TECHNICAL UNIVERSITY OF MACHALA

ACADEMIC UNIT OF CIVIL ENGINEERING

CAREER OF CIVIL ENGINEERING
Second Semester 2017

ENGLISH PORTFOLIO

Students:
Eliana Paulette Piedra Capelo
Iván Jair Aguilar Huarquila

Teacher:
Lcdo. Kleber Oswaldo Sarmiento Sugcho, Ms.

Course:
Fourth Semester “A”

MACHALA, FEBRUARY
2018
 MISSION

The Technical University of Machala is an institution of higher education oriented to

teaching, research and links with society, which trains and improves professionals
in various areas of knowledge, competent, enterprising and committed to
development in its economic dimensions, human, sustainable and scientific-
technological to improve the production, competitiveness and quality of life of the
population in its area of influence.

VIEW

Be a leader in educational, cultural, territorial, socio-economic development in the

region and the country.
 MISSION

The Civil Engineering Career of the Technical University of Machala is a

professional in the planning, design, execution, evaluation and maintenance
of civil works, able to effectively link with society from its field of action
through integral, holistic and Demonstrating leadership and
entrepreneurship.

VIEW

The Civil Engineering Career of the Technical University of Machala will be

a leader in the zonal development, accredited at national level, training civil
engineering professionals who project academic excellence and continuous
improvement, directly linked to the development of society.
Sure name: Piedra Capelo Name: Eliana Paulette

Course: Fourth Semester: Fourth Parallel: A Diurno

“A”

C.I: 0704338185 Birthdate: June 16, 1997 Age: 20

E-mail: Facebook: Eliana Piedra Capelo

elianapaulette@hotmail.com

Conventional: 2912616 Cellphone : 0999512423

Home:

Province: El Oro City: Pasaje Parish: Ochoa León

Address: Avenue Jubones & Agustín Reference:

Pazmiño Diagonal to the bridge that
goes to the School “First of
November”
Sex: Female Civil Status: Single
Home sketch:

Father’s Data: Cellphone:

0997787144
Sure name and Name: Piedra Zeas Victor Elias

Job: Retired Address: Av. Jubones y Agustín

Pazmiño

Job address:

Mother’s Data:

Sure Name and Name: Capelo Quezada Sara Judith Cellphone:

0994791852
Job: Municipality of Pasaje

Job address: Calle Bolívar y Municipalidad

Home address: Av. Jubones y Agustín Pazmiño

Sure name: Aguilar huarquila Name: Ivan Jair

Course: “A” Semester: 4 Diurnal

I.C.: 0705444826 Birthday: 10 de Junio Age: 21

E-mail: Facebook:

Llivan998@hotmail.com Ivan Jair Aguilar Huarquila

Phone number: 0939334950 Cell number: Cell number 2:

Address:

Province: El Oro City: Machala Parish:

Jambelí

Address: cdla del seguro Reference:

Sex: Male Civil status: single

sketch of the home:

Father data: Cell phone:

Sur name and name: Aguilar Carrion Julio Ivan

Job: Juan Montalvo address: Cdla del seguro

home address:

Mother data:

Sur name and name: Huarquila Bonilla Alicia Alba Cell phone:

0969716530

Job: esc. Eugenio Espejo

address: Pto Bolivar

Syllabus introduction and
grammar basics
 CLASS N.- 1

Topic: Syllabus introduction

Date: Wednesday, October 11th, 2017

Today we socialize each of the units and their respective topics of what we will
learn in the course of this semester.

He has also explained to us about the qualification parameters for the first and
second semester.
 CLASS N.- 2

Topic: Grammar basics

Content: Pronouns
Date: Wednesday, October 18th, 2017

PRONOUNS
For instance:

1. We gave them the money.

2. He knows me well.
3. She see them on the bus.
4. He teaches us Math.
5. I explain the lesson to you every day.
6. We will divide the money between us.
7. She sent me a lot of presents.
8. He always help me with my homework.
9. You need to talk with them.
10. I see you in the cafeteria.
11. He went to the movies with us.
12. She sit next to him.
13. She wrote me a lot of letters.
14. This book belongs to him.
15. I understand you.
 CLASS N.- 3

Topic: Grammar basics

Content: Adjective
Date: Wednesday, October 25th, 2017

POSSESIVE ADJECTIVES

They refer to the possessor and not to the possessed thing and are used more
frequently in English than in Spanish. They usually precede nouns that indicate body
parts, kinship, clothing and personal belongings.

• My
• Your
• His
• Her
• Its
• Our
• Their

Such as:

MY

- My is used to indicate that something belongs to or relates to oneself.

That's my watch

- In a conversation or in a letter, my is used in front of a name or a word to indicate

affection. ('my darling ...')
- Can be used in phrases like 'My God' to indicate surprise.

YOUR

- You are used to indicate that something belongs to the person you are talking to.

I like your shoes.

These are your tickets.
HIS

- His is used to refer us or indicate the membership of something to a male person.

This is his tie.

HER

- Her is used to refer to us or indicate the membership of something to a female

person.

She's broken her arm.

ITS

- Its used to refer or indicate the belonging of something to a thing, place or animal.
It can also be used when we refer to a baby.

The bird is in its cage.

OUR

- We use our to refer or indicate the membership of something to a group of more

than one person among which we include ourselves.

Our house is in the center of the town.

