17. Argumentative essay Writing

Following a discussion or a debate you had in class, write an argumentative essay in about 1,500 words. Your teacher will give you the topic for your essay. The technique is explained below.

1 Format of the essay. Write the essay in six paragraphs, each about half a page in length,

according to the following plan:

Page 1 Page 2 Page 3

1 Introduction 3 Argument 2 5 Argument 4

MAIN THESIS

2 Argument 1 4 Argument 3 6 Conclusion

MAIN THESIS

2 Format of the paragraph. Build each paragraph on the following plan:

a new argument

b supporting evidence or illustration c counter-argument

d supporting evidence or illustration e resolution

Paragraph 1 should begin directly, without any preamble, with a strong clear argument running through the answer. This main thesis will be developed through a series of specific arguments and counter-arguments in paragraphs 2 - 5. It will then be repeated in the Conclusion but on a somewhat higher plane, enhanced by the preceding analysis.

3 Technique.

a You can begin by working out the main argument for each paragraph and then start fleshing out your thoughts. Alternatively, if you have a difficulty with finding your main argument, start writing from paragraph 2 and see where it takes you.

b If you can't produce an original theory (no one expects that), build your essay on a simple, pithy answer. The originality will reside in the details you manage to find rather than in the overall thesis.

c When you have finished the first draft, work on links from paragraph to paragraph.

The best device is to repeat some words from the end of one paragraph at the beginning of the next.

d Check the length of your sentences. If they are too short, join them to form longer ones.

e Finally, go over the checklist in Appendix 10. You can use it to give yourself the mark you deserve.

4 Wording. If you use any written sources, do not plagiarise their wording. Plagiarism is 'the

unauthorised use or close imitation of the language and thoughts of another author and the representation of them as one's own original work'.

5 Style. Since an essay usually expresses the writer's personal ideas on the subject and is

not a complete examination of the matter, the style of an essay may be fairly informal. But 'informal' means 'educated-informal', not 'teenager-informal'.

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18. Law in the press Law

A friend of yours needs help with some legal terminology. She has sent you these extracts with underlined phrases from an article in The Times. Write your friend an email explaining the underlined phrases so that their meaning becomes clear to a non-lawyer. If necessary, refer back to the example in Chapter 8.

Chris Columbus, the director, and David Hayman, the producer, are the first owners of the copyright in the film. However, it would be standard practice under their contracts of engagement for Columbus and Hayman (1) to have assigned this copyright to Warner Bros.Columbus also (2) has moral right in his film,and as expected, it would appear that he (3) asserted his rightto be named as director, as he is credited. ('What's in a name? More things than Shakespeare imagined ... ' The Times, November 19,2002)

The reason for the get-tough approach is that legislation last year subtly changed an exception to copyright law and gave (4) the CLAmore clout. Martin Delaney, the legal director, says: "The main change to the statutory exceptions is that the copying must be for a non-commercial purpose. Before October 31, 2003, any copying for 'research' or for 'private study' was arguably a copyright exception provided there were no economic ramifications for the copyright owner. This was deemed to be (5) 'fair dealing'."Now, 'fair dealing' has been tightened in line with the EU Copyright Directive and copying for research carried out for commercial purposes is no longer 'fair dealing'. Equally, any copying for private study that is for commercial purposes will also fail (6) to qualify as an exception to copyright."('It's time to face the music' The Times, July 13,2004)

Public Speaking

19. Expressions with the word 'point' Language use

a) The word 'point' is part of many phrases used in discussions. Match each phrase (1 - 12) with the function it fulfils a - I .

Ma I make a There are two pointsI'd like to make. I'd like to pick up on your last point. Could I comment on that last point?

4 To a back to my last point.d

5 I would like to distinguish between some e

points.

The oint I'm tr ing to make is ...

6 I have just a small point but it may clarify f

thin s a bit.

7 I'm afraid I didn't get the last point. Could you 9

goover it again, please?

8 I want to withdraw my previous point and h sa ...

9 My point precisely.

I'll 0 alon with that oint of view. 10 I a ree u to a oint but ...

11 Could liMa I come in at this oint? 12 I wish to stress the pointthat. ..

withdrawin a oint

referring to one's previous argument

asking for clarification

disagreeing

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Practise saying these phrases with a different intonation and speed in order to achieve fluency. Make it a point to use them in discussion.

b) Next to each situation write at least one suitable phrase with the word 'point'.

Situations

A You want to say several things and you don't

want to be interrupted before you finish.

B C

You want to make your argument clearer.

You want to ask the speaker to clarify what he said.

D E

F

You want to return to your own argument. You wish to return to something somebody said before.

You know something that would clear up the confusion.

20. Discussion Speaking ,

You are going to have a discussion on a problem related to the subject matter of this chapter (see Appendix 7 for instructions). After the discussion you will be asked to evaluate the leader's performance (use the checklist in Appendix 7). Your own participation in the discussion will be assessed on the following criteria: 1 positive contribution; 2 good language; 3 good communication skills that include sensitivity to turn taking, avoiding monopolising the discussion, etc.; 4 use of functional phrases.

21. Debate Speaking

You are going to take part in a debate around a problem related to the subject matter of this chapter (see Appendix 8). After the debate you will be asked to evaluate the main speeches; use the checklist in Appendix 8.

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