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kqci",,n as"coriege'(informal, and

n the united States, post-secondary eciucaii:a

I-t often for institutions only offering a bachelcr's degree) 6r.uniysr.5iq/,(formal, and for {d institutions offering a range of degrees)- lt consis'is of four- y':ars of full-time study, these years being called freshman, sophomore, junior, and seniorl,ea:-s. There is a mix of public and private institutions, with private ones generally being rnore prestigious. Admissions criteria can involve: . grades earned in high school . class ranking . standardized test scores (such as the SAT test) . commitment to extracurricular activities . a personal essay . an interview
Once admitted, students take part in 'undergraduate study'which leads to a bachelor,s degree in a main field of study known as a 'major'. other fields of study are ,minors'. The most common degrees are Bachelor of Arts (BA) and Bachelor of Science (BSc), although there are others. Degrees in law and medicine are not offered at undergraduate level, but are completed as graduate study afterwards. Some students choose to attend a'community college'for two years before doing their four-year university course.

Graduate study, conducted after obtaining an initial degree, leads to a more advanced degree such as a Master's degree. However only around 10% of students ever receive degrees - most just go directly into the workforce after their undergraduate

H:?J:Or-,"

ln the UK the system is similal but there are a few diiferences. Linguistically, the word 'college' does not refer to university, instead it refers either a) to an institution like a further education college (for vocational, non-academic qualifications) or b) to a sixth-form college (for students aged approximately 16-18 to prepare for two years before entering university) or c) to a constituent part of collegiate universities like Oxford and Cambridge that defines where students live, which sports teams they belong to, etc. Also, the term ,higher

education'is often used

as a synonym

for university.

Practically, there are other differences. An undergraduate course in England lasts three years, not four (although four in Scotland), and it is possible to study medicine and la,w at undergraduate level.

There is a major cultural difference between the university experience of young pecllE l.r the US / UK and that of people in mainland Europe. This is the fact that rnani/ uni'"..--,--. students in the US / uK move away from their home town to attend universit,. Tr:, .: accommodation provided'on campus'or in shared student households in the ic.c: ::,,,This period of life is strongly associated with independence from the famil;. 4--e-- *:-:* students go wherever they can find a job: staying in their universiwtcryn, or cc .r :=:< home, or going somewhere else. This creates high levels of social mobiiit_,, University students following Ihe Business t)pper tntermediate are !ikelv ro ho usn, interested in the topics of CV / resume, coue. rett"rr, ;";l;; l;;*'"."t1 ,i1,". .6.,.'" ,'. earlier Intermedlate level of rhe Business there is a lot of material on this topic (unit d), anc the unityou are currently looking at is designed to complement and extend that material. Note these general points: ' an American-style resurne is onc sirlc o{ A4 only, arrcl is wriltrrrr irr rrotc forrn; a Europeanstyle CV can be a little longer ' educational and work exgteriencc arc wriltcrr irr rr.vt.rsc rlrrorrellor;iral order ' modern resumes and CVs ctttlllt.rsizc.rr.lrir:vcrrrcnls (rrrr'.rrrrr,rlrlr: tlrirrr;s tlr.rt have been done) as much as skills

Typing any of the words rcstrnc, CV, jolr irrlcrvilw ('r { r}vr!r l.ltr.r irrto .r search engine will give many useful links. Yorr corrlrl st,rrl wrtlr.

http://www. resunle-re!ourcc. corrr/ http:l/www- cvt i ;rs,com

llL]}rtrl' : rl rrp*:

SURE. students lvorl( hard to get into this elite college, But so does the admissions committee, assures Dean Bill
Fitzsimmons.

In tire US, ferv competitions are more cutthroat than the college admissions game. And every year it grows more intense as an ever-larger pool of high school seniors apply for one of the covetecl spots at the nation's top colleges. Nleanrvhile, the elite colleges have been stepping up their eflorts to attract the best and brightest str-rdents - the prizecl pLrpils r.vho rvill help increase the prestige of their
campuses.

)'ou nright assLrme that Harvard College - blessed "vith higher edr"rcation's greatest brand name and an endorvment second to none - could afford to remain relatively aloof from this battle. But in reality, 'There is no place that u'orl<s harcier than rve do,' says William R 'Bill' Fitzsimmons, Han'ard's veteran dean of admissions. For the ne.uv academic year, rvhich will start in Se ptember, Harvard received a near-record 23,000 applications. Of

- or just 9% - ranl<ing it as the nation's most selective college. Even more impressive, some 80% of the chosen ultimately decided to attend Harvard - a rate that is easily ihe highest among colleges and universities. The real surprise, however, is how hard Harvarcl rvorl<s behind the scenes to achieve these amazing results. From
these, it accepted a mere 2,100

his corner office in Byerly Hall, Fitzsimmons oversees a carelully considered three-part battle plan. The first
phase begins in the spring, lvhen Harvard mails letters to a staggering 70,000-or-so high school juniors - all with stellar test scores - suggesting they consider applying to America's best-lcnown college. Harvard buys their names

from the examination boards which administer aptitude

and collegc-admission tests. Eacl-r year, Harvard's admissions teant toLlrs 140 US cities, as rvell as hundreds of other places in Latin America, Europe, Africa and the Far East. This year, 10% ol the admitted students came lrom abroad. In acldition to his staff of 35, Fitzsimmons enlists Harvarcl's coaches and professors to look for talent. The math deparlment, for instance, starts to identify buclding math geniuses by keeping a close eye on kids doing rvell in math contests. Harvard students also get into the act. Since 2003, Harvard has hired fifteen to trventy lo'"v-income students to call and email promising low-income high school students. Their job: to counter the 'impression that Harvard is only for the rich and elite,' says Fitzsimmons. In fact, under

shows ."vhere they live. Later, they also inten'ien' nearl..' all applicants. By then, Fitzsimmons will be deep into the second phase of his battle plan: sifting through the thousands of applicants. Every application is rated on a scale of one (the best ever) to six (the.,vorst ever). Then, in Februan', the applications are divided up geographically among trventy subcommittees. 'We present the case for eacli applicant lilce a lawyer would,' says Fitzsimmons, ,This is the polar opposite of a computer process and because rve have so many people involved, there are lots of checks and
balances.' Once the final decisions have been made, Fitzsimmons and his team move to phase three: an all-out push to

convince the chosen few to attend Harvard. Professors, alumni and students are all recruited to stari calling the

admitted. And

."vho r.vere accepted typically show up at Harvard

in mid to late April over half ol

those

for

an

Harvard's relatively new financial aid policies, parents than $60,000 a year aren't expectecl to pay any.thing torvard the annual $43,700 fee for tLrition, room and boarcl. Fitzsimmons also sends an arrry of some 8.000 alumni .rolunteers to tour the country to identify and recruit promising high school students by holding
'uvho mal<e less

elaborate weekend. The Harvard pitch is clearly effective. 'What we aim to do is to get the very best faculty together with the very best str-rdents,' Fitzsimmons says. 'Our hope is that these synergies ri'ill develop the talents of these students to a much greater degree and that they rvill then give bacl< a lot more to America and the u'orld.' That belief may sound corn'.-, but it's ciearlv helped drive Harvard to go to enornious l::s:hs lo i-ind the best and brightest.