THEIR

- We use their to refer or indicate the membership of something to a group of more

than one person, among which we do not include ourselves
What color is their parrot?
 CLASS N.- 4

Topic: Grammar basics

Content: Tenses, technical definitions
Date: Wednesday, November 01st, 2017

TENSES, TECHNICAL DEFINITIONS

PRESENT SIMPLE
It is used to talk about things, daily habits or activities that are usually done every
day and they are always true.

For instance:

I like horror movies.

You drink juice with your parents.

PRESENT PERFECT

When we talk about an action that took place in the past, but we did not specify when
it happened, we use the present perfect. We can say that, by not specifying the
moment, we are placing that action in the course of our lives, that is, at some point
from birth to now.
For instance:

• She has been to Mallorca.

• They have studied Philology.

There are actions of the past whose relationship with the present is clear, an example are
those that started in the past and continue to happen in the present.

• They have lived here since 1977.

• I have worked here for 3 years.

Another example is when what happened in the past has a direct effect on our current
situation.

• I have lost my keys.

• I have studied a lot.
 CLASS N.- 5

Topic: Grammar basics

Content: Tenses, technical definitions
Date: Wednesday, November 08th, 2017

TENSES, TECHNICAL DEFINITIONS

PAST SIMPLE

To talk about actions that were completed at some point in the past we used the
simple past.
There are two ways of expressing the past, with regular or irregular verbs.

I arrived last week - (REGULAR VERB)

She went to the theater - (IRREGULAR VERB)

How it is formed?

In the simple past no distinction will be made with the third person singular ('he',
'she' and 'it') as we do with the simple present.

All the personal forms will correspond to the same form of the past:

I ATE an apple.
She ATE an apple.
They ATE an apple.

Negative and interrogative of the simple past

This part will be very easy for you, since the rules for forming negation and
interrogation in the past are very similar to those you learned for the Simple
Present.

Positive: I went to the cinema.

Negative: She did not go to the concert.
Interrogative: Did you go to that restaurant?
 CLASS N.- 6

Topic: Grammar basics

Content: Tenses, technical definitions
Date: Wednesday, November 15th, 2017

PRESENT CONTINUOS

The

Present Continuous generally refers to actions that are in progress, that is, that are
happening at the right moment in which we are speaking.
1) Temporary situations:

Manuel is studying English.

2) They may be happening at the same moment:

I am talking to Javier.

3) Repeated actions:

They are always helping each other.

How it is formed?

1. First the subject: WE (We)

2. Second: the present form of the verb 'to be': ARE (we are)

3. Third: The verb in GERUNDIO (Verb + "-ing"): READING (reading)

WE + ARE + READING

Suj. + To Be + (Verb) -ing

We can also use the contracted form of the verb 'to be':

He's drinking a glass of wine.

They're playing.

To create the negative form of the continuous present, only the particle 'not' must be
inserted between the verb 'to be' and the verb in gerund:
He is NOT jumping.

To create the interrogative form, as in the verb 'to be', the order of the sentence will
be inverted and the verb 'to be' will be put first and then the subject:

You are reading

Are you reading?

The Present Continuous to talk about the FUTURE

The present continuous can also be used to talk about the future. The only
requirement is that we talk about activities that are already planned.

For example, if you bought some tickets to travel to London in February you can say:

I'm traveling to London in February.

Paragraph parts and essay
structure
 CLASS N.- 7

Topic: Parts of paragraph

Content: Definition of each part.
Date: Wednesday, November 01st, 2017

PARTS OF PARAGRAPH

A paragraph is a group of sentences about one topic. It contains a topic sentence,

supporting details and sometimes a concluding sentence. The sentences follow one
another from the beginning to the end of the paragraph. A paragraph is usually part
of a longer piece of writing, such as a letter or essay.
Topic sentence

The topic sentence is usually the first sentence in a paragraph. It is introductory,

meaning it should not include details, rather, it should introduce the main
idea which will be supported by the rest of your paragraph.

Supporting sentences

This is where the detailed sentences go to support the main idea in the topic
sentence.

Include the information the reader needs to know in order to understand the topic.
Support your topic sentence.

Closing Sentence
Reminds the reader of the topic or sums up the information in the paragraph. Is
sometimes used in longer paragraphs to sum up the ideas presented. It expresses the
same idea as the topic sentence but in different words. It can start with a transition
such as clearly or in conclusion.

CLASS N.- 8

Topic: Parts of paragraph

Content: Practice in class
Date: Wednesday, November 08th, 2017

PRACTICE IN CLASS

Terry Fox was a Canadian who suffered from

bone cancer and raised awareness for cancer
research by trying to run across Canada.

He attracted a lot of attention by running the

distance of a marathon daily on one
prosthetic leg. He also challenged each
Canadian citizen to contribute one dollar for
cancer research. Unfortunately, Fox was
forced to end his run near Thunder Bay
 CLASS N.- 9

Topic: Essay structure

Content: Essay structure
Date: Wednesday, November 15th, 2017

ESSAY STRUCTURE
Writing an academic essay means fashioning a coherent set of ideas into an
argument. Because essays are essentially linear—they offer one idea at a time—they
must present their ideas in the order that makes most sense to a reader. Successfully
structuring an essay means attending to a reader's logic.

The focus of such an essay predicts its structure. It dictates the information readers
need to know and the order in which they need to receive it. Thus your essay's
structure is necessarily unique to the main claim you're making. Although there are
guidelines for constructing certain classic essay types (e.g., comparative analysis),
there are no set formula.

