{"id":188,"date":"2010-05-29T17:53:32","date_gmt":"2010-05-29T17:53:32","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=188"},"modified":"2010-05-29T17:53:32","modified_gmt":"2010-05-29T17:53:32","slug":"59-research-paper-teaching-how-to-present-opinions-and-views-to-develop-independent-rhetorical-writing-in-the-students-of-professional-courses","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=188","title":{"rendered":"#59, Research Paper: Teaching how to present \u2018Opinions and Views\u2019 to develop Independent rhetorical writing in the Students of Professional Courses"},"content":{"rendered":"

Teaching how to present \u2018Opinions and Views\u2019 to develop Independent rhetorical writing\u00a0 in the Students of Professional Courses<\/strong><\/p>\n

by Dr. K. Madhavi Reddy,\u00a0Sr. Asst Professor of English,\u00a0CVR College of Engineering,\u00a0Ibrahimpatan, Hyderabad<\/div>\n

In the present context of teaching\/ learning reading and writing in L2 instruction, most often it is observed that the professional students have necessary \u00a0technical background but are unable to acquire proficiency in their academic skills (reading-writing) and then deprived of proving themselves in job market later in their career. Therefore, an attempt has been made in this study to identify the needs of the learners arising in an academic context and accordingly develop materials to equip the students with the required skills of reading-writing.<\/p>\n

This article primarily aims to help the students pursuing technical and management courses to identify facts and opinions based on the information related to evidences, statistical data, and reports. This kind of exposure related to presenting views and opinions is felt necessary to prepare the students pursuing professional courses for advanced writing skills with special reference to structuring and developing arguments which are duly analyzed and evaluated based on the propositions and issues encountered by the professional students in an academic context. Hence, the task based article focuses on varied texts related drawn from science, technology, and magazines etc. The reading texts enable the students learn and adapt the style of presenting data based on the information given in the text coherently.<\/p>\n

I. <\/strong>Introduction :<\/strong> In academic writing it is important to learn how to present views and opinions based on a proposition. It is also important to learn the skill of explaining and discussing view points and opinions based on facts in writing. These skills promote not only efficient decision making skills but also inculcate independent thinking and presentation which are crucial in formal writing.<\/p>\n

II. <\/strong>Description and Objectives of the Tasks<\/strong>:\u00a0 In Task -1 the students are required to present their views after reading the text on <\/strong>\u2018Attendance at Training Courses\u2019. <\/strong>Tasks -2 and 3 are passages based on facts and opinion giving based on case studies . Task- 4 is related to organization of a text based on \u2018crime\u2019. Tasks -5 and 6 enable the students write a composition.<\/p>\n

III. <\/strong>Objectives of the Tasks:<\/strong><\/p>\n

Gradwohl Nash, Schumacher, and Carlson (1993)<\/strong> opine that writing based on reading tasks requires the writer to perform several activities. Some of these ac\u00adtivities include choosing a topic, locating, evaluating, selecting information from the sources, organiz\u00ading and composing the essay etc. In this portrait of writ\u00ading from various sources, an attempt has been made to see how writing can support and en\u00adhance reading, for example, the analyses of the tasks based on evaluation, justification and organization shows that the students were exposed to the nuances involved in evaluating a specific text type. Some of the objectives of the are:<\/p>\n

    \n
  1. To enable the students to identify facts, generalizations and opinions in a given text.<\/em><\/li>\n
  2. To enable the students to identify and make\u00a0 distinctions between the following<\/em><\/li>\n
  3. Facts and opinions<\/em><\/li>\n
  4. Evidence and reasons<\/em><\/li>\n
  5. Issues \/topics in an academic context<\/em><\/li>\n
  6. iii. <\/em>To enable the students to learn the structures, vocabulary, and supporting statements used in the context of opinion giving and composition writing.<\/em><\/li>\n
  7. IV. <\/strong>How to differente between facts and opinions?<\/strong><\/li>\n<\/ol>\n

    Academic arguments usually “articulate an opinion.” This opinion is always carefully defended with good reasoning and supported by <\/strong>reliable sources that lend credibility to your position. For example it is not enough to say “capital punishment is wrong because that’s the way I feel.”<\/p>\n