7re Busiaess

Wcrdlist
UnitlBuildingacareer
1.1 About bu:iness: .3 Grammar: Te*ce review
come along /,krm alcq,/ phrasal r.erb [intransitive] to
arrive or become availabie /'faensi/ SPOI(EN used u.hen vou are very surprised about something put on weight /,p,rr on ,ruerr,, phrasal verb [transitive] to become fatter
'l

The edncation business alumni

lal.rm:rar,/ (singular alumnus) noun [count] N'lr\INLY AllERICAN, FORMAL someone who,uvas a studer.rt at a particular school, college or university

fancy

applicant /ieplrkant/ noun someone who applies for

aptitude

something, such as a job or a loan of money: Successfttl appLicants ztill be notified by telephone.

cutth roat

be successful at it corny ,/'kc:(r)nil adjective used so much that ii seems sillv coveted /'knvatad/ adjective FORMAL wanted, in demand
/'k r q0raur/

/'ieprr,rju:dl noun natural ability that mal<es it easy for you to do something well: an aptitude test. budding /'b,rdrq/ adjective [only before noun] at the very beginning of a career in writing, politics etc and likely to

1.4 Speaking:

Giving reasons
intake /'nrerk/ noun fsingular or uncount] the number of
people accepted by a school or university at one time: //zls year's intahe of students

describing an activity in r.vhich people compete with each

adjective [usr_rally before nor-rn]

1.5 Writing: Cover letters accomplishment /a,kamplrfmant/ noun [count or uncount]

something difficult that you succeed in cloing, especially after worl<ing hard over a period of time

other in'an aggressive rvay

endowment
institution
support yon

/rn'claunrenr/ noun [count] money given to an

enlist /rn'lrsr/ verb [transitive] to get someone to help or faculty /'fr..k(a)lri/ noun [uncount] AMERICAN all the
practise what you preach /'prektrs
things
yor-r

teachers in a school, college or university: a meetingf or

students, faculty and administrators

wot ju: ,pritf/ to do the

tell other people to do Iee /fi:/ noun [count usually plural] money that you pay to a professional person or institution for their lvor\<: Tttition

remain aloof /rlmern a,lu:f/ verb to not become involved

in something
to arrive in a place where people are expecting you.. We didn't lltirtlz Austin would shozu ttp. sift /srfr/ verb [transitive] to examine information or documents to find u'hat you are loolcing for staggering /'stegarrl/ adjeciive extremely surprising

fces at Stanford haue noza reached f9000 a year.

brokerage) the activity of organizing business deals for other people lead /li:d/ noun [count] a piece of information or a contact that may bring new business outgoing /,aat'geli'1/ adjective someone who is outgoing is friendly and enjoys meeting and talking to peopie tender /'rcnde(r)/ noun [count or uncount] a formal written offer to provide goods or services for a particular price venue /'venju:/ noun [count] the place where an activity or event happens: A popular uenue for corporate euents.

brokering /'braukanl/ noun [uncount] AMERICAN (UI(

show up /jau'np/ phrasal verb [intransitive] INFORMAL

1.6 Case study: Mangalia Business School

land containing all the main buildings of a school or university: We haue rooms for 2000 stuclents on campus. draw up /,ctrc 'r,p/phrasal verb [transitive] to prepare and write something such as a document or a plan heritage /'hernd3/ noun [count or uncount usually singularl the art, buildings, traditions and beliefs that a society considers important to its history and culture:

campus /'kempas/ noun [count or uncount] an area of

stellar ./srelar'r)/ adjective extremely good step up r'.srep ',rpl pl.rrasal verb [transitivel to increase 1.2 Voi.-rb,,riary: Educatic:r and career
drop out / drrp
\

aut ,/ phrasal verb [intransitive] to leave sox.r3lilng s'.rch as an activity, school or competition befo:: ', lu have finished r.vhat you intendeci to clo miss out 'rrs ar,r,/ ohrasal verb fintransitive] to lose an oplcrt-ur'.1:-.' :o Co or to have something start over .s:r:ir'rr auva(r)/ phrasal verb [intransitive] r\)IERIC-{\ rio beein doing something again from the

Ireland's rich musical heritage.

beginni ne

thoroughly

working party 'r::{r)krr1 po;(r)til noun [count] BRITISH

grou: of geclle
sugsesl a
'!r."1'"'

!rrpli,1 adverb very carefully, so that nothing is misseC: Tie ccse u,ill be studied thoroughly before any decisict': is raie.
a

of buying supplies or equipment for a government department or company sit back /,srt 'baek/ phrasal verb [intransitive] to rela_x and stop making the effort to do something tailor /'rerla(r)/ verb tailor something to,/for to make or change something especially for a particular person or.
purpose

metropolis /me'trr:palrs,/ noun [count] a big, exciting citr., procurement /pra,kjua(r)mant/ noun [uncount] the process

r{ iealing rvith it

r'.-ho examine a

problem or situation and

144 ZieBusinxs

CV (resuffiie) / Jeb intervlev'r

Below you will see an Arnerican-style resume l'rezjtt:mer/ (often written with accents: rtsum6).Its key features are: one side of A4 only, focus on achievements (what you have actually done) as rvell as skills and responsibilities, no'personal' information. Europeanstyle C\rs are longer, and can include other things such as personal interests, courses/conferences attended. After looking at the resunre, refer to the mind map.
PERSONAL DETAILS
Name; Paulo Cannara Address: Via Carlo Scarpa 5'1,20425, Milano, ltaly
Home telephone number: ++39

12345678

Mobile telephone number: ++39 9876543210

Emai I

paulo -cannara@yahoo.com

Nationality: llalian Summary: I have a degree in Economics lrom Bocconi University, Milan and am looking for a position
in the Corporale Finance department ol an international company. Since graduating I have been working

in a small company in Milan offering financial advice to private clients. I am now looking lor new
challenges to develop my career in the financial area.

PROFESSIONAL EXPERIENCE
June 20XX

now. Assistant Portfolio Manager, Studio Bartolini, Milan

Since finishing my studies at university

I have been working in a small Milan stockbroker firm. I assist the Portfollo Manager in a wide range of tasks, including doing research into different financial instruments. lo reduce the risk of customers' positions. My responsibilities also include handling telephone calls from clierrts and witing monthly reports.

Key achievements:

As a result of the financial inslrumenls I recommended, our clients' porHolios grew by an average of 8% last year, despite the fall in equity markets.
I helped to develop a new E-kading plat{orm at Studio Barlolini, This was given a customer safsfaclion rating of 'Excellent'or'Very good'by 84% of clients.

EDUCATION
Nov 20XX

May 20XX. Poslgraduate Diploma for Financial Operators, Bocconi University, Mitan

This course covered fundamental analysis, technical analysis and pricing techniques for equity, bond and derivatives markets.
Sep 20D( - June 20XX. Degreg Bocconi lJniversity, Milan

in

Economics and Business Adminislration,

lgraduated wlttr a final mark Key achievements:

of

78%.My specializations were in Corporale Finance and,Financial

Markets. My final dissertatirjn was on lPOs in the ltalian market.

lwas a member of the university basketball leam. We won the ltalian University League in 20X(.

SKILLS
Languages: fluent in English and good level in French. /7: good knowledge of all componenls of Microsoft Office.

REFERENCES
Available on request

2TI CV (RESUME) / JOB ITJTEP.VIET,V

Rarpo,..ribilitier

Of the vain oriori tier i,.. Lhis role. !.hich o^zt arz t. 't^^d..ribirJ"and'uej j;,;iabie:;: and wh;<h o^zr ,irz

v;.-l

^ot?

l\ ar"ara that,.it}r4..ygry fagt-^^ovin1. r'rui.rket. How il the p,rigiitl zs' ard devi*Js of' the -1ob? thit ^ftectiy h covgariroi,*i!f, ,1ow; what N6or.chax4es in' this ,o1o *'s, loi lookin4 F"r2- F"r e*a-iple, in r.arr.5. of cwtor^ec .relatio,Jz- or4a,rieational
develop-e,rt? r.n+rket detel"pi.an
L

jo6./ ct*r s e ( r

. (tart with the uo5t, recert

e't ec 1

hrono 91 c4!'. qrd

!

er),

For na*ef of urivar5iti usr:cou.s-e;, eLc'; usz i *ix of tha oriainal word' and Enali<h r^,ordt.. Fovide a t a,rltatior. i^ bracke# iF nece5iaryWhe,r
a,

ir,Lo

fl UI
->t trl .<t (, v/ 4l

cr,

s h

refarri"q to >^arYi. ard. qrades, trai.slate t, lhe' reader ui1ht,..ot ru.dersta^d the r^arkinl syiLei in, your ci:untry.
se^+-e^cet and

\rl

;pace. ' il' direct. Avolj'jirr4o,r,,' Use actior.verst .to de59.ri6E: y9t4r1 i. . . ' rerpouibilitie.sl tee lirt on pa4g lO2. Uie real resulls to describe yow-. d.chiever^grt5: I ixcreaseA sales 6y. X%, I uide snuin4s of y
Leave a.

