DMB 1

Student Name: ______________________________________

Serial Number: ______________________________________

Student Mobile: ______________________________________






David Berry
ENGL214
Academic & Professional Communication
Semester 111
DMB 2

ENGL214 Student Survey Student Survey
Saturday Sunday Monday Tuesday Wednesday
7:00 7:50
8:00 8:50
9:00 9:50
10:00 10:50
11:00 11:50
1:10 2:00
2:10 3:00
3:10 4:00
4:10 5:00
Desired office hours: When do you want teacher office hours? Check the times you want.
David will collect these and make his office hours when the most students are free.
Name
ID
Section
Major GPA
English Course History: Instructor Semester Grade
ENGL102
ENGL101
ENGL002
ENGL001
Note: Write Promoted if you were promoted and jumped that course.
Additional comments: Write any private info that you wish David to know about you. This is private.
DMB 3

First half (before break)
SAT SUN MON TUES WED
10 (Sept) 11 12 13 14
17 18 19 20 21
24 25 26 27 28
1 (Oct) 2 3 4 5
8 9 10 11 12
15 16 17 18 19
22 23 24 25 26
29 30 31 1 (Nov) 2
DMB 4

Second half (after break)
SAT SUN MON TUES WED
12 (Nov) 13 14 15 15
19 20 21 22 23
26 27 28 29 30
3 (Dec) 4 5 6 7
10 11 12 13 14
17 18 19 20 21
24 25 26 27 28
31 1 (Jan) 2 3 4
7 8 9 10 11
14 15 16 17 18
DMB 5

ELD Academic Honesty Agreement

KFUPM takes personal and academic integrity very seriously. Accordingly, we want
you to understand that taking part in cheating in any way is a violation of KFUPMs
expectations regarding academic honesty.

Academic dishonesty includes: plagiarism; cheatinggiving, receiving, or sharing
information during an in-class or take-home exam, test, or quiz, using unauthorized
material (like notes) during an exam, submitting the same paper (or different ver-
sions of what is substantially the same paper) for more than one coursefabricating
written work, sources, research and/or results; helping another student commit an
act of academic dishonesty; and lying to protect another student who has committed
an act of academic dishonesty.

Examples: The following are some examples of Academic Dishonesty:
1. Copying from the exam of another person in class
2. The use of notes for closed notes assignments. Notes include papers, books,
crib notes, information written on any media, etc.
3. Plagiarism, intentional or unintentional, of papers, prose, etc. The internet is
also considered plagiarism.
4. Incorrect citations
5. Having another person do an assignment and representing it as being ones
own work

Consequences: Violation of the Academic Honesty Policy has two major parts:
Class and College. In this class, any academic dishonesty will result in conse-
quences that may range from a discussion about the incident to a failing grade for
the assignment or failing grade for the semester. Severity of the punishment is at
the sole discretion of the instructor and will depend on the severity of the violation
and perceived level of intent. One of the penalties is an AUTOMATIC loss of AT
LEAST ONE LETTER GRADE for the semester. In addition to punishment, those
acts seen as intentional will be referred to the appropriate persons at the departmen-
tal and University level that deal with this issue. At the very least, a copy of materi-
als related to the incident will be posted to the students permanent departmental re-
cords and all subsequent instructors will be informed.



I have read and understand what Academic Dishonesty (and, in particular, plagia-
rism) is, know the consequences of any such action, and agree to only submit my
own work for this class, and will not allow others to submit my work as their own for
this class.


Name:
Class:
Date:
DMB 6

Grading: Course description

CORRESPONDENCE

10%
Business letter format; 4 types of letter: inquiry, re-
ply to inquiry, complaint, and adjustment; grade may
include theoretical element.

RECRUITMENT

15%
Job search; cover letter (5%); cv/rsum (5%); job
advertisements; interviewing techniques (5%); set in
the context of forming a new company; health
theme; group work.

MIDTERM EXAM

15%
Writing of a source evaluation: works cited; sum-
mary paraphrase; and evaluation of a source.




RESEARCH




15%
Pre-report 1 (5%): text summary; library research
skills; finding, narrowing and focusing a topic; note
taking; outlining; quotation; works cited;
Pre-report 2 (5%): Outlines
Pre-report 3 (5%) report background; thesis state-
ment; works cited; schedule of tasks to be com-
pleted.

CONSULTATIONS

5%
One-to-one and group meetings to discuss matters
arising from (a) the report writing process, (b) re-
cruitment and (c) presentations. Student participation
to be recorded.


REPORT


20%

First draft (10%): in class; scheduled at teachers
discretion.
Revision (5%): revision of the first draft.
Final edited draft (5%): professional-looking report;
1800 words.
The report will be in the students major and possi-
bly linked to a theme; individual effort.

PRESENTATION
SKILLS

10%
Skills preparation for giving a formal PowerPoint
presentation; linked to the academic report and/or
recruitment component.


FINAL EXAM


10%
(to be confirmed) Correspondence: one of five types
of letter: inquiry, reply to inquiry, complaint, adjust-
ment, and job application.


TOEFL ITP

0%
A proficiency exam of listening, sentence structure
and reading; score may determine eligibility for Co-
op and Summer training..
Grade Standards

NOTE: Students who have final grades of 59, 69, 79, or 89, may have their grades raised to the next level if they meet
the minimum requirements of 4 or fewer unexcused absences, if they have completed all major assignments on
time, and if they have achieved an appropriate level of performance.

