ENGLISH FOR UNDERGRADS by ANISA P CAHYANI

ENGLISH FOR UNDERGRADS
Your Mate in Learning English
USULAN BUKU AJAR
Nama Pengusul:
Anisa Putri Cahyani, S.Pd. M.Pd.
NIP. 199111232020122006
INSTITUT SENI INDONESIA (ISI) SURAKARTA

Juli 2023
i
TABLE OF CONTENTS
Cover.............................................................................................................. i
Lembar Pengesahan ...................................................................................... ii
Table of Content ........................................................................................... iii
Foreword ....................................................................................................... iv
Chapter I Me and My Hometown ................................................................. 1
Chapter II College and Daily Life ................................................................ 5
Chapter III Picture Description ..................................................................... 10
Chapter IV Stories ......................................................................................... 14
Chapter V Constructing a Paragraph ............................................................ 20
Chapter VI Summarizing, Paraphrasing, Quoting ........................................ 35
Chapter VII Essay Writing............................................................................. 31
Chapter VIII Presentation Tricks ................................................................... 37
Bibliography................................................................................................... 41
Appendixes ................................................................................................... 43
Author’s Profile ............................................................................................ 58
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PRAKATA
Segala puji bagi Allah SWT atas limpahan karuniaNya, penulis dapat menyelesaikan
penyusunan buku ajar modul Bahasa Inggris yang berjudul “English for Undergrads”.
Penulis berterima kasih kepada ISI Surakarta, khususnya Unit P3AI yang memberikan
kesempatan untuk dosen dapat mengusulkan Buku Ajar yang bermanfaat untuk modul
atau buku pegangan dalam mengajar di kelas.
Konten buku ini disusun dengan mempertimbangkan hasil riset pengamatan dan
pengalaman selama dua tahun mengajar di Institut Seni Rupa dan Desain, menjawab
kebutuhan mahasiswa seiring dengan tuntutan kurikulum dan perkembangan zaman.
Sehingga, bukan hanya sebatas perkuliahan di kelas, Bahasa Inggris di perguruan tinggi
bisa menjadi pemicu mahasiswa untuk berlatih menggunakan Bahasa Inggris sebagai
sarana komunikasi dan tukar pendapat atau informasi, serta mengantarkan mahasiswa
untuk mampu belajar secara otonomi, mandiri dan berkelanjutan.
Menghimpun dari berbagai sumber pembelajaran dan materi penguasaan Bahasa Inggris
baik formal maupun non formal, buku ini memuat: perkenalan dan kampung halaman,
kehidupan sehari-hari dan seputar kampus, mendeskripsikan gambar, penceritaan dalam
Bahasa Inggris, hingga tentang penulisan paragraf, dan essay akademis dengan
penyertaan informasi atau data dari sumber yang akuntabel.
Harapannya, buku ini dapat menjadi buku pedoman maupun pegangan materi
perkuliahan yang bermanfaat untuk meningkatkan keterampilan berbahasa Inggris
mahasiswa. Saran dan kritik yang membangun senantiasa dinanti demi buku ajar Bahasa
Inggris dengan kualitas yang lebih baik.
Surakarta, 24 Juli 2023
Anisa Putri Cahyani
iv
CHAPTER I. Me and My Hometown
A. Introduction
1. Learning Objectives:
To be able to speak and write related to self profile and hometown.
To be able to actively involved in a casual English conversation.
2. Ice-breaking Conversations
• Have you ever had any conversation with strangers?
• When and where did the conversation(s) happen?
• What are some challenges of having conversations with strangers?
• How do people start a conversation with strangers?
B. Lesson
1. Vocabulary
Study the words below.
 originally (adverb): in the beginning, in the first place
– My dad is originally from a small town in Indiana.
 currently (adverb): now, at this time
– She is currently working as a server at a restaurant.
 attend (verb): go to
– I want to attend a school near my family.
 junior (noun): third-year student
– He is only a junior, so he has another year to graduate.
 major in (verb): have as one’s main field of study
– I’m thinking about majoring in restaurant and hotel
management.
 cashier (noun): a person who receives and pays out money at a
store
– Kathy found a job as a cashier at a restaurant.
 grocery store (noun): supermarket
– My brother works full time as the manager of a grocery store.
 hang out (phrasal verb): spend time with, socialize
– We usually hang out with friends after school.
2. Listening
Listen to the podcast about introduction and learn the vocabulary.
Podcast link: https://www.esl-lab.com/easy/personal-profile-script/
Script:
Hi. My name’s Greg, and I’m originally from Denver, Colorado, but my
family moved to Arizona when I was about 3, so I grew up there. I
graduated from high school about three years ago, and
I’m currently attending a university in my city. I’m a junior, and
I’m majoring in economics with a minor in Spanish. I also work part
time as a cashier at a grocery store. Life is really busy, but I enjoy
hiking, reading, and hanging out with friends in my free time. When I
graduate, I want to work for a company in this area.
1
Search if you do not understand some word meanings!
3. Speaking
In groups, do a conversation with your friends.
1) Tell them about you.
 Where are you from?
 What are you studying?
 How do you like it here?
 What do you like to do in the future?
 What activities do you like to do in your spare time?
2) Invite them to ask you questions!
3) Ask them if you have any questions!
4. Reading
Please read the conversation in the box below and answer or discuss the
questions that follow.
John : So Sarah, what can you tell me about your hometown?
Sarah : My hometown. Well, my hometown is called Eau Claire,
Wisconsin. And it's a really great city.
There are about 80,000 people. There are lots of things to do.
There are three movie theatres. I love to watch movies.
John : Me too.
Sarah : There's lots of shopping. You can find anything you want there.
There are a lot of malls and stores.
John : Are there many restaurants?
Sarah : Yes. The thing I like is you can eat any type of food. There are
Chinese restaurants and Korean restaurants, Italian restaurants.
There is a big variety of restaurants, and they're all good.
John : That sounds great. What about parks? Are there many places to
see nature in your town?
Sarah : Yes. We have a lot of rivers, and lakes and hills. My hometown
has four seasons. So in summer, it's great because there are lots
of lakes to swim in, lots of forests to play in. In winter, there is a
lot of snow. So you can go ice skating or ice fishing or even skiing.
John : Wow. That sounds really fun.
Sarah : Yeah. It's a really nice city. It's also really safe. There are lots of
nice people there.
John : Good. Is there much to do at night?
Sarah : Well, maybe, maybe not. There's not many things to do at night.
There aren't any nightclubs. There aren't many bars. So actually,
maybe there isn't much night life.
John : That's okay. It sounds like a nice place to have a family.
Sarah : Yeah. It is. It's a great place to have a family. There's lots of good
schools and libraries.
1) What do you like about Sarah’s hometown?
2) How does Sarah’s hometown differ from your hometown?
3) What city or town do you think you dream or want to live in?
4) Expand the discussion with your peers about their hometown.
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5. Writing
• English sentences
Sentences can have a singular or plural noun as their subject and can
be followed by a verb in any tense and by the complement of the
sentence.
Sentence Functions
Sentences have four basic functions.
1) Declarative. Declarative sentences make a statement and provide
information. Example: The boy kicked the ball.
2) Interrogative. Interrogative sentences ask a question. Example:
Did the boy kick the ball?
3) Imperative. Imperative sentences issue a command. The subject
(“you”) is often implied. Example: Kick the ball.
4) Exclamatory. Exclamatory sentences express sudden emotion.
Example: Oh how the boy kicked the ball!
Incomplete vs completed action

Since English verbs can show an incomplete action or one in progress
(he is going) or a completed or habitual action (he goes), when changing
tenses, you have to conform to the type of action of the verb. For
example: he is going, he was going, he has been going he goes, he went,
he has gone.
C. Summary
 There are four functions of sentences: declarative, interrogative,
imperative, and exclamatory
 Sentences contain Subject and Predicate.
 Sentences in English may show incomplete or completed actions through
the forms of verbs.
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D. Exercise
Please write one or two paragraphs containing four sentences functions
containing incomplete and completed actions and show them to your peers or
teacher.
E. Bibliography
1. Swick, E. (2009). English sentence builder. McGraw-Hill.
2. Personal profile - script. Randall’s ESL Cyber Listening Lab. (2022, August
14). https://www.esl-lab.com/easy/personal-profile-script/
3. Sentences handout. Writing Center University of Maryland (201
https://www.umaryland.edu/media/umb/oaa/campus-life/writing-
center/documents/Sentences.pdf
F. Further Reading
 Davidson, G. (2003) Phrases, Clauses, and Sentences. Learners
Publishing Pte Ltd.
 Swick, E. (2009). English sentence builder. McGraw-Hill.
 Swick, E. (2018). English sentence builder. McGraw-Hill.
 Sentences handout. Writing Center University of Maryland (201
center/documents/Sentences.pdf
4
CHAPTER II. College and Daily Life
A. Introduction
1. Learning Objectives:
To be able to speak and write related to college and daily life.
To be able to actively involved in a casual English conversation.
2. Brainstorming
How do you like college life?
What activities do college students normally/commonly do?
Are you an early bird or night owl person?
Which one do you like better, high school or college?
B. Lesson
1. Vocabulary
hectic (adjective): very busy
– Life is always very hectic when you’re trying to work and go to school
at the same time.
major (noun or verb): course of study
– I’m thinking about majoring in computer science next year. (verb)
– What is your major? (noun)
land (a job) (verb): to secure, win, or get a job
– It is becoming increasingly difficult to land a job in the field of
language teaching.
work (your way) through (school) (verb): think through, in this
case, work while going to school to support yourself
– Since my parents had no money, I had no choice but to work myself
through school
– Sometimes we just have to work through many new experiences
before we understand the language and culture.
2. Listening
Listen to the recording and read along with the conversation.
Maria : Oh, hi Dave. Long time, no see!