We s},cl-l

Be brief

lot of

btrllet poi,lt5,

white.

q\/

ar/

UniverJi tw aradual-ti|. can cb,r.rider attachina

n t+inL.

experierrce

report about official u,or^k durinl Lhe cotirse-

',

CV/RESUFg1E'''

Arub 3CS
IilJTERVIEW
Job
.'. : ''-'' '',: ''\ fueprrc t"t rr{i,r1 '+. friend t V* \ ! "tt :.rg.ia4l sr'JUo^t. ln, particular; practi5e +-r'*-i+j A[o.At ./o1i'rti-o,.'1 poi'rtr wag cxrr.plei fra* ie.T cw-rerrt job.
K'rro :crx- ['rrgv/-rt sffi, fir.ple and rglevLt. lf tlia:, irtervier.,e.r r",antj r.s-a ilfoniltj"ir fag the* a;t {.r- it.

Uaivertitw araduaLzg withor,rt xrrch' euployueit'hirto.y c^ itill thi^k of Liperie^ces' *i th 'achievexelti'For- e*a^^pla ...

of.k

achieveteiz-**-g

oF sa.ieties arrd club/, or4*xit-irr4 evetLs, tea.chir'4 and helpir.4 peoitet sr&ti"4 thi"4s Ce4 art, w-it'i,r.4, photo.paghy),-, Spc,rfs aid fitr.er', tiavel, coi"iputei5i
.becortin4 exeart
;

-.. voluntar! work,.coxr.rittee xexberrhip

i1 4rry,.,rk!l!, a:tcr

v
tr hch.rdir'1 irrelevant iforvation Cpia4 over the li*it (resvue -'l ,o1.; CV - 7 ea4es) Brilhtty color,rred paper, too rrany font
arrd for4etti-^4 achiever'en carefi^liy, 4^d' iF potsille slpw
tpeaYer before set'dia4 o$$. Focuria4

or skillr

ar.d, respor,Sib-ilitiet,

-:rztr.

6e errtlrusiasti5'a"a. pryitiw at:alt tir^ef. Neve.r coa.tra-dicE r.'at-1b or irterrupt. Never q-iticite pf etliqus et ,qrlo'1eri. Treat the intervier^el- with rerpect, but do,r't be. a,fraid. to occa;ionally:take the ir..i tiative duri,..4 thc co,rveira bio,r.

5tyle3

Spelliq axd 4rat^var wir|a(Yes. Check very to a ,rative.

101

:.'.1::::2"
CV (resume) / .!ob

inteiview: Exercises

24.1 Study the list of personal qualities below- You can use some of these ideas in your CV, or in an interview.

..,.

,:

,.

;i1rr'

Which of these activities have you a) in your previous job? b) in your current job? You ian include part-time work.
Udhich of tlese qualities would you use to describe: a) a real pereon who has recently been your boss? h) a real friend or colleague who you admire? Q yourselP Can you add any other personal qualities?

done:

24.3 Prepare a CV / Resume.:

-g

Use the ideas in this unit to help you prepare a one.page resume or two-page CV-

Show it to a colleague / friend and ask them how it could be improved.

:

2+
Z-1.4 First read these typical interview questions.

CV (RESUME) / JOB INTERVIEW

=ll 2',',.hydoyou.wanttolea1eyourcurrentjob? i ',',hat attracted you to this compiany? ' .. . '

me a little about yourself.

74.5 Prepare the roleplay. 1 Think cf a job 'that you might

r,vrite

apply for in the future and

it belorv. lf you,canlot think of ani'thing, then

,.

I ',\iat qualities or experience ;

3

do you think you would

:..-9 to this job? .'.-t'.vcutd you find most difficult about this position?
-?.v l.;culd you handle that
chalienge?

imagine that you are applying for the position of your current boss (even lf you only do part.time work). (position)
(company)

you look back on your life and career so fac what , .Cie;e.ment has given you the most satisfaction? -I Ho,.v vrould other people in your present company dexribe you as a colleague? '' 8 What are your srong points? 9 And what are your weak points? 10 How do you deal with criticism and direction? .11 ln career terms, where do you want to be in'five years time? 1Z 5o, finally, why should #e trire you rathe; than one of the other candidates?

is

Fill in the gaps in the box below with your own information. You will be asked these questions.

Education I see that you have a degree in (subject) from

(name of instiiution);

Which part of the coursd did you enjoy most? Why did you like that subject? Did you do a project in your final year? Can you tell rne about that?

Current

job

Now choose one of the questions above to match with each reply beiow. Write the question number in the
bo>c

'. :

(Use a part{ime job if necessary,'and use a recent job

if

'

you are a student or unemployed.) I see that you work as a

(company).

(position) in

Can you tell me a little about the company? What

a)

E+

'ft doesn't allow me to grow professionally and

want more challenges,' (also practical things like distance from home, job security.) b) Ll -+ Don'_t talk too much: it's a war:m-up question. Cover your origins, education, work history and recent
career experience.

c)
d)

I -+ 'Maybe I am a little too perfectionist-'/

'Perhaps

I exactly do you do there?. : What personal and professional skills have you developed? I What was your most important achievement? ' How have you kept up-to.date with new developments in your field? Why do you want to leave?

worry too much about deadlines.' fl + 'l welcome it and listen carefully, particularly if it allows the team to operate more effectively and produce better results. lt is necessary in order to learn and develbp.'

Review the questions in the box above and the twefue questions in exercise 24.4. Plan how you personally rvill

answer these questions. Your replies should be natural an j comfortable for you, and may be very different to other . peopleS replies.

ln exercise 24.5 and 24.6you are going.to prepare and then practise a job interview This is useful for everyone even if you are not thinking about applying for a new job

24.6 Roleptay

'.

right norv.

Give this book tci a colleague / friend and ask them to interview you. The interviewer should follow this sequence: o Tell me a little about yourself-' c The ques:rions in the box above. s Questions 3-12 from exercise24A:-

103

#--'"t!
E*--jlF

---e- -3 '+;;_-r:

*S#y Developing an ergurment

Linking words
Read

EFnkEng e

words

tle tert and then studl ihe bullet points belorv.

Look at the words although (line 3), blf (line 8) andhoweoer (hne 1a) in the text. Are they the same? Think about any differences in meaning and use before you read the next three bullet poirG.

LJo.r^- do multinational companies operate in today's

Althoughmakes a contrast within one sentence.

I lgtobal economl'? Vietnam gives us a clueAlthough infrastructure is poor and there is a

shortage of skilled r+'orkers, Intel has opened a plant in Ho Chi l[inh Citl'. The reason is c]ear: wage levels are lov'. In fact they are about a third of those in China.

lt

introduces in-formation that is less irnportan! or surprising. It can come at the beginning or_in the middle: Intel has opened a plant in Ho Chi Minh City, although infrastructure b poor and there is a shortage of skilled
workers.

Intel continues to produce chips at its fabrication plants in lreland and the US, but these chips are then exported to Vietnam {or the labour-intensive work ol
test and assembll'. From Vietnam, they are re-exported to other countries in Southeast Asia. As regards the domestic market in Vietnam itself, current sales are Iow - most people can only afford a cheap desktop PC

G Buf makes

a simple contrast within one sentence and comes in the rniddle- There is a trend for writers to use but aI the beginning of a sentence to conlrast with the

using unbranded components- However, wittr

potentia-l-

previous sentence, but some people think this is not good style. Howeaer comes at the beginning of a sentence and is followed by a comrna. It makes a contrast *,ith the previous sentence, or even the previous paragraph.

population of over 80 million and information-hungry youths filling the Internet cafs, there is a lot of

Other linking words and phrases in the text are l,,ritten in bold. Study them norv.

In addition, Intel gains by the fact that its

outsourcing operations are more diversified. If there

are any problems at its other plants in Shanghai, Malaysia or the Philippines, it can simply switch production. There is also a certain degree of competition betrveen the different facilities, and as a result there is dorr.nrvard pressure on wages at them
all. Even so, it would be a mistake to assume that these rvorkers see themselves as exploited. In most cases,

Several linking rvords in the texi start a sentence arrd are followed irnmediately by a comrna. Hon, manv like this can you find?

