Wednesday, December 3, 2014

December Update

 English Language Support is still available during the exam period for any language issue you may have:


December 2, 12:00-2:00
LAST DAY  of the drop-in desk for this semeser  (3rd floor of the library, across from the drop-in desk)

December 2-18, by appointment
Email englishsupport@viu.ca or sylvia.arnold@viu.ca to set up an appointment. We can help you with study and exam-taking strategies and good old reading, writing, listening, speaking, grammar, and vocabulary.

 It’s a great time to look back and plan ahead for greater success next semester.

(As well, the Writing Centre on the fourth floor of the library (room 474) will be open Wednesday, December 3 --  Friday, December 5 for drop-in only from 11:00-1:00.)


To all of you, best wishes for your exams and the fast-approaching holidays!



Tuesday, November 4, 2014

About critical reviews -- an introduction and some models




It is almost certain that while at university you will be asked to write a critical review of something.   This may be a journal article, a book, a movie, or something else that can be summarized, analysed, and evaluated. These three verbs constitute the essence of a critical review.    A critical review is like a summary with positive and negative evaluative statements embedded within.

An upcoming blog post will detail the components and process of writing critical reviews.   For now,  you can learn by modelling.

One the best models for a critical review is the Economist magazine's weekly book reviews.  These cover a variety of topics and are typically very short and to the point.    You can read them here.

I recommend the following reviews.   The first is of a fiction book,  the second of a biographical book, and the third is a business-related text.   As you read,  it is not vital that you understand them completely,  but notice the structure and the language used,  particularly at the beginning and end of each review.

Unhappy families

The right mix

Death by a thousand cuts

Monday, November 3, 2014

2 ELS Workshop Opportunities

There us an opportunity to attend a Skills for University Success workshop (Nov. 3) and an Adjective Clause workshop (Nov. 7) at the ELC Learning Centre in building 255.  

Learning Centre workshops are usually only for ELC students, but both of these workshops are under-enrolled, so they are being opened up to International Academic students. Please see me Ian at the Learning Centre (Building 255, Room 175) if you would be interested in attending either of these workshops. 

Participation is by registration only. See the link below for more details: http://wordpress.viu.ca/learningcentre/workshops/  


Monday, October 27, 2014

Paraphrasing ... an essential skill for academic writing




In academic writing you support your ideas with the ideas of others,  then cite and reference these 'authors', following whichever referencing system (i.e. APA,  MLA,  Harvard) is required.   Please note that I wrote "use the ideas",   not  "use the words" (as in direct quoting).   Good writers use direct quotations rarely.   That means  unless you want to be caught and punished for plagiarism,   you need to know how to paraphrase.

What is paraphrasing?   Simply put,  it  is taking the ideas of someone else and putting them in your own words,  plus citing and referencing the author of the idea/s.      There is no need for quotation marks, but you need to change the words and grammar sufficiently for it to differ from the original.    Only the idea should remain the same.    A writer can paraphrase a phrase,   a clause,  a sentence or a paragraph.   When we get to larger units than paragraphs,  the process is called summarizing.  

Paraphrasing is not easy.   A writer needs a strong vocabulary and grammar skills,  plus access to a good thesaurus/dictionary.   The internet has made copying and pasting too easy,  which results in too many writers just composing texts with bits and pieces copied from other texts.   Without quotes and citations,  this is plagiarism;  with many quotes and citations,  it is bad writing.     The way to effective paraphrasing is following an effective method.   I recommend the following 5-step method.

  1. Read and understand the original idea.
  2. Cover or turn over the original text.
  3. In point form,  write down the idea.
  4. Using the notes from step 3,  write the idea in grammatically correct form.
  5. Compare your paraphrase with the original.   Does the idea accurately reflect the original idea?  Is the vocabulary and grammar sufficiently different?
Don't forget to note the page (or paragraph) number and the referencing information.

Beyond this larger strategy, there are some specific techniques a writer can use to paraphrase.
  1. Use synonyms for all but generic words (ie.  business, school, computer) which have no substitutes.
  2. Restructure the grammar of the sentence.
  3. Make phrases into clauses,  or clauses into phrases.
  4. Convert active tense to passive tense,  or passive tense to active tense.
  5. Change word forms
As an example,  study the following.

The original text:

The central point the reader is to draw from this unique narrative is that character and plot are intertwined.

An unacceptable paraphrase (which only changes the words) is:

The main idea the reader should conclude from this original story is that character and plot are strongly connected.