A+: 93100%
B+: 8589% C+: 75 79% D+ 6569%

F: 4059%
A: 9092% B: 8084% C: 7074% D: 6064%
Unexcused Absence Policy
0 4 unexcused absences = no deduction from the final grade
5 unexcused absences = -1% deduction
6 unexcused absences = -2% deduction
7 unexcused absences = -3% deduction
8 unexcused absences = -4% deduction
9 unexcused absences = -5% deduction
10 unexcused absences = DN
15 ABSENCES (TOTAL) = DN
DMB 7

DMB 8





TRAFFIC SAFETY

Children Wearing Seat Belts




Prepared
for
Mr. David Berry



by
Salah al-Mousa
ENGL214-46-03










14 Dec 2010

(1800 words)
DMB 9

TABLE OF CONTENTS



INTRODUCTION ...1

I. BENEFITS OF SEAT BELTS ..1
A. Reducing injury among children
B. Make children feel safer
C. Positive role model for future

II. PARENTS ROLE ....7
A. Background of parents
B. Attitudes to safety in the car
C. Knowledge of child safety devices
D. Past accidents & injuries

III. REASONS FOR NOT WEARING . ..11
A. Dangers of wearing
B. Inconvenience
C. Negative parental role models

IV. HISTORY OF SEAT BELT USE...16
A. Pre-seat belt alternatives
B. Early seat developments
C. Recent seat-belt advances

CONCLUSION ......21

WORKS CITED ......22






ii
DMB 10

INTRODUCTION
Parents usually love their children more than any other people. But do they love their
children if they dont ensure they are wearing seat belts? Many parents allow their children to
sit on the parents lap, stand on the seat, shout, and even push the driver. This results in many
car accidents and the needless death of many children (1, 176). In fact, some critics say not
wearing seat belts is a form of population control. Many parents are not interested in their
childrens safety and dont require them to wear seat belts. This essay explores the
attitudes and reasons parents dont require their children to wear seat belts.
I. BENEFITS OF SEAT BELTS
There are many benefits for wearing seat belts. Studies show that the
chances the child will be injured in car accident decreases by 71% (9,1). Although
they are a simple and easy-to-use devise, there are so many pros.
A. Reducing injury among children
The most beneficial point of wearing sear belts is they reduce injuries. They
primarily benefit the person wearing the seat belt but also can benefit others around
them. The different kinds of injuries that seat belts
can prevent or are almost countless. But there is
one kind of injury that is the most common injury to
people in cats: neck injuries from routine driving
(6,98).
1. Neck injuries from routine driving
Many things happen even during routine
driving. Sudden stopping and going is a constant occurance. This can cause injuries
to the neck. As a car suddenly slows down or stops, the unsecured head can vio-
lently and dangerously flop forward and backward. This puts tremendous strain on
the neck and can result in neck injuries.
a. Fractures
One of the most serious (and, alas, most common) injuries is fractures to the neck
bones or spines. In many emergency rooms, this kind of injury is the most common. On av-
erage, it happens 10 times a day. (4, 453).
b. Spinal injuries
An injury that is even more dangerous than a fracture is spinal injuries. These
injuries can cause lifetime injuries or constant hospital care (1, 182). The spine is such an important
part of the human body that any injury to it is serious.
-1-
DMB 11

2. Head bones from accidents
It is commonly thought the head is only brain but, in fact, there are bones
present in the head. These bones can be damaged from accidents. As stars in the
sky, the different types of accidents drivers manage to find themselves in is count-
less. But there are two most common types: side-collisions and head-on collisions.
a. Side-collisions
Side-collisions are the most common type of car accident. This is where the
car is struck from the side. Because of that, the head bones are shaken left to right
and not backward and forward. The head bones can snap or weaken. In one
study, it was found that 75% of victims of head-on collisions had head bone injuries
(8,3). I was already a bonehead so the accident didnt matter. (3,528).
b. Head-on collisions
This is, by far, the more serious type of car accident. It is more serious be-
cause it much more violent and sudden. A car can be crushed and half the front
can cave-in. Due to this extreme pressure, the head bones are at greater risk. The
risk is the greatest to children because their head bones are the softest. On aver-
age, childrens head bones are 40% softer (2,18).
B. Make children feel safer
The psychological state of children is improved if
they are wearing seat belts. They feel safer and more
in control of their situation.
1. Comfort zone
The seat belts make them feel that they are in a
comfort zone. In a recent survey of children, 8 in 10
feel more loved and safe when wearing seat belts (4, 89). This is because children
are sitting securely and they think they are perfectly protected from any kind of in-
jury. This is partially because this habit is ingrained in the mind of families (9:1).
Children are so comfortable in seat belts that they stop worrying about get-
ting hurt and think of other things. Children usually dont like wearing seat belts be-
cause they confine them. They cant move around and lean out the window. This
makes them unhappy.


2
DMB 12

II. PARENTS ROLE
A. Background of parents
There are many factors in the background of the parents that affects their role
in the regular use of seat belts (1,180). The number of these factors is greater than
the number of grains of sand on the beach.
The first most important factor is the ethnic-cultural background of the parent.
This means where were they born, grew-up, and spent most of their lives. People with
different ethnic-cultural background have varying attitudes to seat belt use. Research
has shown that parents from Japan have the greatest concern for regular seat belt use
(5,4).
a. Society pressure
Some parents ethnic-cultural background is derived from an area where there
is tremendous social pressure to conform. If the parent has this background, he may
not be able to enforce seat belt rules as much (5,35). Parents with this background
also have a tendency to throw chairs out of the car window. Throwing chairs out of the
car window is extremely dangerous. Reports have
shown that 2000 deaths in the US every year are
caused by chairs being thrown out the window
(12,6).
B. Attitudes to safety in the car
Different parents have different attitudes to
safety in the car. These attitudes are often based on the personality types of the par-
ents.
Surprisingly enough, the parents personality type greatly influences whether the
children will be wearing seat belts or not. Determining personality type is difficult to
measure and understand. It is estimated there are 200 personality types in the world
(16, 12).
There are aggressive parents who would not hesitate to take their child outside
the car for a good spanking with their belt if the child refuses to wear seat belts. Even
though the child will be sore, he will definitely put on his seat belt.
Children who are regularly spanked in the car by their parents have a greater
chance of not being injured in a car crash. This is because spanked children are more
willing to wear their seat belts. Since 1800 children were killed in the US in 2003, this
is a very important habit (9:1).
- 6 -
DMB 13