    Instead, you need to support your claim adequately by finding:<\/p>\n

      \n
    • Facts,<\/li>\n
    • statistics<\/li>\n
    • quotations from recognized authorities<\/li>\n
    • and other types of evidence<\/li>\n<\/ul>\n

      When we prepare to read a report it is important to recognize what are facts and what are opinions. For example, Mrs. Sally, the office in charge, says that<\/p>\n

      Example -1: \u2018I feel it\u2019s an extremely noisy printer\u2018<\/em><\/strong><\/p>\n

      This is an opinion stated by<\/strong> Mrs. Sally. <\/strong>She gives no evidence in support of her statement.<\/p>\n

      Now take a look at<\/p>\n

        \n
      • Example-2<\/strong><\/li>\n<\/ul>\n

        \u2018According to my records, there were 10% spoilt copies in Oct \u2026..\u2019 <\/strong><\/em><\/p>\n

        This evidence is a fact. <\/em><\/strong><\/p>\n

        Expressions such as<\/p>\n

          \n
        • In my view<\/em><\/li>\n
        • In my opinion<\/em><\/li>\n
        • It seems to me<\/em><\/li>\n<\/ul>\n

          Indicate that the speaker is only giving an opinion.<\/strong><\/p>\n

          When reading a text, it is important to ask yourself questions about the value of the text. Is this text a fact or an opinion? If it is a fact, is there convincing evidence? If an opinion is it convincing? (These questions can be understood with the help of the fig-3.1 given below).<\/p>\n

          Hence, in this section you will learn how to show a balance between the use of facts based on evidences and also the opinions of the writer both of which are relevant to the argument.<\/p>\n

          For example<\/strong> read the sentences below related to the Mount Everest, and say whether the statement is a fact or an opinion.<\/p>\n

          a. Mount Everest is the highest mountain in the world.<\/p>\n

          It is a fact,<\/span><\/em><\/p>\n

          b. To climb the Mount Everest must be the most challenging\/ difficult task in mountaineering.<\/p>\n

          It is an opinion <\/span><\/em><\/p>\n

          The writer’s opinion in sentence 2 is based on the fact, but it is nevertheless an opinion. Other mountains may not be as high as Everest, but they may be more \/ equally difficult to climb.<\/p>\n

          An argument can be centered on personal opinions, but these should be based on facts that can be proved. You can decide whether an opinion is valid or not by providing supporting details.<\/em><\/strong><\/p>\n

          For example<\/strong>: Read the sentence below which gives information related to the opinion given by the reader in the earlier statement.<\/p>\n

          Many people climb Mount Everest these days that it is becoming a rubbish\/garbage dump. This week a team of environmentalists reported collecting more than 1.2 tonnes of waste, including empty tins, batteries, ropes, used oxygen cylinders and broken ladders.<\/p>\n

          Task-1 <\/em><\/p>\n

          Now read the following passage and complete the table given below and classify the statements given in the table below 2.1 into facts and opinions (You can mark with a tick in the relevant box) <\/strong><\/p>\n

          <\/strong><\/p>\n

          Attendance at Training Courses<\/strong><\/p>\n

          The University certainly has a problem with faculty attendance at special training programmes and refresher courses. This is evidently true with the lecturers\u2019 training courses in the afternoon sessions. The University has reported as little as 35% attendance on some courses. I think there are a number of reasons for this situation. First of all, I have the feeling that the course is not made interesting or relevant for senior professors. Secondly, the timing of the course on Friday afternoons is not suitable because the lecturers are tired at the end of the week. A further point is the distance of the University from the city. It is nearly one hour\u2019s journey. And finally, it is my view that many of these courses are not suitable for the lecturers. Hence, the work is too hard for them.<\/p>\n

          Source: (Adapted from \u2018Business Reports in English\u2019<\/em> by Jeremy C., etal : 1987)<\/p>\n

          Table -2.1<\/strong><\/p>\n\n\n\n\n\n\n\n\n
          Information <\/strong><\/td>\n Fact<\/strong><\/td>\n Opinion<\/strong><\/td>\n<\/tr>\n
          Poor attendance at lecturers\u2019 course<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
          Course not interesting or relevant<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
          Course inconveniently scheduled<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
          University too far from the city<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
          The course is not suitable to their needs.<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