Look at the phrase as a result on line 23. The rtriter coul,l also have used it at.the start of a sentence follorsed bv a
comma:
There is also a certain degree of competition betuven tle different facilities. As a result,,there is douwward ptessure on

r*-orkers

developing countries want to work for multinationa.ls, and the pay and conditions are better than at local companies-

in

3!g"t

at them aII.

But the writer decided that in this particular case it rvas better to plut and as a result in &e middle of a longer sentence. Perhaps it seemed less fragmented. In general, linking rvords shorv a clear connection between clauses,:sentences and paragraphs. They show the structure and logic of an argument. Using them effectively is a powerful communication tool.

Look tack ai the sentence beginning Although (line 3). There are actuallv th;ee separate clauses:

ln{laslraiurt b polr (in lliihnm).

Therc is c slrcrfage of skilled u,orkers.

TyFs

ef lEnking wsrds

lnjrl
io

F;s epn:e.i a plant in Ho Chi Mitrh City.

The

has used the linking rvords and and althottgh these dauses together and produce a more crmpler sentence. IVith the linking words, the text is
i,ri,-r,

rriter

The mind map opposite shows horv but, altltough and, howeaer represent three categories of linking rvords. In advanced grammar books they are given separate names

ea-<ier

to read. The relationship betrveen the ideas is C:amr-

('coordinating conjunctions', isubordinating conjunctions' and'discourse markers'). To avoid these complicated terms many books just use'linking words and phrases' for everything. Note: a 'clause' is a grammatical unit that has a subject and a verb (and often an object as rvell) and forms q simple sentence on its ort'n.

the hnking.n'ords the style changes. lt be:'r::es rnore formal, tt'pical of a presentation, a n-l'e:rng or a reFort- [n an everyday conversation or arr e=:i ii t-ould be normal to use much shorter clauses-4"'q:"

rlith

20

DEVELOpNililG }!*!r* &ff(GUiHEqm

ulwiffi|l'iltc 0![$m.Il"5

Addi,rl anotller poirrt

,1;
'-.e.ll r.-t ,-1.-rt

ln rJJitirr, betidet
Fr.rrti-err.;re (rli.Jh tl./ for-x"al) .r,''orecver (for-val

;y: a5r 5rj:

u: "{,,i9 *"_ irJrJr:lLifi:i -ru.fL, i,! r:}!..!,j *8-.- t)qr,;'L';t j",ru-tsrilj irul) ;c"."C--irr "J *rg

jrd

E^^eharizi"l
E*e^

4 co^tr4tt
5o

HDwever

In rpite oF thir

(eliqhlly forual)
Never Lhelerr

Gliqh+\,/

forxal)

Bala,rci'r1

with an elr^alr contraitirg idea

ln cor,.tra-rt
Lhe

O'r

other

hand

c1ivi,r1

res^l+

Ag a rzsulL For thir re6so^

F,ecauEz

there$ore

o{

this

Coa5eqr,rently ( forr-.al

qrvry A cAWe
Becauge

As

ol a result ol Owina to Dun 'to

hwLtrgruG

Ah3 ARGU&&EhJT t

Lirti,r.l point5
./ Firr ily Fir<t o{ all To be4i,r with
Firs L Secondly

Tha^

Next
Fi'rally

-lirltlrr4 -

{errerally l^ ae^eral O^ tle *hote

"tv lr4
te t{ the {act that (f#ual) whereag (lli4htly for-r^al), *hite Crlilhtly forr^at) degpite, in 5pite of if, eyer if, whather^, or. condition that, u,rlerr . . a{ter, bafore, 65 Sclcts 4t, r^,hile) u^til
ir.
epi

Jn

Broadly 5pe^kiy l^oit ,/ wa*y cages To a yeat ex terrt {4ivirr.1 gxaMplet

althou4h, thou4h, eve" thou4h,

'

Por- sxaxpla

For

ir,,gtaa.ce

such as

ExpreSiin4
As

-eality To tall tha trrr*h

la.

|4a1cler of Acturally

lr fact

lact

6ecauie,

to,

So &9

irr order thaL, so

to,

'i^ce,

6t

i'.. order {.o,.

(that)

B5

Developing an argument
20.1 Match one item in each column according to
meaning.

- linking words

1: Exercises

2o.tl Write words and phrases with a similar meaning.

1 and =----_ \ 2 but 3 so 4 because

informal

formal

formal
as

however furthermore \ since \ therefore \

I because: as / s- - -e 2 becauseof: d -t-/asar3 in order to: io / s- a- to

.1 in order that:

of/ow---to
though

consequelrtlY nevertheless

5 although:

so / so that though / e-

tor.oua,

ins----o*the f---that
in spite of

2O.2 For each word or phrase in bold, underline the one word or phrase in brackets below that is most similar in meaning.

6 despite: 7 whereas:

wh

1 Because it has above'average sales and earnings growth, Glaxo is a favourite on Wall Street. r-c,'nce / Due to / Therefore) f Because of its above-average sales and earnings growth, Claro is a favourite on Wall Street, r,cince,/ Due to / Therefore) 3 lpp,le needs to constantly update its product line, in order to stay ahead of other consumer electronics companies like Sony and Samsung. (so that / so as to / owing to) 1 Apple needs to constantly update its product line, in order that it can stay ahead of other consumer electronics companies like Sony and Samsung. (so that / so as to / owing to)
5 Although
the core rate of inflation rose only 0.2'/o in January, analysts are concerned about higher energy costs.

When you finish, substitute these words into the sentences in exercise 20.2 and read them aloud. This will help you to remember the variety that is available-

2O.5 Complete the conversation extract below with the words in the box. Look carefully at the logic of the
argument.

{ L_-==-'_--

a/so

because

of but 50
to

:jYes, people say there's been a lot of damage

US industries

because of China. I , if you look at the figures carefully, the situation isn't so bad. Jobs have been lost in manufacturing, that's true, but new jobs have been created in the service sector. 2 , the US trade figures

with

East Asia aren't

that bad. When you look at the whole

7 8

/ ln spite of / 5o that) Despite the low rise in the core rate of inflation in January analysts are concerned about higher enerQy costs. (ln spite of the fact that / ln spite of / So that) Nokia is strong in Europe, whereas Motorola is strong in the us.
(ln spite of the fact that

region, the deficit has stayed more or less the same for several years. Surprised? l'll tell you the reason - it's 3 globalization. Yes, China has been growing, but a lot of that groMh is because it assembles goods that were previously made in other Asian countries. , at the end of the day, the US is importing the same amount of stuff from Asia, but now it3 all made in China.e

(as/though/while)
Nokia is strong in Europe, although Motorola is giving it very strong competition.

2O-6 Compare the version of the same text below. lt is more formal, and typical of a written report. Complete it with the words in the box. consequently due to
fufthermore however
I

(as/though/while) 20.3 Underline the correct words in italics to make grammar rules. The answers to exercise 20.2 will help you.

.l

Bxause of is followed by a clause (subject + verb), rvhile because / because of is followed by a noun or noun phrase (no verb).
Because

It

is widAly thought that there has been substantial damage

t

Ito speci{ic
[,ntna_

US industries as a result of competition , if you lqok at the new service

with

ln order to / ln order thar is followed by subject + verb, ',"hlle rn order to / in order that is followed immediately by :i.e ,nfiniiive form of a verb.

.:.':rc;gn
,'C=:,iie

by a clause, while a/thouqh follolved by a noun or noun phrase. ,', r3,?a5 / Although introduces something surprising, while ,', l:reas I although just compares two f acts of equal
is

I Despite is followed

jobs created as a result of trade with China, the actual net toss in American jobs is marginal. 2 , rhe US trade imbalance is not as bad as many commentators claim. ln fact, when we consider ihe East Asia region as a whole, the deficit has remained basically the same - around 3O"/" - Ior several years. What is the reason for this relatively increased stable lrade deficit? lt is 3 economic integralion within the Asian market. Chinas

?O DEVELOPING AH ARGUDIENT

LINKING WORDS

exports ha'-e

jser

:i'a-:^,a:

:a j'. c-i

:l-.ai's largeiy because

Japanese, Kcrean " -',', a-e-ce ar d Sir Eaporean com panies have been rroving iieir c,',;l pro'duciion to lhe Chinese' r mainland. a . ihe US is importing a similar amctunt of gocds ficrn Asia as before, hrut the trade has a different pattern. Ltuch of the business is done with pre-existing non-Chinese trading partners who have simply
,

2O.9 Complete this text by writing the best word or phrase from those in the box. Look carefully at the logic of the argument.

i
i

_-,,

ut
in

as a

result

r*!_

M
?L

even

if finally

::::!:

_--.,

!::!::9!_-_*_ :

relocated their operations to China.