III. REASONS FOR NOT WEARING
A. Dangers of wearing
Some parents do not like their children wearing seat belts There are
many reasons for this.
One reason is the perceived effect the seat belt has on the appearance
of the wearers clothing. If a child wears a seat belt, his shirt may become
wrinkled. This is especially a problem if the children are going to an important so-
cial event such as a birthday party. It has been found that 10% of parents dont
like their children to wear seat belts because it wrinkles their clothes (15,19).
When we were on the way to my daughters friends birthday party, her dress
got wrinkled from the seat belt and she started crying. It really distracted
me. (11, 17).
Another reason is dangers that parents fear the seat belt may malfunc-
tion. The seat belt might stick and not open when the car is burning. How-
ever, many car-makers ensure that this doesnt happen (5, 28).
a. Buckle
The greatest fear is with the buckle. This is the most vulberable part of
te seat belt mechanism. Car crash tests have shown that this is the most
likely part of the seat belt mechanism to malfunction (8,12).
.
IV. HISTORY OF SEAT BELT USE
Even though the seat belt appears to have been around from the beginning of cars, this
is not the case. Cars were first driven long before seatbelts appeared. However, drivers &
passengers have always been worried about injuries sustained from driving a car. To satisfy
this worry, car manufacturers had come up with many ingenious ways to protect the driver
and passengers.
The first alternative to seat belts was body ar-
mour. Thus, when a person entered a car, he put on pro-
tective gear such as a helmet and thick leather pants and
jacket.
The first important thing that this armour pro-
tected was the head & body.
- 11 -
DMB 14



CONCLUSION
In conclusion parents doesnt encourage their children to wear seat belts for
much reasons. Parents do not smell the benefits of wearing seat belts yesterday. This
is a deathly mistake made by parents. In effect, that is parents who are have killing
their children. In other words, a method of population control (i.e., if you want to re-
duce the population, discourage seat belt use). It is hoped that parents everywhere
will wake-up and begin saving their childrens lives by making them wear seat belts.
































- 21 -
DMB 15


WORKS CITED

1. Wilson, R. The relationship of seat belt non-use to personality, lifestyle and
driving record. Health Education Research. 1990: 175-185.

2. Fruity, J. Road Traffic Violations and Seat Belt Use in Kuwait: Study of Driver
Behavior in Motion. Journal of the Transportation Research Board. Janu-
ary 2007: 17-22.

3. Sgarlato Anthony, and Stephen deRoux,. Motor Vehicle Occupants, Neck
Injuries, and Seat Belt Utilization: A 5-Year Study of Fatalities in New York City,
Encyclopedia of Forensic Sciences. 2010: 527-530.

4. al-Mubarak Drivers flout seat belt and mobile phone laws. Gulf News. June
7, 2009.
5. Smith, John "Writing Research Papers about seat belt use" Car safety. Jan.
2002: 23-24, 27-30.
6. Berry, H. Parental attitudes to seat belt usage in US cities. EBESCO Elec-
tronic Database.
7. Outlook, John. "Car usage today." Car Magazine. EBESCO Grolier. 2005.
8. Lane, Sarah. The Nuts And Bolts of car safety. http://www.carbrain.com/
artteensb/publish/article_94.shtml, 9 May. 2003.
9. Smith, Linda. Do seat belts protect all kids? New Research, New De-
bate. [Web]. Available at: http://www.edmunds.com/car-safety/do-safety-seats
-protect-all-kids-new-research-new-debate.html?articleid=106718&. 11 February






- 22 -
DMB 16

WORK
CITED




BACK-
GROUND
How did you find this source?


Where did this source come from (Internet, KFUPM Library edatabase, hard-copy publication,
etc.)?


How many pages is this source?

EVALUA-
TION

Reliability
Is the author reliable?



Is there evidence of bias in this source?



How reputable is the publication?



Currency
How current is the publication?


Level of Lan-
guage
Who is this written for?



Relevance:
Describe specific links to your report.





Summary

In 50 words, summarize the main points of your source.






Practice: Completing a Source Evaluation form
Complete this in pencil
DMB 17

OUTLINE

INTRODUCTION

I. BACKGROUND: PRESENT SITUATION
A. Public transport in the three cities
1. Old buses / minibuses
2 Taxis
B Private transport

II. PROPOSAL 1: BETTER ROAD NETWORK
A Advantages
1 Convenience
2 Privacy
B Disadvantages
1 Cost
2 Demolition of buildings
3 Parking problems
4 danger to pedestrians
5 Air pollution / hotter

III. PROPOSAL 2: MODERN BUSES
A Advantages
1 Good passenger capacity
2 No expensive infrastructure
B Disadvantages
1 Environmental issues
2 Image problems


IV. PROPOSAL 3: METRO
A Advantages
1 High passenger capacity 4.1.2
2 Separate from road traffic
B Disadvantages
1 Cost
2 Obstruction during construction

CONCLUSION
THE PUBLICATION
The Jordan Times is a daily English- language newspaper
founded in 1975. It is owned by the Jordan Press Founda-
tion, which also owns and publishes the Arabic-language
daily, Al-Rai. The foundation is a majority government-
owned enterprise.
Notable journalists who have worked on The Jordan
Times include:
Rami George Khouri, a journalist and commentator on the
Middle East, a former editor-in-chief
Jill Carroll, Science Monitor reporter and former Jordan
Times reporter
Practice: Writing a source evaluation form

You have produced the outline below, and you have now found your source. Your in-
structor requires you to write a source evaluation for it. This means that you must write
a. a works cited / reference for the source
b. a summary of the source in about 100 words
c. an evaluation of the source in not less than 75 words

Report Title: A Better Transport System for the Three Cities of Dammam, Al Kho-
bar and Dhahran

Purpose Statement: The purpose of this report is to consider three proposals for im-
proving traffic conditions in the local area by implementing a new public transport system.
A recommendation of the best option will be made.
DMB 18



Tuesday, October 22nd, 2008, 6:50 pm Amman Time | Make this your homepage | Subscribe
AMMAN - With 35 per cent of Amman residents currently relying on public transportation and in light of
the growing number of vehicles in the capital, the Greater Amman Municipality (GAM) is working on plans
to introduce a proper transportation system. Amman Mayor, Omar Maani, said on Tuesday the multi-project
long-term plan, which will be comple-ted in 2025,
includes a metro and electric buses, among others.