          Task-2<\/em><\/strong><\/p>\n

          Now read the article and complete the table given below.\u00a0 Sate reasons for the choice made by you in a sentence.<\/strong><\/p>\n

          <\/strong><\/p>\n

          All work and no play makes Jack a dull boy<\/strong><\/p>\n

          <\/strong>All work and no play makes Jack a dull boy finally has been acknowledged by 65% of the parents and teenagers interviewed in a survey.\u00a0 Shaila Tripathy Manu\u2019s mother asserts,. It is better not to create a curfew like situation at home and rather help the child sail through exams like other normal days. \u201cIt\u2019s a welcoming change to see this new attitude amongst parents. Parents have started to realize the importance of moderate activities in between study hours that would help children relax and refresh themselves. What is important here is \u2018emotional bonding\u2019 and communication which is a bench mark\u201d affirms a psychiatrist. Although a 30% of them contradict the view, of exerting undue pressure on children and teenagers majority of them agreed that boosting the morale of children telling him \/ her that exams are just a stepping stone in attaining the higher pursuits of life, not only makes the child confident, but also helps them perform better There is nothing like parents minimizing your work pressure and letting you to relax during exam times. \u2018After all, they feel if you study hard you have all the right to enjoy and minimize your stress. Exclaims ! Manu Tripathy, an engineering student from Delhi.<\/p>\n

          Source: (Adapted from \u2018The Times of India\u2019<\/em> 2, Feb., 2009.)<\/p>\n\n\n\n\n\n\n\n\n
          Information\/Statement<\/strong><\/td>\nFact<\/strong><\/td>\nOpinion<\/strong><\/td>\n<\/tr>\n
          All work and no play makes Jack a dull boy finally has been recognized.<\/p>\n

          <\/strong><\/td>\n

          		 <\/strong><\/p>\n

          <\/strong><\/td>\n

          		 <\/strong><\/td>\n<\/tr>\n
          It is very important that parents refrain from exerting undue pressure on the child<\/td>\n <\/strong><\/td>\n <\/strong><\/td>\n<\/tr>\n
          \n

          Parents have started to realize the importance of moderate activities in between study hours that would help children relax and refresh themselves<\/td>\n

          		 <\/strong><\/td>\n <\/strong><\/td>\n<\/tr>\n
          \n

          It is better not to create a curfew like situation at home<\/td>\n

          		 <\/strong><\/td>\n <\/strong><\/td>\n<\/tr>\n
          Some parents opine that students need to be consciously reminded of their exams.<\/td>\n <\/strong><\/td>\n <\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

          <\/strong><\/p>\n

          In the above exercise you have seen how an opinion can be distinguished from a fact. You have also learnt how to justify your statements with supporting details.\u00a0 From this it can be deduced that even if the facts are correct, the opinions that are expressed may not be reliable. Therefore, in an academic context it is important to present your argument after evaluating a text carefully by identifying and analyzing facts and opinions.<\/p>\n

          Now in this section let us take a look at evaluating a case study on evidences and reasons.<\/strong><\/p>\n

          Task-3<\/em><\/strong> <\/em><\/p>\n

          Now read a case study and identify the kind of structures used in the underlined phrases. Look for the following providing the number of the line. <\/strong><\/p>\n

          <\/strong>Introductions\u00a0\u00a0\u00a0 —————– <\/strong><\/p>\n

          Facts \u2013line 11——-<\/p>\n

          Generalizations \u2013line 8 —————-<\/p>\n

          Views\/Opinions ————<\/p>\n

          Predictions——————–<\/p>\n

          Regal Multiplex <\/strong><\/p>\n

          As he walked past the main foyer<\/span>, Siddharth Roy found nothing unusual<\/span> in the-(1) crowd of people outside in the porch area of the regal multiplex. They were the \u2013(2) usual teeny bopper crowd in jeans and t- shirts<\/span>, most of them with their college-(3)<\/p>\n

          bags and books alongside chatting away in the cool environs of the complex and- (4)<\/p>\n

          away from the hot sunny Kochi afternoon outside. Yet<\/span> Roy did feel something- (5)<\/span><\/p>\n

          was missing.<\/span> After spending a considerable amount of money on publicity and-(6)<\/p>\n

          promotional schemes, he was yet unable to attract the main chunk<\/span> of the movie-(7)<\/span><\/p>\n