20.7 Complete each example with the best pair of

linking phrases from the box. Look carefully at the logic of the argument.
l,As

a maxer of fact / For instance

tn fact

i 1

To a

Broadly

Wl ertent On the whole / However speaking , sales and marketing are not
great

Therefore coordinated very well. ,we should reorganize the department. , open source software like , Linux is"making a big impact in the world of lT. , it is unlikely to threaten Windows' dominance in the mass market.

around 67Y" now to just 56% in 2050. This will create , r:,:-, problemi for the tax systems of the countrie" "ona6'rn661."..',-, , some people think lhis is'the'-:':-:i:.1: greatg.st long-term challenge that Europe faces. fnd'reaOni is as foliows:,golernments will have to raise taxgs o1 thi!=. ,-1_ working population to fund pension systems, otherwise-':,. = elderly pqople will vote them out of office. This ri-se in taxes. can only come from company profits and employees.'.: , 'salaries. 3 , companies will.have . , less money to invest in their businesses and the purchasing

powerof consumers will fall. This will create a vicious cycle

it means lower economic growth

, she has quiie a lot of experience in the sales area she worked as a rep in France for two years, going to all the trade fairs and speaking directly with customers.
, quality is not just a technical it is also and prcduction rssue a design issue: products have to appeal to a customers

and therefore, in turn, less profits and taxes.

What options do governmbnts have?

more women and long{erm i unemployed people take jobs, it will not be enough to-solve the pioblem, lt seems that there are three answeis. Flrst of : all, workers will have to retire later. Next, private pension schemes will have lo become far more widespread. And , economies will surely depend much more on immigration to sustain economic gloivfhr,lt !s true that increased immigration has caused social problems
in many countries. But,
7

;esihetic sense.

2g.8 Look at the box in exercise 20.7 and find:

I
2

trvo phrases that mean the same as 'Actually':

two phrases that mean the same as 'ln general':

immigrants have been prepared to do work that nqt1ye91, :. won't do, working for long hours and low pay. And, I ,-,,-,,.

young, and young people are ryfra! Europg incieasingly needs, So, 8 problems, their numbers are likely to grow.

immigrallg

a19

Choose one of these texts: How do multinational companies operate in today's global economy? (page 84)

or ln coming decades, a key challenge for countries in the euro zone is going to be its aging population. (page 87).

Read the text again several times, then write the first sentence at the top of a separate piece of paper. Write another text beginning with the same first sentence. Use your own ideas. Feel free to refer to the mind map as you write.

87

-i=:-:=

-:'--?:-:1
-1.={i:--'-

;- i:I'fr

i:g

Developing an argur'lnent - linking vvords 2

e
In the dialogue there are linking phrases that allow the
speaker to make a personal com-ment. Examples are: if ironically and npparently. Find these rvords in ihe text and check their use in the mind rnap. There are also linJcing phrases in the dialogue that allow the speaker to make two related points. One example is: for oie lhing . . . and for another. Can you find hvo more cxamples?
seems that, ob-oiously, to be honest,

Develcping an arguffient
Read the dialogue and then study the bullet points belolv.

Another important technique for developing an argurnent is io first concede a point (yes . ..), and then dismiss it (... but not in this case). One example in the dialogue is: it's true that ... but.... Can you find one
more?

I a
tlieieSrglobbl warming - we can't just go on i: releasing greenhouse gases like we do now. We must :.. do something about it, otherwise it'll be a disaster. ; B: As far as China and lndia are concerned, there's plenty of new technology to replace oil: wind. solal 20 tides. bio-fuels, natural gas. Canadian oil sands, fuel cell : technology, not to mention nuclear. When the cost of energy rises enough, they'll all get developed. And it's true that there may be a problem with global , warming, but what can we do as individuals? The : temperature of the world has been changing since time :
i.

;,:. ;'' ltieii

A related technique is to first generalize, and then qualify (limit) your generalization. There is one example - can you find it? There are also two examples of strucfures that a grarunar book would call'conditionals', in other words saying what will happen in certain circumstances. Can you find them? In relation to formality, all the language listed in the mind map under'Making a personal comment' is informal (conversalion and emails) and everything else is slightly more formal (careful speech, meetingg
presentations, reports, etc).

eontradEetory poEnts
Any speaker or writer who is developing an argument has
to show that they have considered several points of vievr,

we ju:t wont be able to have thb

sa-me.

lifg

r,e .io nor,.r. And there ap lots of thinbi--tF:a] :;n do. Firnly, we can,all ie'duce cjui.

including those that go against their own argument. In real life things are not black and white and there are exceptions to any general rule. By dealing with these contradictory points you demonstrate more complex thought, and the listener is more likely to be impressed and persuaded- In a business report or university paper this style is expected.
the dialogue above you saw some exarnples of this kind of language: the phrases for'Conceding a point but then disrnissing it' and 'Generalizing and then qualifying,. There is an additional branch of the mind map that lists eight ccn)mon lerical structures for discussing contradictory points. They are all fixed expressions: use them exactly as they are here.
I-n

21

DEVELOPING AN ARGULqE!'{T

L'it'iKIHl6 U40'RDS 2

Yor.r

--.j A: -r-=-_ _. r*-_ . -_.,eL^ . ..- iI }-- ' -i---i-:-' --L "' {-. --ig -- r.:. :.--- ' -;-1.a1 :Z "' i*- --l'C:-. r-Y.'' O* p-*:- .- =-: *' -11i t.l.e- 51a1-ir'*te ".- 5"t :'-ss dc*a "' Oa
Urig-r n:nur.T a i=$i'i*--1'r::j '"' *--a1i-igr' ' " blrt. ir. *-fe [,*i-iaa!' 5

x,
atr

le.ard sci>^elhi^4t hrt are r'ot |we lL seeus that, APParc'nt! 3or.^athi"4 i5' +;-wi' but tw-Pritii:4. Actuallyr ln facN ltraxlely eror'r4h,
Believe it or rct

<T
4l

n/

t'7

<or^ethia,4

i;

obviouf

or

Alre4.{y known

Clearly; Obvi"urly

ln t-Le. ;k;^t i-i's '.Lrrt ia --'rz '=4 '="v "'

{"/ ett

qd /
Forttrnatelyr

Bad {or-tu,..e.
Ut{ertunataly, (adly
':

Luct ily,,

4l rtJ /
l

"/ F./ .st

To b{. honettr,FranklY -.

a^r,"1 tonzthiq colrfidettial

Pease-dol

' Battee^ vou and u9, t flPz,-{:t this but "'

Oth"r pkates
Hope$ully, Auazir4lY;

lronically, Ur^.der;ta.ndablYt kedictably, Preru-ably

'.

Makirr4 tr^o relatad Pojl-t{ Firrtlv .-. and ieco'rdlY "' To be4iJ' wi Lh .'. and the, "'
a,rd

For one thin4 "' for anot6er "'

placa

i
i i

[rtl

"' and therr o,r tgp of that "' Corrcedin4 a. point, but

lr tha fir;t

bEVELGHNq Aru ARquffiNT

tlsn Jir*istig i+

Certairly ... however "' ($or^r^al) . Adr.ittedfy .-: btrtf ,'evzr1cl'rzless '-' ' ther qualif7ig' ! ClerreraliLit4 ^^d lr' 4e^erai ... al thoulh "' Oi the whole ... but "' ln uo5 L c65eS '... however ' "
.

