Smoking is harmful to society. Say whether you agree or disagree.
This is a view which has become increasingly prevalent worldwide in recent years. Nowadays, around the world, on all airlines and in most public places like cinemas and restaurants, smoking is strictly prohibited.
There are, of course, still many people who smoke and they often justify this by saying that it is a matter of individual freedom. They argue that they have a right to spend their money as they wish. They say, furthermore, that smoking gives them pleasure and that it even has benefits, such as helping them to relax and relieve stress. I personally can sympathise with this point of view and I certainly believe in freedom of choice and action as long as this does not impinge on the freedom of others. This is the crucial point: I believe people should have the right to smoke but only in private.
The fact is that smoking in public places causes distress and discomfort to non-smokers. It’s not just a question of discomfort. The scientific facts that smoking damages health are undeniable. The evidence of the links between smoking and respiratory diseases and heart problems is irrefutable. Governments began to realise this over half a century ago and the first steps they took were to ban TV advertising of tobacco products and to force cigarette manufacturers to post health warnings on their packets. It is not just active smoking but also passive smoking that causes health problems and that is why, worldwide, we see moves to ban smoking in public places.
While it is important to respect individual freedom it is clear that smoking is harmful to society and should therefore be prohibited in public places.
282 words.
Tuesday, April 26, 2011
Argument essay about examinations
‘Examinations are an unfair form of assessment and should not be used at ADMC’. Say whether you agree or disagree with this statement.
Exams are the traditional form of assessment in academic institutions but in recent years there has been a move, in many colleges including ADMC, towards forms of continuous assessment, involving no formal exam.
There are several points which support the above statement. Firstly, an exam is a one-off pressure situation and some students might not do themselves justice due to exam nerves. Furthermore, an exam result may not accurately reflect the amount or quality of work a student has produced during the course. In addition, some people argue that exams test memory more than ability or knowledge. A final argument is that continuous assessment from start to finish of a course is a more valid method of overall assessment than an exam.
There are, however, several strong arguments against the statement. Firstly, exams are an effective and objective method of assessment. A student’s personality or relationship with his teacher might colour continuous assessment but an exam is an impartial measurement of ability. Secondly, exams are fair because everyone takes them under the same conditions. There are, in real life, pressure situations, so exams are good preparation for life in the work place. Finally, exams can provide nationwide, indeed worldwide, benchmarks to assess students’ capabilities.
There are certain points to be made against exams but, nevertheless, they are used worldwide and ADMC needs to assess its students according to international standards. Abandoning exams would therefore be a retrograde step. We need not only to keep them but make sure they comply with international norms.
258 words
Exams are the traditional form of assessment in academic institutions but in recent years there has been a move, in many colleges including ADMC, towards forms of continuous assessment, involving no formal exam.
There are several points which support the above statement. Firstly, an exam is a one-off pressure situation and some students might not do themselves justice due to exam nerves. Furthermore, an exam result may not accurately reflect the amount or quality of work a student has produced during the course. In addition, some people argue that exams test memory more than ability or knowledge. A final argument is that continuous assessment from start to finish of a course is a more valid method of overall assessment than an exam.
There are, however, several strong arguments against the statement. Firstly, exams are an effective and objective method of assessment. A student’s personality or relationship with his teacher might colour continuous assessment but an exam is an impartial measurement of ability. Secondly, exams are fair because everyone takes them under the same conditions. There are, in real life, pressure situations, so exams are good preparation for life in the work place. Finally, exams can provide nationwide, indeed worldwide, benchmarks to assess students’ capabilities.
There are certain points to be made against exams but, nevertheless, they are used worldwide and ADMC needs to assess its students according to international standards. Abandoning exams would therefore be a retrograde step. We need not only to keep them but make sure they comply with international norms.
258 words
Additional information/Similarity/Contrast
moreover (formal); furthermore; in addition; on top of that
The Prime Minister is unwilling to admit that the country is deeply in debt. Moreover/Furthermore/In addition he insists he can maintain current levels of government spending.
The earthquake victims in Haiti are desperately short of food and shelter. In addition they urgently need doctors and medical supplies.
She borrowed my bike and never gave it back. On top of that, she broke the lawnmower and wrecked the washing machine.