Answering Questions: The Parts of an Essay

A typical essay contains many different kinds of information, often located in

specialized parts or sections. Even short essays perform several different operations:
introducing the argument, analyzing data, raising counterarguments, concluding.
Introductions and conclusions have fixed places, but other parts don't.
Counterargument, for example, may appear within a paragraph, as a free-standing
section, as part of the beginning, or before the ending. Background material
(historical context or biographical information, a summary of relevant theory or
criticism, the definition of a key term) often appears at the beginning of the essay,
between the introduction and the first analytical section, but might also appear near
the beginning of the specific section to which it's relevant.

It's helpful to think of the different essay sections as answering a series of questions
your reader might ask when encountering your thesis. (Readers should have
questions. If they don't, your thesis is most likely simply an observation of fact, not
an arguable claim.)

"What?" The first question to anticipate from a reader is "what": What evidence
shows that the phenomenon described by your thesis is true? To answer the question
you must examine your evidence, thus demonstrating the truth of your claim. This
"what" or "demonstration" section comes early in the essay, often directly after the
introduction. Since you're essentially reporting what you've observed, this is the part
you might have most to say about when you first start writing. But be forewarned: it
shouldn't take up much more than a third (often much less) of your finished essay.
If it does, the essay will lack balance and may read as mere summary or description.

"How?" A reader will also want to know whether the claims of the thesis are true
in all cases. The corresponding question is "how": How does the thesis stand up to
the challenge of a counterargument? How does the introduction of new material—a
new way of looking at the evidence, another set of sources—affect the claims you're
making? Typically, an essay will include at least one "how" section. (Call it
"complication" since you're responding to a reader's complicating questions.) This
section usually comes after the "what," but keep in mind that an essay may
complicate its argument several times depending on its length, and that
counterargument alone may appear just about anywhere in an essay.

"Why?" Your reader will also want to know what's at stake in your claim: Why does
your interpretation of a phenomenon matter to anyone beside you? This question
addresses the larger implications of your thesis. It allows your readers to understand
your essay within a larger context. In answering "why", your essay explains its own
significance. Although you might gesture at this question in your introduction, the
 fullest answer to it properly belongs at your essay's end. If you leave it out, your
readers will experience your essay as unfinished—or, worse, as pointless or insular.

Mapping an Essay

Structuring your essay according to a reader's logic means examining your thesis and
anticipating what a reader needs to know, and in what sequence, in order to grasp
and be convinced by your argument as it unfolds. The easiest way to do this is to map
the essay's ideas via a written narrative. Such an account will give you a preliminary
record of your ideas, and will allow you to remind yourself at every turn of the
reader's needs in understanding your idea.

Essay maps ask you to predict where your reader will expect background
information, counterargument, close analysis of a primary source, or a turn to
secondary source material. Essay maps are not concerned with paragraphs so much
as with sections of an essay. They anticipate the major argumentative moves you
expect your essay to make. Try making your map like this:

• State your thesis in a sentence or two, then write another sentence saying why it's
important to make that claim. Indicate, in other words, what a reader might learn by
exploring the claim with you. Here you're anticipating your answer to the "why"
question that you'll eventually flesh out in your conclusion.

• Begin your next sentence like this: "To be convinced by my claim, the first thing a
reader needs to know is . . ." Then say why that's the first thing a reader needs to
know, and name one or two items of evidence you think will make the case. This will
start you off on answering the "what" question. (Alternately, you may find that the
first thing your reader needs to know is some background information.)

• Begin each of the following sentences like this: "The next thing my reader needs to
know is . . ." Once again, say why, and name some evidence. Continue until you've
mapped out your essay.
Your map should naturally take you through some preliminary answers to the basic
questions of what, how, and why. It is not a contract, though—the order in which the
ideas appear is not a rigid one. Essay maps are flexible; they evolve with your ideas.

Signs of Trouble

A common structural flaw in college essays is the "walk-through" (also labeled

"summary" or "description"). Walk-through essays follow the structure of their
sources rather than establishing their own. Such essays generally have a descriptive
thesis rather than an argumentative one. Be wary of paragraph openers that lead off
with "time" words ("first," "next," "after," "then") or "listing" words ("also,"
"another," "in addition"). Although they don't always signal trouble, these paragraph
openers often indicate that an essay's thesis and structure need work: they suggest
that the essay simply reproduces the chronology of the source text (in the case of
time words: first this happens, then that, and afterwards another thing . . . ) or simply
lists example after example ("In addition, the use of color indicates another way that
the painting differentiates between good and evil").
 CLASS N.- 10

Topic: Argumentative texts

Content: Additional, list words, introducing examples

Date: Wednesday, December 20th, 2017

Argumentative/For and Against Essay.

How to write an argumentative essay (essay)?

Tips:

1. In this type of composition, it is a question of presenting arguments for or against

an idea or opinion, trying to solve a problem, suggesting alternative solutions to
a problem or presenting two positions on a controversial topic. Whatever the
assigned task, read the statement carefully and make sure you understand what
is being asked.

2. Before planning your text, decide what point of view you are going to defend.
Think about the ideas you are going to express. Prepare the specific vocabulary
you will use and synonyms.

3. Plan the writing carefully according to a structure that should have:

Introduction:

A paragraph (3 sentences) where the situation, problem or an advance of the

personal position to be argued will be explained. Do not start your essay with
formulas of type I'm going to write about this or that topic. Click here to see how to
write an introduction. Development: Two or three paragraphs (from 5 to 7 sentences
in each). The arguments for or against will be presented to reinforce your position,
adding examples. Here, here and here you will find tips on how to develop ideas and
how to connect them effectively.