Dave : Hi Maria. I was in the neighborhood, so I thought I’d drop by.
Maria : Come on in. [Thanks.] Take a seat. Would you like anything to drink? I
have Sprite or orange juice.
Dave : Sprite would be fine. Uh, so, how have you been?
Maria : Oh, not bad. And you?
Dave : Oh, I’m doing okay, but school has been really hectic these days, and I
haven’t had time to relax.
Maria : By the way, what’s your major anyway?
Dave : Hotel management.
Maria : Well, what do you want to do once you graduate?
Dave : Uh… I haven’t decided for sure, but I think I’d like to work for a hotel or
travel agency in this area. How about you?
5
Maria : Well, when I first started college, I wanted to major in French, but I
realized I might have a hard time finding a job using the language, so I
changed majors to computer science. [Oh]. With the right
skills, landing a job in the computer industry shouldn’t be as difficult.
Dave : So, do you have a part-time job to support yourself through school?
Maria : Well, fortunately for me, I received a four-year academic scholarship
[Wow] that pays for all of my tuition and books.
Dave : Wow. That’s great.
Maria : Yeah. How about you? Are you working your way through
school?
Dave : Yeah. I work three times a week at a restaurant near campus.
Maria : Oh. What do you do there?
Dave : I’m a cook.
Maria : How do you like your job?
Dave : It’s okay. The other workers are friendly, and the pay isn’t bad.
(taken from https://www.esl-lab.com/easy/college-life-script/)
Questions for discussion:

1) What are some challenges related to your major?
2) What do you (plan to) do to improve your skills and knowledge in the
field?
3) What non-academic things are interesting for you to do?
4) Do you know any of your friends work part-time?
5) What things are important for university students to do for a better
achievement?
3. Reading
Please read several opinions about “a good student” below.
Nydja / United States

A good student is somebody who has a keen interest and a desire to learn
and a willingness to work hard.
Jeff / Canada
I think what makes a good student is perseverance and discipline. I think
that nothing comes easy in speakerlife and that you have to work at it, and
that if you really want to learn, you have to stick to it. You have to work
hard, be disciplined, and continue doing it until you get it, so perseverance
and discipline.
Demelza / Australia
I think a good student is somebody that consistently tries. I think when
students get hung up on ideas or previous ways of learning, it stops them
being in the moment, and being receptive to what the teacher is saying.
Ray / United States

What makes a good student? Somebody who's willing to make mistakes.
You have absolutely got to make a lot of mistakes if you want to learn
anything. So if you just sit back and you're passive about what you're trying
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to learn, if you don't take risks, if you don't try to use what you've learned,
even if it makes you look a little bit foolish at times, then you're not going
to be making mistakes that you need to make so that, "Okay, I didn't get
this right. I don't quite know this yet, but let me correct it here." Anytime
you learn something, it's trial and error. If you're not making mistakes,
you're not learning.
Hoa / Vietnam
I think a good student should be hard -working obviously, and they should
eager, you know, students should be eager to study which means that they
should initiate their study and then try to start learning by themselves, not
like depending on the teacher, and you know, just doing what they are told
to do. They have to you know be a volunteer, and I think they should have
the motivation to study, so that would make a good student.
Mauro / Brazil
Well, what makes a good student? First of all, I think what makes a good
student the will to learn what you are studying because if you are studying
just because you need and you don't really learn how to love what you're
studying, I don't think you're going to make much progress about what
you're doing, so you need the passion of what you're studying.
(taken from https://www.elllo.org/english/Mixer101/T108-Students.htm)
4. Speaking
Give your response related to one of these questions!
a) What are some of the good qualities to have as a college student?
b) What are some of good student habits that you have been doing?
c) How do you deal with college life problem/difficulty during your study?
d) What is the best part of being a college student so far?
e) How do you mingle/get along with other students?
5. Writing
Sentence Structures
1) Simple Simple sentences contain a single independent clause.
Example: The boy kicked the ball.
2) Compound Compound sentences contain two or more simple
sentences (i.e., independent clauses). These simple sentences are
joined either with a comma and conjunction or with a semicolon.
Example: The boy kicked the ball, and the girl caught it. Note: “The boy
kicked the ball” and “the girl caught it” are both simple sentences (i.e.,
independent clauses).
3) Complex. Complex sentences contain a single independent clause and
one or more dependent clauses. The dependent clause can come at the
beginning, in the middle, or at the end of the independent clause.
 If the dependent clause comes at the beginning of the

independent clause, join the two clauses with a comma.
Example: Although he didn’t want to, the boy kicked the ball.
7
 If the dependent clause comes in the middle of the
independent clause, your choice to set the dependent clause off
with commas will depend on whether it is restrictive or non-
restrictive.
Non-restrictive Dependent Clause:

The boy, who didn’t want to play, kicked the ball.
(Note: The dependent clause, “who didn’t want to play,” comes
in the middle of the independent clause, “the boy kicked the
ball.” Since it is non-restrictive, it is set off by commas. It could
be removed if necessary.)
Restrictive Dependent Clause:
The boy who didn’t want to play kicked the ball.
(Note: The dependent clause, “who didn’t want to play,” comes
in the middle of the independent clause, “the boy kicked the
ball.” Since it is restrictive, it is not set off by commas. It could
not be removed as it’s being used to indicate which specific boy
is being referred to.)
 If the dependent clause comes at the end of the independent

clause, you do not need to use a comma to join them unless you
want to emphasize the contrast between ideas expressed by the
two clauses.
Example: The boy kicked the ball, although he didn’t want to.
(Note: The dependent clause, “although he didn’t want to,”
comes at the end of the independent clause, “the boy kicked the
ball.”
4) Compound-complex. Compound-complex sentences contain two

independent clauses and at least one dependent clause. Imagine it as
adding a simple sentence to a complex sentence.
Example: Although he didn’t want to, the boy kicked the ball, and the
girl caught it.
Note: “Although he didn’t want to, the boy kicked the ball” is a complex
sentence with a dependent and an is a simple sentence joined to the
complex sentence with a comma and conjunction
8
C. Summary
Based on their structures and complexity, there are four kinds of sentences in
English: simple, compound, complex, and compound-complex.
D. Exercise
1) Write sentences using those four structures about what you (will) do
during your undergraduate degree college period!
E. Bibliography
 What makes a good student. ELLLO Website
https://www.elllo.org/english/Mixer101/T108-Students.htm.
 College Life. ESL-Lab website https://www.esl-lab.com/easy/college-life-
script/
 Sentences handout. Writing Center University of Maryland (201
center/documents/Sentences.pdf
F. Further Reading
Sentences handout. Writing Center University of Maryland (201
Andersen, Sarah. (2014) Sentence Types and Functions. San José State
University Writing Center www.sjsu.edu/writingcenter
9
CHAPTER III. Picture Description
A. Introduction
1. Learning Objectives
- To be able to describe a picture in both spoken and written forms.
- To practice vocabulary and useful expression related to describing
objects
2. Brief Description
A picture tells a thousand words.
B. Lesson
1. Tell the audience the identity of the picture
a. Title (if any)
b. Who made/took it
c. What year it was created
d. Where you got it from
e. What its significance/importance to you
f. Important facts about it
g. Interesting truths your audience may want to know
2. Starting phrases
 In this picture...
 It looks like...
 Let me see…
 As I see it…
 It shows…
 At the top…
3. Phrases telling position points
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4. Tell the audience your opinions.
5. Guessing statements. If you are not sure about what the picture shows, you
can make a guessing statements with one of these phrases samples:
6. If you do not know the terms of some objects in the picture, you can describe
them with following expressions:
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7. Things to tell about the picture.
C. Summary
To describe photos/pictures, please consider steps below:
 Look carefully at the photos.
 Think how to describe what you can see. Take your time to do it.
 Be as precise as you can when you describe the photo itself.
 Use some ‘position’ language if it helps.
 Use present continuous verbs to describe what is happening.
 If there is a person or people in the photo, you will need to describe their
appearance.
 Answer questions as fully as possible.
 Try to direct the conversation towards something you are interested in and
can talk about easily.
 Speak naturally and be animated!
 Keep eye contact with the audience, be friendly and show a positive attitude.
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 Don´t give complicated explanations if you are not sure.
D. Exercise
1. Please describe the picture below, by using appropriate expressions and useful
phrases.
2. Listen to this podcast