Maani told reporters that population growth in Am-
man poses a major challenge, with the number ex-
pected to rise to six million by the year 2025 from
the current 2.2 million, which rises to 3.2 million
during the summer when expatriates spend their
vacations in the city. Meanwhile, the number of
vehicles within GAM has gone up by 20 per cent
during the past five years, one of the highest per-
centages worldwide, Maani said. He pointed out
that individual ownership of private vehicles within
GAM stands at 780,000, including 11,000 taxis and
485 public transport buses.

He said that the citys problem lies in the level of
transportation services rather than the road network. He cited experts as describing the present network as
excellent. He added that traffic might flow more smoothly if the narrow side-streets were widened. How-
ever, that would require the demolition of many businesses and it would make these streets hotter, more pol-
luted and more dangerous for pedestrians. Moreover, the experts advise that expanding the road system
would encourage more traffic and cause more congestion. Instead, a new commuter railway is being con-
structed because many of the highways become congested with commuters during rush-hour.

There is already an extensive system of pedestrian tunnels that enable people to get to the other side of major
roads safely. However, he acknowledged that more has to be done to meet the growing challenges in the
traffic sector. The remedy, Maani said, lies in a package of projects in the pipeline expected to provide the
public with quality transportation. The absence of a metro system currently causes severe congestion, espe-
cially in old Amman, where the narrow streets cannot cope with many people.
He highlighted a plan to introduce new railways, a three-line metro system and an electric bus service. The
electric buses will first shuttle along special dedicated bus lanes between Raghadan and Sweileh, and work
will start by mid-2009, he said. Each bus will be able to carry 200 passengers and will be convenient, com-
fortable, and cheap to run. Moreover, the bus stops will not interfere with the traffic lanes.

Before concluding, he stated that the traffic will flow smoothly through Amman only when the traffic regula-
tions are strictly enforced. One car illegally parked on a three-lane carriage-way creates a bottle-neck and
turns it into a two-lane carriageway, he explained. We must improve the training of our traffic officers as
well as improving our infra-structure.

We hope that by the year 2025, the entire transportation
sector in the city will be at international levels, the
mayor told reporters. 22 October 2008
Hani Hazaimeh
Topic Areas of Previous Articles
International Affairs, Transportation
& Government
Professional Background
Reporter for Asrar 1994 1997;
Hawadeth Al Saaeh 1997 2001
Senior Reporter for Jordan Times
2001- 2009
Editor-in-Chief 2009 present
Winner of Eliav-Satawi Award 2003
Nominated for Alghad Award 2007 & 2010
GAM to start building modern transport system next year By Hani Hazaimeh
DMB 19

Works Cited List
Exercise 2: Make entries for each of the following.
Author: no author
Title: Satellite Communication
Source: Encyclopedia Britannica
Publisher: Chicago, Britannica
Date: 1998
Page: 1873
Author: Abdallah Al-Amri
Title: What are the Risks of Orbital Debris?
Source: The Arab News
Date: 14 April 2001
Page: 8
Author: Ray Maloney
Title: Space Junk so Prolific that Radar will Track Debris
Source: Associated Press <http://seattletimes.rtwsource.com/news/healthscience/html>
Date: 4 May 2001
Pages: 16-18
Author: Carl Honroe
Title: Space Satellite Aim to Take Out Space Junk
Source: The National Post
Date: 25 June 2002
Pages: 1
Authors: Adel Adwani and Mohsen Moazami
Title: Satellite Terminator Ready for Testing
Publisher: Astronomy Today
Date: June 2003
Database: Advanced Search Premier. ProQuest.
BASIC RULES:
BOOK BY A SINGLE AUTHOR
Smith, John. Space: The Greatest Expanse in the Universe. New York: Harper Collins, 2003.
BOOK BY TWO OR THREE AUTHORS (USE COMMAS TO SEPARATE NAMES)
Smith, John H. and Mary L. Lamb. Space: The Greatest Expanse in the Universe. New York: Harper
Collins, 2003.
GENERAL ENCYCLOPEDIAS
Smith, John. "Space." World Book Encyclopedia. 2000 ed.
MAGAZINES or JOUNRALS
Smith, John. "Writing Research Papers: How to Write the Best Paper of Your Class." Writers Maga-
zine. Jan. 2002: 23-24, 27-30.
NEWSPAPERS
Fruity, Jim Bob. "Local School Helps Students Write Better Papers." LA Times. 15 October, 2001:
D12.
ELECTRONIC DATABASE
Smith, John. "The Universe." Star Magazine. EBESCO Electronic Database. Grolier. 2002.
INTERNET
Lane, Sarah. The Nuts And Bolts of College Writing. [Online] Available at: http://
www.classbrain.com/artteensb/publish/article_94.shtml. 9 May. 2003.
Exercise 1: Correct the errors in the Works Cited List of the Model Term Report.
DMB 20

Hook question 1: (3:21) is the citation reference. What does 3:21 mean? >

Hook question 2: Why does the introduction paragraph never contain documentation?

Hook question 3: When do you document a sentence or paragraph?
When the info is.
a. ...the point, number, example is from a source;
b. ...new or uncommon points;
c. ...illustrations, pictures, diagrams and tables;
d. ...quotations
e. all the above

Exercise # 1: Write the type number next to the matching citation example below.

Type 1: The citation is before the full stop. All the information in this sentence is from one page.
Type 2: two pieces of information in this one sentence have been cited from two different sources and the citations have
been placed next to the information they refer to.
Type 3: The citation is outside the period (full stop) to show that all the ideas and information in this text have been
synthesized from two sources.
Type 4: Information from two pages is summarized into several sentences.
Type 5: Short quotation.
Type 6: Long quotation (indented):

___6____
In addition, it has become difficult to trace the original source of funds and the increased integra-
tion of the worlds financial system. But, banks are getting stronger says Morris Hamilton from
Barclays: We have introduced new software which analyzes all transactions from US$4,000 up-
wards. The software grades all movements of money from suspicious activity. (2:21)

_____ Money laundering is the process by which criminals create the illusion that the money they are using has been
earned legally and is really theirs to spend (3: 21).