It'r trua that ..' but -.. a{ cc*rse :.. 6ut eve,t to""

An,rourcin4 a chaqa of SubjecL irr advance

41 re4ards "' r.o4oiai^1 "' Ag Tar G ... ti co'rcErrted ' l,r relabion to -.. (rlilhtly forr^al) With refere^ce to ... ({orxal)'
Char.4ir,4

the topic
waY,

lf ..., ib'll probably r.ean Lhat "' We l,ust ..', otherwi5e "' l)xle59 ..., it will"'

l,rcide,rtally,

(rlilhtfY forr^al) Talki,ra about "' On the iubject of "'

bv

the

89

Delreloping an argument
21.1 Study aFe), noticing the phrases in italics-

- linking words 2: Exercises

6
A: They say they can deliver the materials by the end of

. : : l
=

::," .ir-e inrng its too

expensive, and for anolher the

the month. B:

:*':;n
-:s
"r':s,

ls quite old-fashioned.

as ihe press conference is concerned, we need =,.=assr-lre everyone that the situation is under control.

to

;ll

our jcbs are going to be at risk if the merger goes

:-ir-c"ugh. lncidentatly, did you manage to get any f:rthe game on Saturday?

ticketi

-ie

n genera/ her decisions about marketing strategy are very g,cod, a,though on this occasion I think she has overlooked

_=--.-. I don't care. We've already had one bad experience with them and I think we should look for another suPPlier. . if they want a tailor-made they'll have to give us detailed specifications- l'm version, sure they know that. Cadbury Schweppes announced a cut in its expected
, the whole food and beverages sector saw lower share prices followin g the announcement. earnings on Monday.

ln''portance of the lnternet.

el,,'l so I

Cf cocrse Silvia has a lot of experience in this field, buf think the project is too big for just one person-

Now match each phrase in italics above to the one below with the closest meaning. Write the sentence letter in the box.

21.3 Complete the text with the structures in italics. Note that they all need two gaPs.

t i

As far as .-. is concerned ...

Firstly

... Secondly

url"rr ... it will ...

It is

1 By the way, ... 2 As regards ... 3 Admittedly ..., but nevertheless ... 4 On the whole ... , bui ... 5 ln the first place ... , and then on top of that...
Say sentences aFe) aloud

tr

tue

ln most cases -.. but . .. that ... however . ..

globalGDP,

with both alternatives.

a

Spain represents only 2% of it has produced players on the global some multinationals that are major stage. What are the reasons for lhis success? , they have focused on what theY

word from the box. Several answers may be possible, but one solution uses all the words in an appropriate way.
:-

21.2 Fill in each gap with

__-

A*saqf- Amazingly Presumably

i --l::t!y-

t':y!v--::!!"btv

A: Can you help us with this email? lt's written in Spanish.

-:Y":Yy:', )

Clearly

g'.

l'm Brazilian, so I speak Portuguese not Spanish. But l'm sure I can help you.

Actuallv

do b,est: large-scale operations. Examples include Tlef6nica (telecommunications networks), Repsol and lberdrola (energy) and Ferrovial (infrastructure). , they have made significant mgves, into Latin America, taking advantage of the common language and culture. Banks like Banco Santander and BBVA have been very active in these these success stories markets.3
have been large, publicly listed companies, some family-owned firms have also done well. Examples include Freixenet, the leading exporter of sparkling wines to the US, and lnditex, the owner of lhe Zara clothing brand.
the future

The trend in lT is for software and data to.migrate from the individual PC to the network. this is quite like ihe situation with mainfrarne computers in the seventies and eighties.
, we can get the information quite easily from Google- But I haven't actually looked for it yet.

'

, competition is going to get

, the original 19th-century London Bridge is now in the Arizona Desert! lt was sold in 1962 to an American oil millionaire, dismantled, and then reassembled brick by brick. lt is now a major tourist

tougher. By concentrating on Latin America, Spanish oompanies have already picked the 'low-hanging fruit'. There are some major challenges ahead, especially in these terms of top management. s

attraction. Hello? ls that Melanie Bryant? Yes, it's about your order. we're having some problems processing your payment. Can you check at your end to
make sure its been authorized?

companies develop more senior executives with

international experience, difficult to expand into the rest of the r,vorld. be
!!*+-Fri**ff

21
in the

DEVELOPING AN ARGUMENT

LINKING WORDS 2

Fill 21.4 Review some conditional structures' otherwise' provided gaps with these words in case' that, unless, whether' lve have managers with

internationalexperience,wewon'tbeabletocompetetn
the global marketPlace. international experience, global marketPlace'

-- will be able to compete we

we have managers with

time the Make the sentence about the past again' This Spanishspeaker is expressing relief - they did recruit were able to speaking managers and because of this they open the office. any Spanish-sPeaking lf we able to open an managers, we office in Mexico.

in the

We need managers with international experience' we won't be able to comPete in the global marketPlacein the global marketplace depends

possible in Remember that all modal verbs are example, may / might could be used in conditionals. For would' 1 above to make the result less certain than

21.7 Choose a phrase from the box to complete

time.

each

4 Our unllity to compete on

5
speak SPanish,

possible each sentence below- Several answers are uses all the words in an but one solution

or not we have managers

with international exPerience' managers who We need to start recruiting some senior
want to enter the Latin American market-

"fpropri"t"

*"Y.
Ii

-@rL're"'

one daY we

At

the time

from the 21.5 Answer these two questions' choosing 21'4: worO, and phrases in italics in exercise
on condition which one means the same as ail of these: that I as long as I if and onlY if?

but deep dov'rn '" situation lJnder normalcrrcumstances " but iq,the current in the long term "' ln the short term "' but On the surface

On

"' but rn retrospect "' realitY"' PaPer ." but in

"'

"'

i I

On the Pl9lPncl but on the other

Whichoneisusedinalmostthesamewayaslf,but(i)itis

between two more common when there is a choice or is (ii) it is more common when the word possibilities, (so NOT I infinitive also used and (iii) it is used before an if to go to the conference)? can't decide

the qualitY is good, the price is quite high. she was quiet and shY, she knew what she wanted and Hong Kong DisneYland looks

was determined to get it like it should be a great success. to surch it will be a challenge to adapt the Disney formula a different culture. I found mY MBA course very I got used to the

in particular 21-6 Look at the sentence in the box' and the form of the words in italics'

isry
1
lf we

we will be lf we recrurt some Spanrsh-speaking managers'

able

----l

l+
I

difficult, workload and started to really enjoy it'

Now follow these instructions: it is iust a Make the sentence in the box less certain of the speaker' hypothetical idea in the mind
manage6, office in Mexico'
We

the presence in the market and increase the visibility,of profitabilitY will of brand, ob.iective' course be the number one
I

some SPanish-sPeaking able to oqen an

2tv.lakethesentenceintheboxaboutthepast.Thespeaker recruit any is expressinq reqret because they didn't

5panish-sPeaking managers'

If we

'i 1
i
I

manage6, We office in Mexico

some SPanish-sPeaking able to oqen an

would agree with You' I just don't think we can afford on hold and to take any risks" Let's put your suggestion discuss it again in six months it was difficult to leave mY job at 28 and invest time and money in an MBA'
ever made.

a
o

in the end (#4 above) means 'finally' or 'eventually" while at the end refers to the last part of something'
Note:

mind map' Write the report. Feel free to refer to the

,l

.i
,,:-R

....\

91
f,".+

-\

Developing an argunsent
Developing an argurnent
Read the text and then study the bullet points below.

- linking words 3
Look at the words in bold above, and the mind mapFind: - three structures in the text listed in the mind map under Opinions. three stn-rctures listed under Focusing. - one word listed under Emphasizing. - one phrase listed under Concluding. Notice the linking phrase after all on line 8. It means 'we mustrr't forget thaf . It does NOT mean 'final|y' I'at last'/'in the end'. Notice the linking word yet on line 43. It is the same as 'but despite this'. There is more sense of surprise than

I l\ topi.. A succession ol scandals at maior ! corporations like Enron, WorldComand Tyco caused I tne US Congress to pass the Sarbanes-Oxley Act in ;l 2002 - a major piece of antifraud legislation. Some I Ueopfe argue that a combination of anti-fraud and I equal opportunities laws is enough to ensure ethical t pracuces, and up to a point, they may be right. After j American business does seem cleaner and fairer
rot
'these "U,

i_ 3 LT"rr",

before has business ethics been such a hot

9 o o

simply'but'.
There are five other linking structures that are not in bold because they have already been mentioned in previous units. Find: - one for making a contrast. - one for adding another point.