Similarity
Expressing similarity
similarly; in the same way
The roads are usually very crowded at the beginning of the holiday season. Similarly, there are often traffic jams at the end of the holidays.
We did everything to provide our daughters with a good education. In the same way, they put a high value on our grandchildren's education.
Emphasising a contrast
Stronger contrast
however; nevertheless; mind you; still; yet; in spite of this
Britain came last in the World Children's Games again. However, we did have one success with Annie Smith's world record in the egg and spoon race.
I don't like the job much. Mind you, the money's good.
He says he's not rich and yet he owns 3 houses and 4 cars.
It was foggy this morning. In spite of this, I managed to get to college on time.
It was foggy earlier but I still managed to get here on time.
The Prime Minister is unwilling to admit that the country is deeply in debt. Moreover/Furthermore/In addition he insists he can maintain current levels of government spending.
The earthquake victims in Haiti are desperately short of food and shelter. In addition they urgently need doctors and medical supplies.
She borrowed my bike and never gave it back. On top of that, she broke the lawnmower and wrecked the washing machine.
Similarity
Expressing similarity
similarly; in the same way
The roads are usually very crowded at the beginning of the holiday season. Similarly, there are often traffic jams at the end of the holidays.
We did everything to provide our daughters with a good education. In the same way, they put a high value on our grandchildren's education.
Emphasising a contrast
Stronger contrast
however; nevertheless; mind you; still; yet; in spite of this
Britain came last in the World Children's Games again. However, we did have one success with Annie Smith's world record in the egg and spoon race.
I don't like the job much. Mind you, the money's good.
He says he's not rich and yet he owns 3 houses and 4 cars.
It was foggy this morning. In spite of this, I managed to get to college on time.
It was foggy earlier but I still managed to get here on time.
Tuesday, April 19, 2011
Line graph 1
Population growth 1750 to 2150
World population growth
The line graph shows population growth in richer and poorer countries between 1750 and 2150. It is based on the United Nations World Population Prospects, the 1998 Revision, and estimates by the Population Reference Bureau.
In 1750 the total world population was less than one billion and the population of less developed countries was three or four times greater than that of more developed countries. By 2000 the total figure was 6.1 billion, but only about 1 billion were in the more developed countries. The estimate is that by 2150 the total world population will be well over 10 billion but the total for the more developed countries will remain at about one billion and may even fall slightly.
It is estimated that the total world population will increase dramatically over the next 150 years but that this growth will be entirely in the less developed countries .
153 words.
World population growth
The line graph shows population growth in richer and poorer countries between 1750 and 2150. It is based on the United Nations World Population Prospects, the 1998 Revision, and estimates by the Population Reference Bureau.
In 1750 the total world population was less than one billion and the population of less developed countries was three or four times greater than that of more developed countries. By 2000 the total figure was 6.1 billion, but only about 1 billion were in the more developed countries. The estimate is that by 2150 the total world population will be well over 10 billion but the total for the more developed countries will remain at about one billion and may even fall slightly.
It is estimated that the total world population will increase dramatically over the next 150 years but that this growth will be entirely in the less developed countries .
153 words.
Thursday, April 14, 2011
Line graph 2
Three African Cities
The line graph gives information about the average monthly temperatures in three African cities - Mombasa, Cairo, and Cape Town. Each city has its own different climate, with very different characteristics.
The hottest place shown on the graph is Cairo. In July and August, average temperatures rise to over 80º Fahrenheit. However, Cairo also has the biggest variation in climate.Temperatures drop to as low as 55 degrees in Cairo’s winter, during January and February. This is equal to Cape Town’s lowest temperature in July. In fact Cairo and Cape Town are almost opposites in temperature. Cairo is hottest when Cape Town is coldest.
Cape Town does not have the range that Cairo has. Its maximum temperature is 70º F from November to February, after which it drops gradually to about 55 degrees in its winter. In contrast to Cairo or Cape Town,
Mombasa is warm all year round. Its temperature fluctuates very little, ranging from a low of 75 to a maximum of 83 in March.
In conclusion, location is very important in deciding climate. When it is winter in Cairo, it is summer in Cape Town, but Mombasa, being tropical, is warm all year round.
196 words
The line graph gives information about the average monthly temperatures in three African cities - Mombasa, Cairo, and Cape Town. Each city has its own different climate, with very different characteristics.