____ Roughly, US$1.5 trillion of illegal earnings are transferred into the worlds financial houses and banks
every year (1:20) and, moreover, the International Monetary Fund has estimated that about 2% of the worlds GDP may
come from illegal sources (4:39).

_____ The basic form of money laundering is called layering. In this process, large sums of money are broken down
into smaller and more manageable amounts. These can then be transferred to reputable financial institutions making it
difficult for inspectors to trace the origin of the funds. (1:23, 2:61)

______Money laundering means different things in different places. There are several crimes that create a demand for
money laundering such as blackmail, drug dealing, illegal arms smuggling and various white collar crimes like embez-
zlement and false book keeping. By moving money, gained from criminal activities, from one country to another either
physically or electronically, the money launderer hopes to conceal the illegal origin of the funds. (3:15-16)

______ Petrus Marais, head of KPMGs forensic and investigative accounting section says, It
is suspected that about half of all money laundered arises from illegal trade in drugs and the rest from other funds


Exercise # 2: Find a citation in the Model Term Report that is an error. Hint: compare his citation with his Works
Cited list; then suggest a possible correction.
Documentation
Example:
In the major hospitals in Saudi Arabia, 80% of the patients who die are from traffic accidents (3:21).
DMB 21

Exercise # 1: First, read the Flowchart and notice the (1) __________ names and their abbreviations (for example,
H). Second, look at the below box B. Key essay sections. Write the (2) __________ next to the matching defini-
tion. Third, read the flowchart and model essay together. Write the section abbreviations next to the matching key
sections in the essay (for example, H). Fourth, explain to your partner the purpose of the key sentences. Finally,
answer the questions on the next page.
Overview of the academic essay Overview of the academic essay
Introduction paragraph
Hook (H)
Background (B)
Thesis statement (ThS)
Body paragraphs (x 2)
Topic Sentence (TS)
Support sentences (SS)
Conclusion paragraph
Conclusion summary (CS)
Conclusion (C2)
C. MODEL ESSAY

H Daily drives to work continue to amaze drivers in Saudi Arabia. B These
drives can have the elements of adventure, fear, anger, patience, and re-
gret. This is because a driver may encounter drivers and driving situa-
tions . Drifting is one such situation. One such possible situation that he
may manage to encounter is the traffic accident. Traffic accidents are a
common occurrence in the Kingdom, but the reasons for the soaring num-
ber of accidents is mind-boggling. This essay explores the reasons that
traffic accidents happen in the Kingdom.

The first reason that traffic accidents happen in the Kingdom is sheer vol-
ume of cars on the road. This means the probability of an average driver
getting into a traffic accidents sky-rockets and, according to a leading
Saudi researcher, 5 million cars ply the roads of the Kingdoms cities each
day. Of them, around 200,000 have ended up in traffic accidents in the
past few years. The social costs of these accidents is alarming. That is a
shocking figure that may cause drivers to drive more carefully.

Another reason why traffic accidents occur is because of the carelessness
of drivers. Many drivers allows themselves to be distracted by answering
their cell phone or talking to other passengers. Adjust their radio and
change CDs. These habits may be because the drivers come from all dif-
ferent countries that have different driving habits. In some countries, ex-
cessive risk-taking is encouraged or tolerated as a sign of a competent
driver.

Also, economic losses from traffic accidents increases day-by-day. It has
been estimated that the Kingdom loses SR21 billion every year due to traf-
fic accidents. What contributes to this loss is hospital costs, lower em-
ployee productivity because of sick days, and property damage. This rate
is expected to increase next year.

The most important but chilling reason for traffic accidents in the Kingdom
is the design of some roads. There is no national centre for traffic re-
search in the Kingdom so the rigorous and detailed study of the system of
roads doesnt happen in the Kingdom. Road designers must rely on re-
search from other countries which may not share some situations unique
to the Kingdom. The impact of this can be seen in the placement and tim-
ing of traffic signals and the exit and entrances to highways.

In conclusion, the multiple reasons for traffic accidents in Saudi Arabia are
confusing. But it is hoped that the traffic safety authority is working on
measures to reduce this soaring number. It has been reassuring that a
number of investment have been made in traffic safety recently. If this
investment continues in the foreseeable future, Saudi Arabia could pride
___H

___B

_1_ThS

___TS

___SS

___CS

___C2
B. Key essay sections
1. States main point and previews
the essay
2. Restates ThS & key points
3. Adds second part to conclusion
4. Catches readers attention
5. Supports ThS with key points
6. Introduces general topic or nar-
rows it to ThS
7. Supports TS with related evi-
dence
A. Flowchart of an essay
DMB 22

Editing & Revising Checklists
EDITING
Error Code
EDITING Error Name Error Example Matching error
code
^
Add a word 1. One of the future-wise problems is pollution.

CA Capitalization 2. Pollution has become one of the major problems
that are us.

?? Confusing meaning 3. Now hunters started to hunt for animals for fun.

SF Sentence Fragment 4. There are some methods to control him such as
Vegetable meals..

- Omit a word 5. Agriculture in the last century up to today.

PU Punctuation 6. Sand start to enter the farmland.

RO Run-On Sentence 7. Sand to the right moves in the north.

# Singular/plural 8. Where winds push dust toward cities from the
nearby deserts, causing people some health issues.

SP Spelling 9. Air pollution is the major cause of aced rain.

VT Verb tense 10. Plants and animals cant adapt to the change of
climate thus they die.

WF Word Form 11. They buy illegal items from wildlife animals.

WO Word Order 12. Reports show animals decreased by over than 40%
last year.

WW Wrong Word 13. That could be done by, some irrigation improve-
ments.

Introduction: Students can (1) __________ their writing with these checklists. Also, your teacher will (2) __________
your paper with this checklist. Your teacher may write these codes if parts of your essay are missing.