http://www.thelonelypalette.com/episodes/2020/4/13/episode-47-george-
seurats-a-sunday-on-la-grande-jatte-1884
a. Write some of the descriptions mentioned in the podcast.
b. Write two paragraphs which contain what you like to write about the
painting discussed in the podcast.
3. Find one of your favorite pictures and describe it in front of your friends!
E. Bibliography
M. Cristina. C. B. (2012) Picture Description Guidelines, Techniques & Exam Tips
https://elenec.files.wordpress.com/2012/05/picture-description.pdf (accessing
date: July 22, 2023)
F. Further Reading
 Clapton, E (2022) How to Describe a Painting: 10+ Phrases to Talk About Art.
Promova. https://promova.com/blog/how-to-describe-a-painting
 Describing pictures in English
https://www.englisch-hilfen.de/en/words/describing_pictures.htm
 Khan, N. (2023) How to describe a picture in English. ESL Advice.
https://esladvice.com/how-to-describe-a-picture-in-english/
 Nevue, D. (2021) Art Description Words – How To Describe Paintings For
Artists And Art Lovers. https://www.nevuefineartmarketing.com/art-
description-words/
 https://vk.com/@english.stepbystep-aliexpress-for-teachers
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CHAPTER IV. Stories
A. Introduction
 To be able to read and tell stories
 To be able to recognize variety of tenses in English
2. Warming up
 Please read an e-magazine page below, pick one of your favorite facts, and
discuss it with your friends!
 List some new words you learned from the text!
Taken from: The Wellbeing Wrap. Happiful Magazine Issue 74 2023
14
B. Lesson
Please read the anecdotes below and decide which one is your favorite.
1. Anecdote 1
Questions:
a. What did you find interesting about the story?
b. Did you have any related story about your middle/high school friends?
c. In the story, please note and learn the forms, meaning, and functions
of some tenses forms below:
- Mr. Jones moved to another town
- The doctor’s degrees were on the wall
- Were you there in 1942 to 1946?
- There had become a doctor!
- What were you teaching?
15
2. Anecdote 2
Questions:
b. Did you have any interesting story about when you were a student?
c. In the story, please note and learn the forms, meaning, and functions of
some tenses forms below:
- Mary Smith was a student
- She liked children
- I don’t know either
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3. Anecdote 3
Questions:
b. Did you have any related story about attending a party?
c. In the story, please note and learn the forms, meaning, and functions of
- Peter was ten years old
- I’m going to have a birthday party!
- There were a lot of children
- Does anyone want a nice clean plate?
17
4. Anecdote 4
Questions:
b. Did you have any related story about shopping?
c. What do you think about secondhand/thrift shopping?
d. In the story, please note and learn the forms, meaning, and functions of
- Jim walked into a store
- He was carrying an old pair of pants
- I had guessed they were worth at least five
- These pants were hanging outside your store
18
C. Summary
Present : telling us habits and general facts during the time of speaking
- Good things take time
- Health is more important than wealth
Past : happens before present times
- I forgot my wallet
- I thought you were selfish, and I was wrong
Perfect : already completed events
- I have done my work
- She had paid the bill before she left the restaurant.
Continuous : still-going events
- I am trying to find a good coffee shop now
- I was standing near the dining table when the glass fell on the floor
D. Exercise
1. Read one of the stories on the back pages of this book and tell your comment
about it
2. Write a short story (100-200 words) of your experience (it could be funny,
horror, or happy) containing those four types of tenses forms and ask your
friends and lecturer to read it.
E. Bibliography
Wells, D. (2021) Learn English Through Stories. English Danny Channel.
Hill, L. (1980) Intermediate American Anecdotes. Oxford University Press
Hill, L. (1980) Elementary American Anecdotes. Oxford University Press
F. Further Reading
https://www.adelaide.edu.au/english-for-uni/tenses-in-academic-writing
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CHAPTER V. Constructing a Paragraph
A. Introduction
Learning Objectives:
1. To be able to analyze paragraphs
2. To be able to construct a paragraph
B. Lesson
1. What is Paragraph
A paragraph develops ONE main idea through a series of related sentences.
This main idea is usually introduced in the first sentence of the paragraph. The
idea is then developed further through the sentences that follow the first
sentence. A paragraph is a basic unit for writing. Paragraphs play an important
role in writing because they provide a framework for organising our ideas.
Using a clear structure for your paragraphs helps guide the reader through
your written work.
2. Parts of Paragraph
Text taken from Academic Learning Support, Newcastle University

https://libguides.newcastle.edu.au/ld.php?content_id=39162655
Example:
Q. Discuss how media can influence children. Use specific examples to
support your view.
Children can also be influenced negatively as a result of media.

Over exposure to television and gaming are two examples of possible
negative impacts on children. Research suggests that children who are over-
exposed to television are more likely to display aggressive behaviours than
those who are not. For example, a ten-year longitudinal study of over 430
children revealed that eight-year-old boys “who were in the upper 20% of
television exposure were significantly higher on measures of aggression than
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the study’s other participants” (Eron, Huesmann, Lefkowitz and Walder
1972, cited in Sullivan 2013, p.46). The study also found that these children
continued to show aggressive behaviour throughout their childhood and
teens (Eron, Huesmann, Lefkowitz and Walder 1972, cited in Sullivan 2013).
Furthermore, © 2020 The University of Newcastle
newcastle.edu.au/academic-learning-support CRICOS Provider 00109J
these children, who were studied into their twenties and thirties, continued
to show high measures of aggression (Huesmann, Moise-Titus, Podolski &
Eron 2003, cited in Sullivan 2013). This suggests that over exposure to
television can have long term and negative impacts on the behaviour of
children. These effects not only impact aggressive behaviour, but also
children’s attitudes and values (Clay, 2003). Additional research on the link
between exposure to video gaming and aggression is suggesting similar
findings with a link between time spent on video games and higher scores on
measures of aggression (Anderson and Bushman 2001 cited in Kirsh 2003).
They suggest gaming influences aggressive behaviour, cognition, and
physiological arousal. Given that 80 percent of the most popular video games
on the market today are violent in nature (Diez 1998, cited in Kirsh 2003),
the influence of gaming on levels of aggression are concerning. Media,
then, can have a negative impact on levels of aggression on
children who are over-exposed to television and video games.
3. Types of Paragraphs
a. Argument paragraph
An argument paragraph presents a point of view, and provides evidence to
support the position taken by the writer. Evidence to support the position
can include reasons, personal experience, statistics, confirmed facts and
expert research.
b. Classification paragraph
In this type of paragraph, separate items are grouped together according to
shared characteristics.
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c. Compare or contrast paragraph
A compare and/or contrast paragraph is required if you are asked to
examine similarities and/or differences. Compare focuses on similarities.
Contrast focuses on differences.
d. Definition paragraph
The starting point for a definition paragraph is a simple definition in the
first sentence (the topic sentence). Support sentences then give more
information such as examples, description and explanation.
e. Description paragraph
A description paragraph is used to write about how something looks,
sounds, tastes, smells or feels. It includes specific details of the most
important features
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f. Explanation paragraph
An explanation paragraph is required if you are asked to describe how
something works, or how something happens.
g. llustration paragraph
In an illustration paragraph, specific examples are used to clarify and
support a general statement.
C. Summary
1. Parts of paragraph: topic, supporting, concluding
2. Types of paragraph:
a. Argument paragraph f. Explanation paragraph
b. Classification paragraph g. llustration paragraph
c. Compare or contrast
paragraph
d. Definition paragraph
e. Description paragraph
23
D. Exercise
1. Please write a paragraph outline
2. Consult with your teacher
3. Develop your outline into full paragraph
E. Bibliography
Academic Learning Support, Newcastle University (2020)
F. Further Reading
Phrasebank The University of Manchester
https://www.phrasebank.manchester.ac.uk/introducing-work/
24
CHAPTER VI. Summarizing, Paraphrasing, Quoting
A. Introduction
In order to refer to information from these sources you can (1) quote exact
words, (2) paraphrase specific ideas, or (3) summarize the entire work. Deciding
which of these three options for referencing a source should be applied depends
on the information being used, its length and clarity, and your purpose for
including it.
B. Lesson
Quotations, paraphrases, and summaries serve many purposes. You might use
them to:
 Provide support for claims or add credibility to your writing
 Refer to work that leads up to the work you are now doing
 Give examples of several points of view on a subject
 Call attention to a position that you wish to agree or disagree with
 Highlight a particularly striking phrase, sentence, or passage by quoting
the original
 Distance yourself from the original by quoting it in order to cue readers
that the words are not your own
 Expand the breadth or depth of your writing
Table below shows the characteristics of Summarizing, Paraphrasing, and

Quoting.
Summarizing Paraphrasing Quoting
Putting the main idea(s) Write in your own Must be identical to the
into your own words, words original, using a narrow
including only the main segment of the source.
point(s).
Summaries are Better than quoting They must match the
significantly shorter information from an source document word
than the original and undistinguished for word and must be
take a broad overview passage. attributed to the
of the source material. original author.
Used when the writer Control the temptation Some common
need to provide reader to quote too much. examples of when you
with broad background might quote instead of
information or a paraphrase include:
general overview of a  using exact
topic, theory, practice, statistics or
or a literary work or numerical data
film.
 when writing
May include in-text The mental process about literature
citation. required for successful and providing
25
paraphrasing helps you textual evidence
to grasp the full from the poem,
meaning of the original story, etc.
 including a judge’s
decision or
reasoning on a
court case
 providing a
definition
1. Summarizing
A summary is an overview of a text. The main aim of summarising is to
reduce or condense a text to its most important ideas. Leave out details,
examples and formalities. Summarising is a useful skill for making notes,
writing an abstract/synopsis, and incorporating material in assignments.
The amount of detail you include in a summary will vary according to the
length of the original text, how much information you need, and how
selective you are.
1. Start by reading a short text and highlighting the main points.

