
- •Lesson 2. Reading and note-making. Evaluating a text. Note-making and paraphrasing. Evaluating a Text
- •1. When reading a text, it is important to ask yourself questions about the value of the text. Is this text fact or opinion? If fact, is it true? If opinion, do I agree? Can this writer be trusted?
- •2. Read the following sentences and decide first if they are fact or opinion. Then decide if the factual sentences are true, and if you agree with the opinions in the other sentences.
- •3. It can be seen that even short sentences can contain a mixture of fact and opinion. Most longer texts, of course, consist of both.
- •4. The previous sentences can be evaluated as follows:
- •5. Evaluate the following passages in a similar way. First underline facts and opinion, then decide if the text as a whole is trustworthy.
- •Understanding Purpose and Register
- •1. Compare the two extracts below:
- •2. Read the following extracts and complete the table using one or two of the following: inform/amuse/persuade/entertain.
- •3. Register.
- •5. Read the following texts and analyse the register in each case, by giving examples of the language used.
- •Selecting Key Points
- •1. The first stage of note-making is to identify the key points in the text for your purpose.
- •2. Read the following and then choose a suitable title that expresses the key
- •3. In the following text, three key points are in italic. Decide on their order of importance.
- •4. Underline four key points in the following text.
- •5. When preparing to write an essay you may be concerned with only one aspect of a text, so your key points should relate only to the topic you are examining.
- •Note-Making
- •1. What are the main reasons for note-making?
- •3. You are writing an essay on ‘Conservation at sea’. You find the following article in a magazine called Science South, volume 27 (2002). The author is
- •4. A set of notes for your essay might look like this:
- •Paraphrasing
- •1. Although paraphrasing techniques are used in summary writing, paraphrasing does not aim to shorten the length of a text, merely to restate the text.
- •2. A good paraphrase is significantly different from the wording of the original, without altering the meaning at all.
- •3. Techniques.
- •4. Find synonyms for the words in italic.
- •5. Change the word class of the words in italic, and then re-write the sentences.
- •6. Change the word order of the following sentences.
- •7. Combine all these techniques to paraphrase the paragraph as fully as possible.
- •8. Use the same techniques to paraphrase the following text.
- •Summary Writing
- •1. Choose four of the topics below and write summaries in no more than twelve words each.
- •2. Summary writing is an important skill in academic work. Different kinds of summaries are needed in different situations.
- •3. In essay writing students often have to summarise part of a book or journal article.
- •4. Read the following text and compare the summaries. Decide which is best, giving reasons.
- •5. Read the following text and underline the key points.
- •6. Complete the following notes of the key points.
- •7. Link the notes together to make a complete summary using conjunctions where necessary. Check the final text for factual accuracy.
- •1. Read the example, from a study of women’s experience of prison.
- •2. Below are two sources used for an essay titled ‘Should genetically modified (gm) foods have a role in future agriculture?’ Read the sources first, then the essay extract.
- •3. The essay writer uses a mixture of direct quotes and summaries of arguments.
- •4. You are preparing to write an essay titled ‘The social effects of tourism in developing countries’. Read the sources and then complete the paragraph comparing their views.
Note-Making
Effective note-making is a key writing skill, with a number of practical uses. Good note-making techniques lead to accurate essays. Although you are the only person who will read your notes, clarity and organisation are still important.
1. What are the main reasons for note-making?
Add to the ideas below.
a) to avoid plagiarism
b) …………
c) …………
d) …………
2. Effective note-making is part of a sequence.
What comes before and after?
. . . . . . . . . . . . . . . . . . . . → NOTE-MAKING → . . . . . . . . . . . . . . . . . . . .
3. You are writing an essay on ‘Conservation at sea’. You find the following article in a magazine called Science South, volume 27 (2002). The author is
J. Doyle. Read the text (key points in italic) and make notes.
STUDYING SQUID
Before the British occupation of the Falkland Islands in 1833 most of the sailors who went there were mainly interested in collecting oil and skins from the whales, seals and penguins which flourished in the South Atlantic. The British introduced sheep farming, but since this became less profitable after the 1960s the islanders have been forced to pay more attention to the contents of the island waters.