          going crowd<\/span> in Kochi, the family crowd. His multiplex was still considered too-(8)<\/span><\/p>\n

          expensive <\/span>for an evening out amongst the mostly conservative <\/span>Keralite family-(9)<\/p>\n

          population. The student crowd would frequent most of the day shows but evening-(10)<\/p>\n

          shows would run much below capacity<\/span>. The owners, M\/s Jubilee entertainment-(11)<\/p>\n

          had told Roy that the financial drain caused by running the operations<\/span> of the \u2013(12)<\/p>\n

          theatres at less than optimal occupancy was causing them to rethink the future of \u2013(13)<\/p>\n

          the multiplex. Mulling over<\/span> the consequences<\/span> of such a move on his own career-(14)<\/p>\n

          , Roy picked up his espresso from the refreshment centre and tried to figure out-(15)<\/span><\/p>\n

          where he had gone wrong.<\/p>\n

          Source (Adapted from \u2018Services Marketing: Text and Cases\u2019<\/em>: Rajendra Nargundkar: 2006)\u00a0 <\/strong><\/p>\n

          Task-4<\/em><\/strong><\/p>\n

          Read the following excerpts on \u201cTechniques for Solving Crimes\u201d. <\/strong><\/p>\n

          Excerpt -1<\/strong><\/p>\n

          There are many methods of crime detection. Detection methods include the study of handwriting to find out who was the author of an incriminating document and the use of a lie detector test that indicates whether suspects are telling the truth by measuring their breathing and pulse and skin movements. Detectives can even use insects to help solve a murder case! By knowing how long it would take certain insects to break down body tissue, scientists can estimate the time of death. Insects can also be used to solve drug crimes. Insects are often found in illegal shipments of drugs. Detectives can use knowledge about where the insects come from to trace the drugs back to a particular location in the world.<\/p>\n

          Excerpt -2<\/strong><\/p>\n

          There is also the issue that DNA can be used to reveal much information about a person\u2019s genetic code. It can show, fro example, whether the person has genes that relate to particular illness or to particular kinds of behaviour. For reasons of privacy, therefore, it is important that DNA testing be strictly limited to simply identifying the person, and not used for other purposes without the person\u2019s permission. Special legislation may be needed to protect this genetic information.<\/p>\n

          Source: (Adapted from \u2018Academic Encounters\u2019<\/em>: Brown and Hood: 2006)<\/p>\n

          Now identify if the excerpts present the following. Choose any one.<\/strong><\/p>\n

          Excerpt-I<\/strong><\/p>\n

          <\/strong>a. Facts and explanations<\/p>\n

          b. A point of view<\/p>\n

          c. Past events<\/p>\n

          Excerpt \u2013II<\/strong><\/p>\n

            \n
          1. Discussion of an issue<\/li>\n
          2. A point of view<\/li>\n
          3. Data.<\/li>\n<\/ol>\n

            Now that you have learnt how to identify facts based on evidences and opinions based on reasons, in the next section you will learn to write a composition giving views and opinions following the stages\/ guidelines.<\/p>\n

            Writing a composition on views and opinions: <\/strong><\/p>\n

            In academic writing you are required to identify, evaluate and analyse the issues. Now observe the plan below for writing a composition.<\/p>\n

            Writing your views and opinions <\/strong><\/p>\n

            Step-1<\/strong> Introduction – explaining the importance of the subject<\/p>\n

            Step-2<\/strong> Support- explain the first reason for your opinion<\/p>\n

            Step-3<\/strong> Support- explain the second reason for your opinion<\/p>\n

            Step-4 <\/strong>Conclusion \u2013 Summarize and write your opinion. Include a suggestion, if possible.<\/p>\n

            Expansion of the guidelines given above <\/strong><\/p>\n

            Step -1 <\/strong><\/p>\n

            Given below are some hints related to introducing and developing the subject.<\/p>\n

            How to develop an introductory paragraph <\/strong><\/p>\n

            Read the introductory steps which explain the importance of the subject.\u00a0 You can put forward your own opinion by including appropriate features of formal writing.<\/p>\n