An acceptable paraphrase (which changes both the words and the grammatical structure) is:

Upon reading this unique story,  one should conclude that character and plot are strongly connected.

An unacceptable paraphrase (where the original meaning is inaccurately conveyed) is:

When reading this story,   you should enjoy the connection between the characters and the plot.


MIT's Academic Integrity Handbook provides some excellent examples of acceptable and unacceptable paraphrasing here:

Avoiding Plagiarism - Paraphrasing

And you can practice paraphrasing and check your answers at Owl Writing Lab

Finally,   it is important to remember that effective paraphrasing is founded strong reading ability (you need to understand what it is you are paraphrasing),   strong vocabulary,  and strong grammar.   The better your reading and writing is,  the better your paraphrasing will be.














Friday, October 17, 2014

Improve your pronunciation




This is a skill (which requires some knowledge) that is too often neglected except for the lower levels of ESL classes. As a consequence,  our speaking suffers in the numerous instances we must speak in academic classes.


  • asking questions of the teacher
  • answering questions asked by the teacher or other students
  • participating in group discussions
  • making presentations
Pronunciation also influences our listening in that how we believe a word sounds like influences our comprehension.   If we believe it sounds like our pronunciation which is incorrect,  then when we hear it spoken correctly or differently we will not know it.      

Pronunciation can even impact our writing.    I will often see words misspelled because the writer has written the word based on their incorrect pronunciation.    For example,  "friend"  might be written as "frand" because the writer confuses the short e sound in "friend"  with a short a sound (as in "hand").

It is not realistic to expect that you can sound like a native speaker unless you move to an English speaking country before age seven.    Your objective should be to speak well enough that others can understand you in your present context.     How do you go about achieving this?

As with all things language related,   you must first do a self-assessment.   Where are your pronunciation problems?    You may already know which English sounds and words you cannot pronounce very clearly. This is a start.   This questionnaire may be helpful:


from the Second Language Pronunciation Assessment Handout Packet 
                                         (Amy Gerhiser & Diana Wrenn ,  GA TESOL,  March 3, 2007 
                         http://teachingpronunciation.pbworks.com/f/Pronunciation+assessment+packet+.pdf)



Another easy way to develop a balanced picture of your pronunciation is by asking someone who does not know you very well (ie. a classmate) to listen to you speak (or read something) and give you some feedback. After 5 or 10 minutes they should be able to tell you which words or sounds you do not say clearly.    Then do the same with another person.   I suggest you try the first time with a native speaker such as a Canadian classmate.    The second time you should do this with a non-native speaker but of a different nationality/first language from you.

Another trick is to  record yourself using a smartphone and then identify pronunciation problems on your own.  Using Siri on an iPhone or iPad,  or Google voice search will tell you what words you speak clearly enough. Dictionary app voice searches also do this.   You could also do a voice dictation.   If the computer cannot understand you,  then it is likely there is a problem.   If they do understand you,  then these words/sounds are probably okay.

This text, also  from the Second Language Pronunciation Assessment Handout Packet, would be helpful to practice reading aloud.



A future blog post will look at Canadian English sounds,  some common pronunciation error, s and more techniques to improve your pronunciation.


Here are some webpages/websites you may find helpful to improve your pronunciation.

English Pronunciation Podcast    (an archive of numerous audio podcasts dealing with different sounds)

English Pronunciation    (this provides a great overview of the various English sounds, with words and sounds                                        you can practice)


English Club Pronunciation  (a useful collection of links and resources)

Librivox    (22 recordings of a poem read aloud -- you can compare different pronunciations and even record yourself on your smartphone and then compare with these.  Read the poem here)






Thursday, October 16, 2014

Using blogs and other website sources for academic purposes

In response to a student asking about using a webpage as a reference,   I found this page from the official APA Style Blog




It is important to remember that much/most of what exists on the Internet is not considered academic.
Anyone can post anything,  and this may not be true,  accurate, or supported.     Alarm bells always ring for me when there is not identifiable author or organization for a webpage/web article.     It is even more vital to be a critical reader when doing research on the Internet.  A Canadian Writer's Reference (5th edition) provides useful advice about evaluating web sources on pages 355-357.  

This graphic from  http://libguides.frostburg.edu/content.php?pid=263617&sid=2177956#7360303
also provides a handy  framework for guiding academic use of internet sources.






Friday, October 10, 2014

Improve your speaking and presentation skills with Toastmasters



For further information about Toastmasters at VIU,   contact Blessing at:   tsolurodavid@yahoo.com
If Thursdays don't work for you,  there are numerous other Toastmasters clubs in Nanaimo that meet on different days, times and places.  