Exercise # 1: The error codes dont match the error examples. Write the correct error example number next to the match-
ing error code. For example: 7 in WO or Word order column.
Error
code
REVISING Error
Name

REVISING Error Example
PR

Pronoun reference
missing
Trees absorb CO2 so cutting down trees is bad.

AWK

Awkward

Second, as a chemical engineer, so as my background about heat transfer
can help me understand this.
UN

Unrelated support (D
vs TS or TS vs ThS)



TMI

Too much info



P

Paragraphing problem

(Bad spacing, no indenting)

SW

Signal word missing



MIX

Sentences mixed-up
(too much detail in TS
or ThS, etc.)

The first problem is dirty food, due to many dangerous methods to clean up
the food, such as radiational and chemical substances.
DMB 23

Exercise: Read the editing codes & revising comments codes for this essay. Do the error codes match the actual
errors? Find any more mistakes.
Asian and African Elephants
WW # WF
Elephants are an endangering species. A few year ago, the number of elephants starts decreasing rapidly
WW # WW
with high rate which makes elephants in the extinction situation . This essay is to compare and contrast the
WF
danger situations that face the Asian and African elephants and the possible solutions for this problem.
+
The Asian Elephants are the worst case that because only about 5% of their habitat remains! . That was a
WF WW #
result of the expanding of building weather factories, houses or tourism projects. Another bad statistics said that

there are only 30 to 50 thousand elephant in the Asian wild. These numbers should make us stop to think about these
+
animals because few years later we will not be able to see them except in the museums if we keep doing nothing
WO WF
for them. So, firstly we should know the reasons. The main reason is what scientists called human-elephants
#
conflict and it has two kinds; food and lands conflicts. These two kinds are connected together: human need lands
WW
so they destroy the forests which are the best place for elephants because it supplies them by food. This conflict
+ #
resulted hundreds of death from both.
# WF PU
In contrast, African elephant are in the same level of dangerous but they have their own reasons. Actually
WF # +
it is one big reason which is hunting. Most hunters are illegal and they looking for elephants' ivory be
WF
cause it became so expensive; its price rose up more than 300% per pound!!. This suddenly raising made a lot of
+ +
illegal hunters and resulted a revolution in the population of elephants. Few years ago, African people were

worried about the over population of elephants and now they worry about the extinction of them. And destroying the
+ +
forests also can be another serious problem helps elephants to extinct.
WF
In conclusion, we have to work all together to stop killing this kind of animals . Governments should fight the

illegal hunters and makes reserves for elephants .
Teacher comments: H? too short; B? Background sentence not narrowing; ThS?
ThS:doesnt preview body, weak structure; TS1? TS1 not broad enough (details);
SS? Support sentence unrelated to TS, not cause/effect relationship; CS? No sum-
mary of main points or restating ThS; Little sentence variety (all simple sentences)
Exercise: Read Teacher comments. Underline the correct statements. Cross-out the wrong statements.
DMB 24

Exercise: Read this essay and write error codes or comments. There are at least 19 errors.
Yahoo and Google
Ever wanted information from the net? Or wanted to know the news? But it is
hard to find info. Then the best way is to search the web using a search engine. Two of
the most used search engines are Yahoo and Google. Although they have the same
search results, but they provide different features and services.
Google was developed by Larry Page and Sergey Brin in 1997. It is the most
used search engine in the world. It uses its own search engine that its algorithm that
uses a patend called page rank. Page rank helps rank web pages that match a given
search string. The search results are shown as HTML and snap shots of other coded file
types like doc, docx, SWF, PDF and YouTube videos. Google gives the opportunity to
customize the search engine futures . For example (+) show how many results can a
page show. Or safe search that helps to prevent your computer from (+) viruses. (+)
Google home page has a button called "I'm feeling lucky". This button shows the first
search result. This future costs Google $110 million a year. Because it passes all the ad-
vertisements . Also, Google is available in many languages. It owns 160 domain names
for each of the country/regions. It also provides many other services. like Google maps
and Gmail.
Yahoo is the 2end most used web site. It was developed by Jerry Yang and David
File in January 1994. It is best known for its web portal, yahoo directory, mail and
search engine. It has the 2end most used search engine. At first (+) it started as a web
directory for other websites. Then in 2002, it bought Inkuta. In 2003, they bought
Oveturs Services Inc. Although it brought this entire web search companies it kept us-
ing Google search engine. In 2003, the company started to use its own search engine.
Yahoo search results are shown in HTML the same as Google. Just like in Google (+) it
allows to customize its search results. It has a few amounts of languages in contract
with Google.
DMB 25

Job Ads
Job Offering Announcement by YANSAB Company

YANSAB Company is specialized in petrochemicals. The company announces several job openings for inexperienced
young graduates. If you are a graduate with the qualifications listed bellow and you think that you are punctual, responsible,
and creative and looking for a promising career, please contact us.

Job Qualifications
Communication Engineer B.S in Electrical Eng. + Ability to use Mat lab software
Operators Supervisor B.S in Mechanical Eng. + English skills
Area Manager B.S in Management + Leading spirit + English skills
Accounts Auditor B.S in Accounting + English skills

Contact info.
Personnal Manager: Rayyan Jamjoom
P.O. Box 1234
Yanboh, 32159
P.H # 04/7654321
Email: s232851@kfupm.edu.sa

Important memo: Applying is for Saudis Only
Introduction: Each team writes one job ad. It follows
the format of these job ads but uses (1) ___________
words, phrases, or sentences. Team ads must use their
own words. Job ads that use their use their own words
earn more points.
DMB 26

Creating a CV
Exercise 1: Look at the example CV. Correct it with the CV Editing Checklist.
CV editing checklist
1 Are the main heading and section headings clear, complete, and following the proper format?
2 Are all the necessary sections clear, complete, and following the proper format?
3 Is it just one page?
4 Are there any other errors?
(white space or margins unbalanced, inconsistent formatting, spelling mistakes, personal pronouns(I,me,my), too
many personal details (weight, height, religion, marital status, date of birth), incomplete sentences, untabbed info,
stating obvious things, negative things, too humble/proud, lies)
Resume of Suleiman al-Mubarak:

Marital status: Single
Nationality: Saudi
Date of birth: 14 May, 1986
Address: PO Box 1994, KFUPM, Dhahran, KSA, 31296
Email: tworoosters@gmail.com
Phone: 056-214-1787

Experience:
Proctor & Gamble company, 2007-2021
Jubeil, KSA
- working as design plant engineer
- direct supervisor of staff of 12

Fruity Petroleum Company, 2004-2007
Moscow, Russia
- chemical engineer in oil refinery
- research assistant in Fruity Research Institute

Trainee at my family Private company name during summer 2003 and 2004

Education

2012-2015 Massachusetts Institute of Technology
Cambridge, United States
MSC Chemical Engineering
electrochemical applications
GPA of 4.2 on 5.0 scale
Member of the American Chemical Society (2 years)
20072011 KFUPM, Dhahran, KSA
Bachelor of Science in Petrochemical engineering
GPA: 2.4 on 4.0 scale

Ibn Haiyan secondary school
Graduated In 2004 Yanbu, Kingdom of Saudi Arabia, Total percentage: 92.1%

INTERESTS & SKILLS
Former member of the university soccer team
Ability to work within groups
Good at speaking English
Good usage of computer
DMB 27

Creating a cover letter (CL)
Exercise: Edit the following cover letter with the Editing Checklist.
Editing Checklist: Cover Letter
OVERALL
1 Is the cover letter short, clear, direct, and
professional?
HEADING
2 Is the address info complete and formatted
well?
3 Is the salutation correct?
PARAGRAPH 1: Does this paragraph.
4 Show the purpose clearly?
5 Show how the candidate learned of the posi-
tion?
6 introduce the candidate briefly?
7 Show the reason the candidate is interested
in the job?
PARAGRAPH 2: Does this paragraph.
8 provide interesting information about the
candidate that is not available from the CV?
9 Include concrete examples that supports his
CV?
10 connect the candidate's experiences and
qualifications with the job ads stated
needs?
11 Have meaningless information ?
PARAGRAPH 3: Does this paragraph.
12 clearly state the follow-up actions the candi-
date will take next?
13 end with a strong closing phrase?
14 Easy contact information?
555 al-Khobar Road

March 14, 2011

Mr. John adams
Arab National Bank
333 Prince Bandar Avenue
Dammam KSA 22244

Dear John,

I am writing to you to ask you for a job. There are so
many reasons you should consider me for this pistion. I
think you would be a fool not to hire me.
I have attend Elite college since 1995 and have a mas-
ters in computers. I am on the deans list and have an A av-
erage grade. I am also part of our local Boy Scouts Club. We
help out with conseling many of the students here at the
college. My source tells me that you are looking for a sales-
man. While I have no sales experience per say. I am a hard
worker and would like to start my career at your company.
This will be a nice stepping stone for me. I currently would
like to work with computer but I think this would suit me
fine for now. I am currently working at my local Boy Scouts
Club while I finish up scholl. We help counsel students at
the local colleges. It doesnt pay much so I am having to
look elsewhere. I have to yrs experience with doing this and
work well with people. I know your customers will love me,
most people do.
I will be anxiously waiting to hear from you on when
I can start. Please call anytime. If I am busy please leave a
message on my voice mail and I will get back to you at my
earliest convience.


Thank you,
Joe Johnson
DMB 28

Correspondence
Practice # 1: PRACTICE WRITING LETTER OF INQUIRY

During the next University vacation, you and two friends plan to take a ten-day trip into the desert in your four-
wheel-drive Toyota Landcruiser. However, so far, your only experience of sand has been a spot of sunbathing on the
KFUPM beach. You learn that there is a motoring club in Riyadh which might be able to give you some much-
needed expert advice on driving and camping in the desert. The club is called Dune Drivers and is run by Mr. Paul
Sabbia.

Write an unsolicited letter of inquiry to Mr. Sabbia in which you ask at least three specific questions about your
proposed trip. Enclose a map of your intended route. Invent any information (names, dates, addresses, etc.) required
to write this letter.

Practice # 2: PRACTICE WRITING A REPLY TO LETTER OF INQUIRY

Situation: You are Professor Ahmed Al-Ghamdi and you are the head of the Road and Traffic Safety Department
in the Department of Civil Engineering, KFUPM. You have received the below letter from Dr. Robert H. Hardy,
Department of Road Engineering and Safety, Metropolitan Univesity of Manchester, Manchester M3U 4 CT, Eng-
land.
Task: Write a reply to Dr. Hardys letter of Inquiry. Write a full letter (full format, addresses, etc.) Invent any
information you need to complete your letter.
SUBJECT: EDUCATING PEOPLE IN ROAD AND TRAFFIC SAFETY

Dear Professor Al Ghamdi,

I am writing to request information about effective ways to improve peoples awareness and understanding of road and traffic
safety. I am specifically interested in hearing about road safety and traffic control measures and projects your department at
KFUPM has researched and put into practice.

I am, at present, researching ways in which various countries and institutions have improved levels of road safety. I hope to
present my findings in a paper to be delivered at the Society of Road Safety Engineers, University of London, in June 2010.

In the journals which I have been researching you are often mentioned as a major authority in this field especially since your
research has been implemented successfully in the Eastern Province of Saudi Arabia where road safety and traffic control is an
important concern.

Would you be kind enough to give me your opinions on how road safety can improved and how traffic can be best controlled?

I am specifically interested in:

1. The relationship between road safety and poster campaigns in Primary and Secondary schools. What is your experience/
opinion of this approach?

2. The role and work of the police in educating drivers (what punishments do your use/advise and how do you in your project
motivate drivers to drive more carefully and slowly?)

What in your opinion has been the most effective traffic control system which has helped you reduce road accidents? Traffic
lights? Speed controls, fines etc.

Any help you may be able to give me will be greatly appreciated and I will, of course, cite you in my presentation. For your con-
venience, I have included my e-mail address.