            Time fixers <\/strong><\/p>\n

              \n
            • Nowadays \/ these days\/recently\/until now\/in the past\/ twenty years ago\/ in the last five years \u00a0\u00a0\u00a0\u00a0\u00a0 . <\/strong><\/li>\n
            • Generalisations <\/strong><\/li>\n
            • Nearly all \/many\/a large number of \/several<\/li>\n
            • Opinion phrases<\/li>\n
            • I think\/I feel\/I believe\/As far as I am concerned<\/li>\n<\/ul>\n

              Step -2 How to explain the first reason (i.e., Second Paragraph) <\/strong><\/p>\n

              Begin the paragraph with one of the following phrases:<\/p>\n

                \n
              • Firstly\/ in the first place,\/ first of all,<\/li>\n<\/ul>\n

                Step -3<\/strong><\/p>\n

                Third paragraph (How to explain the second reason)<\/strong><\/p>\n

                  \n
                • Begin the paragraph with a phrase like:<\/li>\n
                • Another reason<\/li>\n<\/ul>\n

                  Step -4 How to conclude your composition (i.e., Fourth paragraph) <\/strong> <\/strong><\/p>\n

                  When you conclude a composition, summarize and write your opinion. Include a suggestion, if possible. Make sure you include the following in the concluding paragraph.<\/p>\n

                    \n
                  • Phrases to introduce points<\/strong><\/li>\n<\/ul>\n

                    To sum up,\/in conclusion,<\/p>\n

                      \n
                    • Opinion\u00a0 phrases<\/strong> <\/em><\/strong><\/li>\n<\/ul>\n

                      In my opinion, \/ I believe (that) \/ personally,\/ in my view, <\/em><\/p>\n

                      I am very much in favour of\/ I strongly feel \/ I am against <\/em><\/p>\n

                        \n
                      • Suggestion phrases<\/strong> <\/em><\/li>\n<\/ul>\n

                        It would be a good idea if\/ <\/em>because \/ as \/ since <\/em><\/p>\n

                        Sample Text<\/strong><\/p>\n

                        Read the following statements. Write your opinions on the given topic using the hints provided for and against zoos. <\/strong><\/p>\n

                        \u2018Zoos provide safe environment to the animals\u2019<\/em><\/strong><\/p>\n

                        <\/em>Now look at the arguments in favour of the topic <\/strong><\/p>\n

                          \n
                        • Save animals from extinction<\/li>\n
                        • Provide a safe breeding environment<\/li>\n
                        • Offer day trips<\/li>\n
                        • Offer educational experience<\/li>\n
                        • Provide employment for local people<\/li>\n
                        • Need less space than a safari park. <\/strong><\/li>\n<\/ul>\n

                          In this case as there are more points in favour of zoos, you would take this as your opinion.<\/p>\n

                          Sample answer:<\/strong><\/p>\n

                          Paragraph -1<\/strong><\/p>\n

                          General introduction explaining the importance of conservation<\/strong> <\/strong><\/p>\n

                          Nowadays, (time fixer)<\/em> a significant number (generalisation)<\/em> of naturalists (say who)<\/em> have been campaigning against zoos (explain what the problem is),<\/em> arguing that (views and arguments)<\/em> it is cruel to keep wild animals in cages, away from their natural environment.\u00a0 However, (linking ideas<\/em>) like many other people, (generalisation)<\/em> I believe that (opinion) z<\/em>oos have a positive role to play.<\/p>\n

                          Paragraph-2 <\/strong><\/p>\n

                          Explain the first reason for your opinion.<\/strong><\/p>\n

                          First of all, (introducing point)<\/em> many species (g<\/em>eneralization) of animal are in danger of extinction because their natural habitat is disappearing, due to deforestation (support).<\/em> Some, like the elephant, (example)<\/em> are hunted for their ivory or the tiger for their skins. Therefore, if animals are kept in captivity they can breed in safety, which will prevent the species from dying out (support).<\/em><\/p>\n

                          Paragraph-3<\/strong><\/p>\n

                          Explain the second reason for your opinion<\/strong>\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.<\/p>\n

                          Paragraph-4\u00a0\u00a0 Conclusion<\/strong><\/p>\n

                          To sum up (introducing point)<\/em> in my opinion zoos should not be closed down (suggestion)<\/em> because they are beneficial both to humans and animals (support).<\/em> <\/strong><\/p>\n