 You can find out more by visiting the Toastmasters of Nanaimo calendar     here:   





Monday, October 6, 2014

Best Vocabulary Strategies -- Slideshow from a Workshop










           Click the image to go to the slideshow.

Friday, October 3, 2014

"Academic Style" or "How to Write so that Others Understand You and Are Impressed"




Style is vitally important in writing.  Your overall writing presentation,  the words you use and how you use them has a great impact on your readers.   And, of course,  you write for your readers.

Academic writers wants to appear academic and professional.  They do this in various ways.   First, they use academic words and phrases,   such as "major"  instead of "big",   "much"  or "many" rather than "a lot of",  "effective" rather than "good".    The words you use should convey precise meaning.  For example,  "good" is too general;  as a reader,  I want to know good in what way? Except for social media,  you do not write the way you speak,  or you should not.    Professional style also avoids jargon, slang, or colloquialisms. This
style of language is too informal for academic professional writing.

Academic writing also adopts a style of writing sentences that are neither too short, nor too long,  but which are clear and demonstrate the writer's knowledge.    My rule of thumb is that a sentence should not exceed 3 lines on a page.   A sentence should reflect one idea.   An idea can be complex,  thereby requiring numerous clauses.   But if it is too complex,  it is best to break it into several sentences.   Don't make it too difficult for the reader.   As a writer,   you know what you mean,  but you should put yourself in the shoes of the reader.    
One important way to support our points when writing is by examples.   Examples can be introduced within a sentence,   or as a sentence on their own.   Remember to say something about the example given rather than just throw it in.   Try to use powerful examples that are current and ideally universal.    Examples from history don't necessarily need to be avoided, but they should be blended with those nearer to us in time.
Examples from one's own country may not necessarily apply in other countries.     Examples must be credible,  relevant,  and easy to comprehend.

One of the challenges writers in Canada who come from other countries face is that what is considered good academic style in their country may not necessarily be considered good in Canada.    In North America,  you don't write to show off.    Using "multi-syllabic words"   that most people don't know (for example:  pneumonoultramicroscopicsilicovolcanoconiosis ) or filling your writing with unnecessary words to make it longer  is just bad writing.  The democratic ethos holds that good writers write in a way that anyone with the necessary context and background knowledge should be able to understand.

It is also important to remember that all academic writing is not good academic writing.   There are many bad writers in academia who do not necessarily write clearly and concisely.    A good way to improve your writing is to find some models of  exemplary academic and professional writing,  and emulate them.   Read the Economist or Time magazine.     Or Harvard Business Review.       Find a writer you like and study their style.    

Remember it takes time to develop a style that fits you and fits your reader.    Knowing the key principles comes first,  then following them.  

You may find these internet resources useful.

You can read the online version of one of the best style books,  appropriately name The Elements of Style here.

Words and phrases to avoid

More words and phrases to avoid  (with alternatives)  from the British Council






Monday, September 29, 2014

Storm the Stairs next Monday


Get your Storm the Stairs card from the Gym now and start practicing!


It is also worth visiting VIU's  Campus Recreation page here


Friday, September 26, 2014

How to get the most from your textbook -- a Crank It Up digital slideshow presentation

Here is a link to the slideshow presentation I gave at today's Crank It Up workshop at VIU.




Thursday, September 25, 2014

FYI

International Education Seminars for Students





Monday, September 22, 2014

Workshop in the Writing Centre

At 1.00 today  (Monday) ,  in the Writing Centre, Daniel Burgoyne, Writing Centre tutor, Chair of English, Co-author of "Academic Writing - an Introduction," will give a workshop on how use and give credit to other people's work that you present in your own writing. It's something a lot of people struggle with, and a fundamental academic skill. Come and hear what he has to say.



Friday, September 19, 2014

"Someone" and "they"

The reputable Economist magazine takes a stand and supports it.    According to their language blogger, it is acceptable to write,   "If someone at VIU needs help with their English writing,  they should go to the Writing Centre."

Johnson: Singular they

Thursday, September 18, 2014

Saudi Day Celebration in Nanaimo

A great opportunity to enjoy the sun and fun and engage in some cross cultural networking.

Nanaimo Events | Saudi National Day (A Celebration of Saudi Culture)

Thursday, September 11, 2014

Home Page

Please refer to this page when you need details about English Language Support.



and MBA Students can book appointments  here



Tuesday, September 9, 2014

Free movie next Thursday

Coming Soon ... Crank It Up at VIU

Friday,  September 26th  9 A.M. to 1 P.M.