2. Reread the text and make notes of the main points, leaving out
examples, evidence, etc.
3. Rewrite your notes in your own words; restate the main idea at the
beginning plus all major points.
The following paragraph is a summary of the original source below written

by a student as part of a report on the dietary habits of Australian
adolescents.
Original source:
With respect to daily intakes of specific micronutrients, 40% of adolescent
girls and 8% of adolescent boys were at risk for inadequate intakes of iron.
While protein intakes were adequate in these subpopulations, the top two
sources of iron were from plant-based, iron fortified sources (breakfast
cereals and breads and bread rolls). With regard to higher iron
bioavailability and density, animal-based protein sources may be another
strategy to address iron intake, particularly among females, as it has been
previously shown to be a less popular food choice among Australian children
and adolescents and avoided by young female adults (Fayet -Moore et al.,
2017).
The student’s summary:

Fayet-Moore et al. (2017) found that 40% of adolescent girls, compared to
8% of boys, are likely to have an inadequate amount of iron in their diets, in
26
spite of a sufficient protein intake. They attribute this to a tendency to avoid
foods derived from animals.
2. Paraphrasing
How to paraphrase:
 Read the original source carefully. It is essential that you
understand it fully.
 Identify the main point(s) and key words.
 Cover the original text and rewrite it in your own words. Check
that you have included the main points and essential
information.
 Write the paraphrase in your own style. Consider each point;
how could you rephrase it?
 Ensure that you keep the original meaning and maintain the
same relationship between main ideas and supporting
points.
 Use synonyms (words or expression which have a similar
meaning) where appropriate. Key words that are specialised
subject vocabulary do not need to be changed.
 If you want to retain unique or specialist phrases, use
quotation marks (“ “).
 Change the grammar and sentence structure. Break up a
long sentence into two shorter ones or combine two short
sentences into one. Change the voice (active/passive) or
change word forms (e.g. nouns, adjectives).
 Change the order in which information/ideas are presented,
as long as they still make sense in a different order.
 Identify the attitude of the authors to their subject (i.e.
certain, uncertain, critical etc.) and make sure your
paraphrase reflects this. Use the appropriate reporting word
or phrase.
 Review your paraphrase to check it accurately reflects the
original text but is in your words and style.
 Record the original source, including the page number, so that
you can provide a reference.
Original paragraph from Nancy Woloch's book, Women and the

American Experience: A Concise History:
“The feminization of clerical work and teaching by the turn of the
century reflected the growth of business and public education. It also
reflected limited opportunities elsewhere. Throughout the nineteenth
century, stereotyping of work by sex had restricted women's
employment. Job options were limited; any field that admitted women
27
attracted a surplus of applicants willing to work for less pay than men
would have received. The entry of women into such fields—whether
grammar school teaching or office work—drove down wages.”
Paraphrased version (using an APA in-text citation):

According to Nancy Woloch (2002) in Women and the American
Experience: A Concise History, the “feminization” of jobs in the
nineteenth century had two major effects: a lack of employment
opportunities for women and inadequate compensation for positions that
were available. Thus, while clerical and teaching jobs indicated a boom in
these sectors, women were forced to apply for jobs that would pay them
less than male workers were paid.
3. Quoting
A quotation is an exact reproduction of spoken or written words.

Quotes can provide strong evidence, act as an authoritative voice, or
support a writer's statements. There are several quotation styles for
for instances: APA (American Psychological Association),
MLA (Modern Language Association), and Chicago styles.
For example (APA style):
Bell and Bell (1993) point out in their study of Australian-American

cultural relations: "culture is never simply imposed 'from above' but
is negotiated through existing patterns and traditions." (Bell & Bell
1993, p. 9)
Quoting should be done sparingly and support your own work, not replace
it. For example, make a point in your own words, then support it with an
authoritative quote.
Every direct quotation should:

 appear between quotation marks (" ")
 exactly reproduce text, including punctuation and capital letters.
 A short quotation often works well when integrated into a sentence.
 If any words need to be omitted for clarity, show the omission with an
ellipsis ( ... ).
 If any words need to be added to the quotation, put them between
square brackets ([ ]).
 Longer quotations (more than 3 lines of text) should start on a new line
and be indented on both sides.
28
Indirect quotation or In-text citation example
 Heavy social media use can be linked to depression and other mental
disorders in teens (Asmelash, 2019).
Reference entry
 Asmelash, L. (2019, August 14). Social media use may harm teens'
mental health by disrupting positive activities, study says.
CNN. https://www.cnn.com/2019/08/13/health/social-media-mental-
health-trnd/index.html
Please see an example below and identity both direct and indirect
quotations!
4. Referencing
Please check the examples of APA Referencing Style below and see what
aspects of the source information need to include in the reference.
 Journal Article
Edwards, A. A., Steacy, L. M., Siegelman, N., Rigobon, V. M., Kearns, D.
M., Rueckl, J. G., & Compton, L. (2022). Unpacking the unique
relationship between set for variability and word reading development:
Examining word- and child-level predictors of performance. Journal of
Educational Psychology, 114(6), 1242–1256.
https://doi.org/10.1037/edu0000696
 Blog Post
29
Rutledge, P. (2019, March 11). The upside of social media. The Media
Psychology Blog.
 Conference Session
Davidson, R. J. (2019, August 8–11). Well-being is a skill [Conference
session]. APA 2019 Convention, Chicago, IL, United States. https://irp-
cdn.multiscreensite.com/a5ea5d51/files/uploaded/APA2019_
Program_190708.pdf
 YouTube Video
Above The Noise. (2017, October 18). Can procrastination be a good
thing? [Video]. YouTube.
https://www.youtube.com/watch?v=FQMwmBNNOnQ
 Webpage
Chandler, N. (2020, April 9). What’s the difference between Sasquatch
and Bigfoot? howstuffworks.
https://science.howstuffworks.com/science-vs-myth/strange-
creatures/sasquatch-bigfoot- difference.htm
 Webpage on a News Website
Machado, J., & Turner, K. (2020, March 7). The future of feminism.
Vox. https://www.vox.com/
identities/2020/3/7/21163193/international-womens-day-2020
 Webpage With a Retrieval Date (Section 10.16)
Center for Systems Science and Engineering. (2020, May 6). COVID-19
dashboard by the Center for Systems Science and Engineering (CSSE) at
Johns Hopkins University (JHU). Johns Hopkins University &
Medicine, Coronavirus Resource Center. Retrieved May 6, 2020, from
https://coronavirus.jhu.edu/map.html
C. Summary
Summarizing, paraphrasing, and quoting are necessary in academic writing for
providing supports from trustworthy sources, avoiding plagiarism, and giving
credits for the authors. How and when to use them depends on writers need.
D. Exercise
Please write an essay containing supporting sources information using those
three techniques!
E. Bibliography
Paraphrasing, Summarising, Quoting. University of New South Wales.
https://www.student.unsw.edu.au/paraphrasing-summarising-and-quoting
(date accessed: July 24 2023)
Quoting Paraphrasing and Summarizing, Purdue Online Writing Lab

https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_
paraphrasing_and_summarizing/index.html
APA Style (2020) https://apastyle.apa.org/style-grammar-

30
guidelines/references/examples
F. Further Reading
 Harvard College Writing Program. Harvard University
https://usingsources.fas.harvard.edu/summarizing-paraphrasing-and-
quoting (date accessed: July 22 2023)
 The Writing Center. George Mason University
https://writingcenter.gmu.edu/writing-resources/research-based-
writing/when-to-summarize-paraphrase-and-quote (date accessed: July 22
2023)
 The Writing Studio, University of South Florida
https://www.usf.edu/undergrad/academic-success-
center/documents/revised-summarizing.pdf (date accessed: July 22
2023)
 Paraphrasing, Summarising, Quoting. University of New South Wales.
https://www.student.unsw.edu.au/paraphrasing-summarising-and-
quoting (date accessed: July 24 2023)
 Learn HQ. Monash University
https://www.monash.edu/learnhq/excel-at-writing/acknowledge-
sources/paraphrase-summarise-and-quote-well/paraphrase
 APA Style (2020) https://apastyle.apa.org/style-grammar-
guidelines/references/examples 
31
CHAPTER VII. Essay Writing
A. Introduction
Learning Objectives
- To understand the process of essay writing
- To practice writing an essay
B. Lesson
1. Essay
Essays are shorter pieces of writing that often require the student to hone a
number of skills such as close reading, analysis, comparison and contrast,
persuasion, conciseness, clarity, and exposition. As is evidenced by this list
of attributes, there is much to be gained by the student who strives to succeed
at essay writing.
The purpose of an essay is to encourage students to develop ideas and

concepts in their writing with the direction of little more than their own
thoughts (it may be helpful to view the essay as the converse of a research
paper). Therefore, essays are (by nature) concise and require clarity in
purpose and direction. This means that there is no room for the student’s
thoughts to wander or stray from his or her purpose; the writing must be
deliberate and interesting.
(taken from https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/index.html)
An essay discusses, describes or analyzes one topic directly or indirectly,