Conclusion:

A paragraph (two or three sentences) will serve to summarize your opinion, main
ideas previously developed, interpretation of the facts or express what will happen
in the future if the situation addressed persists or changes. Never add new
information in this section because it happened to you at the end. Although in the
conclusion you summarize ideas, DO NOT repeat vocabulary already used before,
use synonyms. The repetition is penalized by the examiners, since it demonstrates a
limited vocabulary. Read these other tips and some examples of conclusion.

> Make a draft outline with the ideas that you will include in each of the three parts.
Finally, start writing without forgetting to use connectors to introduce ideas or
arguments.

4. Even if a personal opinion is expressed, avoid "I" abuse as much as possible.

5. This is probably the most difficult type of text to elaborate, so it is necessary to

study the subject well and reflect beforehand to present the ideas and arguments
in a logical and coherent way. In this link you will find more practical tips for
writing argumentative essays as well as numerous examples of diversity of topics.

CLASS N.- 11

Topic: Argumentative texts

Content: Additional, list words, introducing examples

Date: Wednesday, December 27th, 2017

PALABRAS DE TRANSICION EJEMPLOS

 ENGLISH ESPAÑOL
above all sobre todo
accordingly por lo tanto
again de nuevo
also también
as if como si
as soon as tan pronto como
at the same time al mismo tiempo
compared with comparado con
even though aunque
first primero
first of all primero que nada
for example; for instance por ejemplo
further adicional
furthemore; besides además
however de qualquier manera
in addition además
in comparison to en comparación con
in the first place en primer lugar
in the same manner de la misma manera
in the second place en segundo lugar
instead of en lugar de

likewise igualmente
nearby cercas
nevertheless sin embargo
next próximo; siguiente
now ahora
on the contrary al contrario
on the other hand de otra manera
once una vez
 otherwise por otro lado
second segundo
so that para que; entonces
soon pronto; luego
specifically específicamente
then entonces
third tercero
though aunque
to begin with para empezar
today hoy
while mientras
yet todavía; aun

CLASS N.- 12

Topic: Cause and effect texts

Content: Transition words & phrases, coordinators, and subordinators

Date: Wednesday, January 3rd, 2018

Cause and Effect: Writer Better Setences and Essays

Cause and effect is something everyone
learns in elementary school. There are
different kinds of cause and effect
writings – sentences and essays. If you
need more help with other basic
writing skills, try this paragraph
and essay writing class.

Below, you will find definitions of both types of cause and effect writings as
well as examples of each. The section regarding arguments will also include
sample topics for your cause and effect writings.

Cause and Effect Sentences

Sentences built using cause and effect usually involve an action that is
making something happen and the result of that action. You can usually
find sentences built this way by key words and phrases they use: so, since,
as a result of, because, therefore. It’s also important to note that the cause
is usually written before the effect is, but there are rare cases when the
effect will be written first. You should realize, however, that no matter what
order you present cause and effect in with your sentences, you cannot have
an effect happen before a cause. When writing a cause and effect argument,
you will be writing many cause and effect sentences. To help you better
understand how these sentences are created, here are a few examples that
have been dissected to show the separate cause and effect parts. If you
want to practice cause and effect, try these exercises from
StudyZone.
Example 1:

It had begun to rain so Sally and Jake had to run inside.

Cause: It had begun to rain.

Effect: Sally and Jake had to run inside.

Key word: so

Example 2:

Since it was so chilly outside, Benjamin built up a big fire in his fireplace.

Cause: It was so chilly outside.

Effect: Benjamin built up a big fire in his fireplace.

Key word: Since

Example 3:

Elphaba was getting very angry and frustrated because none of her good
deeds were being recognized as good.

Cause: Elphaba was getting very angry and frustrated.

Effect: None of her good deeds were being recognized as good.

Key word: because

Example 4:

A great twister picked up Aunty Em’s house, and as a result, Dorothy and
Toto ended up in the wonderful world of Oz.
Cause: A great twister picked up Aunty Em’s house.

Effect: Dorothy and Toto ended up in the wonderful world of Oz.

Key word: as a result

Example 5:

We went to the grocery store because we needed sour cream, eggs, and
milk.

Cause: We needed sour cream, eggs, and milk.

Effect: We went to the grocery store.

Key word: because

This last example shows the effect being written before the cause. However,
you will notice that they only went to the store because they needed
something. They had a cause to go to the store. Here’s an example of a
sentence written with an effect happening before a cause. You should see
why it’s important that the cause always occur first.

Bad Example:

Jeremy was sick because Sally went to school the next day with a cold.

Cause: Sally went to school the next day with a cold.

Effect: Jeremy was sick today?

How can Jeremy be sick when the cause of his sickness is Sally’s cold that
he does not actually catch until the next day? Unless Jeremy is a time
traveler, there is little chance that he is sick from something that will
happen to him in the future. It is in your best interest to avoid sentences
like the one above as they will make your argument invalid. If you need
more help on writing, try learning plain writing.

CLASS N.- 13

Topic: Cause and effect texts

Content: Transition words & phrases, coordinators, and subordinators

Date: Wednesday, January 10th, 2018

Example Essays, Argumentative Compositions:

 Cause and Effect: Traffic (1)

Although Abu Dhabi is one of the most modern cities in the world, it is facing a
problem of traffic congestion. Many residents spend hours stuck in traffic in the city
every day. This is a complex problem with many serious effects.
There are many reasons why we suffer traffic jams every day. One of these is the
rapid growth of the population. As a result of this, the number of cars is increasing
annually. A further point is that there are more women drivers and younger drivers
today than in the past. The increase in the number of trucks and commercial
vehicles also causes traffic congestion. These vehicles move very slowly, sometimes
stopping to unload goods, and blocking traffic. Road works are another major
problem that can lead to streets being very crowded.

