-old. Discrimination it may be, but it is not unwarranted. On the other hand, a bar which refused to employ a well-qualified 46 year-old to serve drinks clearly has an ageist policy, even if they justify this policy as what their customers and other staff expect. Such discrimination appears to be common in New Zealand (Morrison, 2000, p. 18) which indicates an underlying failure to respond to the changing demographics of our society (Executive Taskforce Group, 2004). Its negative impacts on organisations are likely to worsen over the coming decades in which older workers will be our main talent pool (Statistics New Zealand, 2006, ch. 8). Therefore, ageist policies , though currently legal, betray ……

87. Although, as we have seen, sexism and racism continue to be prevalent in New Zealand organisations, there is a clear legal framework for identifying and dealing with both practices. This is not the case with ageism - defined as “unwarranted discrimination on the basis of age” (Smith & Davidov, 2003, p. 23). Because its legal status is less clearly marked, ageism is potentially even more endemic , since organisations may not recognise it as a problem . One obvious reason for this lack of recognition is that there are frequently justifiable reasons to take age into account in recruitment. For instance, no one could claim a bar was being ageist because they refused to employ a 16 year-old. Discrimination it may be, but it is not unwarranted. On the other hand, a bar which refused to employ a well-qualified 46 year-old to serve drinks clearly has an ageist policy, even if they justify this policy as what their customers and other staff expect. Such discrimination appears to be common in New Zealand (Morrison, 2000, p. 18) which indicates an underlying failure to respond to the changing demographics of our society (Executive Taskforce Group, 2004). Its negative impacts on organisations are likely to worsen over the coming decades in which older workers will be our main talent pool (Statistics New Zealand, 2006, ch. 8). Therefore, ageist policies, though currently legal, betray a backward-looking organisational culture, ill-equipped …

88. Your paragraph construction toolkit 5.2 When you do use it / its and they / their make sure it’s clear what they refer to

89. Because its legal status is less clearly marked, it is potentially even more endemic, since organisations may not recognise it as a problem. Such discrimination appears to be common in New Zealand …… Its negative impacts on organisations are likely to worsen Subject matches subject of previous sentence and there are no ‘competing’ nouns Try not to use it more than once without reminding the reader what it refers to.

90. Your paragraph construction toolkit 5.3 This …. … . there is a clear legal framework …. This is not the case with ageism ….

91. Your paragraph construction toolkit 5.4 this / these or such + noun phrase summarising previous sentence(s) … .. organisations may not recognise it as a problem. One obvious reason for this lack of recognition is …. Such discrimination appears to be common ….

92. Your paragraph construction toolkit 5.5 Linking words …. Don’t keep your argument a secret. Share your logic with your reader. Use linking words and phrases to tell the reader how this next sentence relates to the one before.

93. Your paragraph construction toolkit 5.5 Linking words …. For instance , no one could claim a bar was being ageist because they refused to employ a 16 year-old.

94. Your paragraph construction toolkit 5.5 Linking words …. On the other hand , a bar which refused to employ a well-qualified 46 year-old to serve drinks clearly has an ageist policy

95. Your paragraph construction toolkit 5.5 Linking words …. Therefore , ageist policies, though currently legal, betray a backward-looking organisational culture ….

96. 5.5 Linking words CHRONOLOGICAL ORDER Similarity and Difference ORDER OF IMPORTANCE first secondly next meanwhile later then afterwards finally on the other hand conversely similarly likewise however furthermore as a result in fact yet also in addition

97. GIVE AN EXAMPLE GIVE AN EFFECT/ RESULT ADD A CONCLUSION for example for instance therefore thus consequently as a result in brief all in all indeed in other words in short in the end 5.5 Linking words

98. Use linking words and expressions to guide your reader through the argument in each paragraph. former / latter There are two major approaches to blah, YYYY and ZZZZZ. The former , devised by Smith (1985) consists of AAAA, BBBB and CCCC...... The latter , the ZZZZZ model, was developed by Hassan and Watanabe (1993), and ……. Firstly, …… There are a number of drawbacks to this model. Firstly , ……… . Moreover , ……… . Finally , and most significantly , …….

99. Thus , though functionalists and Marxists both discern common features in education, they draw radically different conclusions. For functionalists, education is a means of resolving many of the divisions and tensions of modern society. Marxists perceive this conception of education as fundamentally flawed, since, for them, capitalist societies are inherently unfair to the majority of the population. Therefore , they seek to extend the scope of education, so that its main role is to enable people to reject, rather than passively accept those divisions. See www.phrasebank.manchester.ac.uk and www.academicenglishgenerator.com for more examples and suggestions for expanding your range of expressions

100. Features of a well-made paragraph 6. Comes to a conclusion So, try to tie your concluding sentence to each paragraph back to the topic of the essay

101. Therefore, ageist policies, though currently legal, betray a backward-looking organisational culture, ill-equipped for the challenges and opportunities that lie ahead. Claim which needs to be discussed Organisations suffer as well as individuals

102. Aim for 4 – 10 sentences – 100 – 220 words. If in doubt, consider breaking lengthy paragraphs into two, each with a single point!

104. Selected language issues

111. Lost sentences Subject-verb agreement Vague pronouns ‘ the’ Selected issues

114. In the 1960s, little study was devoted to facial expression. Like most social scientists of her day, Mead believed expression was culturally determined. In other words, she believed we simply use our face according to a set of learned social conventions. This belief grew from the emphasis on motivation and cognition in academic psychology that flourished at the time (Brown, 2006). “ Re-packed” version

118. Thank you – and see you during the semester! Martin McMorrow ESOL Learning Advisor