seriously or humorously. It can also be personal opinions, or just report
information. Written in any perspectivebut essays are most commonly
written in the first person (I), or third person (subjects that can be
substituted with the he, she, it, or they pronouns).
2. Types of Essay
There are many classification models related to types of essay.
This section includes some of essay types:
a. Descriptive
A descriptive essay could describe . . .
* a tree in my backyard;
* a visit to the children’s ward of a hospital;
* a hot fudge sundae;
* what an athlete did in order to make it to the Olympics.
The descriptive essay provides details about how something looks, feels,
tastes, smells, makes one feel, or sounds. It can also describe what
something is, or how something happened. These essays generally use a
lot of sensory details. The essay could be a list-like description that
provides point by point details. Or, it could function as a story, keeping
the reader interested in the plot and theme of the event described.
32
b. Definition
A definition essay may try and define things like:
* the meaning of an abstract concept, like love;
* the true meaning and importance of honesty;
* how the meaning of family goes deeper than just your blood relatives.
A definition essay attempts to define a specific term. It could try to pin

down the meaning of a specific word, or define an abstract concept. The
analysis goes deeper than a simple dictionary definition; it should
attempt to explain why the term is defined as such. It could define the
term directly, giving no information other than the explanation of the
term. Or, it could imply the definition of the term, telling a story that
requires the reader to infer the meaning.
c. Compare/Contrast:
A compare/contrast essay may discuss:
* the likenesses and differences between two places, like New York City
and Los Angeles;
* the similarities and differences between two disciplines, like
Anthropology and Sociology;
* two people, like my brother and myself.
The compare/contrast essay discusses the similarities and differences

between two things, people, concepts, places, etc. The essay could be an
unbiased discussion, or an attempt to convince the reader of the benefits
of one thing, person, or concept. It could also be written simply to
entertain the reader, or to arrive at an insight into human nature. The
essay could discuss both similarities and differences, or it could just
focus on one or the other. A comparison essay usually discusses the
similarities between two things, while the contrast essay discusses the
differences.
d. Cause/Effect:
A cause/effect essay may explain
* why a volcano erupts, and what happens afterwards;
* what happens after a loved one’s death.
The cause/effect essay explains why or how some event happened, and
what resulted from the event. This essay is a study of the relationship
between two or more events or experiences. The essay could discuss both
causes and effects, or it could simply address one or the other. A cause
essay usually discusses the reasons why something happened. An effect
essay discusses what happens after a specific event or circumstance.
e. Narrative:
A narrative essay could tell of:
* my brother’s and my fishing trips;
* a boring trip to the grocery store;
* my near-death experience at the beach.
33
The narrative essay tells a story. It can also be called a “short story.”
Generally, the narrative essay is conversational in style and tells of a
personal experience. It is most commonly written in the first person
(uses I). This essay could tell of a single, life-shaping event, or simply a
mundane daily experience.
f. Process:
A process essay may explain:
* how to properly re-pot a plant;
* how an individual came to appreciate hard work.
A process essay describes how something is done. It generally explains
actions that should be performed in a series. It can explain in detail how
to accomplish a specific task, or it can show how an individual came to a
certain personal awareness. The essay could be in the form of step-by-
step instructions, or in story form, with the instructions/explanations
subtly given along the way.
g. Argumentative
An argumentative essay may persuade a reader that:
* he or she should use public transportation instead of driving.
* cats are better than dogs.
An argumentative essay is one that attempts to persuade the reader to
the writer’s point of view. The writer can either be serious or funny, but
always tries to convince the reader of the validity of his or her opinion.
The essay may argue openly, or it may attempt to subtly persuade the
reader by using irony or sarcasm.
h. Critical
A critical essay may analyze:
* how Shakespeare presents the character, Othello, in his play, Othello;
* the strengths and weaknesses of the movie, Children of a Lesser God;
* the use of color in Monet’s painting, Sunflowers.
A critical essay analyzes the strengths, weaknesses, and methods of
someone else’s work. Generally, these essays begin with a brief overview
of the main points of the text, movie, or piece of art, followed by an
analysis of the work’s meaning. It should then discuss how well the
author/creator accomplishes his/her goals and makes his/her points. A
critical essay can be written about another essay, story, book, poem,
movie, or work of art.
(Taken from https://gallaudet.edu/student-success/tutorial-center/english-

center/writing/resources-for-writing-different-types-of-essays/guide-to-
different-kinds-of-essays/)
3. Essay Writing Process
An academic essay aims to persuade readers of an idea based on

evidence.
34
 An academic essay should answer a question or task.
 It should have a thesis statement (answer to the question) and
an argument.
 It should try to present or discuss something: develop
a thesis via a set of closely related points by reasoning and
evidence.
 An academic essay should include relevant examples,
supporting evidence and information from academic texts or
credible sources.
Possible steps (In no strict order)

Analyse the question and define key terms
Establish a possible thesis/point of view
Research the topic. Use books, journals and other credible academic sources
for support and evidence.
Take notes from your readings.
Write an essay plan and organise your ideas.
Write a first draft to include your introduction, body and conclusion.
Set the draft aside for a day or two, then re-read and make changes.
Get some feedback - ask a friend/parent/colleague to read it.
Edit and redraft your essay.
Complete or finalise your references and citations
Complete your final draft and hand it in
(Taken from https://www.student.unsw.edu.au/essay-writing-basics)
4. Parts of the Essay
35
A paragraph is a related group of sentences that develops one main idea. Each
paragraph in the body of the essay should contain:
 a topic sentence that states the main or controlling idea

 supporting sentences to explain and develop the point you’re making
 evidence from your reading or an example from the subject area that
supports your point
 analysis of the implication/significance/impact of the evidence finished
off with a critical conclusion you have drawn from the evidence
 a concluding sentence that restates your point, analyses the evidence,
or acts as a transition to the next paragraph.
36
C. Summary
1. Essay types: Descriptive, Definition, Compare/Contrast, Cause/Effect,
Narrative, Process, Argumentative, and Critical
2. Essay writing process: pre-drafting, drafting, revising, editing, and
finalizing
3. Parts of the essay: Introduction, Body, Conclusion
D. Exercise
Please make an essay outline and begin writing!
E. Bibliography
https://www.student.unsw.edu.au/writing-your-essay
F. Further Reading
 https://www.student.unsw.edu.au/writing-your-essay
 Phrasebank Manchester
https://www.phrasebank.manchester.ac.uk/introducing-work/
 https://simplicable.com/culture/art
 https://podtail.com/podcast/english-at-arty-anglais/arty-anglais-podcast-
lessons-should-street-art-be-/
37
CHAPTER VIII. Presentation Tricks
A. Introduction
a. To be able to prepare presentations well
b. To be able to deliver presentations well
3. Brief Description
A good presenter with good fluency, vocabulary, stress, pronunciation and
rhythms of speech, ability to communicate, grammatical accuracy and
interactive communication starts from good preparation and persistent
practices during their experiences in speaking in front of audience. This
chapter includes presentation tricks to prepare before the show.
B. Lesson
One of the widely known presentation technique is to consider a technique from
Guy Kawaski, 10/20/30 rule. Adapting information from “Understanding the
10/20/30 Rule of PowerPoint Presentations” article on Slide Model’s
Presentation Ideas website, this chapter provides some suggestions and
recommendations in preparing and delivering a presentation.
Guy Kawasaki’s 10/20/30 rule.

This method helps to make a presentation focus on what a speaker tends to
deliver, considering proper time management, based on general knowledge
about the ability of people to absorb information and visual cues presented to
them, to maintain audience’s attention and engagement.
 Your presentation should consist of no more than 10 slides.
 Your presentation should last no longer than 20 minutes.
According to Kawasaki, 20 minutes is the right alloted time for speakers
to present 10 slides – the time needed before your audience’s attention
starts declining. He believes it is long enough to convey a meaningful
message but short enough to maintain the audience’s attention span.
 The text on each slide should be no lower than 30 points in size.
For all text in the slides, it is suggested that the font size at least 30
(including titles, headings, and body text), and please include only the
key points to make the audience keep listening. This will also benefit the
audience with low vision/vision impairment.
What will happen when you keep jamming the slides with text and
information?
 It may take your audience’s attention from you as they may end up
reading your whole presentation and stop listening to you.
 Including too much information can make your presentation
overwhelming and difficult to follow
Tips for Applying the 10/20/30 Rule to Presentation

1. One Slide, One Idea
 identify the key points and allocate one slide for each.
38
 help your audience stay focused on the topic at hand
 reduces the amount of information they have to process at once.
 too much information = overwhelming and distracting
 control the flow of information and ensure that you cover all of your
main points.
2. Keep Your Slides Simple

Keep slides simple and avoid flashy design elements that may distract
your audience. Use a consistent color scheme, font style, and layout
throughout your presentation. This will help your audience follow along
and focus on your message.
3. Balance Text and Visuals

Visuals like images, charts, graphs, videos, and diagrams can help break up
text-heavy slides and make your presentation more interesting and
memorable. However, relying solely on images can also be ineffective and
lead to confusion or disengagement. When using visuals in slides, it’s
important to balance text and images. Text can provide important context
and details, while images can help illustrate key points and make your
presentation visually appealing.
4. Break Down Presentation into Smaller Units and Make it

