Skills for Study Level 2 Teacher's Book - Cambridge University Press

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Suggested answersFeatureStructures information using contents pages, headings,sub-headings, etc.Makes an original argumentAttempts to find solutions for a specific problemExplores ideas on a topicCollates available data on a subjectAttempts to define the parameters of a particular problemEvaluates data and makes a recommendationPresents the results of a piece of empirical researchDevelops an idea through argumentMay be personal in toneTends to be impersonal in toneOffers a personal opinion on a topic, then attempts topersuade the reader to accept the opinionReport (R) orEssay (E)RERERR / ERREERE2bSuggested answersPart of reportPosition insequenceConclusion 7Discussion of findings 6References 8Appendices 9Method and materials (or approach) used for gathering data 4Title page 1Introduction 3Abstract 2Results (findings) 52cAnswers1 b2 c3 aUnit 1 Part E ∙ Reporting in writing 32
2d Group workSuggested answersLab report: tends to be fixed. Deviations from this would be very unlikely.Feasibility / recommendation report: the requirements and presentationof options can be reversed, or even combined with the introduction andbackground.Progress report: the order given here is the most rational from a chronologicalpoint of view, but this is a very flexible report type, so arguably most of thesesections could be rearranged.2e Group discussion3 Writing a literature reviewNote: As the length and depth of analysis in a literature review will vary dependingon the type of text it appears in, this section is meant as a general introduction tothe concept of literature reviews rather than an exhaustive treatment of how towrite them.3aSuggested answers1 Definition and discussion of key terms2 Explanation of why the topic is important3 Identification of key problems4 Description of different solutions or approaches to answering the keyquestions that have been offered by other writers5 A conclusion summarizing the main points.Literature reviewJob satisfaction can be defined as a worker’s subjective assessment of theirhappiness with the work they do 1 . An understanding of what factors influence jobsatisfaction is critical for two reasons. Firstly, it can guide policy makers and thoseinvolved in the campaign for better working conditions, but also because higher jobsatisfaction is likely to lead to better work performance and lower turnover costs foremployers 2 .Clark and Oswald (1996) were the first to create a model of the factors involved injob satisfaction. They drew a link between earned income and satisfaction, but alsointroduced the importance of expectations: greater job satisfaction is found wherethe gap between actual and expected wages is small. Clark and Oswald thereforeclaimed that the amount of money earned is not, by itself, the most importantelement of job satisfaction. This has become particularly significant in the debateabout the sources of women’s satisfaction at work, and explanations for theso-called gender / job-satisfaction paradox 2 .It is widely accepted that women tend to have greater job satisfaction than men.This is often explained in part as being due to women having low expectations ofwhat they will be able to earn, or how likely they are to be promoted. If women donot have such high expectations of salary or career advancement as men do, thenit follows that they will be more satisfied with less attractive earnings and careeroutcomes. However, as Hammermesh (2000) notes, job expectations and actualwork experiences change during the course of a career, and so it is unlikely thatmale and female expectations are uniformly different. This would seem to undermineClark and Oswald’s claim for low expectations, though findings from a large body ofstudies following Clark suggest that it is at least part of the reason 3 .Unit 1 Part E ∙ Reporting in writing 33
Page 1 and 2: Skillsfor StudyLEVEL 2Teacher’s N
Page 3 and 4: IntroductionThe Skills and Language
Page 5 and 6: Introductioncases, even in texts wh
Page 7 and 8: Unit 1Gender issuesUnit OverviewPar
Page 9 and 10: Women are oftenenrolled on lesspres
Page 11 and 12: 2b Students take turns presenting t
Page 13 and 14: Note: There is a deliberate flaw in
Page 16 and 17: Passage cGender gap in higher educa
Page 18 and 19: 3dAnswersThe correct readings are:F
Page 20 and 21: Unit Task: The gender gap1 Students
Page 22 and 23: 1fAnswersFaiola, A. (2008, May 16).
Page 24 and 25: Copy information directlyfrom a lab
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Page 40 and 41: 1jAnswersYes, I agreeOn top of that
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Page 56 and 57: 4hSuggested answerProbably not real
Page 58 and 59: Part DReporting in speechThe aim of
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Page 62 and 63: Part EReporting in writingThe aim o
Page 64 and 65: 2cSuggested answersDetermining the
Page 66 and 67: 3gExample of the rewritten sectionE
Page 68 and 69: BDiscussionFlow rate increases with
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Page 78 and 79: 4b See 4c for answers.4cAnswers3.5S
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2dAnswersBeginning / ending of a se
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4bAnswersDate Test subjects Effects
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Part CInvestigatingThe aim of this
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2bSuggested answers• Only a littl
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Passage 3aStudies of acupuncture al
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4eSuggested answers1Presents factua
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One study by the WHO indicates that
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Part DReporting in speechThe aim of
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1gSuggested answersSource A (Kirkup
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So far I have successfully complete
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Unit 4Art, creativity and designPar
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4.23aSuggested answers1 The survey
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defStudents listen again to judge t
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Note: In the next series of activit
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2hAnswersDefinition of contrapposto
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3 Reading critically3aAnswersAbilit
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Dürer’s 1495 drawing is of class
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To summarize, art and architecture
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2 Analyzing the suitability of samp
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Part DReporting in speechThe aim of
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2fAnswers1 Speaker 1 gives an expli
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1c Note: As this activity depends t
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Example research proposal abstract
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2iExample abstractFeatures of the p
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The terms ‘Harvard style’, ‘H
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Skills for Study Level 2 Teacher's Book - Cambridge University Press

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