Traffic congestion has many effects. One of the most important is parking problems.
People find it difficult to park their cars especially in the city center. Long delays in
getting to and from work are another result, leading to less productivity from
employees. There are also more accidents, because people become frustrated or
angry due to the traffic jams. Pollution in the city center worsens as a result of car
emissions, and the city becomes a less attractive place to live. Shops are forced to
close in the city center and have to relocate to malls or to the outskirts of the city,
where parking is available.

In conclusion, although Abu Dhabi has good roads and modern infrastructure, it is
suffering from traffic problems. There is no simple solution to this problem because
it has many causes, but the effects are damaging both the city and the people who
live there.
 CLASS N.- 14

Topic: Organizing a Comparison and contrast text

Content: Point-by-point arrangement o Block arrangement

Date: Wednesday, January 17th, 2018

Why Compare and Contrast?

When studying a particular subject, students are often asked to write essays that
compare and contrast various aspects of that area of study. It is common to be
assigned to write essays in all areas of study, not just when taking a composition
course.

For example, in a Engineering Civil course, a class is working on a unit about the
places where people live: rural, urban, and suburban. The instructor assigns
everyone a compare and contrast essay on life in a city compared to life on a farm.
The instructions are such that the essay must both compare, provide similarities,
and contrast, provide differences, for living in both types of areas. How would a
student get started? How would this essay be structured? A strong, well-written, and
organized compare and contrast essay will show the instructor that the writer
understands the differences between life in the city and life on the farm.

Definition
Compare and contrast essays are multi-paragraph compositions that explain
ways in which two (or occasionally more) subjects are similar and different. In these
essays, compare means describing similarities between the subjects. The essay on
farmlife versus city would provide at least one paragraph on how people's lives in the
city are like the lives of the people that live on a farm. Basically, the comparison tells
what they have in common.

When a writer contrasts two things, he or she explains ways in which they are
different. After completing a unit of study on where people live, students should be
able to provide several details about how life on a farm can be vastly different from
life in a city.

Again, compare and contrast essays can cover almost any topic and may pop up in a
variety of subject areas. In order to make decisions about what to include, writers
need to keep one thing in mind: relevance. Relevance helps determine which
characteristics are worth comparing and contrasting. Your thesis will help you
determine the relevance, or irrelevance, of facts. That means writers need a
strong thesis statement.

This is a sentence that lets the reader know the topic and the argument the writer is
making. Something like: While city life and farm life have few similarities, city life
provides the hustle and bustle of many people, distinct noises, and social
opportunities that are different from that of farm life. If this is the writer's thesis
statement, then the essay should focus on details that are relevant to the hustle and
bustle of city life, noises, and social activities available in the city versus on a farm.
The thesis statement will help keep the writing focused on just a few ideas that are
based on the overall topic.

CLASS N.- 15

Topic: Organizing a Comparison and contrast text

Content: Point-by-point arrangement o Block arrangement

Date: Wednesday, January 24th, 2018

Compare and Contrast

Compare and Contrast is a text structure or pattern of organization where the
similarities and differences of two or more things are explored. It is important to
remember that with the compare and contrast text structure the text should be
discussing similarities and differences. If the text only discusses similarities, it is
only comparing. Likewise, if it only discusses ways that the things are different, it is
only contrasting. The text must do both to be considered compare and contrast.

Example: Apples and oranges are both fruits, which means that they have seeds
inside of them. Each has a skin, but orange skins are thick and easy to peel. Apple
skins are thinner and do not peel easily. Oranges also contain more acid than apples,
but both fruits are delicious.

Compare and Contrast Graphic Organizer

Identifying when the writer is comparing and contrasting is usually not difficult
because the speaker will bounce back and forth between two subjects and this
pattern is generally pretty easy to recognize. However, here are some signal
words that may indicate that the text is written using the compare and contrast
organizational pattern: like, unlike, both, neither, similar, and different.
 CLASS N.- 16

Topic: Bibliographic references and technical English format.

Content: Bibliographic references and technical English format.

Date: Wednesday, January 31th, 2018.

Writing a list of references

At the end of all pieces of academic writing, you need a list of materials that you have
used or referred to. This usually has a heading: references but may
be bibliography or works citeddepending on the conventions of the system you use.

The object of your writing is for you to say something for yourself using the ideas of
the subject, for you to present ideas you have learned in your own way. The emphasis
should be on working with other people’s ideas, rather than reproducing their words.
The ideas and people that you refer to need to be made explicit by a system of
referencing. This consists of a list of materials that you have used at the end of the
piece of writing and references to this list at various points throughout the essay. The
purpose of this is to supply the information needed to allow a user to find a source.

Therefore, at the end of your assignment you need a list of the materials you have
used - a bibliography or a reference list.

There are many ways of writing a list of references - check with your department for
specific information.

• The most common system is called the Harvard system. There is no definitive
version of the Harvard system and most universities have their own. But the
one used here - the American Psychological Association style - is well known
and often used (American Psychological Association, 1983, 1994, 1999, 2001,
2010).

• Click here or see Gibaldi (2003) and Modern Languages Association (1998,
2009, 2016) for another way.

• Many scientists use a numerical system, often called the Vancouver style or
BS 1629. Click here or see International Committee of Medical Journal
Editors (1991),, US National Library of Medicine or Citing Medicine: The
NLM Style Guide for Authors, Editors, and Publishers (2nd edition) for more
information.