Interactive
Kawasaki’s 10/20/30 rule only gives you 20 minutes to wrap up the whole
presentation, but what if you need more than that?
It’s not uncommon to give presentations that last 45 minutes to an hour –
for instance, if it is a lecture or facilitating a training workshop for
employees. The longer the presentation, however, the harder it will be to
hold audience’s attention. One great way to keep them engaged is to divide
presentation into smaller units and pause in between. So, before the guy
from the third row starts yawning, plan in-between activities to reenergize
your audience and reacquire their attention. It can be a simple Q&A
session, interactive exercises, or team-building activities.
5. Start Strong
The opening of presentation is critical in capturing audience’s attention and
setting the tone for the rest of the presentation. Start with a compelling
hook, such as a thought-provoking question, a powerful quote, or an
engaging story, to grab audience’s attention. Clearly state the purpose and
objectives of your presentation to establish the context and provide a
roadmap for what’s to come.
39
6. End Strong
Outro is as important as introduction. So, instead of ending
presentation with a flat Thank you slide, use the opportunity to nudge your
audience to action. Using a summary slide is one of the ways the speaker
can end presentation if the goal is to reinforce key points. It can be a useful
reference for the audience, helping them remember the most important
information. The speaker can also encourage audience to take action based
on what they’ve learned in the presentation. This can be a great way to
motivate them to apply the concepts covered.
C. Summary
There’s no one-size-fits-all approach to presenting; you don’t have to strictly
follow Kawasaki’s rule. Depending on the audience and the topic, modify the
template and adapt your presentation to suit the situation. Yet, 10/20/30 rule
is one of the great presentation techniques to consider.
D. Exercise
1. What are some other things to prepare/think before delivering a
presentation?
2. Make a sample of presentation outline.
E. Bibliography
Understanding the 10/20/30 Rule of PowerPoint Presentations. (2023) Slide
Model’s Presentation Ideas. https://slidemodel.com/the-10-20-30-rule-of-
presentations/
F. Further Reading
5 Tips of Oral Presentation. (2020) Podtail: Learn English with Arty Anglais.
https://podtail.com/podcast/english-at-arty-anglais/learn-english-with-arty-
anglais-episode-20-5-tips-/
Oral Presentation Skills. University of Adelaide.

https://www.adelaide.edu.au/english-for-uni/oral-presentation-skills
Presentation Tips. The University of Washington

https://www.washington.edu/doit/sites/default/files/atoms/files/Building_th
e_Team Presentation_Tips.pdf
Presentation Tips for Students. (2022) Bay Atlantic University’s Academic

Advice Website. https://bau.edu/blog/presentation-tips-for-students/
40
BIBLIOGRAPHY

APA Style (2020) https://apastyle.apa.org/style-grammar-
guidelines/references/examples
College Life. ESL-Lab website https://www.esl-lab.com/easy/college-life-script/
(date accessed July 20, 2023)
M. Cristina. C. B. (2012) Picture Description Guidelines, Techniques & Exam Tips
https://elenec.files.wordpress.com/2012/05/picture-description.pdf (accessing
date: July 22, 2023)
Paraphrasing, Summarising, Quoting. University of New South Wales.
https://www.student.unsw.edu.au/paraphrasing-summarising-and-quoting
(date accessed: July 24 2023)
Personal profile - script. Randall’s ESL Cyber Listening Lab. (2022, August 14).
https://www.esl-lab.com/easy/personal-profile-script/
Quoting Paraphrasing and Summarizing, Purdue Online Writing Lab
https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_pa
raphrasing_and_summarizing/index.html
Sentences handout. Writing Center University of Maryland (2020)
Sentences handout. Writing Center University of Maryland (2020)
Swick, E. (2009). English sentence builder. McGraw-Hill.
What makes a good student. ELLLO Website
https://www.elllo.org/english/Mixer101/T108-Students.htm. (date accessed July
20, 2023)
41
Writing Your Essay (2020) University of New South Wales
https://www.student.unsw.edu.au/writing-your-essay
Understanding the 10/20/30 Rule of PowerPoint Presentations. (2023) Slide
Model’s Presentation Ideas. https://slidemodel.com/the-10-20-30-rule-of-
presentations/
42
APPENDICES
Short Story 1
How much do you earn?
A man came home from work late, tired and irritated, to find his 5-year old son
waiting for him at the door.
SON: 'Daddy, may I ask you a question?'
DAD: 'Yeah sure, what is it?' replied the man.
SON: 'Daddy, how much do you make an hour?'
DAD: 'That's none of your business. Why do you ask such a thing?' the man said
angrily.
SON: 'I just want to know. Please tell me, how much do you make an hour?'
DAD: 'If you must know, I make $40 an hour.'
SON: 'Oh,' the little boy replied, with his head down.
SON: 'Daddy, may I please borrow $20?'
The father was furious, 'If the only reason you asked that is so you can borrow some
money to buy a silly toy or some other nonsense, then you march yourself straight
to your room. The little boy quietly went to his room and shut the door.
The man had calmed down, and started to think: Maybe there was something he
really needed to buy with that $20 and he really didn't ask for money very often.
The man went to the door of the little boy's room and opened the door.' Are you
asleep, son?' He asked.
'No daddy, I'm awake,' replied the boy. 'I've been thinking, maybe I was too hard
on you earlier' said the man. Here's the $20 you asked for.'
The little boy sat straight up, smiling. 'Oh, thank you daddy!' He yelled. Then,
reaching under his pillow he pulled out some crumpled up bills. The man saw that
the boy already had money, started to get angry again.
The little boy slowly counted out his money, and then looked up at his father. 'Why
do you want more money if you already have some?' the father grumbled.'Because
I didn't have enough, but now I do,' the little boy replied.
'Daddy, I have $40 now. Can I buy an hour of your time?

43
Please come home early tomorrow. I would like to have dinner with you.'
The father was crushed. He put his arms around his little son, and he begged for
his forgiveness.
A reminder to all of us working so hard in life. We should not let time slip through
our fingers without having spent some time with those who really matter to us,
those close to our hearts.
Short Story 2
Self Appraisal
A little boy went to a telephone booth which was at the cash counter of a store and
dialed a number.
The store-owner observed and listened to the conversation:
Boy : 'Lady, Can you give me the job of cutting your lawn?
Woman : (at the other end of the phone line) 'I already have someone to cut my
lawn.'
Boy : 'Lady, I will cut your lawn for half the price than the person who cuts your
lawn now.'
Woman : I'm very satisfied with the person who is presently cutting my lawn.
Boy : (with more perseverance) 'Lady, I'll even sweep the floor and the stairs of
your house for free.
Woman : No, thank you.
With a smile on his face, the little boy replaced the receiver. The store-owner, who
was listening to all this, walked over to the boy.
Store Owner : 'Son... I like your attitude; I like that positive spirit and would like to
offer you a job.'
Boy : 'No thanks,
Store Owner : But you were really pleading for one.