2ql

! ,{ I reporting, contracts and discrimination. What il companies really need is a set of standards and codes lsi that describe what is ethical and unethical in the wider I sense of society and the environment, and that j prevent problems from happening. Moreover, these { standards and codes have to be considerably more I effective than in the past- For example, highJevel
managers need

days. But on the other hand, these laws onty .o-e into play after a crisis has occurred, and are predomin"rtly concerned with areas like financial

! I
I

i
{

to take

personal responsibility for

I detecting and preventing misconduct- Likewise, ! whistleblowers lower down in the organization who t report misconduct must be protected. fro- a financial point of view, having a strong { 5l ethical policy can be good for business. Consumers I dislike companies that exploit cheap labour in poor ! countries or harm the environment, and 'corporate t social responsibility' has become a key part of brand I image. Of course a company's social audit is still :ol relatively less important than its financial audit. But it I is in a sense a victory for ethical campaigners when, !l for example, the annual report of a company needs to I list its contributions to societSr in order to keep the I shareholders happy. 351 Taking all thls into consideration, I am I I true that government legislation already exists in { many areas, but certain core values like integrity, i0; honesty, fair play, commitment to diversity and
,j|
'iN convinced that ethical considerations will have a Srowing importance in the company of the future. lt is

i f
f

one for giving an example. one for saying something already known. one for conceding a poinl but then dismissing it. Study the Opinions section of the mind map. Notice how you can vary your language (instead of always writing I think or In.my opinion).

Foeus!ng structures
At line
13 you can see the phrase What companies really need ls .... Look under Focusfng in the mind map to find more examples of this structure. L you can see a phrase beginning with a negative frequency adverb: N ner before has busine ss ethi cs been.... When you focus on nmerby putting it at the beginning you invert the normal subject/auxiliary word order (Business ethics has neoer b{ore been .. .). See the mind map for other plrases that can be used in this way.

I r
I t

i
! I t I I I
I ,
I

At line

i
I

Adverb + cornparative adjective

Look at line
18 considerably more effective

and line 30

relatioely less important Why add the words'considerably' and'relatively' when the sentence is okay without them? The answer is that it makes the comparison more measured

- it sounds like you have considered the comparison more

carefully. Adverbs used in this way are:

! ! I _-_-=:=-,::ji==.=_==:.EF?::=!E:5f-!if-i=rjaiiiF;5Fji!::+:sr-{:1FjT:=1.t:"=-ij".

involvement in the community need extra support. tn.t are too general to be created or defended by taws, yet strong leadership in these areas can set an examlle to employees all through the organization.

- fr, I much I considerably I signifcantly

(more effective).

I substantially

relatiaely f somewhat (more effective). slightly I nnrginnlly (more effective).

22

DEVELOPING AN ARGUhIENT

LINKING WORDS 3

Er^elraf ie;a'4
Above ill, lr Particular

krgolal oPiniot
r,
\

Mainlv, ,\rortly, ki^cipally' Predoxinantty

Pa--icrrlarly, ErPeciallY .
$eci{icallY

''

ln xy opinior/viaw I reaitv be.lie"e that I a- Jorvirced th^t

to l,r, coxpari5on *ith, Co*Pared

-(ir'.rlarly, LikewiSe)

Co+^PariJor

Lpst cert-ais:
:

3ir^ilaritY ln Lhe taue w^Y

ir "

Apa,'t

{ro-'

kxcePtton'

ExcePt {or
wAY'

To xv waY of thinXinl ''' ft sLe-s 'to ue that- "' Li-i ted krowledSe: As $ac at I know "' T; the best o{ uY krowladle "'

ot"her

-(urrrrariz-itr4 Baricallv (inforpal)' To 5uu l^ ihort' l^ Suvvar'1 ' All in all (ir'.forual),
Corrcluditt4

'' ,

ExPlairiq r^'ord5, to Pu't it anothar that ir' ie To Put it liNPlY -

Aualifiei
peogle ar4ua that ':' Paoole o{ie^ cl^it^ that "' Paopie te"d to believe that

(oua

"'

uP'

iAtt> Ttu v4.1ority

111

o[ ua"a4eci "'

,:-::p4ffiially
lrr.

-9r

true rtateilert

<l

\"

r ,f

Takinl all thi; into corrgideratiot

Att thnqr congiderad 6;1f66Yal)' Or. #la".ce, l'r co'rcltr5ion'

o1

Us to a Point, I'r 6 5e^5el 4 wayr To 5ove deyee./exlex1.; To i lit^ited dz4rez/ extext'

\.> \f o-t \

\o.

UJhat

1 1lv- thina "'

VJhat cor^pat ieg really xzeA i5 "' What we want {rol.r You i5 "'

What I will do {trEt' is "' The thinq tha.L ivPre5ied

vetvolt wa5 "'

The o".e' thinl that wocrie5 ve i5 "'

U,rder

:.i ,,i

:i
l

l :al .:,j lii

:l

bErcLoHNq AN ARGUMENT 5
.r0f
I
I

,..o circurastalceS c,.^ ile "' O^ ^o a,CCourr.t. r.^i,r;t we "' ..r .f .:..:At tiue'have I ... conditior will we "' O^ ,ro^o Oi" l^ Sr>ve relPe'tt do I "'

Ne4ative frequencY Never before has "'

-,i

,i
'_l

O"li ;" t^re occ^tio'r'f have we "' Field'oF relevarce Frore a technical / lixae'cial / cDMpercial / a-dvi ilStr ative / r' ethical Poirrt of'view
Tech^.icallY tPe^Yi^ Fi,..anciallY 5PeaLi14

't
I

T7^urt, t Cone id erably e++ec4t'.itrve CMore

$

/ li

icaxL\
,l

I
I
.l

(ubl tar LiallY y'(ouewhat (uora e{fective) Relatively

:

<,,1h*.'y Z

;i=t s--:.1
i'i-{

*ar4i "'allY i,".or

P--f:cY293

-1

,r.,:\

Developing an argument

- linking words 3: Exercises

(Be careful with the next three examples is also needed.)

22-1 Put these phrases in order, from 1 (most careful and measured) to 4 (most certain).
a) lbelieve that ... f] b) lfirmly believe that ... I c) lt would seem to me that d) lt seems to me that ... I

a form of do

5
.-. I

will first give you the history of the project. What I will do first is give you the history of the prcy:<:

6 7

We mustn't go over budget.

We should employ more local staff.

Now do the same for this group of phrases, again from 1 (most careful and measured) to 4 (most certain).
e) I tend to think that

f) lfeelit

... n

22.5 Rewrite the sentences starting with the

tinderlined words.

is possible

g) I am convinced that ... n h) lwould argue that ... f|

that,.. I

1 2

Business ethics has never before been such a hot topic. Never before has busrness ethics been such a hct tactr

22-2 ln format writing you often qualify a general opinion so'that it sounds more measured. Tick (/) the phrase from each pair that is more typical of formal

We can under no circumstances accept this deal.

This information should on no account be shown to the
press.

writing. 1a Everybody knows that ... I 1b Many people believe that ...

(Be careful

with the next two examples - a form of do

2a 2b

Companies tend to ... fl Companies always ,.. f]

is also needed)

I agree with you only in some respects.

3a All managers ... f] 3b The majority of managers

We do business without a bank guarantee only on rare

occasions.