Sincerely yours,


Robert H. Hardy (PhD)
rhhardy@metro.edu.
DMB 29

OP1 Grading Table Name:
Main
Category
Detail
A
Excellent
B
Very
Good
C
Average
D
Fair
F
Poor
Content
&
Informa-
tion
Quan-
tity
Just right for
time and pur-
pose.
Easily memo-
rable
Close to A
but not A
Reasonable
quantity

Close to F
but not F
Too much
(Overload)
Too little
(Just not
enough)
Quality
Interesting
Appropriate for
audience
(Not high tech)
Close to A
but not A
Reasonable
quality

Close to F
but not F
Boring
Very technical
Not relevant to
purpose
Organi-
sation
Well organized
Clear & Coher-
ent
Memorable
Close to A
but not A
Reasonable
organisation
Close to F
but not F
Confused
Mixed up
Not clear
Delivery
Style
Free/Cheerful
Relaxed
Extemporane-
ous
Perfect eye
contact
Close to A
but not A
Reasonable
style
Close to F
but not F
Read aloud
Wooden
Lifeless
No eye contact
Voice
Easy to hear
Loud enough
Well projected
Close to A
but not A
Reasonable
use of voice
Close to F
but not F
Mumbling
Difficult to hear
Diction
Very clear
Easy to under-
stand
Close to A
but not A
Reasonably
clear
Close to F
but not F
Many mispro-
nunciations
make it difficult
to follow
Visuals
Text
Main Headings
Bullet points
Close to A
but not A
Reasonable
use of vis-
ual text
Close to F
but not F
Too much read-
ing text on
slides
Graph-
ics
Relevant
Useful
Close to A
but not A
Reasonable
use of
graphics
Close to F
but not F
Not relevant
Not helpful
Exploi-
tation
Uses slide as
starting point
Close to A
but not A
Reasonable
exploitation
of graphic
material
Close to F
but not F
Reads slide
and makes no
comment
General
Impression
Prepa-
ration
Clear evidence
of preparation
Close to A
but not A
Some evi-
dence of
preparation
Close to F
but not F
Doesn't seem
to know what
he is doing
Confi-
dence
Level
Appears confi-
dent & in con-
trol
Close to A
but not A
Reasonably
confident in
the circum-
stances
Close to F
but not F
Terrified,
Frozen
Interest
Level
Made me feel
interest
Close to A
but not A
Aroused
some inter-
est in topic
Close to F
but not F
Totally boring
DMB 30

OP2 Grading Table Name:
Main
Category
Detail
A
Excellent
B
Very
Good
C
Average
D
Fair
F
Poor
Content
&
Informa-
tion
Quan-
tity
Just right for
time and pur-
pose.
Easily memo-
rable
Close to A
but not A
Reasonable
quantity

Close to F
but not F
Too much
(Overload)
Too little
(Just not
enough)
Quality
Interesting
Appropriate for
audience
(Not high tech)
Close to A
but not A
Reasonable
quality

Close to F
but not F
Boring
Very technical
Not relevant to
purpose
Organi-
sation
Well organized
Clear & Coher-
ent
Memorable
Close to A
but not A
Reasonable
organisation
Close to F
but not F
Confused
Mixed up
Not clear
Delivery
Style
Free/Cheerful
Relaxed
Extemporane-
ous
Perfect eye
contact
Close to A
but not A
Reasonable
style
Close to F
but not F
Read aloud
Wooden
Lifeless
No eye contact
Voice
Easy to hear
Loud enough
Well projected
Close to A
but not A
Reasonable
use of voice
Close to F
but not F
Mumbling
Difficult to hear
Diction
Very clear
Easy to under-
stand
Close to A
but not A
Reasonably
clear
Close to F
but not F
Many mispro-
nunciations
make it difficult
to follow
Visuals
Text
Main Headings
Bullet points
Close to A
but not A
Reasonable
use of vis-
ual text
Close to F
but not F
Too much read-
ing text on
slides
Graph-
ics
Relevant
Useful
Close to A
but not A
Reasonable
use of
graphics
Close to F
but not F
Not relevant
Not helpful
Exploi-
tation
Uses slide as
starting point
Close to A
but not A
Reasonable
exploitation
of graphic
material
Close to F
but not F
Reads slide
and makes no
comment
General
Impression
Prepa-
ration
Clear evidence
of preparation
Close to A
but not A
Some evi-
dence of
preparation
Close to F
but not F
Doesn't seem
to know what
he is doing
Confi-
dence
Level
Appears confi-
dent & in con-
trol
Close to A
but not A
Reasonably
confident in
the circum-
stances
Close to F
but not F
Terrified,
Frozen
Interest
Level
Made me feel
interest
Close to A
but not A
Aroused
some inter-
est in topic
Close to F
but not F
Totally boring
DMB 31

Job interview: Grading Table 1
(Teacher completes about interviewee)
Your team #: _______ Your name: _____________________________________
CONTENT Poor Fair Avg Good Superior
How prepared was the student?
COMMENTS:

Did he know about the company & job?
COMMENTS:

Was he clear about his skills & abilities?
COMMENTS:

Were his career goals clear and reasonable?
COMMENTS:

Was the student flexible enough to explore
new directions as they arose?
COMMENTS:



Did the student speak clearly and easily?
COMMENTS:

Was the student able to communicate clearly
with the interviewers?
COMMENTS


Was the student enthusiast?
COMMENTS:

Did the student respond to all the questions

DMB 32

Date: __________ Your name ______________________________
Candidates team # _____ Your team # _____











As you interview the candidates, write your comments down below.



Candidates names:
1
2
3
4
5
Write the suitable scale number under the candidate you are interviewing.
Scale: 5=Excellent 4=Good 3=Average 2=Fair 1=Poor
Candidate number
1 2 3 4 5
How prepared was the student?


Did he know about the company & job?


Was he clear about his skills & abilities?


Were his career goals clear and reasonable?


Was the student flexible enough to explore new directions as they arose?


Did the student speak clearly and easily?


Was the student able to communicate clearly with the interviewers?


Was the student enthusiast?


Did the student respond to all the questions clearly and directly?


Job interview: Grading Table 2
(Student completes about candidates)