Boy : No Sir, I was just checking my performance at
the job I already have. I am the one who is working for that lady I was talking to!'
*
This is called self Appraisal. Give your best and the world comes to you!!!
44
45
46
Classic Short Story 1
The Necklace
Guy de Maupassant
The girl was one of those pretty and charming young creatures who sometimes
are born, as if by a slip of fate, into a family of clerks. She had no dowry, no
expectations, no way of being known, understood, loved, married by any rich and
distinguished man; so she let herself be married to a little clerk of the Ministry of
Public Instruction.
She dressed plainly because she could not dress well, but she was unhappy as if
she had really fallen from a higher station; since with women there is neither
caste nor rank, for beauty, grace and charm take the place of family and birth.
Natural ingenuity, instinct for what is elegant, a supple mind are their sole
hierarchy, and often make of women of the people the equals of the very greatest
ladies.
Mathilde suffered ceaselessly, feeling herself born to enjoy all delicacies and all
luxuries. She was distressed at the poverty of her dwelling, at the bareness of the
walls, at the shabby chairs, the ugliness of the curtains. All those things, of which
another woman of her rank would never even have been conscious, tortured her
and made her angry. The sight of the little Breton peasant who did her humble
housework aroused in her despairing regrets and bewildering dreams. She
thought of silent antechambers hung with Oriental tapestry, illumined by tall
bronze candelabra, and of two great footmen in knee breeches who sleep in the
big armchairs, made drowsy by the oppressive heat of the stove. She thought of
long reception halls hung with ancient silk, of the dainty cabinets containing
priceless curiosities and of the little coquettish perfumed reception rooms made
for chatting at five o'clock with intimate friends, with men famous and sought
after, whom all women envy and whose attention they all desire.
When she sat down to dinner, before the round table covered with a tablecloth in
use three days, opposite her husband, who uncovered the soup tureen and
declared with a delighted air, "Ah, the good soup! I don't know anything better
than that," she thought of dainty dinners, of shining silverware, of tapestry that
peopled the walls with ancient personages and with strange birds flying in the
midst of a fairy forest; and she thought of delicious dishes served on marvellous
plates and of the whispered gallantries to which you listen with a sphinxlike smile
while you are eating the pink meat of a trout or the wings of a quail.
She had no gowns, no jewels, nothing. And she loved nothing but that. She felt
made for that. She would have liked so much to please, to be envied, to be
charming, to be sought after.
47
She had a friend, a former schoolmate at the convent, who was rich, and whom
she did not like to go to see any more because she felt so sad when she came
home.
But one evening her husband reached home with a triumphant air and holding a
large envelope in his hand.
"There," said he, "there is something for you."
She tore the paper quickly and drew out a printed card which bore these words:
The Minister of Public Instruction and Madame Georges Ramponneau request
the honor of M. and Madame Loisel's company at the palace of the Ministry on
Monday evening, January 18th.
Instead of being delighted, as her husband had hoped, she threw the invitation on
the table crossly, muttering:
"What do you wish me to do with that?"
"Why, my dear, I thought you would be glad. You never go out, and this is such a
fine opportunity. I had great trouble to get it. Every one wants to go; it is very
select, and they are not giving many invitations to clerks. The whole official world
will be there."
She looked at him with an irritated glance and said impatiently:
"And what do you wish me to put on my back?"
He had not thought of that. He stammered:
"Why, the gown you go to the theatre in. It looks very well to me."
He stopped, distracted, seeing that his wife was weeping. Two great tears ran
slowly from the corners of her eyes toward the corners of her mouth.
"What's the matter? What's the matter?" he answered.
By a violent effort she conquered her grief and replied in a calm voice, while she
wiped her wet cheeks:
"Nothing. Only I have no gown, and, therefore, I can't go to this ball. Give your
card to some colleague whose wife is better equipped than I am."
He was in despair. He resumed:
"Come, let us see, Mathilde. How much would it cost, a suitable gown, which you
could use on other occasions--something very simple?"
She reflected several seconds, making her calculations and wondering also what
sum she could ask without drawing on herself an immediate refusal and a
frightened exclamation from the economical clerk.
Finally she replied hesitating:
48
"I don't know exactly, but I think I could manage it with four hundred francs."
He grew a little pale, because he was laying aside just that amount to buy a gun
and treat himself to a little shooting next summer on the plain of Nanterre, with
several friends who went to shoot larks there of a Sunday.
But he said:
"Very well. I will give you four hundred francs. And try to have a pretty gown."
The day of the ball drew near and Madame Loisel seemed sad, uneasy, anxious.
Her frock was ready, however. Her husband said to her one evening:
"What is the matter? Come, you have seemed very queer these last three days."
And she answered:
"It annoys me not to have a single piece of jewelry, not a single ornament,
nothing to put on. I shall look poverty-stricken. I would almost rather not go at
all."
"You might wear natural flowers," said her husband. "They're very stylish at this
time of year. For ten francs you can get two or three magnificent roses."
She was not convinced.
"No; there's nothing more humiliating than to look poor among other women
who are rich."
"How stupid you are!" her husband cried. "Go look up your friend, Madame
Forestier, and ask her to lend you some jewels. You're intimate enough with her
to do that."
She uttered a cry of joy:
"True! I never thought of it."
The next day she went to her friend and told her of her distress.
Madame Forestier went to a wardrobe with a mirror, took out a large jewel box,
brought it back, opened it and said to Madame Loisel:
"Choose, my dear."
She saw first some bracelets, then a pearl necklace, then a Venetian gold cross set
with precious stones, of admirable workmanship. She tried on the ornaments
before the mirror, hesitated and could not make up her mind to part with them,
to give them back. She kept asking:
"Haven't you any more?"
"Why, yes. Look further; I don't know what you like."
49
Suddenly she discovered, in a black satin box, a superb diamond necklace, and
her heart throbbed with an immoderate desire. Her hands trembled as she took
it. She fastened it round her throat, outside her high-necked waist, and was lost
in ecstasy at her reflection in the mirror.
Then she asked, hesitating, filled with anxious doubt:
"Will you lend me this, only this?"
"Why, yes, certainly."
She threw her arms round her friend's neck, kissed her passionately, then fled
with her treasure.
The night of the ball arrived. Madame Loisel was a great success. She was prettier
than any other woman present, elegant, graceful, smiling and wild with joy. All
the men looked at her, asked her name, sought to be introduced. All the attaches
of the Cabinet wished to waltz with her. She was remarked by the minister
himself.
She danced with rapture, with passion, intoxicated by pleasure, forgetting all in
the triumph of her beauty, in the glory of her success, in a sort of cloud of
happiness comprised of all this homage, admiration, these awakened desires and
of that sense of triumph which is so sweet to woman's heart.
She left the ball about four o'clock in the morning. Her husband had been
sleeping since midnight in a little deserted anteroom with three other gentlemen
whose wives were enjoying the ball.
He threw over her shoulders the wraps he had brought, the modest wraps of
common life, the poverty of which contrasted with the elegance of the ball dress.
She felt this and wished to escape so as not to be remarked by the other women,
who were enveloping themselves in costly furs.
Loisel held her back, saying: "Wait a bit. You will catch cold outside. I will call a
cab."
But she did not listen to him and rapidly descended the stairs. When they reached
the street they could not find a carriage and began to look for one, shouting after
the cabmen passing at a distance.
They went toward the Seine in despair, shivering with cold. At last they found on
the quay one of those ancient night cabs which, as though they were ashamed to
show their shabbiness during the day, are never seen round Paris until after dark.
It took them to their dwelling in the Rue des Martyrs, and sadly they mounted the
stairs to their flat. All was ended for her. As to him, he reflected that he must be at
the ministry at ten o'clock that morning.
50
She removed her wraps before the glass so as to see herself once more in all her
glory. But suddenly she uttered a cry. She no longer had the necklace around her
neck!
"What is the matter with you?" demanded her husband, already half undressed.
She turned distractedly toward him.
"I have--I have--I've lost Madame Forestier's necklace," she cried.
He stood up, bewildered.
"What!--how? Impossible!"
They looked among the folds of her skirt, of her cloak, in her pockets, everywhere,
but did not find it.
"You're sure you had it on when you left the ball?" he asked.
"Yes, I felt it in the vestibule of the minister's house."
"But if you had lost it in the street we should have heard it fall. It must be in the
cab."
"Yes, probably. Did you take his number?"
"No. And you--didn't you notice it?"
"No."
They looked, thunderstruck, at each other. At last Loisel put on his clothes.
"I shall go back on foot," said he, "over the whole route, to see whether I can find
it."
He went out. She sat waiting on a chair in her ball dress, without strength to go to
bed, overwhelmed, without any fire, without a thought.
Her husband returned about seven o'clock. He had found nothing.
He went to police headquarters, to the newspaper offices to offer a reward; he
went to the cab companies--everywhere, in fact, whither he was urged by the least
spark of hope.
She waited all day, in the same condition of mad fear before this terrible calamity.
Loisel returned at night with a hollow, pale face. He had discovered nothing.
"You must write to your friend," said he, "that you have broken the clasp of her
necklace and that you are having it mended. That will give us time to turn round."
She wrote at his dictation.
At the end of a week they had lost all hope. Loisel, who had aged five years,
declared:
51
"We must consider how to replace that ornament."
The next day they took the box that had contained it and went to the jeweler
whose name was found within. He consulted his books.
"It was not I, madame, who sold that necklace; I must simply have furnished the
case."
Then they went from jeweler to jeweler, searching for a necklace like the other,
trying to recall it, both sick with chagrin and grief.
They found, in a shop at the Palais Royal, a string of diamonds that seemed to
them exactly like the one they had lost. It was worth forty thousand francs. They
could have it for thirty-six.
So they begged the jeweler not to sell it for three days yet. And they made a
bargain that he should buy it back for thirty-four thousand francs, in case they
should find the lost necklace before the end of February.
Loisel possessed eighteen thousand francs which his father had left him. He
would borrow the rest.
He did borrow, asking a thousand francs of one, five hundred of another, five
louis here, three louis there. He gave notes, took up ruinous obligations, dealt
with usurers and all the race of lenders. He compromised all the rest of his life,
risked signing a note without even knowing whether he could meet it; and,
frightened by the trouble yet to come, by the black misery that was about to fall
upon him, by the prospect of all the physical privations and moral tortures that
he was to suffer, he went to get the new necklace, laying upon the jeweler's
counter thirty-six thousand francs.
When Madame Loisel took back the necklace Madame Forestier said to her with a
chilly manner:
"You should have returned it sooner; I might have needed it."
She did not open the case, as her friend had so much feared. If she had detected
the substitution, what would she have thought, what would she have said? Would
she not have taken Madame Loisel for a thief?
Thereafter Madame Loisel knew the horrible existence of the needy. She bore her
part, however, with sudden heroism. That dreadful debt must be paid. She would
pay it. They dismissed their servant; they changed their lodgings; they rented a
garret under the roof.
She came to know what heavy housework meant and the odious cares of the
kitchen. She washed the dishes, using her dainty fingers and rosy nails on greasy
pots and pans. She washed the soiled linen, the shirts and the dishcloths, which
she dried upon a line; she carried the slops down to the street every morning and
carried up the water, stopping for breath at every landing. And dressed like a
52
woman of the people, she went to the fruiterer, the grocer, the butcher, a basket
on her arm, bargaining, meeting with impertinence, defending her miserable
money, sou by sou.
Every month they had to meet some notes, renew others, obtain more time.
Her husband worked evenings, making up a tradesman's accounts, and late at
night he often copied manuscript for five sous a page.
This life lasted ten years.
At the end of ten years they had paid everything, everything, with the rates of
usury and the accumulations of the compound interest.
Madame Loisel looked old now. She had become the woman of impoverished
households--strong and hard and rough. With frowsy hair, skirts askew and red
hands, she talked loud while washing the floor with great swishes of water. But
sometimes, when her husband was at the office, she sat down near the window
and she thought of that gay evening of long ago, of that ball where she had been
so beautiful and so admired.
What would have happened if she had not lost that necklace? Who knows? who
knows? How strange and changeful is life! How small a thing is needed to make
or ruin us!
But one Sunday, having gone to take a walk in the Champs Elysees to refresh
herself after the labors of the week, she suddenly perceived a woman who was
leading a child. It was Madame Forestier, still young, still beautiful, still
charming.
Madame Loisel felt moved. Should she speak to her? Yes, certainly. And now that
she had paid, she would tell her all about it. Why not?
She went up.
"Good-day, Jeanne."
The other, astonished to be familiarly addressed by this plain good-wife, did not
recognize her at all and stammered:
"But--madame!--I do not know---- You must have mistaken."
"No. I am Mathilde Loisel."
Her friend uttered a cry.
"Oh, my poor Mathilde! How you are changed!"
"Yes, I have had a pretty hard life, since I last saw you, and great poverty--and
that because of you!"
"Of me! How so?"
53
"Do you remember that diamond necklace you lent me to wear at the ministerial
ball?"
"Yes. Well?"
"Well, I lost it."
"What do you mean? You brought it back."
"I brought you back another exactly like it. And it has taken us ten years to pay
for it. You can understand that it was not easy for us, for us who had nothing. At
last it is ended, and I am very glad."
Madame Forestier had stopped.
"You say that you bought a necklace of diamonds to replace mine?"
"Yes. You never noticed it, then! They were very similar."
And she smiled with a joy that was at once proud and ingenuous.
Madame Forestier, deeply moved, took her hands.
"Oh, my poor Mathilde! Why, my necklace was paste! It was worth at most only
five hundred francs!"
https://vk.com/@tell_me_one_more_story-the-necklace
54
Classic Short Story 2
The Story of An Hour