These waters are rich in squid, and the sale of fishing licences for this harvest has funded research to allow the stocks to be managed efficiently. There are two kinds of squid around the Falklands; Illex is eaten in East Asia, while Loligo is popular in Spain. The latter was found to breed at two periods in the year; one season is May to July and the other is October and November. This second period, which is summer in the South Atlantic, coincides with the local penguin breeding season and makes the baby squid more vulnerable. As a result, the scientists suggested that the fishing season for Loligo should be postponed for a few months to allow the stock to recover, and when this was done the fishermen found that they had a better catch than before.
The other squid, Illex, was found to have a different pattern, swimming south from Brazil to the Falklands in summer, and then back north again. To deal with a species that migrates through the waters of several countries it has been necessary to set up an agreement between the governments concerned to restrict the fishing season in order to allow squid numbers to build up.
4. A set of notes for your essay might look like this:
Source: Doyle, J. (2002) Science South 27 pp. 24–28.
Falkland Islands – research programme found:
SQUID a) Illex (E. Asia) – N/S migration pattern from Brazil
b) Loligo (Spain) – breeds i) May – July
ii) Oct – Nov
suggested:
a) postpone Loligo fishing (improved catch)
b) restrict Illex fishing by int. agreement
Note the use of headings, listings, abbreviations (‘N/S’) and symbols. You need to develop your own style for note-making, as you will have to read them later. Do not abbreviate too much, or you may find the notes impossible to understand in the future.
5. You have been told to write an essay on ‘Malaria – can it be controlled?’ You decide to make notes on the following article from a magazine called Medical Report (Volume 34 1998, pp. 78–86). The author’s name is Irene Nemecova. Make notes on the whole text in the box below.
MALARIA FIGHTS BACK
Drug-resistant strains of malaria, already one of the world’s major killers, are steadily spreading across the globe. The deadly strains have established themselves in South East Asia and South America, and have recently begun to spread across India and Africa. Formerly under control in many areas, the disease now threatens two billion people living in more than 100 countries.
Estimates suggest that there are now more than 350 million cases of malaria a year – a total four times the level of the early 1970s. In Africa alone the disease kills one million children each year.
Several factors are responsible for this disturbing development. Spreading world poverty has deprived nations of funds for sanitation, so that many health projects have been stopped, while increased movements of migrant workers and tourists have carried infections more rapidly from one country to another. At the same time, the overuse of drugs, especially antibiotics, has led to the establishment of resistant strains of diseases.
As well as this, hopes that genetic engineers might soon develop the world’s first malaria vaccine, a long-sought goal, have been questioned recently by several scientists. ‘There are so many strains of malaria parasite,’ said one scientist, ‘and each is able to alter its chemicalsurface and trick its way past the body’s defences. We’d need a remarkable vaccine to cope with that. However, a malaria vaccine is now undergoing human trials and may be available for use if proved successful.’
6. You are preparing to write an essay on ‘The impact of climate on history’. The text below is taken from page 221 of a book called Volcanic Disasters by E.B. Pitnam, published in 1993. Underline the relevant points and make notes.
One of the greatest explosions in modern history occurred in 1815, when an Indonesian volcano called Mt. Tambora blew up. The eruption involved about 100 cubic kilometres of material being blown into the sky, with huge loss of life both on land and sea. Large quantities of volcanic dust were ejected into the atmosphere, and this dust gradually spread around the world, causing alarming events on the other side of the world.
In New England in north eastern USA farmers were hit by bitterly cold weather in June and July 1816. Much of the harvest was lost due to repeated waves of frost and snow in the middle of summer. The same pattern was recorded in Europe, where agriculture was still suffering the effects of the Napoleonic Wars. In France wheat prices reached their highest point of the century in 1817.
As European demand for food rose, prices doubled in America. Although some profited from the shortages, others were driven to emigrate into the unexplored lands to the west. Numbersleaving Vermont, for example, increased by 100% between 1816–17.