Assignment 1 (Communicative Vocabulary)(3%)

Assignment 1

(Communicative Vocabulary)(3%)

The first assignment is devoted to the Unit of Person and personality. As you know, unit is about describing appearance and character features. For that reason, There are given 3 Authentic magazine articles to be paraphrased by you(1 OF THEM). If you want to choose another material for this assignment, please follow the instructions and requirements below and select the descriptive authentic topic.

Requirements:

1. When you are paraphrasing the topic, pay attention to the adjectives

2. Find out appropriate synonyms according to the context

3. The main point should be paid into the description of the character

4. You will be graded for using appropriate lexicon(synonyms, antonyms) not for general paraphrase.

Instructions:

1. 
   Reread the original passage you wish to paraphrase, looking up any words you do not recognize, until you think you understand the full meaning of and intention behind the author's words.
   
2. 
   Next, cover or hide the passage. Once the passage is hidden from view, write out the author's idea, in your own words, as if you were explaining it to your instructor or classmates.
   
3. 
   After you have finished writing, check your account of the author's idea against the original. While comparing two versions, ask yourself the following questions:
   

Have I accurately addressed the author's ideas in a new way that is unique to my writing style and scholarly voice?

Have I tried to replicate the author's idea or have I simply changed words around in his/her original sentence(s)?

4. 
   Last, include a citation, which should contain the author's name, the year, and the page or paragraph number (if available), directly following your paraphrase.
   

Here we are giving you an example:


Original paragraph from Nancy Woloch's book, Women and the American Experience: A Concise History:

“The feminization of clerical work and teaching by the turn of the century reflected the growth of business and public education. It also reflected limited opportunities elsewhere. Throughout the nineteenth century, stereotyping of work by sex had restricted women's employment. Job options were limited; any field that admitted women attracted a surplus of applicants willing to work for less pay than men would have received. The entry of women into such fields—whether grammar school teaching or office work—drove down wages.”

Paraphrased version (using an APA in-text citation):

According to Nancy Woloch (2002) in Women and the American Experience: A Concise History, the “feminization” of jobs in the nineteenth century had two major effects: a lack of employment opportunities for women and inadequate compensation for positions that were available. Thus, while clerical and teaching jobs indicated a boom in these sectors, women were forced to apply for jobs that would pay them less than male workers were paid (p. 170).