                          Task-5<\/em><\/strong><\/p>\n

                          Now look at the arguments against the topic <\/strong><\/p>\n

                            \n
                          • Zoos confine the animals to the iron bars.<\/li>\n
                          • Zoos take away the freedom of living in their natural territory.<\/li>\n
                          • The food habits are determined by the authorities.<\/li>\n
                          • Negligence on the part of the higher authorities can be harmful.<\/li>\n<\/ul>\n

                            Now using the plan and hints related to presenting your views and opinions listed above write your views against zoos.<\/p>\n

                            \u2018Zoos are cruel to animals and should be closed down. <\/em><\/strong><\/p>\n

                            Task-6<\/em><\/strong><\/p>\n

                            Present your views and opinions on the following topic. Use the hints based on the topic given below to write the composition<\/p>\n

                            What according to you is an ideal job?<\/em><\/strong><\/p>\n

                            Step-1<\/strong> General introduction explaining the importance of an ideal job<\/p>\n

                            Step-2<\/strong> Support- explain reasons for your opinion<\/p>\n

                            a. an ideal job should extend a challenging environment\u2026\u2026\u2026..<\/p>\n

                            b. should provide scope for innovation and creativity\u2026\u2026\u2026..<\/p>\n

                            c. should be resourceful\u2026\u2026\u2026\u2026\u2026\u2026.<\/p>\n

                            d. the authorities should be cooperative and treat the employees with dignity and concern \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.<\/p>\n

                            e. the work should yield productive results in the society\u2026\u2026\u2026\u2026\u2026\u2026\u2026.<\/p>\n

                            Step-3 <\/strong>Conclusion \u2013 Summarize and write your opinion. Include a suggestion, if possible\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.<\/p>\n

                            (Hint: Most of the corporate \/ IT companies do extend the above said statements \/views with some limitations. But it would be a good idea if the companies extend the required resources to the employees for better productivity and prosperity.)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

                            <\/strong><\/p>\n

                            <\/strong><\/p>\n

                            <\/strong><\/p>\n

                            Conclusion:<\/strong><\/p>\n

                            Spack (1988) states \u201cto become better writers, students need to become better readers.\u201d Techniques of reading are actually a part of L2 composition instruction.\u00a0 The findings reveal that the students had a rich exposure of reading a variety of text types that are used to promote reading-writing skills. The findings also reveal that the quality of students\u2019 performance in writing improved substantially. The students are able to write in a more accurate and appropriate way. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Bibliography<\/strong><\/p>\n

                            Brown, \u00a0C. and Hood, K. Academic Encounters Life in Society. <\/em>New Delhi: CUP 2006.\u00a0 \u00a0Print.<\/p>\n

                            Comfort, \u00a0J. Revell, R. and Stott, C. Business Reports in English.<\/em> NewYork: <\/em>CUP. <\/em>1987. \u00a0Print<\/p>\n

                            Gradwohl \u00a0Nash, J., Schumacher. G. M. & Carlson. B. W. \u201cWriting From Sources: A Structure-Mapping Model\u201d. Journal of Educational Psychology <\/em>85 (1993): 159-170. Print.<\/p>\n

                            Nargundkar, \u00a0R. Services Marketing. <\/em>New Delhi: Mc Graw Hill. 2006. Print.<\/p>\n

                            \u2018The Times of India\u2019<\/em> 2, Feb., 2009.<\/p>\n

                            Spack, R.\u00a0 Initiating Students into the Academic Discourse Community how far Should We Go ?1988<\/p>\n

                            Yan, \u00a0G. \u201cA Process Genre Model for Teaching Writing\u201d. English Teaching Forum<\/em> 3 (2005):43. Web. 25 July. 2006.<\/p>\n

                            Yalden,\u00a0 J. Principles of Course Design for Language Teaching. Cambridge :Cambridge University Press. 1987. Print.<\/p>\n

                            <\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

                            Teaching how to present \u2018Opinions and Views\u2019 to develop Independent rhetorical writing\u00a0 in the Students of Professional Courses by Dr. K. Madhavi Reddy,\u00a0Sr. Asst Professor of English,\u00a0CVR College of Engineering,\u00a0Ibrahimpatan, Hyderabad In the present context of teaching\/ learning reading and writing in L2 instruction, most often it is observed that the professional students have necessary 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