• Another common system is that defined in the Chicago Manual of Style. In

fact the Chicago Manual of Style presents two basic systems: (1) a numerical
system and (2) an author-date system. Choosing between the two depends on
 your subject and institution. See here or University of Chicago Press (2010)
or Chicago Manual of Style.

A good, but idiocyncratic, overview can be found in Pears & Shields (2008).

1. Example

References

Abercrombie, D. (1968). Paralanguage. British Journal of Disorders

of Communication, 3, 55-59.

Barr, P., Clegg, J. & Wallace, C. (1981). Advanced reading skills. London: Longman.

Chomsky, N. (1973). Linguistic theory. In J. W. Oller & J. C. Richards (Eds.), Focus

on the learner (pp. 29-35). Rowley, Massachusetts: Newbury House.

Fromkin, V. & Rodman, R. (1983). An introduction to language. London: Holt-

Saunders.

Guiora, A. Z., Paluszny, M., Beit-Hallahmi, B., Catford, J. C., Cooley, R. E. & Dull, C.
Y. (1975). Language and person: Studies in language behaviour. Language
Learning, 25, 43-61.

NOTES

Use heading: References.

Page numbers should be included for all articles in journals and in collections.

Use italics (or underlining in handwriting) for titles of books, periodicals,

newspapers etc.

Use alphabetical order. Alphabetise works with no author by the first significant
word in the title.

All co-authors should be listed.

Indent second etc. lines

Use (n.d.) if no date is given.

2. Books

a. One author:

Smith, F. (1978). Reading. Cambridge: Cambridge University Press.

b. Two authors:

Fromkin, V. & Rodman, R. (1983). An introduction to language. London: Holt-

Saunders.

c. More than two authors:

Barr, P., Clegg, J. & Wallace, C. (1981). Advanced reading skills. London: Longman.

3. Periodical articles

a. One author:

Abercrombie, D. (1968). Paralanguage. British Journal of Disorders

of Communication, 3, 55-59.

b. Two authors:

Lipinsky, E. & Bender, R. (1980). Critical voices on the economy. Survey, 25, 38-42.

c. More than two authors:

Guiora, A. Z., Paluszny, M., Beit-Hallahmi, B., Catford, J. C., Cooley, R. E. & Dull, C.
Y. (1975). Language and person: Studies in language behaviour. Language
Learning, 25, 43-61.

4. Selections from edited collections

a. One author:

Chomsky, N. (1973). Linguistic theory. In J. W. Oller & J. C. Richards (Eds.), Focus

on the learner (pp. 29-35). Rowley, Massachusetts: Newbury House.

b. Two authors:
Stern, H. H. & Weinrib, A. (1978). Foreign languages for younger children: Trends
and assessment. In V. Kinsella (Ed.), Language teaching and linguistics:
Surveys (pp. 152-172). Cambridge: Cambridge University Press.

5. CD ROMs etc

a. Newspaper or magazine on CD-ROM:

Gardner, H. (1981, December). Do babies sing a universal song? Psychology

Today [CD-ROM], pp. 70-76.

b. Abstract on CD-ROM:

Meyer, A. S. & Bock, K. (1992). The tip-of-the-tongue phenomenon: Blocking or

partial activation? [CD-ROM]. Memory Cognition, 20, 715-726. Abstract from:
SilverPlatter File: PsycLIT Item: 80-16351

6. Documents obtained from the Internet

All references begin with the same information that would be provided for a printed
source (or as much of that information as possible). The WWW information is then
placed at the end of the reference in the same way as publishing information is given
for books. It is not necessary to give the date of retrieval unless the document on the
Web may change in content - e.g. a wiki - move, or be removed from a site altogether.

The object of this is the same as all referencing - to supply the information needed to
allow a user to find a source. If you do not know the author or the date and it does
not have a clear title, think carefully before using it. See Evaluating Sources.

a. A journal article:

Jacobson, J. W., Mulick, J. A. Schwartz, A. A. (1995). A history of facilitated

communication: Science, pseudoscience, and antiscience: Science working group on
facilitated communication. American Psychologist, 50, 750-765. Retrieved from
http://www.apa.org/journals/jacobson.html

b. Journal article, with DOI:

Gillett, A. J. & Hammond, A. C. (2009). Mapping the maze of assessment: An
investigation into practice. Active Learning in Higher Education, 10, 120-137. doi:
10.1177/1469787409104786

c. A newspaper article:

Sleek, S. (1996, January). Psychologists build a culture of peace. The New York
Times, pp. 1, 33 Retrieved from http://www.nytimes.com

d. WWW Document:

Li, X. & Crane, N. (1996, May 20). Bibliographic formats for citing electronic
information. Retrieved from http://www.uvm.edu/~xli/reference/estyles.html

7. Others

a. Government report:

National Institute of Mental Health. (1982). Television and behaviour: Ten years of
scientific progress and implications for the eighties (DHHS Publication No.
ADM82-1195). Washington DC: US Government Printing Office.

b. Publication with no date given:

Malachi, Z. (Ed.). (n.d.) Proceedings of the International Conference on Literary

and Linguistic Copmputing. Tel Aviv: Faculty of Humanities, Tel Aviv University.

c. Unpublished dissertation or thesis:

Devins, G. M. (1981). Helplessness, depression, and mood in end-stage renal

disease. Unpublished doctoral dissertation, McGill University, Montreal.
 TECHNICAL UNIVERSITY OF MACHALA
ACADEMIC UNIT OF CIVIL ENGINEERING
"Quality, Relevance and Warmth"
CAREER OF CIVIL ENGINEERING
HOMEWORK
Name: Ivan Jair Aguilar Huarquila.
 Course: 4to.
Date: Friday, December 15th, 2017.
TOURISTS IN A FRAGILE LAND
1. Match the words and definitions.