4a 4b
5a

Not everybody believes

Nobody believes that

sb

... I People always say that ... n Some people argue that ... fl

that... f

22.6 The phrases in italics are all in the wrong sentences. Put them back into their correct places.

6a 6b

This may cause problems because .-- f Ttris will cause problems because... f,

22.3 Fill in the missing letters. 1 __ __a point,this istrue. Z _ _ a_sense, this is true.

.,

'

il is noltv possible to prevent the bodys organs from deteriorating. lt requires uU large doses of controversial dietary supplements such as human growth hormone, DHEA, antioxidant vitamins, glucosamine, Omega-3 and more.
From a commercial point of view,

2 From a technical point of view, anti-aging drugs are going

to be big business

3 _ _ a certain e_ _ _ _t, this is true. 4 _ _ a limited d_ _ _ee, this is true. 5 - - the b- - - of my knowledge, this is true. 6 __ far__ I k___, this is true.
22.4 Rewrite the sentences using What ... is ... to focus on the topic. The first example has been done for you.

as the 'baby boomer' generation passes through retirement. From alegal pointof view, havinganti-agingdrugscheap and freely available is going to be very popular - retired people make up a high proportion of the voting

population.

4 From a political point of view, anti-aging drugs raise

important questions. For example, should patients first get a DNA test to make sure that they will benefit? And who tells them if this test shows they have a high probability of dying within the next few years?

Companies need a set of standardsWhat companies need is a set of standards

2
3 4

l'm talking about a completely new approach.

We want good quality at competitive prices.
I

5 '

From an ethical point of vier,v, anti-aging drugs need careful regulation so that they do not expose their manufacturers to lawsuits by making false claims.

would like to have a chance to soeak to him

22
with

DEVETOPING AN ARGUMEHT

LINKING WORDS 3

22.7

A fdtetch ar, rmi:r'mdi nhn-ase frorm 6roup

frcmm Gno'up B-

more fonrr"all pliree

(rfCr-3 f,

22.11 Complete the text using the linking words from the left-hand column in exercise 22'10' Think carefully about the logic of the argument
lhe issue of blocking access: to certain lnternet sites by governments, the topic of 'jntellectya,t,copyright' is probably the key ethical issue for, the lntbrnet age. lntellectual copyright refers to the ownelshlp of a creative work- li you pay for and downlgad an mp3 music file for personal use, that is legal, but what peer-toabciut if you then place it on your hard disk for 1',.',

j-'::.l;"= -1 ii.; =: -:i: Z itS r,:.: 3r:ryii'; - :'-: -i:: =l:h

mOfe f

..

. ,- ,.

its f:r

--':-?:':E-:'":

Group 3

's a) it cc-s -+'::'.' -':i: :i:--<1;? b) it is scr:.'.-:: -'--r::-1::i 'e

c) it is sl:Er-.:.' -':-::'::i-':

22.8 Study the position of particularly in relation to a noun Phrase:

Business ethics is a

and in particular

Fair trade in
ethics.

hot rssue particularly fair trade' particular has b<ome a hot /ssue in busrness

peer sharing? ln the first case, the musicians get paid' in 2 anthe second theY don't' get paid if you photocopy t|:ir book,and a .authol $oesn't l.oft*ut" wrlier doesn't get paid if you distribute a pirate copy'of 'their program. What about the movie industry?
3.

used at the Which one of the above could also be beginning of a whole sentence? fair trade has become a hot issue'

22.9 Look at these two sentences: classroom use' -Tli-e sofTvvare is designed particularly fo.r use' The sofware is designed mainly for classroom box below mean 1 Which two of the formal adverbs in the

2 :

the same as ParticularlY? below mean Which two of the formal adverbs in the box the same as mainlY?

the music and Publishing iJiurirle. mentioned above' they have been considerably property' more'successful in protecting their intellectual file However, as lnternet download speeds increase' may also become a possibility' sharing of movies , it looks like all the from digital technology' Does creative industries are at risk this matter? The answer is yes' lf musicians' authors' don't actors; film makers, so{tware writers and others produce reieiveran income, they won't continue to work to

es1eciall4

PrinciPallY

prga-7:ni1-1itu'Pyifl:lti!
for'

-:

22.10 Fill in the gaps using these prepositions: a structure from, in, in, into, on, to, with- Then match from the right' {rom the left column with one

that this high-quality products. ln theory, it is easy lo see in practice it is difficult to persuade situation is wrong, but yourself to pay for something that you can get {or free' , it is ProbablY better to have otherwise some sort of regulation s o that everYone PaYs' the creative industries will enter a sloy.v decline' '

apart

comParison 2 -short 3 balance 4similarlY 5-

I I

to put it brieflY
except

.-

22.12 Match these initials to their meanings: eg' ie'

tit"*is"
compared taking everything consideration

for example

__----

in other words --.--...-----.-_

I I I

--

-.-

and i'e' You can also write these with full stops: e'g'

Now complete each sentence with eg or re'

3 -

Scandinavian countries

(Norway' Sweden' and Finland) tend to be early adopters of Denma*, lceland mobile communication technology' Noway and Sweden) tend Scandinavian countries (to be early adopters of mobile communication technology'
'corporate Do some lnternet research. Type the words a search engine' social responsibility' into 'Corporate social Now write a short report with the title
responsibilitY'.

ethics been Re-read the texts Never before has business from the issue of such a hot topic (page 92) and Apart governments' blocking access to certain lnternet sites by copyright' is probably the key

i" ai, of

This will ethicai issue for the lnternet aqe (page 95)' ethics' remind you about some issues in business

intellectual

read When you finish (if you are working in a group)' each others' reports. Have a discussion'
95

:n

.1

:1

II
_1

\I

Writing paragraplrs
Topic sentences and unity
Flere are some facts about trends in the consumer goods The intuoductory sentence in Version B is called a'topic sentence'. It provides a context and summarizeslvhat n-i_11 follorv in the paragraph-

r.irket:

All the

sentences in a paragraph should relate to one main idea. This is called 'unity'. Uruelated ideas in the same

Study the short texts below; they are alternative ways of presenting the facts above.
Version

paragraph produce confusion or complexity. A typical error might be discussing advantages and disadvantages in a single paragraph, or even discussing more than one advantage in the same paragraph.

E!4ovenrent / l-ogic
.priqe.

for highly.,timnd
i:,$e. world - leaving:.the,,-qrid i.S.? *" poles lies u uuit *r'

Version B has movement: the ideas flow clearly and logically. In this case, it is because the topic sentence sets up the paragraph structure very clearly. Another typical l'av

to give movement to a paragraph is by using linking words. The left-hand branch of the mind map opposite reviews this language area, which is covered in more detail and practised in units 20-22-

Substitutlon end repetition of key words

Read this paragraph taken from the same text. Version B

i,.,Rlg: ir,.tranging
:.Lv,ere.

t,,ig+lity 3But nowadals p.ople "i l !.$-'ig9ti"" when they nnd a bargaini.al[ S$."!.'..t,.y are in control of their,. ,af i:rdiirlt of r]le monby. sar bFlB.iii+f.rta a few highnd

as rvell. t" tnu:p*'g: associated exclusively with

Version A is not so easy to follow. Why? - Sentence I presents an idea, but we have not been prepared mentally with any context and so the paragraph begins too suddenly. - 2 follows well, gfving a contrasting idea. - 3 is strange: instead of contihuing the argument, it

The idea 'the bottom end of the price range' (sentence 1) is a key one, and will be referred to again in the paragraph- Using similar words could be monotonous, and so the writer substitutes the phrase low-end products in the next sentence. Equally, income groups (sentence2) is substituted later by social classes, and a bargnin (sentence 3)by money saoed.

introduces a new idea ('the middle') half-way through the paragraph. 4 is strange after 3 (which made no reference to lwo
poles)-

Version B is better. Why? - Sentence 1 introduces the main idea of the paragraph in a short, simple way- Further sentences develop this main idea rather than adding nerv ideas. - There is a logical movement in the paragraph: the sutu-

topics in 13 and -a ('&e high end','the low end', 'the middle') appear in the same order as they are mentioned in the first sentence.

But repetition can often lvork well. It can tie the paragraph togethe4 give emphasig and be srylistically effective. Note how the words low-end in sentence 2 are echoed by tlre words high-end in sentence 5- This produces a sense of dosure. Note the topic sentence at the beginning that summarizes the rvhole paragraph. Note the movement: as uell linking to a previous paragraph (not given here); time sequencing (in the past g but rtott'ndtrys); interestingly to make a personal
cornment-