The hottest place shown on the graph is Cairo. In July and August, average temperatures rise to over 80º Fahrenheit. However, Cairo also has the biggest variation in climate.Temperatures drop to as low as 55 degrees in Cairo’s winter, during January and February. This is equal to Cape Town’s lowest temperature in July. In fact Cairo and Cape Town are almost opposites in temperature. Cairo is hottest when Cape Town is coldest.
Cape Town does not have the range that Cairo has. Its maximum temperature is 70º F from November to February, after which it drops gradually to about 55 degrees in its winter. In contrast to Cairo or Cape Town,
Mombasa is warm all year round. Its temperature fluctuates very little, ranging from a low of 75 to a maximum of 83 in March.
In conclusion, location is very important in deciding climate. When it is winter in Cairo, it is summer in Cape Town, but Mombasa, being tropical, is warm all year round.
196 words
Thursday, April 7, 2011
Reflection 3
Up to the first progress test in semester 2 we concentrated on 2 types of essays:
(a) description of graphs
(b) problem & solution
For graphs,we started with pie charts, moving from single pies to double pies, e.g. Valentine's Day gifts. We moved on to bar charts, e.g. date-producing countries. Finally we looked at tables of information, e.g. hurricanes & tornadoes.
We followed a simple 3 paragraph construction. I encouraged students not just to describe the information in the graphs/charts/ tables,but to draw attention in the conclusion to the most striking features, e.g. the growth of Lagos in the city agglomerations chart.
For problem/solution essays we used a 4-paragraph construction: brief introduction stating the problem. Then a paragraph giving 4/5 causes of the problem. Then a paragraph stating 4 or 5 possible solutions. In their concluding 4th paragraph I emphasised the importance of students saying what were the most viable solutions.
(a) description of graphs
(b) problem & solution
For graphs,we started with pie charts, moving from single pies to double pies, e.g. Valentine's Day gifts. We moved on to bar charts, e.g. date-producing countries. Finally we looked at tables of information, e.g. hurricanes & tornadoes.
We followed a simple 3 paragraph construction. I encouraged students not just to describe the information in the graphs/charts/ tables,but to draw attention in the conclusion to the most striking features, e.g. the growth of Lagos in the city agglomerations chart.
For problem/solution essays we used a 4-paragraph construction: brief introduction stating the problem. Then a paragraph giving 4/5 causes of the problem. Then a paragraph stating 4 or 5 possible solutions. In their concluding 4th paragraph I emphasised the importance of students saying what were the most viable solutions.
Sunday, April 3, 2011
Table:hurricanes & tornadoes
This table gives us information about two strong winds, hurricanes and tornadoes. Both are dangerous and destructive but there are important differences between them.
Firstly, the minimum speed of a hurricane is 74 mph, whereas that of a tornado is 40 mph. On the other hand, the maximum speed of a tornado, 250-300 mph, is higher than that of a hurricane, 155-200 mph. The hurricane is classified on the Saffir-Simpson C1-5 scale, while the tornado is measured on the Fujita F0-F5 scale. Whereas a tornado usually lasts from a few minutes to a few hours, a hurricane can last up to a week. A hurricane can be predicted 2-3 days in advance for a wide area and 6-10 hours beforehand for a locality, but a tornado can be predicted only minutes before it hits. Hurricanes start over warm oceans but tornadoes usually originate over land.
In brief, tornadoes are less predictable, last for a shorter period of time and can reach much higher wind speeds.
Firstly, the minimum speed of a hurricane is 74 mph, whereas that of a tornado is 40 mph. On the other hand, the maximum speed of a tornado, 250-300 mph, is higher than that of a hurricane, 155-200 mph. The hurricane is classified on the Saffir-Simpson C1-5 scale, while the tornado is measured on the Fujita F0-F5 scale. Whereas a tornado usually lasts from a few minutes to a few hours, a hurricane can last up to a week. A hurricane can be predicted 2-3 days in advance for a wide area and 6-10 hours beforehand for a locality, but a tornado can be predicted only minutes before it hits. Hurricanes start over warm oceans but tornadoes usually originate over land.
In brief, tornadoes are less predictable, last for a shorter period of time and can reach much higher wind speeds.
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