Words Definitions
1. Coastal Tourist someone who is travelling or visiting a
place for pleasure.

2. Consequence Fragile easily broken, damaged or ruined.

3. Fragile Vast extremely large.
4. Harsh Research to study a subject in detail, especially
to discover new facts or test new ideas.

5. Inhabit Coastal in the ocean or on the land near the

coast.

6. Landscape Inhabit to live in an area or a place.

7. Preserve Preserve to save something or someone from
being harmed or destroyed.

8. Remote Consequence things that happen as a result of

a particular action or a situation.

9. Research Remote far away from towns or cities.

10. Tourist Harsh difficult to live in
and very uncomfortable.

11. Vast Landscape the way an area of land looks.

2. Complete the next words with the vocabulary words.

About 98% of Antarctica’s vast landscape is covered with ice.
While Antarctica’s coastal appears cold and snowy, the land of Antarctica is
actually a desert.

The coldest temperature of the wind Antarctic winter is approximately -90° C.

 Penguins, bears, and other animals inhabit the Antarctica.
The number of tourist visiting Antarctica increased from 4,698 in 1991 to
approximately 8000 in 2007.

12 countries signed the Antarctic Treaty to preserve the continent for scientific
research.
Emilio Palma was the first person born in Antarctica; his parents were living in the
coastal area of Hope Bay.

Antarctic is colder than the Antarctic as a consequence of its elevation; The tallest
mountain in Antarctica is Mount Vinson rising 4,892 meters (16,050 feet) above sea
level.

In 1999, Tim Jarvis and Peter Treseder walked across the harsh Antarctic
environment to the South Pole.

3. Read for main ideas (Pg. 83).

In the body of hats essay (paragraphs 2,3,4), the scientist gives three main reasons why
Antarctica should be closed to tourists. Number the reasons in the order they paper in
Reading One.

3. There is no government to protect Antarctica.

1. Many different scientists learn new things by stuffing Antarctica.

2. Tourist can damage Antarctica´s environment.

4. Read for details (pg. 84- Activities 1 and 2).

ACTIVITY 1. Complete the outline with details from Reading One.

I. Scientist learn new things in Antarctica because it is different from

other places.
A. Oldest ice in the world.
B. Unique view of space.
C. Very harsh environment
 II. Problems in Antarctica may cause negative effects.
A. Loss of scientific research.

B. Disappearance of species.
C. Damage to the balance of animal and plant life in Antarctica.

ACTIVITY 2. These statements are false or incomplete. Rewrite them according to

Reading One so that they are true and complete.

1. The author of the assay knows the age of Antarctic ice.

 The writer of the essay is tiling to find out the age of Antarctic Ice.

2. The writer wants Antarctica to be closed.

 The writer feels Antarctica should to be closed.

3. Psychologists study how people behave when they get lost in Antarctica.

 Psychologists study how people behave when they live and work together in such a

remote location such as Antarctica.

4. Oil spills in Antarctica have killed scientists.

 Oil spills not only kill penguins but can also destroy scientific projects.

5. Tour companies may be concerned about the environment of Antarctica. 

Tour companies do not necessarily concerned about the Antarctic environment.

6. If we stop tourism in Antarctica, there may be consequences for tour

companies.

 If we do not stop tourism in Antarctica, there may be consequences for scientific

research.

7. We know from past experience that when things get balanced, harmful

changes can occur.

 We know from past experience that when things get balanced, harmful changes can
occur.
 TECHNICAL UNIVERSITY OF MACHALA
ACADEMICUNIT OF CIVIL ENGINEERING
CAREER OF CIVIL ENGINEERING
ENGLISH IV

Student’s Name: Eliana Paulette Piedra Capelo

Teacher: Lcdo. Kleber Sarmiento, Ms.

Class: Fourth Semester “A”

Date: Friday, December 15th, 2017

HOMEWORK

Tourists in a fragile
land 1. Match the words and definitions
Words Definitions
1. Coastal ___Tourist___ someone who is travelling or
visiting a place for pleasure.
2. Consequence ___Fragile___ easily broken, damaged or
ruined.
3. Fragile ___Vast____ extremely large.
4. harsh ___Research___ to study a subject in
detail, especially to discover new facts or test
new ideas.
5. inhabit ___Coastal__ in the ocean or on the land
near the coast.
6. landscape _____Inhabit___ to live in an area or a
place.
7. preserve ____Preserve____ to save something or
someone from being harmed or destroyed.

8. Remote ____Consequence____ things that happen

as a result of a particular action or a situation.

9. Research ____Remote____ far away from towns or

cities.
10. Tourist ___Harsh____ difficult to live in and very
uncomfortable.
11. Vast ___landscape____ the way an area of land
looks.
2. Complete the next words with the vocabulary words.

About 98% of Antarctica’s vast landscape is covered with ice.

While Antarctica’s coastal appears cold and snowy, the land of Antarctica is actually
a desert.

The coldest temperature of the wind Antarctic winter is approximately -90° C.

Penguins, bears, and other animals inhabit the Antarctica.

The number of tourists visiting Antarctica increased from 4,698 in 1991 to

approximately 8000 in 2007.

12 countries signed the Antarctic Treaty to preserve the continent for scientific
research.