CRANK it up! is a FREE, one day conference designed to provide you with opportunity to gain or improve the skills and abilities required to be successful at VIU. 
The conference includes sessions such as:
*Reading an Academic Article,
*Learning to Learn,
*Working smarter, Not Harder:  Better Research in Half the Time
*Improving Reading Speed and Comprehension,
* Time Management
* Top Ten Tech Tips,
* Getting Ahead of Exam Anxiety and lots more.

Click the link below to find out more and  register



Home Page | Crank it up

Friday, September 5, 2014

The Writing Centre at VIU

The Writing Centre at VIU can be extremely helpful plus has a great roster of workshops happening this semester.   Check it out when you are in the library. Click the webpage excerpt link below to explore their full webpage.  

The Writing Centre | Vancouver Island University (VIU)

Tuesday, September 2, 2014

Greetings and Welcome Back

Greetings to new Vancouver Island University students and welcome back for continuing students.      We hope you had an enjoyable summer.   

This blog is the digital face for VIU's  English Language Support (for Degree, Diploma, and Certificate students).     You can also access English Language Support resources via our D2L site.      

Les Barclay and Sylvia Arnold from the Faculty of International Education are your primary English language support people and can be found either in the library or in building 255.Please do not hesitate to contact us if you have any questions or problems to do with English and your studies.

Click on the following image for Fall 2014 information.






Friday, June 27, 2014

Improve your public speaking with Toastmasters

A great way to improve your speaking ability (listening and vocabulary too),  build your confidence,  engage in networking,  and integrate into Canadian culture is to join Toastmasters.    This is a voluntary organization that meets weekly.   There are 12 clubs in Nanaimo,  and in particular there is one at Vancouver Island University -- Toastmasters on the Hill.  



You can read more about what Toastmasters does on their website.

Toastmasters International - Home

Wednesday, June 25, 2014

Are you a good presenter?

  vs.



Making effective presentations is a learned skill,  and there are terrific tools and resources available today that make it easier to give great presentations and develop your presentation skills.

Mobile devices like tablets make it even easier,  although their flash limitations make the creation of digital content difficult.     Some experts recommend creating slide shows on a pc,  then using the mobile device to deliver them.

There are far more options than Powerpoint these days,  although it may take some time to learn them.   One of the easiest is  Google Presentation (via Google Drive).     For more dynamic presentations,  you can use Prezi or Haiku Deck.

Compare two different style of digital presentation -- the first with Prezi




And the same content delivered more traditionally.



Monday, June 23, 2014

Free Rice -- Try the Vocabulary Learning Game

Here is a good way to improve your vocabulary and help the world at the same time.

Play online, learn online and feed the hungry | Freerice.com

You can play on a pc   or  download the mobile app.    It is free and reputable.


Friday, June 20, 2014

Government of Canada's Language Web Portal plus some business writing resources

I came across this website today quite by accident, but it looks very interesting and worthy of exploration.

Language Portal of Canada


Also,  for business students,   the Business Writer's Free Library has a bountiful supply of resources.

Business Writer's Free Library

Finally,   this business writing blog is definitely worth subscribing to.

Business Writing

Wednesday, June 18, 2014

World.VIU.ca

Check out International Education's  social media presence via Twitter

WorldVIU (WorldVIU) on Twitter

Tuesday, June 17, 2014

Creating an Outline -- an integral part of the pre-writing process

                                            

Once you have written your thesis statement,  it is time to start planning and organizing the essay, and collecting the support for your argument.    You can't begin doing your main research until you know the type of support you need.  (Or at least,  you shouldn't unless you want to waste your time and effort.)

An outline is an integral part of the pre-writing process.   The key word to notice here is "process", as opposed to "product".  Process is fluid, not static.    Just because you have written an outline as part of your writing plan,  doesn't mean you can't change it.   Plans are meant to be changed; they should not be straitjackets that fully restrict us.   They are a planning tool.


Two primary benefits of an outline are that:
  1. You can build and  see the support for your thesis
  2. You can see the logic of your argument

An outline exists in a middle state between structure and creativity.  Its focus ought to be on ideas and their organization.    It follows from brainstorming and precedes the written essay constrained by issues of grammar, vocabulary and style.   You should not be worried about these latter issues when working on an outline.

