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

Part EReporting in writingThe aim of this lesson is for students to improve their writing skills through:• explaining, comparing and interpreting sources• synthesizing sources and viewpoints• writing a progress report.1 Explaining, comparing and interpreting sources1aSuggested answers1 Many people would disagree with this. In some limited situations, informationmight be presented without further explanation after the citation for thesource is given (e.g. for uncontested background information), but in othercases the writer should probably add comments of their own to explain howthe information from the source is relevant.2 It is likely that most people would agree with this.3 Many people would disagree with this. With no attempt at interpretation, thewriting would presumably just be a string of quotes or paraphrases stitchedtogether, and as such would be considered bad writing.4 Probably the same answer as for the previous statement.5 Certainly in English the responsibility tends to fall on the writer rather than thereader.6 This may be the case in some other languages (‘reader responsible cultures’),but it is unlikely that this would be accepted in English.1b Students compare their answers with a partner.1c Group discussion1dAnswer‘increased human development’ (line 3); Jones also appears to agree with theUNHDR definition of progress as that towards ‘quality of life’ (line 9); ‘overallhuman well-being’ (line 13).1eSuggested answersStudent AThis seems to be a fair interpretation of Jones, as it claims that ‘progress’should be judged in terms of social improvement, not merely in terms oftechnological or economic development alone.Student BThis student incorrectly represents Jones as saying that all social progressrests on technological and economic development, which is arguably adistortion of Jones’s claims.1f Students check their answers with a partner.Unit 3 Part E ∙ Reporting in writing 99