Emilio Palma was the first person born in Antarctica; his parents were living in the
coastal area of Hope Bay.

Antarctic is colder than the Antarctic as a consequence of its elevation; The tallest
mountain in Antarctica is Mount Vinson rising 4,892 metres (16,050 feet) above sea
level.

In 1999, Tim Jarvis and Peter Treseder walked across the harsh Antartic
environment to the South Pole.

3. Read for main ideas (Pg. 83). (scanned copy) FOCUS ON

READING
READING ONE: Tourists in a Fragile Land

Read the first paragraph of on opinion essay about tourism in Antaarctica, written by a
scientist who works there. Predict reasons why the scientist says, “I feel Antarctica should
be closed to tourists.” Share your ideas with the class. Read the rest of the essay and
compare your ideas with the scientist’s.
1. AS A SCIENTIST WORKING IN ANTARCTICA, I spend most of my time in
the lab studying ice. I am trying to find out the age of Antarctic ice. All we
know for certain is that it is the oldest ice in the world. The more we
understand it, the more we will understand the changing weather of the Earth.
Today, as with an increasing number of days, I had so leave my work to greet
a group of tourists who were taking a vacation in this continent of ice. And
even though I can appreciate their desire to experience this vast and beautiful
landscape. I feel Antarctica should be closed to tourists.

2. Because Antarctica is the center of important scientific research, a must be

preserve for this purpose. Meteorologists are now looking at the effects of
the ozone hole that was discovered above Antarctica in 1984. They are also
trying to understand global warming. If the Earth’s temperature continues to
increase, the health and safety to every living thing on the planet will be
affected. Astronomers have a unique view of space and are able to see it every
clearly from Antarctica. Biologists have a chance to learn more about the
animals that inhabit the coastal areas of this frozen land. Botanists study
the plant life to understand how it can live in such a harsh environment, and
geologists study the Earth to learn more about how it was formed. There are
even psychologists who study how people behave when they live and work
together in such a remote location.

3. When tourist groups come here, they take us away from our research. Our
work is difficult and some of our projects can be damaged by such simple
mistakes as opening the wrong door or bumping into a small piece of
 equipment. In addition, tourists in Antarctica can also hurt the environment.
Members of Greenpace, one of the world’s leading environmental
organizations, complain that tourists leave trash on beaches and disturb the
plants and animals. In a place as frozen as Antarctica, it can take 100 years
for a plant to grow back, and tourists can easily damage penguin eggs. Oil
spills are another problem caused by tourism. Oil spills not only kill penguins
but can also destroy scientific projects.

4. The need to protect Antarctica from tourists becomes even greater when we
consider the fact that there is no government here. Antarctica belongs to no
country. Who is making sure that the penguins, plants, and sea are safe? No
one is responsible. In fact, we scientist are only temporary visitors ourselves.
It is true that the number of tourists who visit Antarctica each year is small
compared to the number of those who visit other places.
However, these other places are inhabited by local residents and controlled
by local governments. They have an interest in protecting their natural
environments. Who is concerned about the environment of Antarctica? The
scientists, to be sure, but not necessarily the tour companies that make
money from sending people south.

5. If we don’t protect Antarctica from tourism, there may be serious

consequences for us all. We might lose the results of scientific research
projects. It’s possible that these results could leach us something important
about the causes and effects of climate change. Some fragile plants and
animals might die and disappear forever. This could damage the balance of
animal and plant life in Antarctica. We know from past experience that when
things get unbalanced, harmful changes can occur. Clearly, Antarctica should
remain a place for careful and controlled scientific research. We cannot allow
tourism to bring possible danger to the planet. The only way to protect this
fragile and important part of the planet is to stop tourists from traveling to
Antarctica.
READ FOR MAIN IDEAS

In the body of his essay (paragraphs 2, 3, 4), the scientist gives three main reasons
why Antarctica should be closed to tourists. Number the reasons in the order they
appear in Reading One.

1 There is not government to protect Antarctica.

1 Many different scientists learn new things by studying Antarctica.

2 Tourists can damage Antarctica’s environment.

4. Read for details (pg. 84- Activities 1 and 2). (scanned copy)

READ FOR DETAILS

1. - Complete the outline with details from Reading One

I. Scientists learn new things in Antarctica because

it is different from other places.

A. Oldest ice in the world.

B. Unique view of space.

C. Very harsh environment.

II. Problems in Antarctica may cause negative

effects. A. Loss of scientific research.

B. Disappearance of species.
 C. Damage to the balance of animal and plant life in Antarctica.

2. - These statements are false or incomplete. Rewrite them according to Reading

One that they are true and complete.

1. The author of the essay knows the age of Antarctic ice.

The writer of the essay is tiling to find out the age of Antarctic Ice.

2. The writer wants Antarctica to be closed.

The writer feels Antarctica sholud to be closed.

3. Psychologists study how people behave when they get lost in

Antarctica.

Psychologists study how people behave when they live and work
together in such a remote location such as Antarctica.

4. Oil spills in Antarctica have killed scientists.

Oil spills not only kill penguins but can also destroy scientific
projects.

5. Tour companies may be concerned about the environment of

Antarctica.

Tour companies do not necessarily concerned about the Antarctic

environment.

6. If we stop tourism in Antarctica, there may be consequences for

tour companies.
 If we do not stop tourism in Antarctica, there may be consequences
for scientific research.

7. We know from past experience that when things get balanced,

harmful changes can occur.

We know from past experience that when things get balanced,

harmful changes can occur.