by Kate Chopin
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was
taken to break to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that
revealed in half concealing. Her husband's friend Richards was there, too, near
her. It was he who had been in the newspaper office when intelligence of the
railroad disaster was received, with Brently Mallard's name leading the list of
"killed." He had only taken the time to assure himself of its truth by a second
telegram, and had hastened to forestall any less careful, less tender friend in
bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed
inability to accept its significance. She wept at once, with sudden, wild
abandonment, in her sister's arms. When the storm of grief had spent itself she
went away to her room alone. She would have no one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this
she sank, pressed down by a physical exhaustion that haunted her bo dy and
seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all
aquiver with the new spring life. The delicious breath of rain was in the air. In the
street below a peddler was crying his wares. The notes of a distant song which
someone was singing reached her faintly, and countless sparrows were twittering
in the eaves.
There were patches of blue sky showing here and there through the clouds that
had met and piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite
motionless, except when a sob came up into her throat and shook her, as a child
who has cried itself to sleep continues to sob in its dreams.
55
She was young, with a fair, calm face, whose lines bespoke repression and even a
certain strength. But now there was a dull stare in her eyes, whose gaze was fixed
away off yonder on one of those patches of blue sky. It was not a glance of
reflection, but rather indicated a suspension of intelligent thought.
There was something coming to her and she was waiting for it, fearfully. What
was it? She did not know; it was too subtle and elusive to name. But she felt it,
creeping out of the sky, reaching toward her through the sounds, the scents, the
color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this
thing that was approaching to possess her, and she was striving to beat it back
with her will--as powerless as her two white slender hands would have been.
When she abandoned herself a little whispered word escaped her slightly parted
lips. She said it over and over under the breath: "free, free, free!" The vacant stare
and the look of terror that had followed it went from her eyes. They stayed keen
and bright. Her pulses beat fast, and the coursing blood warmed and relaxed
every inch of her body.
She did not stop to ask if it were or were not a monstrous joy that held her. A
clear and exalted perception enabled her to dismiss the suggestion as trivial. She
knew that she would weep again when she saw the kind, tender hands folded in
death; the face that had never looked save with love upon her, fixed and gray and
dead. But she saw beyond that bitter moment a long procession of years to come
that would belong to her absolutely. And she opened and spread her arms out to
them in welcome.
There would be no one to live for during those coming years; she would live for
herself. There would be no powerful will bending hers in that blind persistence
with which men and women believe they have a right to impose a private will
upon a fellow-creature. A kind intention or a cruel intention made the act seem
no less a crime as she looked upon it in that brief moment of illumination.
And yet she had loved him--sometimes. Often she had not. What did it matter!
What could love, the unsolved mystery, count for in the face of this possession of
self-assertion which she suddenly recognized as the strongest impulse of her
being!
56
"Free! Body and soul free!" she kept whispering.
Josephine was kneeling before the closed door with her lips to the keyhole,
imploring for admission. "Louise, open the door! I beg; open the door--you will
make yourself ill. What are you doing, Louise? For heaven's sake open the door ."
"Go away. I am not making myself ill." No; she was drinking in a very elixir of life
through that open window.
Her fancy was running riot along those days ahead of her. Spring days, and
summer days, and all sorts of days that would be her own. She breathed a quick
prayer that life might be long. It was only yesterday she had thought with a
shudder that life might be long.
She arose at length and opened the door to her sister's importunities. There was a
feverish triumph in her eyes, and she carried herself unwittingly like a goddess of
Victory. She clasped her sister's waist, and together they descended the stairs.
Richards stood waiting for them at the bottom.
Someone was opening the front door with a latchkey. It was Brently Mallard who
entered, a little travel-stained, composedly carrying his grip-sack and umbrella.
He had been far from the scene of the accident, and did not even know there had
been one. He stood amazed at Josephine's piercing cry; at Richards' quick motion
to screen him from the view of his wife.
When the doctors came they said she had died of heart disease--of the joy that
kills.
https://americanliterature.com/author/kate-chopin/short-story/the-story-of-an-
hour
57
AUTHOR’S PROFILE
Anisa Putri Cahyani was born in Solo, November 23, 1991. She grew up in
Javanese environment and developed her talent and interest in language
learning. She studied English Education in IAIN Surakarta (now UIN Raden Mas
Said Surakarta) during 2009 – 2013. Since then, she started teaching English for
any ages and revealed her interest in teaching language for adults. Pursuing her
passion in Teaching English as a Foreign Language, she then earned her master
degree in English Education from Universitas Sebelas Maret (2017-2019). Since
2020 until present time, she has been teaching English at Institut Seni Indonesia
Surakarta.
58

ENGLISH FOR UNDERGRADS by ANISA P CAHYANI

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Your Mate in Learning English

USULAN BUKU AJAR

INSTITUT SENI INDONESIA (ISI) SURAKARTA

Surakarta, 24 Juli 2023

Anisa Putri Cahyani

Incomplete vs completed action

Maria : Oh, hi Dave. Long time, no see!

Questions for discussion:

Nydja / United States

Ray / United States

 If the dependent clause comes at the beginning of the

Non-restrictive Dependent Clause:

 If the dependent clause comes at the end of the independent

4) Compound-complex. Compound-complex sentences contain two

2. Listen to this podcast

Taken from: The Wellbeing Wrap. Happiful Magazine Issue 74 2023

Text taken from Academic Learning Support, Newcastle University

Children can also be influenced negatively as a result of media.

Table below shows the characteristics of Summarizing, Paraphrasing, and

1. Start by reading a short text and highlighting the main points.

The following paragraph is a summary of the original source below written

The student’s summary:

Original paragraph from Nancy Woloch's book, Women and the

Paraphrased version (using an APA in-text citation):

A quotation is an exact reproduction of spoken or written words.

For example (APA style):

Bell and Bell (1993) point out in their study of Australian-American

Every direct quotation should:

Quoting Paraphrasing and Summarizing, Purdue Online Writing Lab

APA Style (2020) https://apastyle.apa.org/style-grammar-

The purpose of an essay is to encourage students to develop ideas and

(taken from https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/index.html)

An essay discusses, describes or analyzes one topic directly or indirectly,

A definition essay attempts to define a specific term. It could try to pin

The compare/contrast essay discusses the similarities and differences

(Taken from https://gallaudet.edu/student-success/tutorial-center/english-

3. Essay Writing Process

An academic essay aims to persuade readers of an idea based on

Possible steps (In no strict order)

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 a topic sentence that states the main or controlling idea

Guy Kawasaki’s 10/20/30 rule.

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2. Keep Your Slides Simple

3. Balance Text and Visuals

4. Break Down Presentation into Smaller Units and Make it

Oral Presentation Skills. University of Adelaide.

Presentation Tips. The University of Washington

Presentation Tips for Students. (2022) Bay Atlantic University’s Academic

Academic Learning Support, Newcastle University (2020)

SON: 'Daddy, may I ask you a question?'

DAD: 'Yeah sure, what is it?' replied the man.

SON: 'Daddy, how much do you make an hour?'

DAD: 'If you must know, I make $40 an hour.'

SON: 'Daddy, may I please borrow $20?'

'Daddy, I have $40 now. Can I buy an hour of your time?

The store-owner observed and listened to the conversation:

Woman : No, thank you.

Boy : 'No thanks,

Store Owner : But you were really pleading for one.

The Story of An Hour

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