Your outline should also help you better plan your time as you write your essay.   For example,  you may spend one day on one section of the outline (i.e.  one of the paragraphs or sections) and another day on another section.     


Here is a good template for a typical 5 paragraph essay.



(Source:   https://www.tacoma.uw.edu/sites/default/files/global/documents/library/essay_outline_worksheet.pdf


Here is a blank template you can use:




Here is the same essential structure in a more graphic format:







Here is another graphic template you might want to use:




If your teacher asks you to hand in a formal outline using Roman Numerals,  here is what one looks like:

The Purdue OWL: Sample Outlines



How detailed your outline is depends on its purpose.   Are you submitting it to your teacher,  or is it only for your own use?       If it is for the writer only,  then point form will be enough.


Here are some web resources that will be helpful for preparing an outline.  


9 Different Types of Outlines for 9 Different Types of Essays










Tuesday, June 10, 2014

Word Collocations


One of the difficulties ESL students have with words is knowing which words go together, particularly with phrasal verbs.     The more you read and notice, the more you will learn this, which is called collocations.
English Club has a good albeit limited website about collocations.  I encourage you to explore it.
Collocations | EnglishClub

Just the Word also will provide some useful collocations for any word you enter.
The point is that you cannot simply learn a word in isolation.   The reason students struggle with cloze exercises is because they do this — they learn words in isolation, simply reciting the word and its translated meaning.   Instead, they should be seeing the word in sentences and in different contexts.   They should practice writing the word in different contexts as well.   Remember this — one word can have slightly or radically different meanings depending on the context.   This is not the case for all words, but certainly for many.
Collocation Examples  (from About.com)

And here
Collocations Lists | EnglishClub


Try this quiz  (and other things from this website)

Learning and knowing collocations are simply one more approach (and aspect of vocabulary)  that will improve your vocabulary knowledge and ability.   Simply engaging in translating and reciting words is not an effective method.

Thursday, June 5, 2014

Do you annotate?




An important element of  "active reading"  (click for explanation/definition) is annotation.  A sharp pencil is an essential tool for this as you engage with what you are reading.    You can jot down your thoughts and observations,   questions, disagreements.    You can indicate what are the important points in the materials.     Two purposes of annotation are to to help you think as you read,  and to make it useful when you come back to the reading at some point in the future


Good reading is active reading that engages the brain,not just the eyes.
Here are some useful tips for active critical reading from Harvard Library
They recommend you throw away your highlighter.
Remember that reading is a dialogue between you the reader and the writer of the text.  
Here is a classic example of annotation.  I believe this was the director’s original annotation of the script for the movie, “The Godfather”.   

I don’t recommend this cluttered text as a model for you, and there is too much underlining,
but it gives you some idea of the mental interaction.


Now let's jump into the 21st century of digital annotation.    Your professor has provided a reading in PDF or has posted to D2L her PPT (Powerpoint) slides for you to read before class.     In the old days,   you would print these out and then annotate with a pencil.   In 2014 why not go digital,   especially if you have a tablet such as an iPad or Android device.

How can you annotate digitally?     You need a good app  like Goodreader.

If you want to annotate a PPT file,  in Goodreader you need to first convert the file to PDF.
I do this by first importing into Powerpoint or Keynote,  then saving as a PDF, then opening this PDF in Goodreader.   (It only takes a minute.)






Wednesday, June 4, 2014

Using commas correctly

Today's newsletter from   About ESL   ( a great website,  and you can subscribe to the weekly newsletter in the top right corner of the website homepage),     deals with commas,   a common difficulty for ESL students.    There are 10 essential rules about comma use.    You can click the image below to go to the actual page.



Commas are a tricky part of English and even native speakers frequently get them wrong.    Oftentimes this is not a serious issue as it does not impact critically on the meaning.   Other times though,  incorrect comma use can result in confusion and miscommunication.

On this webpage,   "Five Most Common Grammatical Errors",  the first error noted is "Comma Splice".  It is important to know about this so that you can avoid making this common mistake.


You can take a comma quiz here  and   here.


You can also take a punctuation quiz here.    (This is actually a great website.)


Try to spend a little time each day or week on improving your English.     Just because you are not studying English or ESL in an actual class,   doesn't mean you should stop learning it.








Wednesday, May 28, 2014

Be wary of Wikipedia

This recent BBC News story ought to remind students and teachers of the inherent risk and hence academic inappropriateness of using Wikipedia for academic research,  and why it is not acceptable as an scholarly source.

Be wary of Wikipedia, say scientists